Curriculum

Consistency in Data Mart English as a Second Language Basic Skills Progress Tracker

Whereas, The California Community College Chancellor’s Office tool Data Mart Basic Skills Progress Tracker is used to compile the Basic Skills Report for the State of California, integrating data from all basic skills/English as a Second Language (ESL) courses at all California Community Colleges (CCCs) for the purpose of measuring quality of programs at a college level;

Statewide Curriculum Coordination

Whereas, The establishment of infrastructure to support the coordinated development of curriculum (either intra or inter-segmentally) and corresponding efforts to identify comparable curriculum is a valuable mechanism for increasing student pathway efficiency because it permits students to readily transition across and among the public and private segments of education and into viable careers;

Changes to Recent Community College Repeatability Regulations

Whereas, California community colleges have built extensivedepth and breadth of educational programs for over 50 years, responding to the educational needs of their respective communities, contributing to a skilled workforce, fostering a more engaged citizenry and creating a diverse, multi-generational component in the social and cultural make-up of our state, and in November  2012 voters passed Proposition 30, signifying state-wide, taxpayer support for maintaining access to this high quality public educational system;

Academic Senate Involvement in AB 86 Regional Planning Consortia

Whereas, In 2013 the legislature passed and the governor signed AB 86 (Education Omnibus Trailer Bill, 2013-2014) that amended California Education Code §84830 to create regional consortia to implement a plan to “better serve the educational needs of adults” in areas that include basic skills, ESL, and short-term CTE educational services;

Whereas, AB 86 further requires an evaluation and integration of faculty professional development to achieve greater student achievement; 

Datamart Progress Tracking for California Community College ESL Coding

Whereas, Many California Community College ESL departments report inaccuracies in the California Community College Chancellor’s Office Basic Skills Progress Tracker (Datamart) that have resulted in inaccurate measuring and reporting of student success to campus administrations and outside entities;

Resolved, That the Academic Senate for California Community Colleges request that California community colleges review data collection processes for accuracy in CB 21 coding before the data is publicized and disseminated to inform programmatic and policy decisions.

Modify Title 5 Language to Include Credit by Examination Processes into §55051 Articulation of High School Courses to Simplify the Awarding of Credit for Articulated High School Courses

Whereas, Many California community colleges delay the granting of credit for articulated career technical education high school courses for which credit has been earned through credit by exam (CBE) until the student has completed a minimum number of units at the community college, even though national research suggests that the students who do not immediately receive the credit they earned while still in high school never end up taking advantage of the credit, so the intended benefits of completing an articulated course are lost;

Associate Degrees for Transfer (ADT) Development and Implementation Guidelines

Whereas, The California Community College Chancellor’s Office based upon the passage of SB 1440 has set Associate in Arts for Transfer and Associate in Science for Transfer degree completion goals;

Whereas, California community college campuses are mandated to rapidly develop and implement Associate Degrees for Transfer (ADT) to improve student transfer completion and to streamline the transfer process;

Appropriate Noncredit Accountability Measures

Whereas, Accountability measures are attached to educational funding, such as the Senate Bill 361 (2008) noncredit Career Development and College Preparation (CDCP) funding and both credit and noncredit Basic Skills Initiative funding;

Publishing Student Learning Outcomes

Whereas, Curriculum and student success are areas where the Academic Senate for California Community Colleges has professional responsibility;

Whereas, Approximately 50% of California's community colleges that responded to surveys about placing Student Learning Outcomes (SLOs) on the Course Outline of Record (COR) reported their decision not to include SLOs on the COR, while other colleges either did not respond or have not decided; and

Communication and Computation Prerequisite Validation through Content Review

Whereas, Underprepared students are not able to read, write, or complete quantitative analysis necessary for transfer or collegiate level courses, yet are enrolled in these courses due to the absence of prerequisites and lack of mandated placement;

Whereas, Basic Skills as a Foundation for Student Success in California Community Colleges (2007) summarizes the research confirming that alignment of entry/exit skills and careful organization of instruction is essential to student success;

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