1 / 27

College and Career Access Pathway Partnership

Explore how CCAPP, AB 288, and Guided Pathways are reshaping education, offering pathways from high school to college, improving outcomes, and closing equity gaps. Learn about dual enrollment benefits and the transformative impact on students.

elsiebryant
Download Presentation

College and Career Access Pathway Partnership

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. College and Career Access Pathway Partnership CCAPP

  2. Discussion Topics Why CCAPP/AB 288 Guided Pathways AB 288 Intent Language AB 705 Funding Formula Legislative Update

  3. Why CCAPP/AB 288? What separates CCAPP from Dual Enrollment? • Research has shown that dual enrollment can be an effective means of improving the educational outcomes for a broad range of students. • Dual enrollment has historically targeted high-achieving students; however, increasingly, educators and policymakers are looking toward dual enrollment as a strategy to help students who struggle academically or who are at risk of dropping out. - Section 1: Education Code 76004

  4. Vision For Success/Guided Pathways Goal 1: Increase by at least 20 percent, the number of CCC students annually who acquire associates degrees, credentials, certificates, or specific skill sets that prepare them for an in-demand job. Goal 2: Increase by 35 percent the number of CCC students system-wide transferring annually to a CSU or UC, necessary to meet the state’s needs for workers with baccalaureate degrees. Goal 3: Decrease the average number of units accumulated by CCC students earning associates degrees from approximately 87 to 79 total units—the average among the top 5th of colleges showing the strongest performance on this measure.

  5. Vision For Success/Guided Pathways Goal 4: Increase the percentage of exiting CTE students who report being employed in their field of study, from the statewide average of 60% to 69%--the average among the top 5th of colleges showing the strongest performance on this measure. Goal 5: Implementing Guided Pathways in California’s Community Colleges Laura Hope, Executive Vice Chancellor, CCCCO Academics Theresa Tena, Executive Vice Chancellor CCCCO Institutional Effectiveness Reduce equity gaps by 40% across all of the previous measures through faster improvements among traditionally underrepresented students, closing the gap within 10 years. Goal 6: Reduce regional achievement gaps across the previous measures through faster improvements among colleges located in regions with the lowest educational attainment of adults, with the goal of closing the gap within 10 years.

  6. Four Pillars of Guided Pathways Clarify the Path Enter the Path Stay on the Path Ensure Learning Create Clear Curricular Pathways to Employment and Further Education Help Students Choose and Enter Their Pathway Help Students Stay on Their Path Follow Through, and Ensure that Better Practices are Providing Improved Student Results

  7. AB 288 Intent Language • The bill authorizes the governing board of a community college district to enter into a College and Career Access Pathways partnership with the governing board of a school district with the goals of developing seamless pathways from high school to community college for: • career technical education • preparation for transfer • improving high school graduation rates • helping high school pupils achieve college and career readiness - Section 1: Education Code 76004

  8. Assembly Bill 288 (Continued)Research has shown... Dual Enrollment can be an effective means of improving the educational outcomes for a broad range of students. By allowing a greater and more varied segment of high school pupils to take community college courses could provide numerous benefits to both the pupils and the state, such as: -Section 1: Education Code 76004

  9. Assembly Bill 288 (Continued) • Reducethe number of high school dropouts • Increase the number of community college students who transfer and complete a degree • Shorten the time to completion of educational goals • Improvethe level of preparation of students to successfully complete for-credit, college-level courses -Section 1: Education Code 76004

  10. Assembly Bill 288 (Continued)“California should rethink...its policies governing dual enrollment.” And establish a policy framework under which school districts and college districts could create dual enrollment partnerships as one strategy to provide critical support for: • Underachieving students • Students from groups underrepresented in postsecondary education • Those seeking a career technical education credential or certificate -Section 1: Education Code 76004

  11. Through dual enrollment partnerships, school districts and community college districts could: Create clear pathways of aligned, sequenced coursework that would allow students easier and more successful transition to for-credit, college-level coursework such as: • Programs leading to a career technical education credential or certificate • An associate degree • Transfer to aUniversity of California or aCalifornia State University -Section 1: Education Code 76004

  12. Undocumented Students Can international and undocumented students participate in dual enrollment? • Both international and undocumented students can enroll in dual enrollment courses, but may be required to pay nonresident fees. College boards have the option, but are not required to, waive these fees for special admit part-time students outside of a non-AB 288 dual enrollment course. Under AB 288 partnerships, districts are required to exempt special admit part-time nonresident students from fee requirements. • In AB 288 dual enrollment courses, special admit part-time students must meet the requirements: • 1) Per legislation a total of no more than 15 college units (up to four community college courses) per term. • 2) College units are part of an academic program that is part of the established AB 288 CCAP Partnership Agreement. • 3) College units are “part of an academic program that is designed to award students both a high school diploma and an associate degree or a certificate or credential” (AB 288 legislation).

