August 5, 2025 • 35 mins
In this episode of Educating to Be Human, Lisa dives into education that is truly rooted in the community, with Dr. Keith Curry, President of Compton College. His efforts to address the real-life challenges that students face at community college are remarkable: meeting basic needs (such as food, housing, textbooks), achieving academic success, and finding job opportunities after completion of certificates and degrees. Lisa and Keith also talk about leadership in times of uncertainty—how to lead in an environment of fluctuating budgets, and federal and state policy shifts, and in a terrain that is shifting before our eyes. For Dr. Curry, equity isn’t a slogan. It’s about institutionalizing support systems, embedding change, and ensuring that student success isn’t left to chance.
Dr. Keith Curry is the President of Compton College and CEO of the Compton Community College District. Dr. Curry is responsible for overseeing all departments and functions of Compton College and the District and serves as secretary for the CCCD Board of Trustees. He brings an abundance of energy and innovative ideas to Compton College, along with a wealth of experience as a postsecondary education administrator.
Dr. Curry co-founded and chairs Black Student Success Week. He currently serves as chair of both the National Panel on Black Student Enrollment and the Black Student Enrollment Expert Advisory Committee. He was a member of the California Alliance for Open Education Steering Committee and the University of Southern California Racial Equity in Guided Pathways Commission Task Force. His recent honors include the 2025 California Legislative Black Caucus Unsung
Hero Recognition from the 65th California Assembly District, the 2024 Diverse Issues in Higher Education Diverse, the 2024 African American California Community College Trustee and Administrators Caucus Chief Executive Officer of the Year Award, and the 2024 University of California, Santa Cruz - Alumni Awards.
Dr. Curry earned his doctorate in educational leadership from the University of California, Irvine, and a bachelor’s degree in American studies from the University of California, Santa Cruz
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Episode Transcript
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(00:00):
But we have to dream,
(00:00):
and we have to dream big,
and dream is thinking outside the box and not
looking at what was done before.
And quite frankly,
what was some of the stuff that was done before
did not lead to good outcomes for our students.
This is Educating to be Human,
(00:20):
and I'm your host,
Lisa Petrides,
founder of the Institute for the Study of Knowledge
Management in Education.
In each episode,
I sit down with ordinary people creating
extraordinary impact.
People who are challenging notions of how we learn,
why we learn,
and who controls what we learn.
(00:41):
Thank you very much for listening.
Today on Educating to be Human,
we dive into the heart of education that is truly
rooted in the community with the President of one
of California's great community colleges,
Dr.
Keith Curry,
(01:01):
president of Compton College.
His efforts to address the real-life challenges that
students face are remarkable,
and this includes meeting basic needs,
such as food,
housing,
and textbooks,
achieving academic success,
and finding job opportunities after the completion
of certificates and degrees.
(01:22):
And his work is about designing for whole school
transformation.
So rather than relying just on specific,
unique,
or niche programs,
instead is focused on creating a culture and
structure that enables institutions to be
accountable.
That is,
making sure leaders are able to deliver real
(01:44):
outcomes for the communities they serve.
We also talk about leadership in times of
uncertainty.
That is,
how to lead in an environment of fluctuating
budgets and federal and state policy shifts and in
a terrain that is shifting before our eyes.
For Dr.
Curry,
equity isn't a slogan.
(02:05):
It's about institutionalizing support systems,
embedding change,
and ensuring that student success isn't left to
chance.
Our conversation offers a glimpse into what it
takes to build institutions that are both responsive
and resilient.
So Keith,
welcome.
Thank you for having me here today.
(02:27):
I'm excited.
Yeah,
me too,
because.
The work of community colleges is so
mission-critical.
It has been for years,
and even more so,
I think,
as the days and months and years go by.
You've said before that you really see the untapped
potential in your students and you support them
(02:47):
fully no matter where they come from.
And to me,
that's really the mission of the community colleges.
And so I just kind of want to ask you,
like,
what keeps you focused on this mission?
And why do community colleges matter now more than
ever?
That's a really good question.
I've been at Compton College,
our Compton Community College District,
(03:09):
since August 15,
2005.
Previously,
I worked at the University of California,
Irvine.
I was director of the Early Academic Outreach
Program.
I came here to Compton College as the dean or
interim dean of student services.
And I start with that because I really didn't know
the mission of the community colleges when I first
arrived.
I was so focused on higher education and the
(03:30):
four-year colleges.
I didn't really know the impact community colleges
has on the community.
And having the community in your name is a big
thing,
right?
And I didn't know.
And so when I think about this question about the
mission of community colleges and me involved in
this work,
I think about the students.
The students that we serve were from the community
(03:50):
that we serve.
Me being from Compton,
California,
born and raised,
and being from this community,
I have a good sense of this community and the
history of the community.
But being able to interact with the students about
this institution and what their goals are,
it forces me to want to double down.
On all the work that we do,
because they're able to tell you about their story,
(04:13):
successful or not successful,
which gives you motivation to try to improve your
organization to be better for all students.
And so I like being able to interact with students
and talk to students about their challenges and
what they're faced with on a day-to-day basis at
the college campus,
but also off-site at their homes,
(04:33):
just to understand how we can support them.
In order for them to be successful and complete
their degree or certificate.
And so the key for me is to be able to talk to
students and having those conversations.
Every day I make sure I walk to a cafeteria to
talk to students to find out what's going on.
And so they can put a face with the email,
(04:54):
but really just trying to make sure I interact
with students because they're the ones who give me
the ideas.
They're the ones who we do this work for because
we want to make sure that they don't have any
barriers that impact their academic success.
I'd love to just sort of dive right into that
piece about their academic success; today,
there's some things that are in the way of student
(05:16):
success,
perhaps with some of our new mandates that we've
seen nationally.
Although I've also heard you talk a bit about
diversity,
equity and inclusion,
DEI,
which of course is in a very strange space these
days.
I could say it has a bad name by some.
But at the same time,
(05:37):
I've heard you say that the DEI efforts,
at least here,
as a state,
that they haven't really changed the outcomes for
black and brown students,
and that there's certain data that is kind of
revealing what we might say are uncomfortable
truths.
So I'd love to hear what you think about that and
what isn't working about how we in higher ed today
(06:00):
talk about equity.
You know,
for me,
over the last couple of years,
you know,
I've always been a supporter of diversity,
equity,
inclusion and accessibility.
But also I look at data.
And so for me,
it's about impact and success,
and looking at our data disaggregated by race,
gender,
and also age,
(06:21):
and trying to figure out ways to support all of
our students,
and looking at our systems as well.
And so I don't want to get too caught up in the
conversation about DEI,
DEIA,
and what does diversity look like within our
organizations; let's talk about the data regarding
our student success and what we can do to support
our students.
So,
at our institution,
one of the biggest struggles we have is really
(06:43):
focused in on students completing transfer-level
English and math during their first year.
And look at the data for our Black and also our
Latinx students.
Just so you know,
our demographics (06:52):
64% of our students are Latinx or
Latino,
and 24% are Black/ African American.
And so our campus serves people of color based on
our data.
But our Black students and our Latinx students are
struggling with transfer-level English and math.
For Black students,
they're mostly taking a transfer-level English and
math during their second year.
(07:13):
So how do we one support students to make sure
that they take it during their first year but it's
not just a responsibility on the English and
counseling faculty to make sure they have it on an
airplane and the English faculty teach the classes
for transfer level English and the math faculty
teaching the transfer level math course.
How to make sure the whole institution takes this
on and really are talking about what's happened
(07:35):
with our students.
