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 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
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.
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 webinar digs into recent research on the impact of AB 705 and related reforms on equity, STEM, and longitudinal outcomes, such as graduation rates and wage earning, with particular attention to the implications of colleges continuing to enroll students in pre-transfer-level math.
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.
Sophia Lee teaches an open access Precalculus course with corequisite support at Citrus College. Students taking this course complete calculus at rates equivalent to students with stronger high school math backgrounds who take Precalculus without support. In this webinar and blog post, she discusses her student-centered and equity-minded lesson cycle.
Prior to the implementation of AB 705, statewide research showed that student completion was highest when students began in transferable, college-level English and math classes, regardless of their high school GPA. But in order to determine whether these statewide findings applied to colleges’ local populations, the state Chancellor’s Office gave colleges a two-year grace period