  13. AB 540 Students What do I need to know about enrolling AB 540 (Dream Act) (undocumented) students as special admit students? • One of the requirements of AB 540 (Dream Act) is students must have graduated from a California high school or have obtained the equivalent. Students who are still attending high school are not yet qualified for the benefits of AB 540. Under non-AB 288, dual enrollment colleges may elect to waive tuition for nonresident special part-time students. Under AB 288 dual enrollment, colleges may not charge tuition to nonresident special part-time students (see California Community Colleges Chancellor’s Office’s March 11, 2016 Legal Opinion 16-02 Section II. K. page 11-12).

  14. Using GPA Can a district restrict admission or enrollment based on high school GPA? • No. Section 76002(b) authorizes restricting admission or enrollment on three grounds. One of the bases is the use of assessment instruments, methods or procedures used in accordance with the regulations implementing the Matriculation Act of 1986. California Code of Regulations, title 5, section 55521 prohibits placement based only on a single measure. Thus, a college could evaluate a pupil's high school GPA as part of its assessment, but some other assessment instrument, method or procedure would also have to be used. This might include an appropriate assessment test, which is on the list of instruments approved by the Chancellor's Office. • It is also important to note that once a K-12 pupil has been admitted, the ability to limit enrollment in particular courses or programs based on use of assessment procedures must be carried out consistent with the regulations adopted by the Board of Governors concerning the establishment of prerequisites. In other words, after admission, an assessment involving the use of multiple measures can only be used to restrict enrollment in a particular course or program if the assessment is tied to a properly established prerequisite.

  15. AB 705 • Increase the numbers of students who enter and complete transfer-level English and Mathematics/quantitative reasoning in one year. • Minimize the disproportionate impact on students created through inaccurate placement processes. • Increase the number of students completing transfer-level English within three years.

  16. AB 705 (Continued) • §76004 (n) • The CCAP partnership agreement shall certify that any remedial course taught by community college faculty at a partnering high school campus shall be offered only to high school students who do not meet their grade level standard in math, English, or both on an interim assessment in grade 10 or 11, as determined by the partnering school district, and shall involve a collaborative effort between high school and community college faculty to deliver an innovative remediation course as an intervention in the student’s junior or senior year to ensure the student is prepared for college-level work upon graduation.

  17. AB 705 (Continued) • If the student is in the 10th or 11th grade and below grade level as evaluated by the high school, then they would be permitted to enroll in a basic skills course if it is offered by their local community college. • This placement is not being done by the college, but by the high school because they have been determined that the student is not on track to be college ready at graduation. • Colleges might choose to not offer these courses any more, but if they do, they could be provided as a service to the high school to help support high school students to ensure they are ready for college at graduation. These students could also be advanced students, just like the special admit students above, and their placement would be determined based upon the coursework they have completed in high school, and the default placement rules would apply.

  18. Funding Formula Are Inmates in Correctional Facilities and Special Admit students excluded from the Supplemental and Student Success Allocations? • The statute does not exclude inmates in correctional facilities and special admit students from being counted in the Supplemental Allocation and in most of the Student Success Metrics. Therefore, if applicable, a district will receive funding for their counts. For the count of the number of students who complete transfer-level English and math in the first year, special admit students are not counted because the statute specifies that a district is funded based on counts of students who complete those courses within the first academic year of enrollment.

