AB 705

Stuck in the Remedial Rut:
Confronting Resistance to ESL
Curriculum Reform

This article presents a case study of a university ESL program that was highly resistant to reform, despite substantial evidence that its curriculum and policies were ineffective. The author draws on surveys, interviews, and participant observation to show how
remediation served not only as an instructional model, but as an institutional identity for the program.

Maximizing Calculus Completion for Students Seeking the Business Administration Degree

This report focuses on the largest known example of a non-STEM degree program that will be a prerequisite validation focus for many colleges, the associate degree in business administration.

Corequisite Support for
STEM Calculus I at Mt. SAC

CAP March 16 Webinar 

Will AB 1705 Lead to
Stronger and More Equitable
Calculus Outcomes for the
Business Major?

CAP March 2 Webinar

Remedial Education Reform: Celebrating Progress –Finishing the Work

CCCCO Webinar

AB 1705 Frequently Asked Questions (FAQ)

Information provided in the February 7 Webinar

Will AB 1705 Lead to Stronger and More Equitable Calculus Completion for the Business Major?

In light of AB 1705 mandates, this report examines how prerequisite requirements, corequisite options, and the discontinuation of remedial math are currently impacting equitable access to and completion of calculus for the business major.

Transitions in Math from High School to Community
College Before and After AB 705, Updated through Fall 2021

This brief provides a summary of this comparison, updating research previously released by The RP Group showing data through fall 2019.

English as a Second Language at
California’s Community Colleges

An Early Examination of AB 705 Reforms

Pathways through Community Colleges for English Learners who have Graduated from US High Schools

Regardless of EL-USHS students’ ELD intensity, high school GPA, and ethnicity, those who were placed in the English Pathway were much more likely to achieve throughput than those who were placed in the ESL Pathway

Supporting English Learners in Mainstream Transfer-Level Composition

Strategies English instructors can use to support English learners in “mainstream” composition courses.

ESL and Mainstream Corequisite Support for College Composition

This webinar series spotlight the collaborative work of ESL and English faculty at select colleges engaged in this transformative work.

CAPacity Gazette Oct. 2022

This edition of the CAPacity Gazette focuses on strategies that boost transfer-level English completion for English learners who seek a college degree.

Increasing Equity in College Student Experience

The work of the Student Experience Project (SEP) suggests ways in which faculty, institutions, and policymakers can adapt and implement these powerful tools to improve their students’ educational experience, and therefore, the likelihood of students’ success in higher education.

Advancing Equity through ELL Program Reform — Teaching for Our Times

We highlight in this issue the federally grant-funded English language learning (ELL) program reform at Bunker Hill Community College (BHCC) with the goal of sharing the innovations, lessons and best practices that faculty and staff learned in leading it through the five-year reform process.

Literacy Skills Among Academically Underprepared Students

The main finding of the review is that, because of the lack of a sustainedresearch agenda to date, as well as methodological flaws in existingstudies, there is still much to be learned about the literacy skills ofunderprepared students.

Community College Math in Claifornia's New Era of Student Success

California’s community colleges first began implementing Assembly Bill 705 (AB 705) in fall 2019, making major reforms to assess and place students away from pre-requisite remediation courses for English and math and into transfer-level courses. In this report, we examine the progress colleges and students have made around transfer-level math courses through fall 2020.

CAPacity Gazette Feb. 2022

Leading for Strong and Equitable Completion

Transition in Math from High School to Community College Before and After AB 705

This brief compares high school to community college transitions in California in fall 2016, before AB 7053
came into effect in 2018 and post-implementation in fall 2019. Data included in this analysis were obtained from the Cal-PASS4
data system using Multiple Measures Assessment Project (MMAP) data file methodology.5
Data were limited to students with four years of high school data. To determine the highest level of high school math successfully completed by these students, the analysis included a student’s last high school math course completed with a grade of C- or better.

The Role of Higher Education in High School Math Reform

A range of schools and organizations are in the process of rethinking high school
math course sequences, content, and instruction. This reconsideration of secondary
math is the result of widespread concern that many students, especially those who
are traditionally underserved by the U.S. education system, encounter math as an
obstacle rather than an opportunity to learn and meet their education goals.

Learning Mindsets Matter for Students in Corequisite Courses

The current project investigates how learning mindsets – students’ beliefs and perceptions about learning – impact academic outcomes, particularly among students enrolled in corequisite courses.

Assessing the Effect of Corequisite English Instruction Using a Randomized Controlled Trial

This is the first study to provide experimental evidence of the impact of corequisite remediation for students underprepared in reading and writing.

Constructing Corequisites: How Community Colleges Structure Corequisite Math Coursework and the Implications for Student Success

Results illustrate:
(a) how colleges structured corequisite courses in response to the statewide mandate and (b) how corequisite coursework characteristics predicted student outcomes. Our results suggest that some corequisite coursework elements—including mixed ability college-level classes, higher credits for the developmental education (dev-ed) corequisite support course, and using the same instructor across both the college-level and dev-ed course—improve students’ probability of passing college-level math,
though these course design elements do not appear to predict long-term outcomes like persistence in college.

AB 1705 Validation of Non-STEM Transfer-level Prerequisities

This guidance memorandum provides additonal direction on the validation process for placememt and enrollment practices described for Required Action 1

Required Action - Equitable Placement AB 1705 Funding Allocation

The purpose of this memorandum is to announce the California Community College Equitable
Placement, Support and Completion funding allocation that was included in the 2022 Budget Act
and to provide guidance on the use of the funds, and the required funding allocation plans.

AB 1705 Implementation

This guidance memorandum addresses:

• The beneficial impact of AB 705 and the real progress the system has made to date, and
• Implementation of AB 1705, including the key provisions of the law, recommended action items, and implementation resources.

AB 1705 Implementation Guide

Equitable Placement & Completion

Template

Improvement Plan Template for Reference

Equitable Placement and Completion: English and Math Validation of Practices and Improvement Plans

Improvement Plan Template

Equitable Placement Required

MIS Data Submission