2017 - 18: The EDAC chair will explore whether any work has been done in this area with the CO. If nothing has been done in this area, the chair will make a recommendation to the president on how best to accomplish this resolution.
Whereas, English Language Learners (ELLs) are currently tracked in the California Community College Chancellor’s Office equity plan template only in the categories of English as a Second Language (ESL) and basic skills completion and only in the category of remedial/ESL basic skills in the Student Success Scorecard but are excluded from all other categories in the template (access, course completion, degree and certificate completion, and transfer) and all other categories in the Scorecard (persistence, 30 units, degree/transfer);
Whereas, ELLs in California’s community colleges are no different from other identified demographics of students who struggle in regard to access, course completion, persistence, unit attainment, transfer, and degree and certificate attainment; and
Whereas, The practice of defining ELLs, and not other identified demographic groups, solely based on their transition into and through freshman composition demonstrates an inequitable, deficit-model approach towards ELLs by fomenting the inaccurate perception that they are a problem to be solved rather than a demographic to be served;
Resolved, That the Academic Senate for California Community Colleges work with the California Community Colleges Chancellor’s Office to modify tracking in the equity plan and the Student Success Scorecard to include English Language Learners in the categories of access, course completion, degree and certificate completion and transfer in equity plans and in the categories of persistence, 30 units, degree/transfer in the Student Success Scorecard.