  19. Legislative Update • AB 30 • Public Charter Schools • RFA: CCAP STEM Program • Online Courses • Online Module – Vision For Success

  20. Charter Schools Can a Community College enter into a CCAP agreement with a Charter School? • Yes, a community college may enter into a CCAP agreement with a public charter school. • Education Code Section 76004(y) The governing body of a charter school may enter into a CCAP partnership agreement with the governing board of a community college district pursuant to this section. That CCAP partnership agreement shall comply with all applicable requirements of this section. • Regarding apportionment - Education Code Section 76004 (2) For purposes of calculating classroom-based average daily attendance for classroom-based instruction apportionments, at least 80 percent of the instructional time offered by a charter school pursuant to an authorized CCAP partnership agreement shall be at the school site, and the charter school shall require the attendance of a pupil for a minimum of 50 percent of the minimum instructional time required to be offered pursuant to paragraph (1) of subdivision (a) of Section 47612.5, if the pupil is also a special part-time student enrolled in a community college pursuant to this section and the pupil will receive academic credit upon satisfactory completion of enrolled courses.

  21. New! CCCO Interactive Dual Enrollment Module Description of Module: • FAQs • Legal Opinions • Historical Legislative Actions listing • CCAP vs. Regular Dual Enrollment Charts

  22. Can a student be both a regular Dual Enrollment student and a CCAP student? YES! Under the following conditions - • Students are permitted to do both CCAP and Regular Dual Enrollment, but can only enroll in up to 11 units. • Per Education Code section 76004(p)(1)-(3) a special “part-time” student is limited to 11 units per term.

  23. Community College Class Hours Requirement for title 5 section § 58023 • Community Colleges are prohibited from claiming apportionment for any class less than 50 minutes. • For purposes of this Article, the community college class hour unit for graded and ungraded classes is defined as not less than 50 consecutive minutes exclusive of passing time. • In block scheduling of more than one class hour only one contact hour may be counted in each clock hour of 60 minutes, except that a fractional part of class hour beyond the last full clock hour may be counted from and including the 51st minute of the last full clock hour providing there is no class break in the last full clock or the partial class hour. The divisor for this fractional part of a class hour shall be 50.

  24. Student Fees • The districts are permitted to waive fees for the health services and transportation fees. Colleges need to review the CCC Student Fee Handbook---health services fees are addressed on page 19 and the Handbook cites Ed Code Section 76355; the transportation fees are addressed on page 23 and the Handbook cites Ed Code Section 76361(b)(1) and 76361(b)(2). Chancellor’s Office website: Divisions/Legal/Student Fee Handbook (Left side) • https://extranet.cccco.edu/Portals/1/Legal/Ops/12-09_StudentFeeHandbook2012.pdf

  25. Student Fees (Continued) • Under non-AB 288 legislation, part-time special admit students may be exempted from fees by local board policy (CA Ed Code 76300). Assessing other fees, such as health fees, for non-AB 288 special admit students is a local decision. Under AB 288, a community college district may allow a special part-time student participating in CCAP to enroll in up to a maximum of 15 units per term if all of the following circumstances are satisfied (Education Code section 76004(p)): • The units constitute no more than four community college courses per term. • The units are part of an academic program that is part of a CCAP partnership agreement. • The units are part of an academic program that is designed to award students both a high school diploma and an associate degree or a certificate or credential.

  26. Student Fees (Continued) • If the special admit student meets all three of the aforementioned requirements, the college district must exempt the following community college fees pursuant to Education Code section 76004(q): • Student representation fee. (Section 76060.5) • Nonresident tuition fee and corresponding permissible “capital outlay” fee and/or “processing fee”. (Sections 76140; 76141, and 76142) • Transcript fees. (Section 76223) • Course enrollment fees. (Section 76300) • Apprenticeship course fees. (Section 76350) • Child development center fees. (Section 79121) • Furthermore, high school students (special part-time or full-time) enrolled in courses offered through CCAP shall not be assessed or charged a fee prohibited by Education Code section 49011, including a fee charged to a student, or a student’s parent or guardian, as a condition for course registration or for textbooks, supplies, materials, and equipment needed to participate in the course. (Education Code sections 49010 et seq. and 76004(f))

  27. Chancellor’s Office Technical Assistance • Process to submit questions: Raul Arambula, Dean, Academic Affairs:rarambula@cccco.edu Devin Rodriguez, Analyst, Academic Affairs:drodriguez@cccco.edu Rosa de Anda, Specialist, Government Relations:rdeanda@cccco.edu Peter Khang, Lawyer, Legal/General Counsel:pkhang@cccco.edu

More Related