Pasadena City College is not fulfilling its mission in Northwest Pasadena. With more residents living in poverty and more at-risk students than any other area, Northwest Pasadena needs a concerted outreach program that will bring PCC to the community and the community to PCC. Here's how it can be done:
First, some key facts:
- The Pasadena Community College District (PACCD) serves the communities of Altadena, Arcadia, El Monte, La Canada Flintridge, Pasadena, Rosemead, San Marino, South Pasadena and Temple City.
- PCC enrolls close to 29,000 students. 2/3rds of these students take classes part-time and female students (both full-time and part-time) are a majority at 56.2% of the total student population.
- Based on the Spring 2001 Census, student ethnicity at PCC shows Hispanics (36%), Asian/Pacific Islanders (31.4%), White (20.5%), African American (7.1%), other (4.9%).
- Since 1994, the number of students attending PCC from outside PACCD has increased from 60.2% (or 17,458 students) to 64.9% in 1999 (or 18,850 students).
- Only 35% (or 10,150 students) of PCC's student enrollment is from the local Pasadena Community College District. This percent indicates a 5% decline in the number of local residents served since 1994 when it was at 40% (or 11,600 students).
- Only 2.2% of the 29,000 students (or 638) attending PCC come from NW Pasadena # District 3.
- In NW Pasadena, the Muir High School graduate participation rate at PCC has declined from 45.6% in 1996 to 36.7% in 1998 (almost 10%). While the rate for Marshall High School in East Pasadena has also declined from 46% in 1996 to 44% in 1998, the drop off is not nearly as significant.
- While enrollment of African American students has increased at community colleges at the state and national level by about 20%, enrollment at PCC has declined more than 10% since 1994. "The reasons for this decline are unclear" (PCC Observations1).
- Hispanic and African American students have much lower success and retention rates than other students and they receive lower grades and W grades more often.
CONCERNS:
This data indicates that educational services from PCC are sorely needed in NW Pasadena (District 3). Not only has the number of students attending PCC from this district declined, the success and retention of those that do attend PCC is unacceptably low. At 29,000 students, PCC's facilities are impacted, classrooms are overcrowded, parking is impossible, needed classes are not offered, student services are inadequate, and so on.
NEEDS:
PCC needs to address the educational needs of local community residents in District 3 which has the poorest population in the city and the largest concentration of at-risk African American and Latino students.
- Parents, many Single Mothers who want a college education for their children.
- Teenagers and adults who are low-income and want a college education.
- Seniors who want special classes but are unable to travel to campus.
- Displaced workers who need occupational training
- Workers who need to upgrade skills or need new skills for jobs in the future.
- Parents, many of who are single mothers that would benefit from classes in child development and parenting.
- High School students that need support programs to go to college and dropouts who need an opportunity to drop-back-into school.
- Recent immigrants who need English and citizenship training.
- Workers who always wanted a college education but can't fit it into their schedule.
- Employers that need workers with specialized training and skills.
PROPOSALS:
Some educational programs/services to address these needs:
- Offer college classes at nearby community locations for easy access for seniors, teenagers, and adult workers.
- Establish a special college degree program tailored to working adults' schedules (PACE). Classes held at work sites, community centers or on campus.
- Establish partnership bridge programs with local high schools to facilitate the transition of our high school students to PCC (may include college classes at local high schools and/or HS students taking classes at PCC or at local centers; should include specialized counseling services).
- Establish a retention program for at-risk students that help keep them in school from junior high through PCC (partnership program with PUSD).
- Develop partnership programs with faith-based communities to facilitate availability of educational services/programs for families, immigrants and the poor.
- Develop partnership programs with local business and industry for staff development opportunities, internships and specialized job and skills training.
OTHER ISSUES OF CONCERN:
Problem:
Morale is very low. Faculty and staff not only feel excluded, they complain that the board, president and administration do not listen or seriously consider their input in matters that directly affect them and the students, i.e., reorganization. Shared Governance is a façade # the president micro-manages and does what he wants. As a result, faculty and staff believe they have been treated disrespectfully. Nor have they received the support they require to do their job, i.e., many new teachers have to share a single desk. This is not a healthy work environment that is conducive to effective teaching and learning.
Recommendation:
1. Build a positive environment in which to learn and work. Institutional and organizational values need to be revisited to ensure alignment with the Mission of the college. Values shape and inform the behavior of the organization. In order to have a positive and powerful influence they must be widely held and understood. Engaging in values clarification will ensure they are lived up to and followed.
2. The organizational culture should reflect the following values: accessibility, inclusion, open communication # student and community input, empowerment, accountability, adaptability # being able to take advantage of new opportunities and challenges, a can-do attitude.
Problem:
Nice new buildings do not a college make! Building facilities and the budget have taken priority over all else: Academic and vocational programs, student services # even student success, the human factor # have suffered neglect and mistreatment.
Recommendation:
1. Student success should be the overriding value and be reflected in organizational behavior. While transfer rates are high, retention rates for minority students are low.
- Need to improve student success for first-generation college students and other student minority groups.
- Need to strengthen support services such as counseling, financial aid, learning resources, etc.
2. Need to adapt student services to accommodate the academic support needs of older non-traditional students (44.3% of all students, 22.1% of whom are 35 years or older). The majority of students (58.7%) attend part-time and in the evening (54.2%) when most student services are inaccessible.
3. Faculty and staff must be provided with the necessary resources (adequate classrooms, office space, their own desk, phone, supplies, storage equipment, computer, etc.) to perform their jobs and adequately serve students.
Problem:
Need to do a better job of serving PACCD residents and community. Of the 29,0000 + students currently enrolled at PCC only 35% live in the PACCD service area. The majority of students (65%) live outside the district. How can PCC justify asking local residents to approve a proposed bond measure and pay millions for new facilities when that investment will serve more people from outside the district than from within the district?
Recommendation:
1. Improve recruitment of local PACCD resident students from local high schools.
2. Expand academic (classes) partnership programs with the local high schools.
3. Improve educational opportunities for local seniors.
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