Re-broadcast Episode 31: Democratizing Access to Higher Education feat. Dr. Eloy Oakley, Chancellor, California Community Colleges

If education is the great equalizer, why is it so difficult for students to start off on equal footing? The answer is simple--equal footing does not exist. Some students are preparing for college as early as middle school while others are working part-time jobs to help their families keep food on the table. The number of adult learners continues to grow as changing life circumstances allow them to pursue opportunities they could not otherwise. 

Dr. Eloy Oakley, Chancellor at California Community Colleges, joins podcast host Kiran Kodithala on this episode of Illuminate Higher Education to discuss educational inequities across the state of California and what his organization is doing to close the gaps. Eloy has served as Chancellor since 2016; his commitment to California Community Colleges stemmed in part from his experience as a first-generation college student. He credits his experience at Golden West College (Huntington Beach, CA) as a major factor in his career success, and is devoted to preserving this path for others.

For a brief overview of their discussion, read the Q&A below. Then, listen to the full episode for all the details, including more insight into Eloy’s educational experience and how it shapes his work today.

Q: How do you define equity within California Community Colleges?

Lots of different people have different definitions of “equity.” For us in the CCC, equity is about having equal access to opportunity regardless of where you live in the state, where you come from, and what your background is. California is large and diverse with highly rural and urban areas as well as very wealthy and extremely poor communities. For example, the pandemic exposed unequal access to broadband statewide. This is one example of inequities already built into the system.

We look at data to help understand our students and their communities and unpack what equal opportunity really means. We know that some communities experience student success metrics that are far below other more privileged communities. As a statewide network, we can also help each college understand what equity means in the context of their communities. Farmworkers in rural communities will have far different needs than students at inner-city schools. We can use a wealth of data to drive our definition of equity and work on closing the equity gap across all parts of the state of California.

Q: In your view, what are some major barriers to equitable education?

When I was growing up, there was not a lot of discussion in my family about higher education. It was not a part of our culture. Many students like me, especially first-generation college students, are still missing that influence in their lives. They do not have family or friends that attended college. They may not have the support necessary to navigate the complicated process of completing applications, searching for loans and scholarships, and taking standardized tests. They are missing critical information that helps build confidence and make the dream of attending college attainable and realistic.

The selective nature of higher education also plays a role in diminishing access to opportunities. We inherited a system of higher education that was meant to keep people out. Colleges and universities are becoming more and more selective and expensive. As a society, we have traditionally placed greater value on these selective universities. Until recently, community colleges have had a reputation of being less-than-desirable options for those who cannot attend traditional four-year institutions.

These factors combine to make us essentially miss the point of higher education. It should be a democratizing force—one that lifts people up and creates economic mobility—making California a more resilient state and the US a more resilient nation. After the pandemic and the great pivot to online education, Americans’ distrust in higher education and governmental systems will contribute to the growing influence and importance of community colleges. We are seeing it already with the dismantling of standardized tests and the prevalence of admissions scandals in the news.

After all, we now have a First Lady who teaches at a Community College. Whether you agree with the politics or not, it is a glowing recommendation for the impact these institutions can have.

Q: How will CCC’s data initiatives improve the student experience?

For our initiatives to have the greatest impact on student success, we need to be able to look at key performance indicators and evaluate data in real-time to direct resources to the right places. The only way to accomplish this is to have unfettered access to data and be able to build dashboards that can help us draw actionable insights. Our organization serves more than 100 colleges, and they all have different demographics. An intersegmental data program can help us create a common definition of student success metrics across the entire system and build support systems for students on an individual level.

For example, one of our goals is to integrate data from a student’s K-12 experience so we can better address their struggles and craft a student experience that enables their success. For example, if we know a student was on the free or reduced lunch program, we can infer that they are poor and struggling with food insecurity. This is not an academic issue, but it directly contributes to a student’s academic success. Data will help us identify these challenges and address them proactively.

Listen to the full podcast episode for all the details.

In the meantime, connect with Dr. Eloy Oakley on LinkedIn and Twitter @EloyOakley. Visit CCCCO.edu for more about California Community Colleges.

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This episode is brought to you by N2N’s Illuminate App, the iPaaS for Higher Education.

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