American River College Integrated Planning System Reports
2022 Disproportionate Impact for Early Childhood Education Overall
Drop Rate Metric (F19-S22)
The following is intended to provide an overview of where disproportionate impact (DI) exists in the Drop Rates (% W notations) of different racial/ethnic groups within your planning unit. Greater detail can be found in the Department DI Detail Spreadsheets which are available for each of the course designators in your department
(ECE).
These nine-tab spreadsheets show your DI data at the department and course level, disaggregated by race, gender, and gender within race. (To protect the identity of faculty, DI statistics are provided only for courses that have been taught by at least three faculty members during the three years we merge for these reports. An unrestricted report may be obtained if all of a planning unit’s faculty are agreeable, and doing so typically results in DI data being reported for additional courses beyond those shown in the restricted version of the reports.)
Please refer to ARC’s DI Interpretation Guide for assistance in understanding and differentiating between ARC’s two DI reports (the web-based report shown here and the Dept DI Detail Spreadsheet(s), linked above)
Course | African/ American |
Asian | Filipino | Hispanic/ Latino |
Multi- Race |
Native/ American |
Other/ Non-White |
Pacific/ Islander |
White | Unknown |
---|---|---|---|---|---|---|---|---|---|---|
ECE 300 | ||||||||||
ECE 305 | ||||||||||
ECE 312 | ||||||||||
ECE 314 | ||||||||||
ECE 320 | ||||||||||
ECE 321 | ||||||||||
ECE 325 | ||||||||||
ECE 326 | ||||||||||
ECE 330 | ||||||||||
ECE 331 | ||||||||||
ECE 342 | ||||||||||
ECE 343 | ||||||||||
ECE 350 | ||||||||||
ECE 361 | ||||||||||
ECE 363 | ||||||||||
ECE 404 | ||||||||||
ECE 407 | ||||||||||
ECE 415 | ||||||||||
ECE 422 | ||||||||||
ECE 424 | ||||||||||
ECE 430 |
The Disproportionate Impact methodology shown here reflects the four different methodologies recommended by the State Chancellor's Office, including the most recent, the Percentage Point Gap Methodology with Margin of Error. Applied to the success rates of the courses your unit has offered over the last three years, the above table shows the following:
- Groups with success rates showing Definite DI
- Groups with success rates showing Potential DI (rates within 3 points of the group’s DI threshold)
- Groups with success rates that may possibly have DI, but for which too little data exists to be sure (<10)
- Groups with success rates showing No Measurable DI