BILL ANALYSIS Ó
SENATE COMMITTEE ON APPROPRIATIONS
Senator Ricardo Lara, Chair
2015 - 2016 Regular Session
AB 288 (Holden) - Public schools: College and Career Access
Pathways partnerships.
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|Version: July 13, 2015 |Policy Vote: ED. 7 - 0 |
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|Urgency: No |Mandate: No |
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|Hearing Date: August 17, 2015 |Consultant: Jillian Kissee |
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This bill meets the criteria for referral to the Suspense File.
Bill
Summary: This bill authorizes the governing board of a
community college district to enter into a College and Career
Access Pathways (CCAP) partnership with the governing board of a
school district in its immediate service area to offer or expand
dual enrollment opportunities for students who may not be
college bound or who are underrepresented in higher education
and outlines the conditions that must be met prior to the
adoption of such an agreement.
Fiscal
Impact:
Unknown cost pressures to fund increased California Community
Colleges apportionments. A one percent increase in special
full-time equivalent students (FTES), or 172 FTES, would
create a cost pressure of about $806,000 using a rate of
$4,684 per-FTES. (Proposition 98)
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Background: Existing law authorizes the governing board of a school
district, upon recommendation of the principal of a student's
school of attendance, and with parental consent, to authorize a
student who would benefit from advanced scholastic or vocational
work to attend a community college as a special part-time or
full-time student.
Existing law authorizes a community college district governing
board to admit as a special part-time or full-time student any
student eligible pursuant to EC 48800 and requires the governing
board of a California Community College (CCC) district to assign
these students a low enrollment priority in order to ensure that
they these students do not displace regularly admitted community
college students. An exemption to this requirement is extended
to Middle College High School (MCHS) students. (EC § 76001)
Existing law also requires the California Community College
Chancellor's Office (CCCCO) to annually report to the Department
of Finance and the Legislature the number of full-time
equivalent students (FTES) claimed by each CCD for high school
pupils enrolled in non-credit, non-degree applicable, degree
applicable (excluding physical education), and degree applicable
physical education courses. Existing law further provides that,
for purposes of receiving state apportionments, CCDs may only
include high school students within the CCD's report on FTES if
the students are enrolled in courses that are open to the
general public, as specified. (EC §76002)
Existing law restricts the proportion of a community college
physical education class that may be comprised of special
part-time or full-time students to 10% and caps the amount of
state apportionment that may be claimed for these students at no
more than 5% of the district's total reported full-time
equivalent enrollment of special part-time and full-time
students. (EC § 76002)
Proposed Law:
This bill authorizes the governing board of a community
college district to enter into a CCAP partnership ith the
governing board of a school district in its immediate service
area to offer or expand dual enrollment opportunities for
students who may not be college bound or who are
underrepresented in higher education.
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This bill:
1)Authorizes a participating CCD to:
a) Assign priority enrollment and registration to high
school students enrolling in community college courses
required for the partnership program equivalent to that
which exists for Middle College High School participants
under current law.
b) Limit enrollment in a course solely to eligible high
school students if the course is offered at a high school
campus during the regular school day pursuant to a CCAP
agreement.
c) Allow a participating special part-time student to
enroll in up to a maximum of 15 units per term under
specified circumstances.
2)Establishes the following regarding the agreement:
a) Requires an outline of the terms of the partnership
including the total number of high school students to be
served and the total number of full-time equivalent
students projected to be claimed by the CCD; the details of
the courses that will be offered; the criteria by which
students are assessed of their ability to benefit from the
courses; and parental consent for high school students to
participate. The partnership agreements must be filed with
the Chancellor's Office of the California Community
Colleges and with the California Department of Education.
b) Authorizes the chancellor to void any partnership
agreement it determines has not complied with the intent of
the requirements of this bill.
