Judith Herron

Judith who was laid off from her food service job at the airport two years ago, is determined to make her dream come true. Judith is receiving financial aid, Worker Retraining dollars, a Foundation scholarship, and assistance from TRIO. "If it weren't for TRIO and the great tutors, I would never be able to pass my math classes."

This summer Judith is going to apply for an internship at the Port of Tacoma. "I hope I get it!" she exclaimed.  With her dogged determination and fighting spirit, I am sure she will.
 

L to R: Ebie Omoruan, LaShundra Chase, Montoya Herron

Ebie Omoruan has been attending Green River for eight quarters and she is taking pre-requisites towards a nursing degree.   Ebie's parents immigrated to the United States from Nigeria.

LaShundra Chase has been attending Green River for the past five quarters.  She is taking her pre-requisites for a nursing degree and hopes to graduate in 2007 and transfer to PLU. Currently, she is working part-time for Diversity Services and part-time in an Adult Family Home. LaShundra is a single mother raising two boys, ages 3 and 8.

Montoya Herron has been attending Green River for nine quarters and she will graduate at the end of winter quarter 2005 with a Administrative Assistant degree.  Monotoya's goal is to work for the YMCA in Auburn or Seattle and help victims of domestic violence.  Montoya, a mother of a 3 year-old girl, is also a work study student in Diversity Services.  Montoya believes that Green River should offer a credited class on diversity.  "A lot of people do not know what diversity really means. There's a difference between multiculturalism and diversity. Diversity has a much broader scope.  It encompasses how you were brought up, who you are; it includes sexuality, religion, beliefs, etc."  LaShundra and Ebie enthusiastically agreed.

A monthly newsletter that gives you the facts.. February 11, 2005 - Vol. III, Issue iv

Welcome to The Report Card, a monthly newsletter containing information on various topics related to institutional effectiveness.  This issue is on Access and Diversity.

Background: 

One of the goals of the State Board for Community and Technical Colleges (SBCTC) is to offer accessible and affordable higher education to all Washington state residents. Community colleges have an "open door” policy which gives students educational opportunities on a non-competitive basis.

Highlights:

Washington community and technical colleges serve an increasingly diverse student population. Over the last decade, the number of students of color served system-wide increased by 10% and continues to increase. Likewise, the student population at Green River has become more diverse over the years, although the percentage of students of color has been lower compared to the community college system.  

·         Of the state-supported students enrolled in fall 2004, more than 25% were students of color at Green River compared to 30% system-wide. (See Figure 1). 

·         In fall 2004, students of color represented 23% of transfer students, 22% of workforce students, and 45% of basic skills students. (See Figure 2). 

While Green River continues its efforts to hire an increasingly diverse faculty and staff, the percentage of faculty and staff of color remains significantly lower than that of the student population. In fall 2004, approximately 13% of faculty and staff were of color. (See Figure 3).   

·         The percentage of full-time faculty of color at Green River has increased by 3% over the last four years while the percentage of full-time faculty of color system-wide increased by 1%.
(See Figure 4). 

·         Over the last four years, the percentage of students of color at Green River has been comparable to the percentage of people of color in the college’s service area (25% compared to 26%), whereas the percentage of faculty and staff of color has been considerably lower (13% compared to 26%). (See Figure 5).   

Green River provides services and assistance to students with disabilities to allow equal access to various programs and services.  Many students with disabilities, however, do not report their disability to college officials.   

·         Of the state-supported students enrolled at Green River in fall 2004, 5% reported a disability. The percentage of students reporting a disability has remained consistent for both Green River and the community college system for the last four years. (See Figure 6).

Many Green River students receive some kind of financial aid. The purpose of financial aid is to provide access to educational opportunities for students who cannot afford the cost of college. Green River provides a variety of scholarships, grants, loans and employment programs for students.  Students must be enrolled in a degree or certificate program and meet satisfactory academic progress standards to be eligible for financial aid.    

·         Over the last four years, the total amount of financial aid distributed to students increased by 51%. (See Figure 7).

·         Of the $9.5 million in financial resources distributed to students in 2003-04, 71% was in the form of grants or scholarships; 24% was loans; and 5% was earned through work-study.  

·         Over 5,600 financial aid awards were given to students in 2003-04. This represents an increase of 34% since 2000-01.
(See Figure 8).

Among the Washington community and technical colleges, the number of students enrolled in distance learning continues to grow more rapidly than any other type of enrollment.  Students taking distance learning courses demand “just-in-time” training to meet their needs while juggling full-time jobs and family obligations.   

·         Since 2001-02, the number of students enrolled in distance learning courses at Green River increased by nearly 51% compared to 61% for the community college system.
(See Figure 9). 

·         In fall 2004, distance learning accounted for 15% of Green River’s total enrollment compared to 10% for the community college system.