Whereas, Memo AA 18-41  (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  (April 18, 2019) jointly issued by the CCCCO and ASCCC likewise strongly encouraged colleges to explore the “[c]reation of a credit ESL course that is the equivalent of transfer-level English”;
Whereas, The Student Success Metrics Dashboard, Second Build, 01.18.19 Data Element Dictionary Notes for each learning progress metric stipulate that “Courses outside of math and English Taxonomy of Program (TOP) codes are not included in this metric,” thereby excluding credit English as a Second Language (ESL) courses equivalent to Transfer-Level English; and
Whereas, Assembly Bill 705 (Irwin, 2017) allows credit ESL students a three-year time frame to complete transfer-level coursework in English ;
Resolved, That the Academic Senate for California Community Colleges work with the California Community Colleges Chancellor’s Office to include credit ESL courses equivalent to transfer-level English in the Learning Progress metrics; and
Resolved, That the Academic Senate for California Community Colleges work with the California Community Colleges Chancellor’s Office to include completion of transfer- level English within a three-year time frame for students who begin in credit ESL coursework in the learning progress metrics.
MSR: Referred to the Executive Committee to research conflicts within and report back to the body and take appropriate action by spring of 2020.
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