The Academic Senate for California Community Colleges (ASCCC) is the voice of the faculty of California’s 113 Community Colleges regarding academic and professional matters. In fulfilling this role, one of the ASCCC’s important functions is to represent faculty positions to the governor, the legislature, and other government agencies regarding potential, proposed, or chaptered legislation. The ASCCC accomplishes this function through legislative visits, written communication, cooperation with system partners, and other methods.
The intent of this page is to keep faculty statewide informed regarding the ASCCC’s positions and activities regarding legislation and legislative actions. Here you will find copies of communications sent by the ASCCC President to legislators, the governor, and others as well as other updates on legislative activity. We hope that this information will help to enable local senates in fulfilling their own roles in representing faculty in their districts and on their campuses.
To follow current legislation, the ASCCC recommends using the tracker on the FACCC web site. It can be found here.
Additional useful information regarding legislative activity can be found on the governmental relations tab of the website of the Community College League of California, which can be found here.
3. What We Do To Represent You
The ASCCC represents the faculty of California’s Community Colleges regarding legislation and legislative issues in various ways.
Several times each year, Academic Senate representatives take part in “legislative days” on which they hold a series of meetings with various legislators or their aids to express faculty perspectives and positions on pending or potential legislation. These activities are typically conducted as joint ventures with the Senate’s academic partners, including representatives of the CSU and UC faculty leadership, the Chancellor’s Office, the Board of Governors, The Student Senate for California Community Colleges, and other statewide organizations.
A similar activity in which the ASCCC participates may involve advocacy regarding a specific piece of legislation. In this case, ASCCC representatives may form part of a panel with system partners such as the Community College League of California (CCLC), the faculty unions, and others. The panel holds a series of interviews with legislators and legislative aids over the course of a day, delivering a common and consistent message on the bill in question in an attempt to sway the votes in the legislature.
The ASCCC also frequently sends written statements of support or opposition for specific bills to members of the legislature, legislative committees, and the governor. These letters may be the sole work of the ASCCC or may be composed jointly with our university colleagues or with other organizations.
The ASCCC also testifies before bodies such as the Education Committees of the legislature, the Little Hoover Commission, and others. In this role, ASCCC representatives deliver formal statements and answer questions regarding faculty positions and makes arguments in favor of or against specific bills or policy directions.
Finally, ASCCC representatives may work less formally to communicate faculty positions and views to the legislature. In Sacramento, numerous opportunities arise in which faculty leaders may speak individually to legislators or legislative staff at various types of events and meetings. ASCCC representatives take advantage of any opportunity to express faculty views and present faculty positions.
4. How ASCCC Differs from Local Academic Senates
In terms of legislative advocacy and lobbying, the rules governing the ASCCC and local academic senates differ. For the purpose of understanding these rules, lobbying is essentially a subset of advocacy. Advocacy involves active support for a cause, idea or policy and is a general term involving a broad set of activities. Lobbying is an attempt to influence specific legislation and is defined by the IRS as well as various states and localities, often because of the limitations on the ways in which funds can be used for lobbying purposes.
The restrictions and guidelines for local academic senate activities are defined by California Education Code sections 7050-7068. The following excerpt from “Advocacy at the Local Level: What Your Senate Can Do to Stay Informed and Active,” published in the November 2103 Senate Rostrum, explains the activities in which local academic senate can and cannot engage:
Ed Code section 7054 (a) states that “No school district or community college district funds, services, supplies, or equipment shall be used for the purpose of urging the support or defeat of any ballot measure or candidate, including, but not limited to, any candidate for election to the governing board of the district.” In short, academic senates cannot use any district resources to support or oppose any candidate or ballot measure. This restriction applies not only to district funds but also to materials, email, and even employee time when the employee is scheduled to work. Any discussion of ballot measures or elections among senators therefore should not take place on campus or during academic senate meetings.
However, Ed Code section 7054 (b) adds that “Nothing in this section shall prohibit the use of any of the public resources described in subdivision (a) to provide information to the public about the possible effects of any bond issue or other ballot measure if both of the following conditions are met: (1) The informational activities are otherwise authorized by the Constitution or laws of this state. (2) The information provided constitutes a fair and impartial presentation of relevant facts to aid the electorate in reaching an informed judgment regarding the bond issue or ballot measure.” Academic senates may therefore publish information to educate the public regarding the impact of a given ballot measure as long as they do not advocate either for or against the measure.
