AB 705 requires that a community college district or college maximize the probability that a student will enter and complete transfer-level coursework in English and math within a one year timeframe and use, in the placement of students into English and math courses, one or more of the following: high school coursework, high school grades, and high school grade point average.
The law also authorizes the Board of Governors to establish regulations governing the use of measures, instruments and placement models to ensure that these measures, instruments and placement models achieve the goal of maximizing the probability that a student will enter and complete transfer-level coursework in English and math.
National and California specific research confirms that while the majority of community college students are placed into remedial or developmental education courses, overall these courses do not result in student completion of transfer level English or mathematics coursework, regardless of timeframe, and very rarely within a one year timeframe.
Special attention should be paid to those students who are credential or diploma seekers who are not on transfer pathways; these are often working adults who need access to both industry recognized credentials AND to education aligned with the next level of credentialing.
Practitioners should consider using adult education’s Integrated Education & Training models to provide supplemental academic instruction within transfer level coursework.
Practitioners should pay attention to the non-academic needs of students and partner to provide supportive services.