Intersegmental Issues

CSU Service Areas

Whereas, Some CSU campuses have determined local service areas which are used as a primary factor in transfer admissions selection; and

Whereas, The composition of the service areas discriminates against community colleges that are outside of the local service areas but that have historically transferred a significant number of students to these CSU campuses;

UC/CSU Transfer Admissions Practices

Whereas, The California community colleges serve as the primary gateway to higher education for 2.9 million Californians;

Whereas, Reductions in the state budget for the California State University (CSU) and the University of California (UC) systems have become the catalyst for significant alterations in transfer admissions practices for California community college students;

Common Baseline Indicator of Readiness for College-Level Mathematics and English

Whereas, The three segments of California public higher education have come to agreement on the competencies needed by students to be successful in college-level mathematics and English, which are expressed in the Intersegmental Committee of Academic Senates (ICAS) documents Academic Literacy: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities (Spring 2002) and Statement on Competencies in Mathematics Expected of Entering College Students (April 2010);

Re-Evaluate CSU Service Areas

Whereas, Academic Senate Resolution 15.03 S04 on California State University (CSU) Service Areas called attention to the geographically discriminatory practice of the CSU system defining local service areas for each of its 23 campuses that exclude community colleges that historically transfer a significant number of students to the CSU campuses;

Impact of the California High School Exit Exam on Student Preparedness

Whereas, Students must receive passing scores on the California High School Exit Exam (CAHSEE) in order to graduate from high school and receive a diploma;

Whereas, Study is needed to determine whether the CAHSEE test requirement is causing unintended outcomes that result in under-prepared students entering the California Community Colleges; and

Whereas, Resolution 13.04 approved in Spring 2006 called for the studying of the impact of CAHSEE on enrollment, access, basic skills, equity, but not preparedness;

Proper Use of the California High School Exit Exam

Whereas, As part of California's school reform efforts, students must receive passing scores on the California High School Exit Exam (CAHSEE) in order to graduate from high school and receive a diploma, even if they passed all of their classes;

Whereas, Our colleagues in the K-12 system continue to strive to provide quality instruction to students while endeavoring to meet the demands of the CAHSEE; and

Intersegmental Collaboration

Whereas, The Academic Senate for California Community Colleges has long valued collaboration with and among its intersegmental faculty partners, particularly the Academic Senate of the California State University (CSU) and the Academic Senate Council of the University of California (UC), and has respected their autonomy in appointing their own faculty to segmental and intersegmental activities;

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