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
English language learners can bring many strengths to the college composition classroom, as well as learning needs that many faculty feel ill-equipped to support. In this interactive session, experienced instructors of college composition for non-native English speakers share some of their best practices, strategies, and materials for working with this population. Whether ESL students comprise
Since the passage of AB 705, community colleges have implemented different curricular models with the goal of maximizing the rates at which English learners complete transfer-level English composition. This webinar will review these models in detail and provide a comprehensive list of the offerings in place at colleges this fall. The presenters will also share
What is going on when success rates range from 20 to 100 percent across different sections of the same course? Is it AB 705? Online vs. face-to-face? Student factors like race or high school preparation? Faculty factors like part- vs. full-time status? Something else? Researchers from De Anza College present their investigation into the variability in
Examining disaggregated success data for our own courses can bring up feelings of defensiveness, shame, frustration, and hopelessness. Three English faculty from Sacramento City College share how confronting and reflecting on their own data helped them move to concrete, targeted actions that lead to more equitable outcomes.