Intersegmental Issues

Supporting Health Equity in the Implementation of AB 928 (Berman, 2021) [1]

Whereas, “[H]ealth disparities are preventable differences in the burden of disease, injury, violence, or opportunities to achieve optimal health that are experienced by socially disadvantaged populations” and result from multiple factors, including poverty, inadequate access to healthcare, individual and behavioral factors, and educational inequalities [2] and “[h]ealth equity is achieved when every person has the opportunity to ‘attain his or her full health potential‘ and no one is ’disadvantaged from achieving this potential because of social posit

Propose Definitions for Baccalaureate Degree Duplication and Non-Duplication

Whereas, SB 850 (Block, 2014) established the statewide baccalaureate degree pilot program at no more than 15 California community colleges in subject areas with unmet workforce needs and in program areas that do not “unnecessarily duplicate similar programs offered by nearby public four-year institutions” [1] [Section 1.(e)], suggesting that while there may be some amount of duplication between programs proposed by California community colleges and programs offered at California State University or University of California, duplication may be necessar

Options for Transfer Students Enrolled Prior to the Implementation of CalGETC

Whereas, The Student Transfer Achievement Reform Act of 2021, AB 928 (Berman, 2022) requires that “a singular lower division general education pathway,” [1] be established to be used by California community college students intending to transfer to either the California State University or the University of California, which replaces the current California State University General Education Breadth (CSU GE-B) and Intersegmental General Education Transfer Curriculum (IGETC) general education patterns effective in the 2025–2026 academic year, and the pro

Adopt the ICAS English as a Second Language (ESL) Report: 2020 Update

Whereas, English language learners (ELLs) represent an important demographic served across the three segments of higher education in California;

Whereas, The complexities in addressing the needs of ELLs in California public higher education remain unchanged in the last fifteen years, and recent statewide legislation along with national and international developments have rendered the landscape even more precarious for ESL instruction and support services;

Criteria and Training for the Evaluation and Approval of Advanced Credit English as a Second Language (ESL) Coursework for California State University General Education Breadth (CSU-GE) and the Intersegmental General Education Transfer Curriculum (IGETC)

Whereas, AB 705 (Irwin, 2017) and AB 1805 (Irwin, 2018) recognize that “Instruction in English as a second language (ESL) is distinct from remediation in English” and that

English Language Learners (ELLs) “enrolled in credit ESL coursework are foreign language learners who require additional language training in English, require support to successfully complete degree and transfer requirements in English, or require both of the above” [1];

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