Whereas, The new Student Centered Funding Formula (SCFF) provides financial incentives to local districts for degree and certificate completion as well as completion of college-level English and mathematics within the first year that could lead to pressure on faculty to increase success and completion rates to maximize college funding;
Whereas, Additional emphasis of completion of college-level English and mathematics is not only incentivized in the SCFF but also in AB 705 (Irwin, 2017), which mandates that California community colleges maximize the probability of completion of college-level English and mathematics courses within one year through their curricular pathways; and
Whereas, Faculty are dedicated to providing support for students to reach both their short-term and long-term academic, professional, and personal goals;
Resolved, That the Academic Senate for California Community Colleges encourage local senates to facilitate robust discussions among discipline faculty on appropriate levels of academic rigor for all disciplines and work with administration and staff to find ways to support students in attaining these levels; and
Resolved, That the Academic Senate for California Community Colleges urge discipline faculty engaging in conversations regarding academic rigor to consider both the definition of student success and the importance of short-term and long-term student goals within the college and beyond.