Whereas, The California Community Colleges Chancellor’s Office (CCCCO) opted to terminate the work of the Common Assessment Initiative after the investment of approximately $20 million without identifying a mechanism to preserve elements of the substantial investment that may still be of benefit to the system’s colleges and students;
Whereas, The Academic Senate for California Community Colleges (ASCCC) passed Resolution 07.03 F18 “Improving Participatory Governance with the Chancellor of the California Community Colleges” during the ASCCC 2018 Fall Plenary Session, which directed action to improve collegial consultation;
Whereas, The Chancellor’s Office has taken concrete steps to improve its relations with ASCCC in several areas, including scheduling a Collegiality in Action training for the Chancellor’s Office staff during summer 2019;
Whereas, Governor Gavin Newsom has proposed investment in early learning and in early childhood education programs in the 2019-20 budget by adopting a framework that
Whereas, The California Community Colleges Chancellor’s Office (CCCCO) has historically provided a system-wide, collegially developed center for data collection and analysis, DataMart, which has been identified nationwide as one of the richest and largest higher education databases;
Whereas, The principle of participatory governance in the California Community Colleges has long been established in practice and codified in law (California Education Code §70901 et seq.) which provides the framework whereby California’s community colleges actively practice and teach democracy;
Whereas, The 2018 California Budget Trailer Bill created the California Online Community College and named the California Community Colleges Board of Governors as the governing board for this new entity;
Whereas, Title 5 §§51025 and 53311 establish the full-time faculty obligation for each California community college, commonly known as the Faculty Obligation Number or FON, and colleges are penalized for failure to meet this obligation;
Whereas, Online Education Initiative (OEI) Pilot courses that have been reviewed and meet the OEI Course Design Rubric have an average success rate 4.9% above the statewide success rate for online courses,[1] correlating with the high quality of materials required to meet the OEI rubric and the resources (or online ecosystem) available to colleges in the OEI Consortium;
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”;