2019

EXECUTIVE SUMMARY

INTRODUCTION

Whereas, The Academic Senate for California Community Colleges adopted Resolution 07.07 S18 [1] in support of maintaining assessment tests as one of the multiple measures used to place students into credit ESL courses;

Whereas, The California Community College Chancellor’s Office Assessment Committee has not been evaluating assessments since the beginning of the Common Assessment Initiative in 2014;

Whereas, Colleges are prohibited from using any assessment instruments other than those approved by the California Community Colleges Board of Governors; and

Whereas, Memo AA 18-41 [1] (July 20, 2018) jointly issued by the California Community Colleges Chancellor’s Office (CCCCO) and the Academic Senate for California Community Colleges (ASCCC) strongly encouraged colleges to “[e]xplore credit ESL pathways to transfer-level English that allow for credit ESL faculty to … create a credit ESL course that is the equivalent of transfer-level English,” and Memo AA 19-20 [2] (April 18, 2019) jointly issued by the CCCCO and ASCCC likewise strongly encouraged colleges to explore the “[c]reation of a credit ESL course

Whereas, Memo AA 18-41 [1] (July 20, 2018) jointly issued by the California Community Colleges Chancellor’s Office (CCCCO) and the Academic Senate for California Community Colleges (ASCCC) strongly encouraged colleges to “[e]xplore credit ESL pathways to transfer-level English that allow for credit ESL faculty to … create a credit ESL course that is the equivalent of transfer-level English” and Memo AA 19-20 [2] (April 18, 2019) jointly issued by the CCCCO and ASCCC likewise strongly encouraged colleges to explore the “[c]reation of a credit ESL course

Amend the title:

Assess How Alignment of Timeframes for AB 705 and the Student Centered Funding Formula for ESL Students Inequitably Impact Funding for Colleges Serving High Percentages of ESL Students

Amend the second resolved:

Whereas, Under Assembly Bill 705 (Irwin, 2017), a California community college student enrolled in English as a Second Language (ESL) instruction has a timeframe of three years to enter and complete degree and transfer requirements in English and has a one-year timeframe to enter and complete transfer-level coursework in mathematics;

Whereas, Title 5 §55255(a)(1-3) refers to in-person consultations with students and with employers as a responsibility of cooperative work experience instructor/coordinators and a requirement of cooperative work experience programs;

Whereas, Use of equivalency to minimum qualifications for employment is allowed by California Education Code §87359, and the “agreed upon process shall include reasonable procedures to ensure that the governing board relies primarily upon the advice and judgment of the academic senate to determine that each individual faculty member employed under the authority granted by the regulations possesses qualifications that are at least equivalent to the applicable minimum qualifications”;

Whereas, The field of learning assistance has evolved since the last Academic Senate resolutions in 2008 (10.01 F08) [1] and 2011 (10.12 S11) [2] that addressed minimum qualifications and a 2011 article about separating learning assistance and tutoring [3];