Equitable Placement Strategies for Student Success
Explore the impact of AB 1705 on student placement and enrollment, as outlined by the California Community Colleges Chancellor's Office. Join the session to discuss challenges, share successes, and strategize innovations to enhance student success and close equity gaps. Learn about the ASCCC paper on Equitable Placement and collaborate on solutions for throughput, retention, and persistence.
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Equitable Placement (AB705/1705) Saturday, July 15 | 8:30-9:30
Presenters Ginni May, Sacramento City College, ASCCC Past President Erik Reese, Moorpark College, ASCCC Area C Representative
Description Guiding students with placement and enrollment into the right classes is key to student success as students begin their college experience. Join this session to explore the new requirements resulting from AB 1705 (Irwin, 2022) as determined by the California Community Colleges Chancellor s Office guidelines along with the findings discussed in the recent ASCCC paper on Equitable Placement. Together presenters and attendees will share successes, discuss solutions to challenges, and strategize innovations to optimize student success with a laser focus on closing equity gaps in throughput, student success, retention, persistence, and more.
Agenda ASCCC paper on Equitable Placement AB 1705 (Irwin, 2022): The Law California Community Colleges Chancellor s Office determined guidelines Discussion: Successes Solutions to challenges Strategies to optimize student success Data Considerations: Ensuring student success laser focus on closing equity gaps in: throughput student success retention persistence and more
ASCCC Paper on Equitable Placement Resolution F20 18.01 Paper and Resources for Evaluating Placement in English, English as a Second Language, and Mathematics Pathways Collaboration among academic senates and college research professionals to create evaluation plans on throughput, student success, retention, persistence, unsuccessful courses attempts, and completion Write paper on optimizing student success by evaluating placement in English, ESL, and Mathematics Pathways (complete by spring 2022) Status: Formed Data and Research Task Force for 2021-22 Formed Data and Research Committee commencing in 2022-23 Surveyed local academic senates on placement practices/strategies Paper, Changes to Assessment, Placement, and Instruction in Mathematics in June 2023 June 2023: ASCCC Executive Committee acted to suspend further creation of the papers on Equitable Placement due to the passage of AB 1705 (Irwin, 2022).
Changes to Assessment, Placement, and Instruction in Mathematics Survey results reporting on implementing AB 705 (Irwin, 2017) FINDINGS (that will impact AB 1705 implementation): Concurrent support Embedded tutoring Corequisite support course Online tutoring Supplemental instruction Multiple tutoring locations on campus Limited data on students enrolling in mathematics course after not successfully passing their first transfer level enrollment
Survey results reporting on implementing AB 705 (Irwin, 2017) FINDINGS (that will impact AB 1705 implementation): continued Responses suggest some prerequisites were changed, although the law did not require changes in prerequisites Some colleges placed students in College Algebra (transfer level GE) in lieu of intermediate algebra Most respondents indicated that more students are completing transfer level but success rates have decreased
AB 1705 (Irwin, 2022) California Education Code 78213 CCCCO AB 1705 Implementation Guide CCCCO Equitable Placement website All students (with few exceptions) are to be placed and enrolled in transfer level English and mathematics coursework that meets degree, certificate, or transfer requirement when enrolling in English or mathematics coursework: U.S. high school graduates or earned high school equivalency Goal of degree, certificate, or transfer Course must meet requirement of student s intended goal: certificate, associate degree, or transfer degree
AB 1705 (Irwin, 2022): Exceptions Exceptions Pre-transfer permitted as follows: Will improve probability of completing the transfer level course within one year Student is highly unlikely to succeed in the transfer level course Students who seek a goal other than transfer and who are in certificate or degree programs with specific mathematics or English requirements as determined by the program s advisory board or accrediting body that cannot be met with transfer level coursework Students who have not graduated from a U.S. high school or have not been issued a U.S. high school equivalency certificate Students enrolled in a certificate program w/o English or mathematics requirements Students enrolled in an ESL course who have not graduated from a U.S. high school or have not been issued a U.S. high school equivalency certificate Students with documented disabilities per Title 5 56028 Students enrolled in adult education who have not graduated from a U.S. high school or have not been issued a U.S. high school equivalency certificate Students enrolled in adult education who are enrolled in coursework other than mathematics or English Current high school students in dual enrollment or taking courses not available at their high school College has provided local research and data to verify the benefit of placement and enrollment in pre- transfer
AB 1705 (Irwin, 2022): STEM What about STEM? (f) (1) By July 1, 2024, for calculus-based associate degrees or transfer majors in science, technology, engineering, and mathematics (STEM), community colleges shall examine the impact of placing and enrolling students into transfer-level course sequences, composed of no more than two transfer-level courses, that prepare students for the first STEM calculus course, in order to verify the benefit of the coursework to students by showing all of the following: (A) The student is highly unlikely to succeed in the first STEM calculus course without the additional transfer-level preparation. (B) The enrollment will improve the student s probability of completing the first STEM calculus course. (C) The enrollment will improve the student s persistence to and completion of the second calculus course in the STEM program, if a second calculus course is required. (2) If the benefit of the coursework, as described in paragraph (1), is not verified, the college shall not recommend or require students to enroll in that course after July 1, 2025, and shall notify students who continue to enroll in the course that it is optional and does not improve their chances of completing calculus for their STEM program.
From the Author of AB 1705 Assembly HE April 26, 2022 Time stamp 00:16:32.291 Irwin: Despite what the opponents have claimed, the colleges still offer, are allowed to offer and guide students into pre transfer level course work where it is appropriate. There is absolutely a role for college level courses but they need to be relevant to a student's goal or career path.
CCCCO AB 1705 Implementation Guide In general, a college achieves AB 1705 compliance when placement policies, processes and practices ensure that students with an academic goal begin in transfer-level English and math/quantitative reasoning courses that satisfy a requirement for the certificate, degree or transfer within the chosen major, and when students who want or need concurrent academic support receive it. A college is not compliant when students begin in English or math coursework that hinders or delays their progress toward their academic goals, reducing their likelihood of completing their gateway transfer-level course in the appropriate time frame.
Discussion Successes Challenges More students have access to transfer level courses Fewer students under placed Equity gaps closing in regard to access for transfer level courses More students have a substandard grade notation in a transfer level course Equity gaps persist Part-time students often have their full load in English or mathematics Access to scaffolded support is nearly eliminated STEM opportunities for students not prepared for STEM in high school
Discussion (Cont.) Strategies to optimize student success Examine areas of challenges: Academic Senates work with institutional research, academic affairs/instruction, and student services Formulate a research plan Identify successful practices; can they be brought to scale? Consider more than a one size solution Flexibility in course offerings; days, times, modality Review courses that meet GE requirements: Cal-GETC
Data Considerations: Ensuring student success laser focus on closing equity gaps in Throughput Student Success Retention Persistence and more Maximize throughput Maximize student success Maximize retention Maximize persistence Minimize course withdrawals before and after census dates Minimize course failures Maximizing continued success in more advanced courses
Thank You! Resources: Optimizing Student Success: A Report on Placement in English and Mathematics Pathways, September 2020 Changes to Assessment, Placement, and Instruction in Mathematics, June 2023 Request assistance from ASCCC Data and Research Committee: https://www.asccc.org/content/request-services Questions? email info@asccc.org
