Improving Degree Articulation for Early Childhood Students

Resolution Number
Patty Dilko
Assigned to
State and Legislative Issues
Status Report

The bill was held in committee and did not pass during the 2010 legislative session.

Whereas, The Academic Senate for California Community Colleges has passed resolutions that acknowledge the primacy of Early Childhood/Child Development faculty in developing the Early Childhood Education/Child Development major (19.04 S06), and that “support the Early Childhood/Child Development Curriculum Alignment Project by endorsing . . . 24 semester units of coursework as the basis for Early Childhood Education/Child Development certificate and degree programs” (9.03 F07), and that “support the work of California Community College Early Childhood Education/Child Development faculty and their California State University colleagues who worked on the CAP project in the development of the 24-unit, lower-division, competency-based package for foundational courses (aka CAP core 8) which may be developed into transfer package agreements; and seek ways to promote the results of this intersegmental collaboration whenever possible within discussions at the California Community College and the California State University System Offices” (9.04 F07);

Whereas, The Early Childhood Teacher Permit issued by the State Commission on Teacher Credentialing is required by the State Department of Education, Child Development Division for Teachers working with children birth to eight years in child care and development programs across the State, and thus the CAP project designed a core of 24 units of theoretical and competency-based ECE coursework that lead to ECE/CD certificates and degrees;

Whereas, The California Community Colleges Early Childhood Education/Child Development programs have been proactive in including colleagues from the California State University system in the development of the CAP core eight courses through the ECE Curriculum Alignment project and participation in the C-ID and Career Pathways projects and have been instrumental in helping increase early childhood program quality through collaboration with the Child Development Training Consortium, the California Mentor Teacher Program, and Baccalaureate Pathways in Early Care and Education; and

Whereas, Early Childhood Education students continue to face barriers, including requirements to repeat course content in upper division courses without consideration for the lower division transfer preparation pathway that they have completed as they move from the community college system into the University of California (UC) and California State University (CSU) systems due to misalignment between the systems that prevents major-specific transfer agreements with the UC or CSU system including at a minimum the 24 unit ECE/CD Lower-division CAP courses that would provide students a predictable and consistent pathway toward meeting their professional and educational goals;

Resolved, That the Academic Senate for California Community Colleges strongly support SB 1126 (as of March 26, 2010), Improving Degree Articulation for Early Childhood Educators; and

Resolved, That the Academic Senate for California Community Colleges encourage its University of California and California State University partners to create Early Childhood Education majors with courses that reflect the advanced level of early educator competencies required to work in early care and education environments and do not require community college students to take more total units for the major than native UC or CSU students.
MSC Disposition: Local Senates, UC Academic Senate, CSU Academic Senate