Seymour-Campbell Student Success Act of 2012: matriculation: assessment.
The impact of AB 1705 on state laws includes a significant shift in how community colleges handle student placement in English and mathematics courses, encouraging direct enrollment in transfer-level courses. This is expected to streamline student progression toward earning degrees or transferring to four-year institutions. The bill also mandates the creation of a public dashboard by July 1, 2023, to track and report student progression and completion rates in these courses, thereby holding community colleges accountable for student success. Additionally, the legislation includes provisions for reimbursement to local agencies for costs mandated by the state, reinforcing the financial implications of the law.
Assembly Bill No. 1705, signed into law on September 30, 2022, amends various sections of the Education Code related to community colleges, particularly focusing on the Seymour-Campbell Student Success Act of 2012. The bill aims to improve student access to and success in transfer-level English and mathematics courses within California community colleges. It establishes a mandate that community colleges place students directly into these transfer-level courses, thereby eliminating previous practices of recommending or requiring students to enroll in lower-level, pretransfer courses. By requiring the use of high school transcript data as a primary tool for placement, the bill seeks to standardize and enhance the placement process for incoming students.
Overall, the sentiment around AB 1705 is largely positive, with supporters emphasizing its potential to enhance student outcomes and reduce inequities within the community college system. Advocates point out that research has shown that direct placement in transfer-level courses can increase completion rates, particularly for historically underserved populations. However, some concerns have been raised regarding the feasibility of the new placement requirements and the potential increase in workload for community colleges as they adapt to these changes. Critics argue that without adequate support and resources, the implementation could be challenging.
Notable points of contention surrounding AB 1705 involve the balance between maintaining rigorous academic standards and increasing access to higher education. While supporters argue that eliminating pretransfer-level courses will help students complete their degrees faster, opponents caution that this could lead to students enrolling in classes for which they may not be adequately prepared. This debate hinges on the effectiveness of high school performance as a predictor of success in community college transfer-level courses, along with the need for sufficient support services to help all students succeed.