Whereas, The assessment and placement of students into all levels of courses, including basic skills courses is an academic and professional matter that includes not only the use of assessment tests but also multiple measures, including the high school transcript data, non-cognitive considerations, and other factors, that have been evaluated by college faculty and have been selected to meet the needs of the students;
Whereas, The use of multiple measures for placement is required by Title 5 §55522(a), and the Academic Senate for California Community Colleges has a long history of supporting and encouraging the use of multiple measures in assessment through its adopted positions, event presentations, and publications, including the 2014 paper Multiple Measures in Assessment: The Requirements and Challenges of Multiple Measures in the California Community Colleges;
Whereas, AB 705 (Irwin, as of April 4, 2017) would modify the Seymour-Campbell Student Success Act of 2012 to require colleges to use high school coursework, self-reported grade point average, and grades or guided self-placement to place students into courses in mathematics and English, even if these methods have been found not to be the most effective at meeting the needs of the local community; and
Whereas, No single means of assessment or placement has been shown to be effective for all students and institutions, and faculty experts need the ability to adapt their practices and policies to their local situations, including those for the assessment and placement of students;
Resolved, That the Academic Senate for California Community Colleges communicate to Assembly member Irwin’s office concerns regarding state-level mandates for and restrictions on the local implementation of multiple measures and placement of students; and
Resolved, That the Academic Senate for California Community Colleges support AB 705 (Irwin, as of April 4, 2017) if it is amended to allow colleges the flexibility to identify and use the most appropriate multiple measures and assessment instruments to place students into a range of basic skills and transfer-level courses that meet the needs of the colleges’ unique student populations.