For example,
so I look at our data all the time and we're
creating our new institutional set goals for our
organization.
And what we're doing with our institutional set
goals,
we're starting to look at disaggregation of data by
program and also by department.
And so I want to be able to look at,
OK,
what are we doing differently in our extended
opportunity programs and services,
EOPS program,
(07:57):
that support students in that program who are
completing transfer level English and math?
We have to make sure that the counselors are aware
to make sure the students are all taking it during
their first year and they're registering for it.
But at the same time,
we have to make sure that we have those supports
for those students who are EOPS who might need the
extra tutoring or that support as it relates to
transfer level English and math and make sure that
they're aware of it.
(08:17):
So what I'm getting at is that as an institution,
we have to take it on,
but we also have to be able for EOPS and other
programs are able to see what does their data look
like for their students completing transfer level
English and math.
And then also work with them on their annual plans
of what it looks like,
what support that they can provide or what can
they do differently to support their students.
(08:39):
And that's where it starts to look at the
transformational leadership and transformational work.
And I think this is the crux of higher education
right now is we have all these big ideas and big
plans.
How many people can operationalize those big ideas
and plans?
So we talk about traveling over English and math,
A.
B.
705,
A.
B.
17/05.
And we're talking about,
(08:59):
you know,
the prerequisites that we look at co-requisites.
But really looking at how do you institutionalize
that law and put it down at the program level?
And could you tell us a little,
I'm sorry to interrupt you,
could you just talk a little bit about that law?
Because some listeners aren't necessarily going to
know what those are.
So,
(09:20):
what AB 705 and SB 17-05 was really focused on
transfer-level English and math to ensure that
students have the opportunity to take transfer-level
English or math without having to take prerequisite
courses for that,
and those basic skills courses.
So students are able to pick transfer-level classes
during their first year without doing an assessment.
Right.
Because previously students had to do assessment
(09:41):
tests.
Students would go into assessment for transfer-level
English,
for transfer-level English and math.
For our campus,
there were four classes that students would have to
take,
four classes below,
in order to get to transfer-level.
Right.
If they start at the bottom.
And so I can give you some data on that.
We did a study a couple of years ago,
since you asked this other question,
I'm not going to say this,
is that we had 200 students that we looked at who
(10:01):
took transfer-level math.
Out of the 200 students,
four of those students made it to transfer-level
math.
They started four levels below,
four made it to transfer-level,
and only one passed in math.
I never forget that number,
right?
So when we look at AB 17-05 and 705,
we have seen a number of students who are taking
transfer-level is a math increase,
(10:22):
right?
But now we gotta make sure the students are
successful,
but it should have been a whole lot more.
Right.
During their first year.
So AB 705 and 1705 is based off of work that was
done at Long Beach City College.
Regards to no prerequisites.
Everyone has opportunity to take transfer-level.
And it's a good thing.
Right.
So our students,
it's a barrier,
but we have to make sure that the supports are
(10:43):
there.
But what I'm going at it with to another level is
making sure that you institutionalize it,
but also you set up accountability metrics within
the different programs and departments.
So people,
we're all focused on this together,
not just one or two areas on campus.
Because in order for us to transform the entire
institution,
everybody has to do that.
And so that's where I'm focused on right now as a
(11:06):
leader.
But it has taken several years for me to get to
this point,
but really trying to figure out ways to support
our students through this transformation.
So when I think about diversity,
equity,
inclusion,
it's like,
how do you move from DEIA and really focus in on
impact and success?
And you do that by transformation and really focus
(11:27):
on the outcome,
but transform your entire organization where your
goals are all aligned.
And AB 705 is an example of that,
where you're able to look at it as a department
level,
but then also make sure your data is publicly
available,
disaggregated by race,
age,
and gender at the instructor level.
So you're able to see how students are doing and
have conversations about that,
(11:48):
not used for evaluation,
but more so used for conversation and program
improvement,
but really looking at the data and continue to let
the data drive your practices at your institution.
Yeah,
I couldn't agree more with that.
And I guess as a leader who's trying to lead
through transformation now,
What's your experience?
Are you able to get faculty and staff to engage
(12:09):
with data in this way,
not defensively,
but as a tool for growth?
I think it's new for a lot of people.
Right.
I think it's new.
Right.
And here's the reason why I say it's new is that
I read an article.
I think it was Estella Bitsamon was talking about
racial equity.
And,
you know,
we're new practitioners,
(12:30):
first-generation practitioners as it relates to
racial equity and data.
This is new for people.
And we can't assume that conversation about data,
people will not be defensive because some people
will.
Right.
But we have to figure out ways-as ways to
transformation.
How do you guide people with that?
And so for me now in my career,
(12:51):
not only regards to setting goals for the
institution at the program level,
but also providing guidance for people.
So when our division chair and also our deans are
having conversations,
we're giving them guidance on how to have those
conversations.
We're giving them professional development with
Achieving a Dream and also our own professional
development department to help support them as they
(13:11):
lead these conversations.
And why is this important because our institutional
effective office can't go to every single department
to lead these conversations.
Right.
But we need to have everyone throughout the
organization lead the conversation leaders,
but it also makes sure we have the tools in their
hands.
And so one of these we're working on this year
for our Compton College 20/35,
which is our strategic master plan,
(13:32):
is we're providing instructions for 12 months for
leaders on campus as they lead.
So,
if you're a division chair and a dean,
we're giving you talking points for your division
of chair and dean meetings about a strategic plan,
but also about the data.
But also work with managers and student services
about what this looks like.
Work with managers in business affairs of what they
(13:54):
look like.
Because when you start talking about the data and
also talk about strategic planning documents,
if you don't see your name or your department in
that document,
you don't think it impacts you.
And so one of the things I've been doing this
last.
Four or five months,
I've been meeting with every single manager on
campus,
talking about a strategic plan and talking about,
(14:14):
OK,
what do we need to do next year differently?
But also ensure that they read the plan and also
how they lead these conversations within their
departments.
But it's about whole school transformation.
Yes,
I was just going to say that's what it exactly
what it sounds like.
You're talking about the whole college that's going
through a transformation,
not just one department or one program that's not
performing well.
You're really looking across the entire institution.
(14:36):
And the reason why this is important to me and our
strategic plan,
Compton College 20/35,
one of my managers,
I had a meeting this morning with one of my
managers about this.
And the manager said,
you know,
Dr.
Curry,
what is your elevator pitch for 20/35?
I said,
my elevator pitch.
I said,
it's transformation.
This is called whole school transformation.
So everything that we do from educational programs
(14:59):
to staffing,
technology,
equity,
and facilities is all included.
And it has one goal,
accelerate student completion with a focus on equity
and success.
And the equity part is looking at our basic needs,
right?
Looking at our support that we provide students as
it relates to equity and success is about their
(15:20):
outcomes.
But at the end of the day,
we want to see more of our students complete their
degree or certificate or whatever their goal is
within a timely manner.
So our goal is to accelerate their completion.
But it's whole school.
And we can't do that for 30 students.
We can't do that for 60 students.
How do we do that for the entire institution?
And I think that's important for organizations as
(15:40):
we move forward,
is that our strategic planning documents have to be
able to look at whole-school transformation.
And one of my biggest issues in higher ed is
like,
oh,
you know what?
We need a program for 30 or 60 students.
Yeah,
but that program for 30 to 60 students,
those students will be successful.
But the other 1,
500 who might have qualified by that program don't
get served,
and they don't have a sash on their graduation.
(16:02):
But the 30 to 60 has a sash,
and we're proud of those students.
But the other students that we did not serve,
some might participate in graduation,
some might not.