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3)Establishes the following prohibitions:
a) Providing physical education courses to high school
students or any other course that does not assist in the
attainment of specified goals.
b) The agreement must exempt any high school student from
being assessed any course-related fees, as specified, for a
community college course offered through the partnership,
and requires a CCD to exempt students enrolled in
partnership courses from student representation
non-resident, transcript, apprentice course per unit, and
child care fees.
c) The statewide number of full-time equivalent students
claimed as special admits exceed 10 percent of the total
number of full-time equivalent students claimed statewide.
4)The agreement must certify:
a) Any community college instructor teaching a course at
the partnering high school campus has not displaced or
resulted in the termination of an existing high school
teacher teaching the same course and that a high school
teacher has not displaced or resulted in the termination of
an existing faculty member teaching the same course at the
partnering community college campus.
b) A course offered for college credit at the high school
campus does not reduce access to the same course offered at
the community college campus and that students
participating in the partnership will not lead to
enrollment displacement of otherwise eligible adults in the
community college.
c) Any remedial course taught by a community college
faculty at a partnering high school be offered to only
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those eligible, as specified, and must involve a
collaborative effort to deliver an innovative remediation
course.
1)Establishes the following funding provisions:
a) For purposes of allowance and apportionments, a CCD
conducting a closed course on a high school campus must be
credited with the units of full-time equivalent students
attributable to the attendance of eligible high school
students.
b) Attendance of a participating high school student at a
community college as a special part-time or full-time
student is authorized attendance for which the community
college is credited or reimbursed under existing statutory
authority, provided that no school district has received
reimbursement for the same instructional activity.
2)Establishes the following reporting requirements:
a) The participating CCD and school district must report
annually to the CCCCO specified information regarding the
enrollment and courses of the partnership.
b) The CCCCO is required to prepare a summary report by
January 1, 2021 that includes an evaluation of the
partnerships, an assessment of trends of the growth in
special admits, and recommendations for program
improvements, as specified.
c) The CCC Chancellor is required to ensure that the number
of full-time equivalent students generated by partnerships
is included.
3)Provides that if a CCD violates these provisions, including
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any restriction imposed by the board of governors, it is
subject to the imposition of restrictions on interdistrict
attendance and a penalty of retention of up to five percent of
its appropriation under community college apportionment
provisions.
Related
Legislation: AB 542 (Wilk) lessens the restrictions on
community college enrollment of special part-time and full-time
students enrolled in middle college and early college high
schools. AB 542 is substantially similar to AB 2352 (Chesbro,
2014) which failed passage in this Committee.
AB 1451 (Holden, 2014) authorized the governing board of a
school district to enter into a formal concurrent enrollment
partnership agreement with a CCD located within its immediate
service area. This bill failed passage in this Committee.
Staff
Comments: According to the author's office, the goal of this
bill is to increase the accessibility of concurrent enrollment
programs to a broader range of students, to integrate them in a
college environment, reduce the need for remediation, increase
the likelihood a degree program will be completed, decrease the
length of time to complete the degree program, and stimulate
interest in higher education.
The cost of this bill is unknown as it depends on the effects it
would have on community college enrollment. Currently,
concurrent enrollment programs are provided funding for a full
day of instruction as long as the high school students meet the
minimum day requirement of 180 minutes and are concurrently
enrolled in a community college. This results in the state
paying for a full day of attendance at a high school as well as
state apportionments for community college enrollment.
Therefore, any additional FTES that community colleges claim as
a result of CCAP agreements would result in additional cost
pressures to provide funding. This would likely come at the
expense of another community college program. The CCC
Chancellor's Office estimates that a one percent increase
special full-time equivalent students (FTES), or 172 FTES, would
AB 288 (Holden) Page 6 of
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create a cost pressure of about $806,000 using a rate of $4,684
per-FTES.
To the extent that this bill results in more students earning
college credits, students may move through a public
postsecondary institution more quickly in the future, which may
contribute to future cost savings from reduced time in college
(which may also lead to less time receiving state-funded
financial aid). However, this assumes the college credits
earned through a CCAP agreement will be recognized by the
postsecondary institution to which the credits are transferred
and students do not take excess courses at the institution.
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