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New Rules for Prerequisites: Meeting Student Needs and Ensuring Equity

Stay informed on the updated policies for assessing student readiness and addressing disproportionate impact in educational settings. Learn how colleges are required to use multiple measures, monitor impact, and implement rigorous content reviews to improve student success and equity.

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New Rules for Prerequisites: Meeting Student Needs and Ensuring Equity

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  1. Kevin Bontenbal Richard Mahon Pamela Watkins New Rules for Prerequisites

  2. Title 5 §55003 & Model District Policy “Meet the new boss, same as the old boss”: • Colleges continue to be required to monitor: • Multiple Measures• What is happening with assessment for placement on campus? • Disproportionate Impact• Measured when first offered or in local program review? • “Model District Policy”: what should happen with it?

  3. Multiple Measures & Disproportionate Impact • Colleges continue to be required to evaluate student readiness using multiple measures • Use of a single test metric is prohibited • Review “Multiple Measures & Other Sorrows” http://www.cccco.edu/ChancellorsOffice/Divisions/StudentServices/Matriculation/MatriculationResources/tabid/628/Default.aspx • Colleges continue to be required to monitor disproportionate impact • When first offered or in local program review?

  4. Local Board Policy • What do current local board policy & administrative procedures require? • Did your district adopt “Model District Policy,” in name or content? • Do you have a local rigorous content review procedure? • Only once (1) local policy and (2) procedure and (3) development of content review permit, can (4) colleges begin to implement prerequisites based on content review.

  5. “Prerequisites Revisited” • Revision of 1997’s “Good Practice for the Implementation of Prerequisites.” • Some sections have always been good and have been maintained (program prerequisites) • Several new sections, on: multiple measures, disproportionate impact, student equity, and developing a comprehensive view of the curriculum • Anticipated Exec approval to release draft, June 5, 2010, draft release at the Curriculum Institute, July 8, 2010.

  6. Research & Implementation • Where to begin? Ongoing use of data. What courses have high numbers of students already prepared (minimal disruption) • What courses can students not avoid? • What courses have the greatest equity gaps? • Red light / green light: developing a balanced curriculum. • QUESTIONS?

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