But we're not asked the question,
why didn't they participate?
So my sales pitch between,
or my elevator pitch,
is really looking at whole school transformation.
And for it to be a guide for other colleges
across the country as it relates to student
success.
Well,
(16:23):
in addition to whole college or whole school
transformation,
you're also talking about supporting students,
not just academically,
but in every aspect of their lives,
right?
From housing to mental health to food access.
So what are you learning about how to support
students,
not just academically,
but ultimately the goal is for them to have
successful outcomes?
(16:44):
That's a great question.
And one of the things that I had to I had this
reflection on basic needs.
I've been involved in basic needs movement for a
long time.
And when I think about basic needs,
being a real college,
really focusing on the basic needs of our students
is that,
you know,
every other year there's a new basic need.
The students that people say we students are need.
But then also how do you make sure that you
(17:05):
institutionalize it?
Were you able to do that stuff long-term?
So at Compton College,
every student received one meal per day from our
every table cafeteria.
And so we've been able to fund that for our
students.
So they have a one free meal per day and they
get a $20 voucher every Wednesday at our farmer's
market.
They're also able to receive a Metro bus pass on
our campus to be able to use the Metro bus pass
(17:27):
within L.
A.
County.
They also receive,
we have a housing program that provides housing
grants for short-term housing for our students.
We're moving that forward with state dollars on
that.
We also provide students with we have blue books,
scantrons and pencils available for students at our
library for free; they receive that service.
We have a health center with St.
(17:48):
John's where students are able to see health
services under a contract that we have with them.
And we also have online services for mental health.
I say that because there's so much more that we
could do.
Right.
So one is how can you,
one,
identify those basic needs,
make sure that you're able to offer to everybody.
And then also making sure that you’re funding it
(18:09):
for a long period,
long-term period of time.
And the reason why I bring up the long-term period
of time,
especially in this community,
we’re used to individuals saying,
oh,
we have this idea.
This is great.
We’re doing it.
But then when the money runs out,
sorry,
we had to stop.
People are used to,
oh,
we can get it now,
but we might not have it long-term.
And they go tell people,
(18:30):
about it.
Hey,
you know what?
At Compton,
I get free food.
And then somebody comes here two,
three days down the road,
no more free food.
What happened?
We’re not following up.
We’re not keeping it together,
right?
And so when I think about the basic needs and
also the success is,
one,
making sure that institutions provide the basic
needs services for all students.
And then,
two,
make sure that you fund the basic needs services
(18:52):
for a certain period of time so people know that
those services are there and needed.
And then the final piece of that is now also
looking at what criteria we want to have in the
future.
So right now we have one course.
If you enroll in one course,
you're able to receive services.
And so we're going to be looking at,
OK,
the first year,
if you enrolled in one course,
you can receive the services.
As long as you complete charge level English or
(19:13):
math during that first year.
Then the second year,
what are the criteria for to be able to receive
those services?
Because what I'm afraid of now is that we have
students who are like,
you know what,
I'm not going to leave because I get everything
here.
And we talk about accelerated completion.
You want to start looking at some criteria,
especially during that second year.
So during the first year,
my goal is with the criteria,
(19:34):
you get everything from one course,
but you have to complete transfer level English and
math.
For our ESL students and non-credit students,
we got to figure out what that looks like.
But then in the second year,
we got to make sure we have a criteria set in
place so the current student can complete.
But that's something that we have learned from the
data,
right?
And also,
our students know when they transfer or wherever
they go,
they look at Compton College supports.
(19:55):
Like I still want to be able to receive those
same types of supports.
Well,
I just have to ask you,
right?
You are leading an institution at a time when
funding is unpredictable.
There's policies that are shifting rapidly.
You've described the basic needs of students.
They're more complex than ever.
What does this look like?
What does transformational leadership look like when
(20:15):
the ground is constantly shifting beneath you?
What it looks like,
it looks like one has to have leaders who are
freedom dreamers.
We have to continue the freedom dream and really
look at what we can do for our students that's
outside the box.
In 2015-16,
we were dreaming about student housing.
Right now,
we're building student housing,
(20:35):
251 beds, $80.
3 million.
We're in week 31 of construction of this facility.
But we have to dream.
And we have to dream big.
And dream is thinking outside the box and not
looking at what was done before.
And quite frankly,
what was some of the stuff that was done before
did not lead to good outcomes for our students.
But really,
dream big.
(20:56):
That's what it looks like is one,
freedom dreaming.
Two,
budgets are statements of values.
You have to know your budget.
You have to know your budget over a five-year
period.
And you have to be able to manage that budget.
For example,
understanding what your staffing budget looks like.
Not only do I have a five-year budget that
includes people that were on grants and moving them
to the district fund,
but also look at your staffing over a five-year so
(21:18):
you know what accounts people are being paid out.
So what I do for the budget is that we have a
five-year budget for the district and we continue
to monitor the five-year budget and update the
budget and understanding where positions are located
and managing that,
because that's important right now.
My fear with the federal government right now and
the Department of Education is funding and
understanding; OK,
(21:38):
if funds might be held,
what does that mean?
Understanding what the budget reconciliation bill
will do to us,
the big,
beautiful bill,
right?
And what impact that will have on student loans
for our students,
and how many students might not get loans,
and what that might look like.
So really understanding what's happening federally is
important.
But then also what's happening nationally in regards
(22:00):
to majors for our students as well,
because in Washington,
D.
C.,
and I mean with both sides.
Right.
I mean,
with Republicans and Democrats when I'm in
Washington,
D.
C.,
because I want to get an understanding and get a
feel for what people are saying.
But one thing I got from both sides,
right,
is about outcomes.
So,
we think about Compton College 1935 and acceleration
(22:21):
of completion that goes back into means we had
federally,
because on both sides,
people are talking about why is it taking so long
for students to complete a degree?
What are students doing with those degrees?
Are they getting a job?
What does apprenticeships look like?
And so when I start thinking about the federal
government and your question is really understanding
what your transformation look like,
being able to freedom dream within your organization
(22:44):
and what what our system could look like for the
student population that we serve.
Ensuring that our budgets are a statement of
values.
And then what's critical is really having a good
understanding of what's happening federally,
and understanding what those impacts could have on
your transformation,
what it could have on your freedom dream,
what it could have on your budget,
(23:06):
and then be able to make those adjustments,
right?
And so for me,
when I look at these adjustments,
it's being honest with ourselves about what we can
and cannot do,
but also sharing that information with your campus
community.
So I do a newsletter every week to the campus.
And two weeks ago or prior,
I did an update on the budget reconciliation bill
(23:27):
and gave people information on that.
So then people can start to see some of the
changes we'll be making in our budget.
I think right now,
as leaders with the federal government,
I think it's important that we have a reserve
because we're going to have to tap into our
reserve if we're not able to receive some funding
at a timely manner.
As we move forward,
but really understand our budget,
really understand our reserve and ensure that the
(23:48):
programs and services that you offer don't stop.
I don't want people to come on our campus like,
you know,
because the federal government can't do this.
No,
students need us and we have to make sure that
these program services continue.
Yeah,
I wanted to ask about that.
I mean,
with these concerns of future funding and federal
support and the political will,
like,
(24:08):
what does resilience look like?
Now,
you've just kind of described it in that way,
but what does it look like on the ground,
right,
when that actually happens and that funding isn't
there for you,
for your institution,
and for your students?
You know,
what it looks like,
I think leadership matters,
right?
And so I don't want our employees to have to
worry about where I'm getting,
(24:28):
I want them to have to worry about where they're
getting paid,
like their check,
right?
