In light of AB 1705 mandates, this report examines how prerequisite requirements, corequisite options, and the discontinuation of remedial math are currently impacting equitable access to and completion of calculus for the business major. This analysis suggests that opportunities exist throughout California’s community colleges for increasing the volume and diversity of students making progress toward …
This issue of the CAPacity Gazette focuses on curricular structures and classroom strategies that boost transfer-level English completion for English learners who seek a college degree.
This report analyzes Fall 2022 math class schedules at California’s 115 community colleges after an AB 705 implementation reset by the California Community Colleges Chancellor’s office.
This report analyzes the AB705 improvement plans that California community colleges submitted to the state Chancellor’s Office outlining their plans for reaching full implementation of the law by Fall 2022.
This press release was prepared by a coalition of organizations supporting AB1705, including student groups, civil rights advocates, and the faculty-led California Acceleration Project.
This short article features interviews with two math deans at colleges that have improved student completion and equity by eliminating or dramatically reducing pre-transfer classes. The deans discuss the financial costs associated with these changes. For the most part, they say, the changes involved simply reallocating existing resources from remedial to transfer-level course offerings. But …
AB1705 addresses the uneven, racially inequitable implementation of AB705 by clarifying expectations for colleges on issues that have been undermining student completion and driving racial inequity.
This special issue of the CAPacity Gazette focuses on what faculty and administrative leaders are doing at colleges that had especially strong results in the first year of AB 705 implementation.