Whereas, Recommendation 3.1 (draft dated September 30, 2011) of the California Community Colleges Task Force on Student Success (established in response to Senate Bill 1143, Liu, 2010) states that “Continuing students should lose enrollment priority if they
Whereas, MyEdu is a commercial company that has recently expressed interest in collaborating with California community colleges in providing students with scheduling and educational planning tools;
Whereas, MyEdu aggregates publicly available scheduling data from college websites along with professors' grade distributions by course (data that districts are legally required to provide to the public) as well as student reviews of professors from third-party web sites;
Whereas, The Academic Senate supports educationally sound strategies and mechanisms for improving student success;
Whereas, Title 5 §55043 allows districts to “permit or require repetition of a course where the student received a satisfactory grade the last time he or she took the course but the district determines that there has been a significant lapse of time since that grade was obtained”;
Whereas, No guidelines currently exist to help districts determine reasonable standards for course repetition due to a significant lapse of time, and therefore this concept is applied inconsistently throughout California community colleges; and
Whereas, Many students lack effective time management and study skills when entering California community colleges;
Whereas, Student success courses provide students with valuable instruction in such areas as study skills, time management, and other student success behaviors; and
Whereas, Students without these skills often struggle to complete courses, and research1 has shown that completing a student success course improves student persistence and aids in the transition from basic skills to college level courses;
Whereas, California community colleges use an array of assessment for placement instruments, potentially resulting in duplicative costs and the needless retesting of students;
Whereas, The use of a standardized assessment for placement instrument for all community colleges would ensure the portability of assessment scores, yet permit local determination of cut scores, application of multiple measures, and additional assessment measures (e.g., a written component for an English placement);
Whereas, The California Community Colleges Task Force on Student Success (established in response to Senate Bill 1143, Liu, 2010) recommendation 4.1 (as of September 30, 2011) calls to “Amend statute to limit the scope of allowable noncredit classes to only those identified as career development or college preparatory (CDCP)”;
Whereas, An overlap exists between California community college’s noncredit and the California Department of Education’s (CDE) adult education programs;
Whereas, Community college noncredit education provides educational access to those students who are interested but lack the knowledge needed to gain entrance to college or do not see themselves as college capable and, while informing and engaging these students, noncredit education develops their capabilities and perceptions towards becoming college capable;
Whereas, The Expository Reading and Writing Course (ERWC) – developed by CSU faculty and high school teachers and administrators in late 2002 and disseminated to high schools via professional development since Fall 2004 – is a course designed to prepare high school juniors and seniors to meet the expectations of college and university faculty, is research based and rooted in effective instructional practices, and is aligned with California English-Language Arts Content Standards, the Common Core State Standards, and the Statements of Competencies created by the Intersegmental Council of Aca
Whereas, Upper-level administrative positions at community colleges throughout California are facing high rates of turnover due to retirements and a variety of other factors, leading to the significant utilization of interim replacements in these positions, in some cases for extended periods of time;
Whereas, Title 5 53021 provides that "no interim appointment or series of interim appointments exceed one year in duration" and that even with the approval of the Chancellor extensions of such appointments may not exceed one year;