I want them to know that you know what you're
employed and don't worry about what funds you're
getting paid out of.
I have that as my thought process.
So having that,
I'm able to make adjustments if I have to move
someone from a different budget to another budget,
right?
So the work will continue,
(24:49):
but the funding source might look different,
but I don't want the employees to have to worry
about what their funding source looks like.
And so to me,
that's important.
I think a lot of people could be concerned
regarding these cuts and what's happening and what
the impact could be on their job and their
employment.
And so I'm trying to alleviate that by being able
to move people around and but also looking at
looking at foundations to be able to get some
(25:10):
funding support.
But tying that work to Compton 20,
35.
So what it looks like is having a strategic plan
that outlines where you're going as an organization.
Understand that that strategic plan is your
transformational document.
Understand that your strategic plan has a lot of
freedom dreams that are included.
Our freedom dreams,
student housing is included in there.
Having fruits and vegetables,
(25:32):
bearing trees and stuff on our campus is included
in our plan.
We pass a $200 million facilities bond to support
the facilities needs on our campus.
Setting aside money to support our technology needs
on our campus and moving things forward.
But really letting that document guide you as your
transformation.
And so when you're on a ground level.
That document guiding you is going to be helped.
(25:53):
You could articulate to the campus community and to
the community at large what you're doing in
supporting your students,
because everything is including your strategic plan.
And then at the ground level,
you're setting institutional set goals for your
organization.
So I talked earlier about transfer-level English and
math.
So for our campus,
we have an institutional set goal that was approved
by the board of trustees at their board meeting in
(26:16):
June as relates to the percentage of students who
want to see complete transfer-level English and math
by 2035.
In those goals that we have for our institutional
set goals,
creating that for each of the programs,
academic departments,
and also divisions,
so people know what that looks like for where
they're at,
for their areas,
and figuring out how they can change that.
(26:36):
And then the last part of this transformational
piece is really looking at that return on
investment,
looking at what happens with our students once they
leave our institution,
and did they get the return on their investment.
And so I'm really focusing on that right now.
And so we're making updates to our institutional
set goal to really look at the return on
investment because people are looking at, 'Is it
(26:57):
worth it for me to go to a community college
versus going straight to work?' And we have to be
able to articulate to our constituents and our
current students of why this is important.
You know,
when I think about the community college system
here in California,
I think a lot of people don't really understand
about its role.
And I'd love just to sort of a final question to
(27:19):
ask you,
what do you want people to understand about the
role of community colleges?
In building a more just future.
It's not just in California,
but certainly here in California.
And the second piece of that is,
do you have a call to action for other educational
leaders right now,
both here in California,
in our community college system,
as well as outside of California?
(27:40):
I have a couple.
So first,
community colleges are local.
They're in our local area.
They're part of the community.
And I think it's important that we don't forget
that and we stay connected to our community.
And also,
work with our local governing boards as we try to
figure this all out.
But really,
making sure that the communities are part of that
and opening your campus up to the community so
(28:01):
they can see the program services you have,
but they know that they're a part of it.
And that's why I love special events on your
campuses,
because people are able to see what you're doing
at your college to get people on campus as much
as possible.
And I think that's critical,
especially when you're building new facilities,
right?
I was walking to campus today.
We have $160 million worth of construction
happening right now. $160 million.
(28:23):
But at the same time,
we got to make sure people in the community know
that there's $160 million worth of construction
happening.
And some of the money that’s being paid for this
is coming from our local bonds.
But to continue to say this is a community college
and the construction work that we’re doing on
campus,
it happened because of you,
the community,
because you supported two bonds,
actually three bonds,
in total $400 million since 2002.
(28:45):
And so being able to talk about the community as
we do this work,
I think is important,
but also supporting our local governing boards as
it relates to this work and being able to share
the data,
especially as it relates to return on investment.
Because people want that question that’s out there
is like, ‘Is it really worth it?’ And we have
to be able to articulate that in a different way.
And I think that's going to be one of our biggest
(29:05):
challenges,
is that elevator pitch about why is community
college important?
I see it.
I see the stories of our students.
I see it.
I have experienced it over the last 20 years,
but we have to make sure that we're all able to
see it and articulate it,
and why it's important.
My call to action,
I have a couple.
One is for education leaders to not give up in
(29:28):
this work right now.
We all have to work together.
Sometimes we might not agree on a decision that
are made at a campus or at a state level that
impacts our students and their success.
But right now we have to all be in line that
student completion is our number one goal,
not only as a state,
but also as a nation.
But then using that student completion,
(29:48):
linking to transfer,
and then also to getting a job with livable wages,
and ensuring that we're offering apprenticeships,
internships,
and job opportunities for all students across guided
pathways.
And what I mean by that is that by every major,
everyone has the opportunity to be have
apprenticeships,
internships,
and job opportunities at a community college,
not just in career technical education.
(30:10):
And what does that look like?
Because that's whole school transformation again.
Right.
But really,
that's the call to action is the outcomes to
really be focused on outcomes of our students and
really looking at how we connect our students to
that next step before they leave us regards to
employment or to transfer.
And really be intentional with that.
At Compton College,
when I think about transfer,
we're looking at transfer from a 50-mile radius.
(30:31):
We used to do a bus trip.
We used to do a trip to historically black
colleges and universities.
We're not doing that anymore because our students
are going to colleges within the 50-mile radius.
So all of our funding is going to be focused on
that.
And I'm also meeting with every single college
within the 50-mile radius because we're strategizing
a plan to really focus on transfer for our local
students.
(30:52):
Now,
when you think about the call to action is that.
But then I also think it's important for
foundations and funders to really be thinking about
how do you support leadership?
Because at the end of the day,
leadership matters.
I get reports all the time from different
foundations,
different groups telling us what we should be
doing.
No disrespect.
I know these people.
(31:12):
I support these people.
I do.
But if you're telling me that we need to do more
apprenticeships,
internships,
and all those stuff in your report,
how do you operationalize that?
And I think colleges should be having funders
should be funding colleges to operationalize this
work because it's not as easy as,
oh,
you get a report.
This is what we need to do or this was a state
wants us to do.
(31:33):
We have to figure out how do you operationalize it
within our own local area?
And so I'm really focused on that as a college
leader,
on how do you focus in on the outcomes,
but also how do you look at the transformation on
your campus?
And how do you support leaders doing the work?
I don't think there's enough support for leaders.
I don't.
(31:53):
And I'm not saying just the president is the
leader.
I'm also on my board of trustees as well.
I'm talking about academic Senate leaders.
I'm talking about union leaders as well.
We have to be able to provide support to be able
to do this transformational work.
It is not easy,
especially when you look at a whole school
transformation.
Yeah,
thank you.
And you know,
you're talking about whole school transformation,
but in fact,
(32:14):
you're talking about the community,
right?
Because it starts at the school,
it goes out to the community,
it goes out to the transfer universities.
Isn't that part of the original master plan for
education in California was that these things really
would be linked in this way,
supporting our communities.
So thank you very much for really sort of taking
us on that journey of how at the center is
(32:37):
Compton College.
But what you're really doing is extending out into
the broader community because that's where the
students and our communities are ultimately going to
be successful,
sustainable and resilient.
Before we finish,
I always like to leave space for one final
(32:58):
question,
something I ask all my guests.
Can you make up the title of the book that you
wish more people would read?
If I'm able to pick a book or to create a book
for right now,
these times,
I would say we need an unapologetic leadership
book.
(33:19):
For leaders and how can we think unapologetically
about this work,
but also how do we operationalize this work
unapologetically?
