City College of San Francisco - California Competes

THEME I
These findings called attention to a significant problem that has become of foundational importance to
the College and is worthy of closer examination as an example of CCSF’s institutional commitment to
high-quality education. The case study below focuses on the College’s struggle with the lowest end of the
basic skills continuum in Math and English. Because of this struggle, the College has in recent years dedicated
significant time and resources to addressing these issues, demonstrating significant commitment to
delivering high-quality education. The case study below focuses on the struggle the College has faced with
respect to basic skills instruction in these two areas in particular; although the case study calls out various
student support services available to students, it does so only to provide context rather than to examine
these additional services in depth.
III. Case Study
The Evolving and Deepening Focus on Basic Skills. CCSF’s institutional focus on basic skills began
taking shape with the award of a Title III, Strengthening Institutions, grant from the U.S. Department
of Education in Fall 2002, the need for which emerged in part because of the findings of the Enhanced
Self-Study and the subsequent strategic planning activities conducted in Spring 2002 that called out a need
for focusing on basic skills programming (as noted above). At that time, CCSF began a journey to revamp
the systems and activities relating to basic skills success, including the development of enrollment systems,
from electronic educational plans and early alert systems to academic progress reviews and degree audits.
In addition, Title III activities have focused on improving ancillary academic support for students in basic
skills such as enhanced laboratory support.
At the same time, CCSF’s Office of Research, Planning and Grants reported that a significant proportion
of students entering from high school place in basic skills courses (at that time 45 percent placed into
basic skills English while 35 percent placed into basic skills Math, rising to 50 percent in Fall 2003 for basic
skills English with basic skills Math placements holding steady), requiring substantial remediation before
attempting college-level courses. Thus, in Spring 2003, CCSF pursued and received a $143,000 grant from
the Koret Foundation. With an additional $50,000 gift, the College launched an initiative to improve basic
skills instruction in Mathematics and English (termed the “Basic Skills Initiative”), leveraging the work
in Title III.
During initial implementation and funding of the Basic Skills Initiative, as expected, CCSF found that
creating a community for basic skills students at CCSF generates student success. That is, when faculty
and staff increase time for contact among and between students, tutors, and instructors, add structure
to courses, and foster community, students are more likely to succeed. In English, this translates to a
more integrated curriculum, more interaction among instructors, and additional time with tutors. In
Mathematics, this translates to a move toward more guided instruction and an overall time-on-task
increase for students. (See also the section of this case study entitled, “Results and Outcomes of the
Basic Skills Initiative” for more details.)
To build on these very encouraging improvements, and to deepen its understanding of best practices,
the College requested and received additional funding from Koret in the amount of $160,000. However,
funds had not been available for formal professional development, a component essential to advancing
the College’s work in basic skills. Thus, CCSF submitted a proposal to the Carnegie Foundation for the
Advancement of Teaching and the William and Flora Hewlett Foundation, at their invitation, for support
of professional development along with the ultimate goal of increased, ongoing collaboration among
key departments and initiatives within the College. The College received this grant in January 2005. The
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