Whereas, The Social Justice Studies “Area of Emphasis” (AOE) Transfer Model Curriculum (TMC) was developed by an intersegmental Faculty Discipline Review Group, vetted by California State University (CSU) and California Community College (CCC) faculty and other interested parties, approved, and posted as final to the C-ID website on September 28, 2015;
Whereas, AB 705 (Irwin, 2017) stipulates that “Colleges shall use evidence-based multiple measures for placing students into English as a Second Language (ESL) coursework. For those students placed into credit ESL coursework, their placement should maximize the probability that they will complete degree and transfer requirements in English within three years”;
Whereas, AB 705 (Irwin, 2017) rightfully distinguishes English as a Second Language (ESL) students as “foreign language learners who require additional language training in English” with needs separate from those of native English speakers in California Community College English pathways, and therefore intentionally provides English language learners (ELLs) in credit ESL with up to three years to achieve language proficiency before and being mainstreamed into native-speaker transfer-level English;
Whereas, The changes to California Education Code Section §78213(d)(1)(E) resulting from the passage of AB 705 (Irwin, 2017) stipulate regarding multiple measures that “The board of governors may establish regulations governing the use of these and other measures, instruments, and placement models to ensure that the measures, instruments, and placement models selected by a community college demonstrate that they guide English and mathematics placements to achieve the goal of maximizing the probability that a student will enter and complete transfer-level coursework in English and mathematic
Whereas, California Education Code §66010.4 (a)(2)(A) stipulates that community colleges shall offer “remedial instruction for those in need of it”;
Whereas, Career Development and College Preparation noncredit instruction serves as an integral part of current and future student success efforts by providing pathways to college credit programs that lead to completion of degree and certificate programs in transfer and Career and Technical Education programs for students who are unprepared or underprepared for college; and
Whereas, Student success initiatives such as the Guided Pathways Award Program and Student Equity do not explicitly identify noncredit programs as integral components of such student success efforts;
Whereas, The Accrediting Commission for Community and Junior Colleges requires that student support services comparable to those for face-to-face students exist for students taking courses online;
Whereas, Numerous studies have demonstrated that students taking online courses require significant support services, to the point that the Online Education Initiative (OEI) states on its "Student Success" homepage[1] that "increasing student success involves many aspects of student support beyond that provided by the classroom instructor”; and
Whereas, The 2018-2019 Governor’s Budget Trailer Bill Language (February 20, 2018) proposes a new “student centered” college funding formula with metrics[1] including the number of disadvantaged students and number of completions that may result in competition among the 114 California community colleges for funds;
Whereas, a May 11, 2017 letter from Governor Brown to Chancellor Oakley directed the chancellor to “act with dispatch and create a plan to design and deploy a fully online college,” and the chancellor convened the Flex Options for Workers (FLOW) workgroup to provide “3 – 5 options (with pros and cons for each) that enable the community colleges of California to better deliver on the student success goals outlined on pages 15-16 in the Vision for Success[1] recently adopted by the California Community Colleges Board of Governors;”
Whereas, The Academic Senate for California Community Colleges passed Resolution 9.04 S14, Consistency in Data Mart English as a Second Language Basic Skills Progress Tracker, to call attention to the need to correct errors in Data Mart that result in inaccurate reporting of progress for credit ESL in the Student Success Scorecard;