So what's the title of the book?
It'd be Unapologetic Leadership.
Keith,
thank you so much for joining us today and for
centering the role of community colleges with both
a clear vision and a deep commitment to equity.
(33:41):
Your work reminds us that institutional change is
possible when leaders stay grounded in the needs of
their communities while still dreaming big.
Thank you.
Thank you,
everybody,
for listening to the show this week.
This has been Lisa Petrides with Educating to be
Human.
(34:01):
If you enjoy our show,
please rate and review us on Apple,
Spotify,
or wherever you listen to your podcasts.
You can access our show notes for links and
information on our guests.
And don't forget to follow us on Instagram,
Blue Sky,
at edu2behuman.
That is E-D-U to be human.
This podcast was created by Lisa Petrides and
(34:24):
produced by Eleni Theros.
Educating to be Human is recorded by Nathan Sherman
and edited by Ty Mayer with music by Orestes
Kaletsos.
But we have to dream,
(00:00):
and we have to dream big,
and dream is thinking outside the box and not
looking at what was done before.
And quite frankly,
what was some of the stuff that was done before
did not lead to good outcomes for our students.
This is Educating to be Human,
(00:20):
and I'm your host,
Lisa Petrides,
founder of the Institute for the Study of Knowledge
Management in Education.
In each episode,
I sit down with ordinary people creating
extraordinary impact.
People who are challenging notions of how we learn,
why we learn,
and who controls what we learn.
(00:41):
Thank you very much for listening.
Today on Educating to be Human,
we dive into the heart of education that is truly
rooted in the community with the President of one
of California's great community colleges,
Dr.
Keith Curry,
(01:01):
president of Compton College.
His efforts to address the real-life challenges that
students face are remarkable,
and this includes meeting basic needs,
such as food,
housing,
and textbooks,
achieving academic success,
and finding job opportunities after the completion
of certificates and degrees.
(01:22):
And his work is about designing for whole school
transformation.
So rather than relying just on specific,
unique,
or niche programs,
instead is focused on creating a culture and
structure that enables institutions to be
accountable.
That is,
making sure leaders are able to deliver real
(01:44):
outcomes for the communities they serve.
We also talk about leadership in times of
uncertainty.
That is,
how to lead in an environment of fluctuating
budgets and federal and state policy shifts and in
a terrain that is shifting before our eyes.
For Dr.
Curry,
equity isn't a slogan.
(02:05):
It's about institutionalizing support systems,
embedding change,
and ensuring that student success isn't left to
chance.
Our conversation offers a glimpse into what it
takes to build institutions that are both responsive
and resilient.
So Keith,
welcome.
Thank you for having me here today.
(02:27):
I'm excited.
Yeah,
me too,
because.
The work of community colleges is so
mission-critical.
It has been for years,
and even more so,
I think,
as the days and months and years go by.
You've said before that you really see the untapped
potential in your students and you support them
(02:47):
fully no matter where they come from.
And to me,
that's really the mission of the community colleges.
And so I just kind of want to ask you,
like,
what keeps you focused on this mission?
And why do community colleges matter now more than
ever?
That's a really good question.
I've been at Compton College,
our Compton Community College District,
(03:09):
since August 15,
2005.
Previously,
I worked at the University of California,
Irvine.
I was director of the Early Academic Outreach
Program.
I came here to Compton College as the dean or
interim dean of student services.
And I start with that because I really didn't know
the mission of the community colleges when I first
arrived.
I was so focused on higher education and the
(03:30):
four-year colleges.
I didn't really know the impact community colleges
has on the community.
And having the community in your name is a big
thing,
right?
And I didn't know.
And so when I think about this question about the
mission of community colleges and me involved in
this work,
I think about the students.
The students that we serve were from the community
(03:50):
that we serve.
Me being from Compton,
California,
born and raised,
and being from this community,
I have a good sense of this community and the
history of the community.
But being able to interact with the students about
this institution and what their goals are,
it forces me to want to double down.
On all the work that we do,
because they're able to tell you about their story,
(04:13):
successful or not successful,
which gives you motivation to try to improve your
organization to be better for all students.
And so I like being able to interact with students
and talk to students about their challenges and
what they're faced with on a day-to-day basis at
the college campus,
but also off-site at their homes,
(04:33):
just to understand how we can support them.
In order for them to be successful and complete
their degree or certificate.
And so the key for me is to be able to talk to
students and having those conversations.
Every day I make sure I walk to a cafeteria to
talk to students to find out what's going on.
And so they can put a face with the email,
(04:54):
but really just trying to make sure I interact
with students because they're the ones who give me
the ideas.
They're the ones who we do this work for because
we want to make sure that they don't have any
barriers that impact their academic success.
I'd love to just sort of dive right into that
piece about their academic success; today,
there's some things that are in the way of student
(05:16):
success,
perhaps with some of our new mandates that we've
seen nationally.
Although I've also heard you talk a bit about
diversity,
equity and inclusion,
DEI,
which of course is in a very strange space these
days.
I could say it has a bad name by some.
But at the same time,
(05:37):
I've heard you say that the DEI efforts,
at least here,
as a state,
that they haven't really changed the outcomes for
black and brown students,
and that there's certain data that is kind of
revealing what we might say are uncomfortable
truths.
So I'd love to hear what you think about that and
what isn't working about how we in higher ed today
(06:00):
talk about equity.
You know,
for me,
over the last couple of years,
you know,
I've always been a supporter of diversity,
equity,
inclusion and accessibility.
But also I look at data.
And so for me,
it's about impact and success,
and looking at our data disaggregated by race,
gender,
and also age,
(06:21):
and trying to figure out ways to support all of
our students,
and looking at our systems as well.
And so I don't want to get too caught up in the
conversation about DEI,
DEIA,
and what does diversity look like within our
organizations; let's talk about the data regarding
our student success and what we can do to support
our students.
So,
at our institution,
one of the biggest struggles we have is really
(06:43):
focused in on students completing transfer-level
English and math during their first year.
And look at the data for our Black and also our
Latinx students.
Just so you know,
our demographics (06:52):
64% of our students are Latinx or
Latino,
and 24% are Black/ African American.
And so our campus serves people of color based on
our data.
But our Black students and our Latinx students are
struggling with transfer-level English and math.
For Black students,
they're mostly taking a transfer-level English and
math during their second year.
(07:13):
So how do we one support students to make sure
that they take it during their first year but it's
not just a responsibility on the English and
counseling faculty to make sure they have it on an
airplane and the English faculty teach the classes
for transfer level English and the math faculty
teaching the transfer level math course.
How to make sure the whole institution takes this
on and really are talking about what's happened
(07:35):
with our students.
For example,
so I look at our data all the time and we're
creating our new institutional set goals for our
organization.
And what we're doing with our institutional set
goals,
we're starting to look at disaggregation of data by
program and also by department.
And so I want to be able to look at,
OK,
what are we doing differently in our extended
opportunity programs and services,
EOPS program,
(07:57):
that support students in that program who are
completing transfer level English and math?
We have to make sure that the counselors are aware
to make sure the students are all taking it during
their first year and they're registering for it.
But at the same time,
we have to make sure that we have those supports
for those students who are EOPS who might need the
extra tutoring or that support as it relates to
transfer level English and math and make sure that
they're aware of it.
(08:17):
So what I'm getting at is that as an institution,
we have to take it on,
but we also have to be able for EOPS and other
programs are able to see what does their data look
like for their students completing transfer level
English and math.
And then also work with them on their annual plans
of what it looks like,
what support that they can provide or what can
they do differently to support their students.
