text:
For purposes of this article:

(a) “Contract education” means those situations in which a community college district contracts with a public or private entity for the purposes of providing instruction or services or both by the community college.

(b) “Credit” refers to any class offered for community college credit, regardless of whether the class generates state apportionments.

(c) “Noncredit” refers to courses that meet the criteria for apportionment pursuant to Section 84757.

(d) “Not-for-credit” refers to classes, including community services classes, that are offered without credit and that are not eligible for apportionments pursuant to Section 84757.

history: (History: Amended by Stats. 2005, Ch. 654, Sec. 16. Effective October 7, 2005.)

title: 3. POSTSECONDARY EDUCATION

article: 1.5. Contract Education

path: 3. POSTSECONDARY EDUCATION > 7. COMMUNITY COLLEGES > 48. COMMUNITY COLLEGES, EDUCATION PROGRAMS > 1. Education Programs > 1.5. Contract Education


kind: section

code: EDC

text:
(a) The governing board of any community college district may establish, or with one or more community college districts may establish, contract education programs within or outside the state by agreement with any public or private agency, corporation, association, or any other person or body, to provide specific educational programs or training to meet the specific needs of these bodies.

(b) The contracting community college district or districts shall recover, from all revenue sources, including, but not necessarily limited to, public and private sources, or any combination thereof, an amount equal to, but not less than, the actual costs, including administrative costs, incurred in providing these programs or training.

(c) The attendance of students in these contract education programs shall not be included for purposes of calculating the full-time equivalent students (FTES) for apportionments to these districts, unless all statutory and regulatory conditions for generating FTES are met.

history: (History: Amended by Stats. 2005, Ch. 654, Sec. 17. Effective October 7, 2005.)

division: 7. COMMUNITY COLLEGES

part: 48. COMMUNITY COLLEGES, EDUCATION PROGRAMS

title: 3. POSTSECONDARY EDUCATION

chapter: 1. Education Programs

article: 1.5. Contract Education


text:
(a) Faculty in all credit and noncredit contract education classes shall be selected and hired according to procedures existing in a community college district for the selection of instructors for credit classes.

(b) Faculty teaching credit and noncredit contract education classes shall be compensated in the same manner as comparable faculty in the regular, noncontract education program. This subdivision does not apply to faculty teaching in contract education programs conducted outside California for the United States armed forces, unless the faculty member is covered by a collective bargaining agreement.

(c) Faculty teaching credit or noncredit contract education classes shall be evaluated according to the procedures used for the evaluation of faculty in the regular, noncontract education program.

(d) Faculty teaching not-for-credit contract education classes shall be compensated in the same manner as faculty in the regular, noncontract education program if the course meets the same standards as a course in the credit curriculum. This subdivision does not apply to faculty teaching in contract education programs conducted outside California for the United States armed forces, unless the faculty member is covered by a collective bargaining agreement.

(e) Faculty teaching not-for-credit contract educational programs shall be evaluated according to procedures specified in the contract between the community college district and the public or private entity to establish the program.

(f) This section shall not be construed to restrict the appearance of guest lecturers in any programs or classes operated by a community college district.

history: (History: Amended by Stats. 1994, Ch. 166, Sec. 1. Effective January 1, 1995.)

title: 3. POSTSECONDARY EDUCATION

article: 1.5. Contract Education


text:
(a) Nonprofit public benefit corporations that are not organized as auxiliary organizations pursuant to Article 6 (commencing with Section 72670) of Chapter 6 of Part 45 and are conducting contract education programs shall not use the name of a community college district or of a college of a community college district.

(b) A nonprofit public benefit corporation that is not organized as an auxiliary organization pursuant to Article 6 (commencing with Section 72670) of Chapter 6 of Part 45 and is conducting contract education programs shall not employ the resources and staff of a community college district without full compensation for all related costs.

history: (History: Added by Stats. 1987, Ch. 493, Sec. 2.)

title: 3. POSTSECONDARY EDUCATION

article: 1.5. Contract Education


text:
(a) The Legislature finds and declares as follows:

(1) Many community college students desire to attend, and do attend, community colleges outside their district of residence.

(2) Prior to the passage of Proposition 13, interdistrict attendance restrictions were necessary to provide for payments from the district of residence to a district of attendance whenever significant numbers of students were involved.

(3) The fact that community colleges are now substantially reliant upon the state for financial resources rather than upon local residents compels a reexamination of the concern over subsidization of the attendance of nondistrict residents.

