Whereas, Assembly Budget Bill 1602 (2016, Committee on Budget) established the Student Success for Basic Skills Program, which establishes new basic skills funding formulas, replacing those in place for the Basic Skills Initiative;
Whereas, The basic skills funding formula legislated by AB 1602 (2016, Committee on Budget) includes the following weighted factors:
- “The percentage of students receiving a Board of Governors fee waiver who first enrolled in a course below transfer level in English, mathematics, or English as a second language, or any combination of these, and subsequently completed a college-level course in the same subject within one year and within two years. This factor shall comprise 50 percent of the allocation formula.
- The percentage of students receiving a Board of Governors fee waiver. This factor shall comprise 25 percent of the formula.
- The percentage of basic skills full-time equivalent students in courses offered by that community college district using evidence-based practices and principles [as specified]. This factor shall comprise 25 percent of the formula”;
Whereas, The legislated funding formula excludes the ability of a college to count noncredit students because noncredit students, who generated 38% of system FTES in basic skills between 2013-2016, do not apply for financial aid and cannot be determined eligible to receive the Board of Governors fee waiver; and
Whereas, The formula also excludes many noncredit and credit basic skills students who may be seeking literacy skills rather than pre-collegiate skills, and are not, therefore, completing a college-level course in the same subject within either one year or within two years, and the formula necessitates a measurement of courses utilizing evidence-based practices, something that likely varies between sections of the same course, and that this discrepancy is not currently measured;
Resolved, That the Academic Senate for California Community Colleges work with the Chancellor’s Office to propose an alternate funding formula that includes college efforts to improve basic skills for students through noncredit courses and for student goals that differ from the goals of college degree attainment and transfer.