(08:39):
And that's where it starts to look at the
transformational leadership and transformational work.
And I think this is the crux of higher education
right now is we have all these big ideas and big
plans.
How many people can operationalize those big ideas
and plans?
So we talk about traveling over English and math,
A.
B.
705,
A.
B.
17/05.
And we're talking about,
(08:59):
you know,
the prerequisites that we look at co-requisites.
But really looking at how do you institutionalize
that law and put it down at the program level?
And could you tell us a little,
I'm sorry to interrupt you,
could you just talk a little bit about that law?
Because some listeners aren't necessarily going to
know what those are.
So,
(09:20):
what AB 705 and SB 17-05 was really focused on
transfer-level English and math to ensure that
students have the opportunity to take transfer-level
English or math without having to take prerequisite
courses for that,
and those basic skills courses.
So students are able to pick transfer-level classes
during their first year without doing an assessment.
Right.
Because previously students had to do assessment
(09:41):
tests.
Students would go into assessment for transfer-level
English,
for transfer-level English and math.
For our campus,
there were four classes that students would have to
take,
four classes below,
in order to get to transfer-level.
Right.
If they start at the bottom.
And so I can give you some data on that.
We did a study a couple of years ago,
since you asked this other question,
I'm not going to say this,
is that we had 200 students that we looked at who
(10:01):
took transfer-level math.
Out of the 200 students,
four of those students made it to transfer-level
math.
They started four levels below,
four made it to transfer-level,
and only one passed in math.
I never forget that number,
right?
So when we look at AB 17-05 and 705,
we have seen a number of students who are taking
transfer-level is a math increase,
(10:22):
right?
But now we gotta make sure the students are
successful,
but it should have been a whole lot more.
Right.
During their first year.
So AB 705 and 1705 is based off of work that was
done at Long Beach City College.
Regards to no prerequisites.
Everyone has opportunity to take transfer-level.
And it's a good thing.
Right.
So our students,
it's a barrier,
but we have to make sure that the supports are
(10:43):
there.
But what I'm going at it with to another level is
making sure that you institutionalize it,
but also you set up accountability metrics within
the different programs and departments.
So people,
we're all focused on this together,
not just one or two areas on campus.
Because in order for us to transform the entire
institution,
everybody has to do that.
And so that's where I'm focused on right now as a
(11:06):
leader.
But it has taken several years for me to get to
this point,
but really trying to figure out ways to support
our students through this transformation.
So when I think about diversity,
equity,
inclusion,
it's like,
how do you move from DEIA and really focus in on
impact and success?
And you do that by transformation and really focus
(11:27):
on the outcome,
but transform your entire organization where your
goals are all aligned.
And AB 705 is an example of that,
where you're able to look at it as a department
level,
but then also make sure your data is publicly
available,
disaggregated by race,
age,
and gender at the instructor level.
So you're able to see how students are doing and
have conversations about that,
(11:48):
not used for evaluation,
but more so used for conversation and program
improvement,
but really looking at the data and continue to let
the data drive your practices at your institution.
Yeah,
I couldn't agree more with that.
And I guess as a leader who's trying to lead
through transformation now,
What's your experience?
Are you able to get faculty and staff to engage
(12:09):
with data in this way,
not defensively,
but as a tool for growth?
I think it's new for a lot of people.
Right.
I think it's new.
Right.
And here's the reason why I say it's new is that
I read an article.
I think it was Estella Bitsamon was talking about
racial equity.
And,
you know,
we're new practitioners,
(12:30):
first-generation practitioners as it relates to
racial equity and data.
This is new for people.
And we can't assume that conversation about data,
people will not be defensive because some people
will.
Right.
But we have to figure out ways-as ways to
transformation.
How do you guide people with that?
And so for me now in my career,
(12:51):
not only regards to setting goals for the
institution at the program level,
but also providing guidance for people.
So when our division chair and also our deans are
having conversations,
we're giving them guidance on how to have those
conversations.
We're giving them professional development with
Achieving a Dream and also our own professional
development department to help support them as they
(13:11):
lead these conversations.
And why is this important because our institutional
effective office can't go to every single department
to lead these conversations.
Right.
But we need to have everyone throughout the
organization lead the conversation leaders,
but it also makes sure we have the tools in their
hands.
And so one of these we're working on this year
for our Compton College 20/35,
which is our strategic master plan,
(13:32):
is we're providing instructions for 12 months for
leaders on campus as they lead.
So,
if you're a division chair and a dean,
we're giving you talking points for your division
of chair and dean meetings about a strategic plan,
but also about the data.
But also work with managers and student services
about what this looks like.
Work with managers in business affairs of what they
(13:54):
look like.
Because when you start talking about the data and
also talk about strategic planning documents,
if you don't see your name or your department in
that document,
you don't think it impacts you.
And so one of the things I've been doing this
last.
Four or five months,
I've been meeting with every single manager on
campus,
talking about a strategic plan and talking about,
(14:14):
OK,
what do we need to do next year differently?
But also ensure that they read the plan and also
how they lead these conversations within their
departments.
But it's about whole school transformation.
Yes,
I was just going to say that's what it exactly
what it sounds like.
You're talking about the whole college that's going
through a transformation,
not just one department or one program that's not
performing well.
You're really looking across the entire institution.
(14:36):
And the reason why this is important to me and our
strategic plan,
Compton College 20/35,
one of my managers,
I had a meeting this morning with one of my
managers about this.
And the manager said,
you know,
Dr.
Curry,
what is your elevator pitch for 20/35?
I said,
my elevator pitch.
I said,
it's transformation.
This is called whole school transformation.
So everything that we do from educational programs
(14:59):
to staffing,
technology,
equity,
and facilities is all included.
And it has one goal,
accelerate student completion with a focus on equity
and success.
And the equity part is looking at our basic needs,
right?
Looking at our support that we provide students as
it relates to equity and success is about their
(15:20):
outcomes.
But at the end of the day,
we want to see more of our students complete their
degree or certificate or whatever their goal is
within a timely manner.
So our goal is to accelerate their completion.
But it's whole school.
And we can't do that for 30 students.
We can't do that for 60 students.
How do we do that for the entire institution?
And I think that's important for organizations as
(15:40):
we move forward,
is that our strategic planning documents have to be
able to look at whole-school transformation.
And one of my biggest issues in higher ed is
like,
oh,
you know what?
We need a program for 30 or 60 students.
Yeah,
but that program for 30 to 60 students,
those students will be successful.
But the other 1,
500 who might have qualified by that program don't
get served,
and they don't have a sash on their graduation.
(16:02):
But the 30 to 60 has a sash,
and we're proud of those students.
But the other students that we did not serve,
some might participate in graduation,
some might not.
But we're not asked the question,
why didn't they participate?
So my sales pitch between,
or my elevator pitch,
is really looking at whole school transformation.
And for it to be a guide for other colleges
across the country as it relates to student
success.
Well,
(16:23):
in addition to whole college or whole school
transformation,
you're also talking about supporting students,
not just academically,
but in every aspect of their lives,
right?
From housing to mental health to food access.
So what are you learning about how to support
students,
not just academically,
but ultimately the goal is for them to have
successful outcomes?
(16:44):
That's a great question.
And one of the things that I had to I had this
reflection on basic needs.
I've been involved in basic needs movement for a
long time.
And when I think about basic needs,
being a real college,
really focusing on the basic needs of our students
is that,
you know,
every other year there's a new basic need.
The students that people say we students are need.
But then also how do you make sure that you
(17:05):
institutionalize it?
Were you able to do that stuff long-term?
