College Goals
All employees contribute to this mission in many different ways, but SFCC identified four main areas to follow as evidence that these combined efforts are effective. Two of our goals are milestones along the way to the end goal of students earning an award, whether a certificate or degree. These early milestones help the college understand where they can continuously improve.
Goal #1 Increase the completion of 30 college-level credits earned in the first year to 70% of award-seeking students and close the equity gap by end of Spring 2028.
Goal #2 Increase the completion of college-level math in the first year to 51% of award-seeking students and close the equity gap by end of Spring 2028.
The third goal (below) calls for completion of an award within 150% time. This is defined as 2 years for a one-year award or 3 years for a two-year award. This goal honors the known value to students, both in learning and economic benefits, of a college-level credential. While acknowledging that not all students intend to earn an award, SFCC thinks it is a meaningful indicator of the institution being effective in supporting students in meeting this critical educational goal.
Goal #3 Increase the 150% program completion rates for award-seeking students to 46% and close the equity gap by Spring 2028.
Within these three goals, we acknowledge the need to support all students while recognizing there have been historic, national trends that key population groups have been underserved by our institutions. After completing a gap analysis for various populations (first generation, Pell eligible, gender, historically institutional underserved race/ethnic identities, etc.), two populations that the data identified as populations that our institution have most dramatically underserved, were those of students who self-identify as Black/African American, Hispanic/Latinx or multi-racial including at least one of these two groups. SFCC believes the efforts made to close our success gaps for these populations will benefit all students, but that reporting on these two groups provides less complex indicators for evidence of institutional effectiveness. The gaps in outcomes which demonstrate our historical inability to equitably serve these groups are challenging to close, but SFCC has made a commitment to serve these students more effectively. We do not consider our goals achieved until we achieve this.
Special Focus: Increase support for Indigenous students (students who self-identify as Native American, Alaska Native, Native Hawaiian, or other Pacific Islander).
Our fourth Special Focus goal is a bit different. SFCC selected it in acknowledgement that there is a key population within our community that the college is underserving. This goal is one of the many ways SFCC is operationalizing the CCS Native Land Acknowledgement.