|Date||Bill||Author||ASCCC Position||Summary||Position Letter|
|October 7, 2019||Urge the legislature to clearly define the mission and scope of Calbright||In light of the “Calbright Community College New Program Non-Duplication Notice” issued by the California Community Colleges Chancellor’s Office on September 30, 2019, the Academic Senate for California Community Colleges (ASCCC) is once again compelled to convey our deep concern with the trajectory that Calbright has taken.||
AAUP Support Letter
|September 9, 2019||AB1658 (Carrillo) Teacher credentialing: adult education: workgroup (as of 09/09/19)||Carrillo||Oppose||The Academic Senate for California Community Colleges (ASCCC) is writing to express its reluctant opposition to AB1658 (Carrillo, as of 09/09/19). AB 1658 would require the Commission on Teacher Credentialing to convene a workgroup to study issues relating to adult education teacher credentialing and to submit a report on its findings and recommendations to the legislature.||AB 1658 Oppose Letter (9/9/19)|
|August 5, 2019||Request Clarification and Direction||The Academic Senate for California Community Colleges (ASCCC) sends this message to request clarification and direction from the legislature regarding the legislative intent for the fully-online community college created in the 2018 budget act. Two specific and conflicting issues, accreditation requirements and duplication of programs, have led to confusion and thus have inhibited the ability of the ASCCC to assist with the development and advancement of the online college.||The Fully-Online Community College Letter|
|June 19, 2019||SB462 (Stern) Community colleges: Forestland Restoration Workforce Program (as of 13 June 2019)||Stern||Removal of Opposition||The Academic Senate for California Community Colleges (ASCCC) is writing to express its removal of opposition to SB462 (Stern, as of 06/13/19). SB462 would require the Chancellor’s Office of the California Community Colleges, working in collaboration with the Academic Senate for California Community Colleges, to establish a model curriculum for a forestland restoration workforce program with specific curricular requirements that could be offered at campuses of the California Community Colleges.||SB 462 Removal of Opposition|
|June 17, 2019||AB 130 (Low, as of 3 June 2019) Postsecondary Education: Office of Higher Education Performance and Accountability||Low||Support||The Academic Senate for California Community Colleges is writing to express our support for AB 130 (Low, as of 3 June 2019), which would “establish the Office of Higher Education Performance and Accountability as the statewide postsecondary education coordination and planning entity,” as well as our gratitude for the amendments added to the bill in June.||Support AB 139 (June 3, 2019)|
|May 31, 2019||SB462 (Stern) Community colleges: Forestland Restoration Workforce Program (as of 05/25/19)||Stern||Oppose||The Academic Senate for California Community Colleges (ASCCC) is writing to express its reluctant opposition to SB462 (Stern, as of 05/25/19). SB462 would require the Chancellor’s Office of the California Community Colleges, working in collaboration with the Academic Senate for California Community Colleges, to establish a model curriculum for a forestland restoration workforce program with specific curricular requirements that could be offered at campuses of the California Community Colleges.||SB462 Oppose Letter|
|May 30, 2019||2019-20 Budget Conference Committee:California Community College Budget 6870-101-0001||Offer Recommendations||We write to reiterate our appreciation for your demonstrated support of community colleges, and to respectfully offer recommendations as they relate to the final 2019-20 State Budget negotiations and their direct impact on our state’s 72 public community college districts and the 2.2 million Californians we serve.||Budget Conference Committee 2019-20 Budget Letter|
|May 30, 2019||Assembly Proposal for Increased Funding for Diverse Full-Time Faculty||Support||We would like to express our support for the Assembly’s budget proposal of $40 million in ongoing funding for full-time faculty while requiring colleges use Equal Employment Opportunity best practices when hiring.||Full-Time Faculty Diversity Support Letter|
|May 6, 2019||AB 302||Berman||Support||The Academic Senate for California Community Colleges is writing to express our support for AB 302 (Berman, as of 25 March 2019), which “would require a community college campus that has parking facilities on campus to grant overnight access to those facilities, on or before July 1, 2020, to any homeless student who is enrolled in coursework, has paid any enrollment fees that have not been waived, and is in good standing with the community college, for the purpose of sleeping in the student’s vehicle overnight” and “would require the governing board of the community college district to determine a plan of action to implement this requirement, as specified.” This position reflects the collective wisdom of the 60,000 faculty of the California Community Colleges system as expressed at our organization’s 2019 Spring Plenary Session through Resolution 6.04 SP19 (https://www.asccc.org/resolutions/support-ab-302-berman-march252019-and-identify-housing-assistance-representatives).||Letter of Support for AB 302|
|May 6, 2019||SB 3||Allen||Support||The Academic Senate for California Community Colleges is writing to express our support for SB 3 (Allen, as of 1 May 2019), which would “establish the Office of Higher Education Performance and Accountability as the statewide postsecondary education coordination and planning entity,” as well as our gratitude for the amendments added to the bill in March and April.||Letter of Support for SB 3|