So at Compton College,
every student received one meal per day from our
every table cafeteria.
And so we've been able to fund that for our
students.
So they have a one free meal per day and they
get a $20 voucher every Wednesday at our farmer's
market.
They're also able to receive a Metro bus pass on
our campus to be able to use the Metro bus pass
(17:27):
within L.
A.
County.
They also receive,
we have a housing program that provides housing
grants for short-term housing for our students.
We're moving that forward with state dollars on
that.
We also provide students with we have blue books,
scantrons and pencils available for students at our
library for free; they receive that service.
We have a health center with St.
(17:48):
John's where students are able to see health
services under a contract that we have with them.
And we also have online services for mental health.
I say that because there's so much more that we
could do.
Right.
So one is how can you,
one,
identify those basic needs,
make sure that you're able to offer to everybody.
And then also making sure that you’re funding it
(18:09):
for a long period,
long-term period of time.
And the reason why I bring up the long-term period
of time,
especially in this community,
we’re used to individuals saying,
oh,
we have this idea.
This is great.
We’re doing it.
But then when the money runs out,
sorry,
we had to stop.
People are used to,
oh,
we can get it now,
but we might not have it long-term.
And they go tell people,
(18:30):
about it.
Hey,
you know what?
At Compton,
I get free food.
And then somebody comes here two,
three days down the road,
no more free food.
What happened?
We’re not following up.
We’re not keeping it together,
right?
And so when I think about the basic needs and
also the success is,
one,
making sure that institutions provide the basic
needs services for all students.
And then,
two,
make sure that you fund the basic needs services
(18:52):
for a certain period of time so people know that
those services are there and needed.
And then the final piece of that is now also
looking at what criteria we want to have in the
future.
So right now we have one course.
If you enroll in one course,
you're able to receive services.
And so we're going to be looking at,
OK,
the first year,
if you enrolled in one course,
you can receive the services.
As long as you complete charge level English or
(19:13):
math during that first year.
Then the second year,
what are the criteria for to be able to receive
those services?
Because what I'm afraid of now is that we have
students who are like,
you know what,
I'm not going to leave because I get everything
here.
And we talk about accelerated completion.
You want to start looking at some criteria,
especially during that second year.
So during the first year,
my goal is with the criteria,
(19:34):
you get everything from one course,
but you have to complete transfer level English and
math.
For our ESL students and non-credit students,
we got to figure out what that looks like.
But then in the second year,
we got to make sure we have a criteria set in
place so the current student can complete.
But that's something that we have learned from the
data,
right?
And also,
our students know when they transfer or wherever
they go,
they look at Compton College supports.
(19:55):
Like I still want to be able to receive those
same types of supports.
Well,
I just have to ask you,
right?
You are leading an institution at a time when
funding is unpredictable.
There's policies that are shifting rapidly.
You've described the basic needs of students.
They're more complex than ever.
What does this look like?
What does transformational leadership look like when
(20:15):
the ground is constantly shifting beneath you?
What it looks like,
it looks like one has to have leaders who are
freedom dreamers.
We have to continue the freedom dream and really
look at what we can do for our students that's
outside the box.
In 2015-16,
we were dreaming about student housing.
Right now,
we're building student housing,
(20:35):
251 beds, $80.
3 million.
We're in week 31 of construction of this facility.
But we have to dream.
And we have to dream big.
And dream is thinking outside the box and not
looking at what was done before.
And quite frankly,
what was some of the stuff that was done before
did not lead to good outcomes for our students.
But really,
dream big.
(20:56):
That's what it looks like is one,
freedom dreaming.
Two,
budgets are statements of values.
You have to know your budget.
You have to know your budget over a five-year
period.
And you have to be able to manage that budget.
For example,
understanding what your staffing budget looks like.
Not only do I have a five-year budget that
includes people that were on grants and moving them
to the district fund,
but also look at your staffing over a five-year so
(21:18):
you know what accounts people are being paid out.
So what I do for the budget is that we have a
five-year budget for the district and we continue
to monitor the five-year budget and update the
budget and understanding where positions are located
and managing that,
because that's important right now.
My fear with the federal government right now and
the Department of Education is funding and
understanding; OK,
(21:38):
if funds might be held,
what does that mean?
Understanding what the budget reconciliation bill
will do to us,
the big,
beautiful bill,
right?
And what impact that will have on student loans
for our students,
and how many students might not get loans,
and what that might look like.
So really understanding what's happening federally is
important.
But then also what's happening nationally in regards
(22:00):
to majors for our students as well,
because in Washington,
D.
C.,
and I mean with both sides.
Right.
I mean,
with Republicans and Democrats when I'm in
Washington,
D.
C.,
because I want to get an understanding and get a
feel for what people are saying.
But one thing I got from both sides,
right,
is about outcomes.
So,
we think about Compton College 1935 and acceleration
(22:21):
of completion that goes back into means we had
federally,
because on both sides,
people are talking about why is it taking so long
for students to complete a degree?
What are students doing with those degrees?
Are they getting a job?
What does apprenticeships look like?
And so when I start thinking about the federal
government and your question is really understanding
what your transformation look like,
being able to freedom dream within your organization
(22:44):
and what what our system could look like for the
student population that we serve.
Ensuring that our budgets are a statement of
values.
And then what's critical is really having a good
understanding of what's happening federally,
and understanding what those impacts could have on
your transformation,
what it could have on your freedom dream,
what it could have on your budget,
(23:06):
and then be able to make those adjustments,
right?
And so for me,
when I look at these adjustments,
it's being honest with ourselves about what we can
and cannot do,
but also sharing that information with your campus
community.
So I do a newsletter every week to the campus.
And two weeks ago or prior,
I did an update on the budget reconciliation bill
(23:27):
and gave people information on that.
So then people can start to see some of the
changes we'll be making in our budget.
I think right now,
as leaders with the federal government,
I think it's important that we have a reserve
because we're going to have to tap into our
reserve if we're not able to receive some funding
at a timely manner.
As we move forward,
but really understand our budget,
really understand our reserve and ensure that the
(23:48):
programs and services that you offer don't stop.
I don't want people to come on our campus like,
you know,
because the federal government can't do this.
No,
students need us and we have to make sure that
these program services continue.
Yeah,
I wanted to ask about that.
I mean,
with these concerns of future funding and federal
support and the political will,
like,
(24:08):
what does resilience look like?
Now,
you've just kind of described it in that way,
but what does it look like on the ground,
right,
when that actually happens and that funding isn't
there for you,
for your institution,
and for your students?
You know,
what it looks like,
I think leadership matters,
right?
And so I don't want our employees to have to
worry about where I'm getting,
(24:28):
I want them to have to worry about where they're
getting paid,
like their check,
right?
I want them to know that you know what you're
employed and don't worry about what funds you're
getting paid out of.
I have that as my thought process.
So having that,
I'm able to make adjustments if I have to move
someone from a different budget to another budget,
right?
So the work will continue,
(24:49):
but the funding source might look different,
but I don't want the employees to have to worry
about what their funding source looks like.
And so to me,
that's important.
I think a lot of people could be concerned
regarding these cuts and what's happening and what
the impact could be on their job and their
employment.
And so I'm trying to alleviate that by being able
to move people around and but also looking at
looking at foundations to be able to get some
(25:10):
funding support.
But tying that work to Compton 20,
35.
So what it looks like is having a strategic plan
that outlines where you're going as an organization.
Understand that that strategic plan is your
transformational document.
Understand that your strategic plan has a lot of
freedom dreams that are included.
Our freedom dreams,
student housing is included in there.
