Budget and Finance

Include Credit English as a Second Language (ESL) Courses Equivalent to Transfer-Level English in the Student Centered Funding Formula

Whereas, Memo AA 18-41 [1] (July 20, 2018) jointly issued by the California Community Colleges Chancellor’s Office (CCCCO) and the Academic Senate for California Community Colleges (ASCCC) strongly encouraged colleges to “[e]xplore credit ESL pathways to transfer-level English that allow for credit ESL faculty to … create a credit ESL course that is the equivalent of transfer-level English” and Memo AA 19-20 [2] (April 18, 2019) jointly issued by the CCCCO and ASCCC likewise strongly encouraged colleges to explore the “[c]reation of a credit ESL course

Amend Resolution 5.03 F19

Amend the title:

Assess How Alignment of Timeframes for AB 705 and the Student Centered Funding Formula for ESL Students Inequitably Impact Funding for Colleges Serving High Percentages of ESL Students

Amend the second resolved:

Assess How Alignment of Timeframes for AB 705 (Irwin, 2017) and the Student Centered Funding Formula for ESL Students Inequitably Impact Funding for Colleges Serving High Percentages of ESL Students

Whereas, Under Assembly Bill 705 (Irwin, 2017), a California community college student enrolled in English as a Second Language (ESL) instruction has a timeframe of three years to enter and complete degree and transfer requirements in English and has a one-year timeframe to enter and complete transfer-level coursework in mathematics;

Extend the Hold-Harmless Provision of the Funding Formula

Whereas, The Student Centered Funding Formula (SCFF) apportions funding based on enrollment, supplemental, and student success metrics as well as a hold-harmless provision, and the SCFF Oversight Committee expects to complete its recommendations by June 30, 2021 [1] which may change the formula for subsequent fiscal years, after which districts will need time to adjust their budgets, programs, and staffing accordingly;

Adopt the Paper Budget Processes and the Faculty Role

Whereas, Resolution 2.01 S08 directed the Academic Senate for California Community Colleges (ASCCC) to “review its paper The Faculty Role in Planning and Budgeting to determine whether any update or further action is warranted in light of the 2002 Accreditation Standards”; and

Guided Pathways Budget Development

Whereas, In recognizing that academic senates and faculty leadership and involvement are critical if any guided pathways effort is to succeed,California Education Code §88922 requires that colleges participating in the California Community College Guided Pathways Award Program submit “a letter to the chancellor’s office signed by, and expressing the commitment of, the president of the governing board of the community college district, the chief executive officer of the college, and the president of the college’s academic senate to adopt a guided pathways model”;

Funding for Guided Pathways Transformation

Whereas, The California Community Colleges Chancellor’s Office (CCCCO) released the Vision for Success in 2017 with aspirational goals for system-wide improvement in key metrics, such as increasing by at least 20% the number of California Community Colleges students annually who complete, increasing by 35% the number of students who transfer annually to a California State University/University of California over the next five years, and closing all equity gaps within ten years;

Identify and Report Costs of AB 705 (Irwin, 2017)

Whereas, AB 705 (Irwin, 2017) language indicates that compensation for costs incurred by this statutory provision must be reimbursed to the community college districts,[1] and  the California Legislature was incorrectly informed that AB 705 (Irwin, 2017) would be a zero sum statute wherein savings from reducing basic skills courses would equally translate into funds appropriated for the necessary expenses for increase in transfer level courses in mathematics and English;

Metrics and Coding Cleanup

Whereas, The Student Centered Funding Formula determines budget allocations based on student populations and completion, and the California Community Colleges system metrics play a key role in providing colleges data regarding student success;

Whereas, The metrics and cohort definitions are currently lacking in accurate data elements, resulting in rates that are not representative of the correct coursework or student populations in many cases;[1] 

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