(4) Community college district boundaries are often irregular in configuration and require many students to attend community colleges in less convenient locations when interdistrict attendance restrictions are imposed.

(5) Transportation is the most significant cost facing community college students with regard to college attendance.

(6) It is not in the best interests of the people of the State of California that attendance at a community college be restricted to a person’s district of residence.

(b) It is the intent of the Legislature in enacting this article to provide for the unrestricted enrollment and attendance of students at community colleges, thereby providing each resident of the state an equal opportunity to attend the community college of his or her choice.

history: (History: Repealed and added by Stats. 1987, Ch. 1136, Sec. 2.)

title: 3. POSTSECONDARY EDUCATION

article: 2. Interdistrict Attendance

path: 3. POSTSECONDARY EDUCATION > 7. COMMUNITY COLLEGES > 48. COMMUNITY COLLEGES, EDUCATION PROGRAMS > 1. Education Programs > 2. Interdistrict Attendance


text:
(a) Subject to Article 1 (commencing with Section 76000) of Chapter 1 of Part 47, a district resident, as defined for purposes of Part 41 (commencing with Section 68000), shall be admitted to a community college in another district without regard to district boundaries, unless the Board of Governors of the California Community Colleges finds that compelling, extenuating circumstances exist under which the application of this policy would be substantially detrimental to the opportunity of students to obtain a quality education.

(b) No district shall restrict the admission of its residents into a community college of another district, nor shall it restrict the admission of residents of another district into its community college or colleges, except as authorized under Section 78032.

history: (History: Amended by Stats. 1990, Ch. 1372, Sec. 456.)

title: 3. POSTSECONDARY EDUCATION

article: 2. Interdistrict Attendance


text:
(a) The Board of Governors of the California Community Colleges may, pursuant to a finding that one or more of the following concerns in any community college district requires the restriction of interdistrict attendance, impose one or more restrictions upon interdistrict attendance with regard to that district as it deems necessary:

(1) Protection of the financial health of the district, and of educational program integrity, including, but not limited to, maintenance of the appropriate quality and scope of student educational opportunity.

(2) The need to avoid overcrowding, in light of the available space in the district.

(3) The priority that resident students not be displaced by students who do not reside in the district.

(b) No restriction adopted under subdivision (a) shall apply for a period of longer than two years, absent additional action of the board of governors to continue that restriction.

(c) (1) No community college district shall recruit any student who is a resident of any other community college district, except where an agreement exists between those districts authorizing each district to recruit within the boundaries of the other district.

(2) If, pursuant to an agreement as described in paragraph (1), a community college district recruits within the boundaries of another community college district, it shall recruit from all high schools within that other district, and may not favor any high schools over other high schools within that other district.

(3) For purposes of this section:

(A) “Recruiting” means either or both of the following actions by a community college district, where the apparent purpose is to encourage student attendance in that district:

(i) The mailing by a community college district, to any address not within its boundaries, of class schedules or other written information, except to current or former students of the district or at the addressee’s request.

(ii) The personal visit by a representative of the community college district to any high school, except in response to an invitation from the school district of which the high school is a part.

(B) “Recruiting” does not include any information provided by a community college district through radio, television, or any newspaper or other publication that is not published or otherwise issued by the district, and for which distribution is not limited to residents of the district.

(d) The board of governors shall authorize the Chancellor of the California Community Colleges to retain in any fiscal year an amount of up to 5 percent of the appropriation calculated under Chapter 5 (commencing with Section 84700) of Part 50 as a penalty applicable to any community college district that violates this article, including, but not necessarily limited to, any restriction imposed by the board of governors under this section. Any funds retained pursuant to this subdivision shall revert to the General Fund.

history: (History: Amended by Stats. 2005, Ch. 654, Sec. 18. Effective October 7, 2005.)

title: 3. POSTSECONDARY EDUCATION

article: 2. Interdistrict Attendance


text: Nothing in this act shall abrogate any contract existing between any school districts on the effective date of this chapter. Any contractual provision in any contract in effect on the effective date of this chapter shall prevail over any conflicting provision in this chapter until the termination date of the contract, or upon termination by mutual agreement of the parties, whichever occurs first.

title: 3. POSTSECONDARY EDUCATION

article: 2. Interdistrict Attendance


text:
(a) In addition to classification as a resident pursuant to Section 68040, each community college student shall be classified as either a district resident or a nondistrict resident.

(b) For purposes of classification as a district resident or nondistrict resident, the following definitions shall be applicable:

(1) “District” means a community college district maintaining one or more community colleges.