Having fruits and vegetables,
(25:32):
bearing trees and stuff on our campus is included
in our plan.
We pass a $200 million facilities bond to support
the facilities needs on our campus.
Setting aside money to support our technology needs
on our campus and moving things forward.
But really letting that document guide you as your
transformation.
And so when you're on a ground level.
That document guiding you is going to be helped.
(25:53):
You could articulate to the campus community and to
the community at large what you're doing in
supporting your students,
because everything is including your strategic plan.
And then at the ground level,
you're setting institutional set goals for your
organization.
So I talked earlier about transfer-level English and
math.
So for our campus,
we have an institutional set goal that was approved
by the board of trustees at their board meeting in
(26:16):
June as relates to the percentage of students who
want to see complete transfer-level English and math
by 2035.
In those goals that we have for our institutional
set goals,
creating that for each of the programs,
academic departments,
and also divisions,
so people know what that looks like for where
they're at,
for their areas,
and figuring out how they can change that.
(26:36):
And then the last part of this transformational
piece is really looking at that return on
investment,
looking at what happens with our students once they
leave our institution,
and did they get the return on their investment.
And so I'm really focusing on that right now.
And so we're making updates to our institutional
set goal to really look at the return on
investment because people are looking at, 'Is it
(26:57):
worth it for me to go to a community college
versus going straight to work?' And we have to be
able to articulate to our constituents and our
current students of why this is important.
You know,
when I think about the community college system
here in California,
I think a lot of people don't really understand
about its role.
And I'd love just to sort of a final question to
(27:19):
ask you,
what do you want people to understand about the
role of community colleges?
In building a more just future.
It's not just in California,
but certainly here in California.
And the second piece of that is,
do you have a call to action for other educational
leaders right now,
both here in California,
in our community college system,
as well as outside of California?
(27:40):
I have a couple.
So first,
community colleges are local.
They're in our local area.
They're part of the community.
And I think it's important that we don't forget
that and we stay connected to our community.
And also,
work with our local governing boards as we try to
figure this all out.
But really,
making sure that the communities are part of that
and opening your campus up to the community so
(28:01):
they can see the program services you have,
but they know that they're a part of it.
And that's why I love special events on your
campuses,
because people are able to see what you're doing
at your college to get people on campus as much
as possible.
And I think that's critical,
especially when you're building new facilities,
right?
I was walking to campus today.
We have $160 million worth of construction
happening right now. $160 million.
(28:23):
But at the same time,
we got to make sure people in the community know
that there's $160 million worth of construction
happening.
And some of the money that’s being paid for this
is coming from our local bonds.
But to continue to say this is a community college
and the construction work that we’re doing on
campus,
it happened because of you,
the community,
because you supported two bonds,
actually three bonds,
in total $400 million since 2002.
(28:45):
And so being able to talk about the community as
we do this work,
I think is important,
but also supporting our local governing boards as
it relates to this work and being able to share
the data,
especially as it relates to return on investment.
Because people want that question that’s out there
is like, ‘Is it really worth it?’ And we have
to be able to articulate that in a different way.
And I think that's going to be one of our biggest
(29:05):
challenges,
is that elevator pitch about why is community
college important?
I see it.
I see the stories of our students.
I see it.
I have experienced it over the last 20 years,
but we have to make sure that we're all able to
see it and articulate it,
and why it's important.
My call to action,
I have a couple.
One is for education leaders to not give up in
(29:28):
this work right now.
We all have to work together.
Sometimes we might not agree on a decision that
are made at a campus or at a state level that
impacts our students and their success.
But right now we have to all be in line that
student completion is our number one goal,
not only as a state,
but also as a nation.
But then using that student completion,
(29:48):
linking to transfer,
and then also to getting a job with livable wages,
and ensuring that we're offering apprenticeships,
internships,
and job opportunities for all students across guided
pathways.
And what I mean by that is that by every major,
everyone has the opportunity to be have
apprenticeships,
internships,
and job opportunities at a community college,
not just in career technical education.
(30:10):
And what does that look like?
Because that's whole school transformation again.
Right.
But really,
that's the call to action is the outcomes to
really be focused on outcomes of our students and
really looking at how we connect our students to
that next step before they leave us regards to
employment or to transfer.
And really be intentional with that.
At Compton College,
when I think about transfer,
we're looking at transfer from a 50-mile radius.
(30:31):
We used to do a bus trip.
We used to do a trip to historically black
colleges and universities.
We're not doing that anymore because our students
are going to colleges within the 50-mile radius.
So all of our funding is going to be focused on
that.
And I'm also meeting with every single college
within the 50-mile radius because we're strategizing
a plan to really focus on transfer for our local
students.
(30:52):
Now,
when you think about the call to action is that.
But then I also think it's important for
foundations and funders to really be thinking about
how do you support leadership?
Because at the end of the day,
leadership matters.
I get reports all the time from different
foundations,
different groups telling us what we should be
doing.
No disrespect.
I know these people.
(31:12):
I support these people.
I do.
But if you're telling me that we need to do more
apprenticeships,
internships,
and all those stuff in your report,
how do you operationalize that?
And I think colleges should be having funders
should be funding colleges to operationalize this
work because it's not as easy as,
oh,
you get a report.
This is what we need to do or this was a state
wants us to do.
(31:33):
We have to figure out how do you operationalize it
within our own local area?
And so I'm really focused on that as a college
leader,
on how do you focus in on the outcomes,
but also how do you look at the transformation on
your campus?
And how do you support leaders doing the work?
I don't think there's enough support for leaders.
I don't.
(31:53):
And I'm not saying just the president is the
leader.
I'm also on my board of trustees as well.
I'm talking about academic Senate leaders.
I'm talking about union leaders as well.
We have to be able to provide support to be able
to do this transformational work.
It is not easy,
especially when you look at a whole school
transformation.
Yeah,
thank you.
And you know,
you're talking about whole school transformation,
but in fact,
(32:14):
you're talking about the community,
right?
Because it starts at the school,
it goes out to the community,
it goes out to the transfer universities.
Isn't that part of the original master plan for
education in California was that these things really
would be linked in this way,
supporting our communities.
So thank you very much for really sort of taking
us on that journey of how at the center is
(32:37):
Compton College.
But what you're really doing is extending out into
the broader community because that's where the
students and our communities are ultimately going to
be successful,
sustainable and resilient.
Before we finish,
I always like to leave space for one final
(32:58):
question,
something I ask all my guests.
Can you make up the title of the book that you
wish more people would read?
If I'm able to pick a book or to create a book
for right now,
these times,
I would say we need an unapologetic leadership
book.
(33:19):
For leaders and how can we think unapologetically
about this work,
but also how do we operationalize this work
unapologetically?
So what's the title of the book?
It'd be Unapologetic Leadership.
Keith,
thank you so much for joining us today and for
centering the role of community colleges with both
a clear vision and a deep commitment to equity.
(33:41):
Your work reminds us that institutional change is
possible when leaders stay grounded in the needs of
their communities while still dreaming big.
Thank you.
Thank you,
everybody,
for listening to the show this week.
This has been Lisa Petrides with Educating to be
Human.
(34:01):
If you enjoy our show,
please rate and review us on Apple,
Spotify,
or wherever you listen to your podcasts.
You can access our show notes for links and
information on our guests.
And don't forget to follow us on Instagram,
Blue Sky,
at edu2behuman.
That is E-D-U to be human.
This podcast was created by Lisa Petrides and
(34:24):
produced by Eleni Theros.
Educating to be Human is recorded by Nathan Sherman
and edited by Ty Mayer with music by Orestes
Kaletsos.
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