Budget and Finance

Identify and Report Costs of AB 705 (Irwin, 2017)

Whereas, AB 705 (Irwin, 2017) language indicates that compensation for costs incurred by this statutory provision must be reimbursed to the community college districts,[1] and  the California Legislature was incorrectly informed that AB 705 (Irwin, 2017) would be a zero sum statute wherein savings from reducing basic skills courses would equally translate into funds appropriated for the necessary expenses for increase in transfer level courses in mathematics and English;

Metrics and Coding Cleanup

Whereas, The Student Centered Funding Formula determines budget allocations based on student populations and completion, and the California Community Colleges system metrics play a key role in providing colleges data regarding student success;

Whereas, The metrics and cohort definitions are currently lacking in accurate data elements, resulting in rates that are not representative of the correct coursework or student populations in many cases;[1] 

Funding for Apprenticeship Courses

Whereas, Apprenticeship programs have traditionally been offered in the construction and industrial trades, with related and supplemental instruction (RSI) courses for apprentices, which are typically offered at apprenticeship training centers operated by the trades, funded by the program, employer, and “Montoya Funds”[1];

Sustainable Funding for Inmate Education Programs

Whereas, SB1391 (2014, Hancock) waives the open course requirement for community college courses offered in state correctional facilities;

Whereas, As of Academic Year 2016-17, 16 pilot colleges began delivering face-to-face courses inside 32 of the state’s 35 correctional facilities;

Whereas, Pilot colleges that are delivering instruction in support of academic programs in state correctional facilities express concern that the courses they are offering might be vulnerable during budgetary cuts or when the colleges are at or exceeding growth caps; and

Exploring the Funding Model

Whereas, The California Legislature, under Assembly Concurrent Resolution 119, 2014, has encouraged Chancellor Brice Harris to lead affected stakeholders in exploring a variety of issues to fund high cost programs and course offerings adequately, which has led to the formation of the Task Force on Workforce, Job Creation, and a Strong Economy which is in part charged to examine such issues;

Endorse Funding for Full-Time Faculty and Addressing Issues with the Faculty Obligation Number (FON)

Whereas, Full-time faculty, both in the classroom and in student services, are essential to delivering a quality educational experience and to promoting student success;

Whereas, Positive budget forecasts indicate the expectation that additional funding will be available for community colleges in the May revision of the California State budget, and this additional funding could best be used to promote the hiring of full-time faculty throughout the system;

Oppose Flexibility Allowances Provided in the Governor's January Budget

Whereas, The 2014 - 2015 budget proposed in January 2014 by Governor Brown contains a proposal to allow for flexible movement of up to 25% of the funds directed to Extended Opportunities Programs and Services (EOPS), California Work Opportunity and Responsibility to Kids (CalWORKs) and the Basic Skills Initiative;

Request of CCCCO to Alter Definition of “Apportionment”

Whereas, The definition of "enrollment" for both the purposes of apportionment and repetition have been modified by Title 5 §58161 in 2011 and later by §55000(n) in 2013 to occur "only when a student receives an evaluative or non-evaluative symbol for the course"; and, Title 5 §58003.1 declares the census date for apportionment for full-term courses to be the "Monday of the weeks nearest to one-fifth the length of the term", resulting in a census date that is the third Monday of the semester for those colleges with 13 - 17 week semesters;

Incentives to Encourage Effective Student Behaviors for Success

Whereas, Colleges have taken an active role in student success by supporting and encouraging students to complete courses, obtain degrees, and prepare for transfer;

Whereas, Student success is a partnership between colleges and students, where students themselves have a responsibility in their success and control over many of the factors that will lead to success;

Whereas, Data indicate that participating in such incentives as educational planning, early assessment, and attending college full time can positively affect success; and

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