Whereas, The California Community Colleges Chancellor’s Office Course Basic Element (CB) 09 is designed to indicate the Career Technical Education (CTE) status of courses and serves to meet the CTE Student Accountability Model (SAM) requirements for various forms of CTE funding that seek to ensure student progress through CTE programs;
Whereas, Student internships offered through mechanisms such as cooperative work experience provide valuable opportunities for students to gain on-site work experience directly related to their programs of study;
Whereas, Title 5 §55253 allows students to earn units of college credit for internships through cooperative work experience, yet there appears to be no allowance for providing students enrolled in noncredit courses and programs comparable cooperative work experience opportunities, which is inherently inequitable; and
Whereas, A California community college was recently ordered by a superior court judge to certify and accept a high school language course from an unaccredited home school for Intersegmental General Education Transfer Curriculum (IGETC) purposes;
Whereas, A California Department of Education registration number does not ensure the quality of instruction at a registered, unaccredited home school, and it is increasingly difficult to verify the authenticity of transcripts submitted for evaluation from unaccredited home schools;
Whereas, There is increased interest in expanding noncredit course offerings as a means to provide students who are not college-ready with pathways into college programs of study that lead to transfer and/or employment;
Whereas, Approximately 89,000 veterans and their dependents attended a California community college during the 2015-16 academic year;[1]
Whereas, Senate Bill 694 (Newman, as of September 21, 2017) would require that all California community colleges, “ensure that each of its campuses provides a dedicated on-campus Veteran Resource Center that offers services to help student veterans transition successfully from military life to educational success through the core components of academics, wellness, and camaraderie;” and
Whereas, At the September meeting, the California Community Colleges Board of Governors adopted the system-wide goals outlined in the California Community Colleges (CCC) Vision for Success, including a goal which states “Increase by 35 percent the number of CCC students systemwide transferring annually to a UC or CSU;”
Whereas, The Associate Degrees for Transfer have created significant opportunities for California community college students to transfer into the California State University (CSU) system;
Whereas, Resolution F14 20.01 Developing a System Plan for Serving Disenfranchised Students[1] calls for the ASCCC to work with the California Community Colleges Chancellor’s Office and the California Community Colleges Board of Governors to develop a long-range plan that will increase services for disenfranchised students, but the field is unclear to the definition of the term “disenfranchised student;”
Whereas, The Seymour-Campbell Student Success Act (2012) directed the Common Assessment Initiative (CAI) to create a common assessment tool for placement, and the statewide faculty efforts to create that tool within the CAI’s ambitious one-year mandated timeline resulted in the exodus of several producers of competing placement instruments from the placement assessment market, leaving colleges with few quality options to meet the Title 5 requirement[1] that all colleges have an assessment, and thus utterly dependent upon the creation of the common assessment;
Whereas, On September 5, 2017, the United States’ Attorney General announced the intent of the federal government to eliminate the Deferred Action on Childhood Arrivals (DACA) program, effective six months from the day of announcement;
Whereas, More than 222,000 DACA recipients currently reside in California, making California the single largest DACA state, and an estimated 60,000 of those students are currently enrolled in a California community college;[1]
Whereas, The Accrediting Commission for Community and Junior Colleges (ACCJC) at its June 2016 meeting adopted requirements of a minimum of 40 upper division units and 9 upper division general education units for bachelor’s degrees granted by the California Community Colleges resulting in the most prescriptive policy in the country for baccalaureate level education;