Developing a System Plan for Serving Disenfranchised Students

Whereas, California’s community colleges serve a diverse population of students, some of whom have emotional and/or environmental circumstances which may interfere with their ability to achieve their academic goals, as well as disenfranchising them from engaging in normal societal privileges and activities;

Academic Progress for Board of Governors Fee Waiver Students

Whereas, Colleges have an obligation to assist all students in their studies and in achieving their educational goals, and students have a reciprocal responsibility to make satisfactory progress;

Whereas, Most state and all federal financial aid sources have criteria for need and as well as satisfactory academic progress in order to maintain eligibility; and

Whereas, Currently, eligibility for a Board of Governors Fee Waiver only requires that students demonstrate financial need;

Admissions Priorities and Practices Regarding Out-of-State and International Students

Whereas, Restrictive and inadequate funding from the state and enrollments caps have forced colleges to seek alternate sources of revenue;

Whereas, Out-of-state and international students pay higher fees that potentially represent additional revenue to cash-strapped colleges and in many colleges are guaranteed enrollment in 12 units; and

Whereas, Many colleges guarantee enrollment in12 units and give enrollment priority to out of state and international students, thereby depriving resident students of access to their local community college;


Whereas, The ever-rising cost of textbooks has become a serious, ongoing problem for the students in the California Community College System;

Whereas, Implementation of H.R. 4127 (2010) will require colleges and faculty to provide detailed information on textbooks on their Internet and printed class schedules and in their bookstores so that students will be able to secure less expensive textbooks for their classes or rent them;

Supporting Student Self-Referral for Tutoring Services

Whereas, Title 5 58170 (e) undermines a student's ability to assess their own needs by mandating that students enrolled in a supervised tutoring course be referred by a counselor or instructor on the basis of an identified learning need;

Whereas, Many students seek tutoring for reasons other than an identified learning need and as a result are prohibited from benefiting from tutoring services;

Student E-Voter Registration Act of 2007

Whereas, The Academic Senate for California Community Colleges is on record as supporting student voter registration by approving resolution 17.03 S02 "Voter Registration and Student Mobilization";

Whereas, SB854, "Student E-Voter Registration Act of 2007," mandates community colleges to provide the option for students to receive pre-printed voter registration cards through online community college class registration by 2010;

Researching the Needs of LGBT Students

Whereas, In the Spring of 2009, the Academic Senate for California Community Colleges passed a resolution (3.02 S09) encouraging Academic Senate attention to the pedagogical and student services needs of our Lesbian, Gay, Bisexual, and Transgender (LGBT) students;

Whereas, Many faculty have observed anecdotally that some LGBT students do face difficulties that are particular to people from the very diverse LGBT community;

Honors Programs

Whereas the Academic Senate for California Community Colleges has supported student equity in all areas of student activities and the development of curriculum, and

Whereas the Academic Senate for California Community Colleges has supported honors programs in resolution 20.04 F98, and

Whereas honors programs have traditionally been a bridge to help students transfer, and

Whereas honors programs have sometimes been seen as elitist, favoring one group over others, but there is no data to support this view,

Improving Student Access to Financial Aid

Whereas, The mission of the California community colleges is to provide access to quality instruction to those who are capable of benefiting, many of whom are low-income, disadvantaged, or underrepresented;

Post-9/11 G.I. Bill, Veterans and Financial Aid

Whereas, The Post-9/11 G.I. Bill, effective August 1, 2009, provides a maximum of 36 months of benefits for veterans to assist them in completing a college education, including full tuition "not to exceed the maximum in-state tuition and fees of a public institution of higher learning," a monthly housing allowance, and an annual books and supplies stipend of up to $1000 (;


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