(2) “District resident” means a resident who has residence within a district in the state.

(3) “Nondistrict resident” means a resident who does not have residence within a district in the state, or means a student who: (A) within a 39-month period immediately preceding the residence determination date, was graduated from a high school which is situated in territory not within a district, and (B) whose parent or parents reside in this territory.

history: (History: Added by Stats. 1990, Ch. 1372, Sec. 456.2.)

title: 3. POSTSECONDARY EDUCATION

article: 2. Interdistrict Attendance


text: For purposes of this article, “district” means any community college district identified by the Chancellor of the California Community Colleges as participating in the statewide baccalaureate degree program.

history: (History: Amended by Stats. 2021, Ch. 565, Sec. 2. (AB 927) Effective January 1, 2022.)

title: 3. POSTSECONDARY EDUCATION

article: 3. Baccalaureate Degree Program

path: 3. POSTSECONDARY EDUCATION > 7. COMMUNITY COLLEGES > 48. COMMUNITY COLLEGES, EDUCATION PROGRAMS > 1. Education Programs > 3. Baccalaureate Degree Program


text: Notwithstanding Section 66010.4, and commencing January 1, 2015, the Board of Governors of the California Community Colleges, in consultation with the California State University and the University of California, may authorize the establishment of district baccalaureate degree programs that meet all of the eligibility requirements set forth in Section 78042.

history: (History: Amended by Stats. 2021, Ch. 565, Sec. 3. (AB 927) Effective January 1, 2022.)

title: 3. POSTSECONDARY EDUCATION

article: 3. Baccalaureate Degree Program


text:
(a) A district shall seek approval to offer baccalaureate degree programs through the appropriate accreditation body.

(b) When seeking approval from the Board of Governors of the California Community Colleges, a district shall maintain the primary mission of the California Community Colleges specified in paragraph (3) of subdivision (a) of Section 66010.4. The district, as part of the baccalaureate degree program, shall have the additional mission to provide high-quality undergraduate education at an affordable price for students and the state.

(c) As a condition of eligibility for consideration to participate in the statewide baccalaureate degree program, a district shall have a written policy that requires all potential students who wish to apply for a Board of Governors Fee Waiver pursuant to Section 76300 to complete and submit either a Free Application for Federal Student Aid or a California Dream Act application in lieu of completing the Board of Governors Fee Waiver application.

(d) A district’s baccalaureate degree program shall be subject to the following limitations:

(1) A district shall identify and document unmet workforce needs in the subject area of the baccalaureate degree to be offered and offer a baccalaureate degree at a campus in a subject area with unmet workforce needs in the local community or region of the district.

(2) A baccalaureate degree program shall not offer a baccalaureate degree program or program curricula already offered by the California State University or the University of California.

(3) A district shall have the expertise, resources, and student interest to offer a quality baccalaureate degree in the chosen field of study.

(e) A district shall maintain separate records for students who are enrolled in courses classified in the upper division and lower division of a baccalaureate degree program. A student shall be reported as a community college student for enrollment in a lower division course and as a baccalaureate degree program student for enrollment in an upper division course.

(f) A governing board of a district seeking authorization to offer a baccalaureate degree program shall submit all of the following for review by the Chancellor of the California Community Colleges and approval by the Board of Governors of the California Community Colleges:

(1) Documentation of the district’s written policy required by subdivision (c).

(2) The administrative plan for the baccalaureate degree program, including, but not limited to, the governing board of the district’s funding plan for its specific district.

(3) A description of the baccalaureate degree program’s curriculum, faculty, and facilities.

(4) The enrollment projections for the baccalaureate degree program.

(5) Documentation regarding unmet workforce needs specifically related to the proposed baccalaureate degree program, and a written statement supporting the necessity of a four-year degree for that program. The documentation regarding unmet workforce needs shall include all of the following:

(A) Evidence that the district consulted with regional employers and regional workforce development boards.

(B) Statewide and regional workforce data relevant to the proposed baccalaureate degree program.

(C) Evidence that the baccalaureate degree to be offered will help address unmet workforce needs. The evidence may include, but is not limited to, information showing the following:

(i) Employers are having difficulty filling positions that require a baccalaureate degree.

(ii) Employers are willing to pay baccalaureate degree holders more than those with a related associate degree or no postsecondary degree.

(iii) Employers have a preference for candidates with the proposed baccalaureate degree.

(6) Documentation of consultation with the California State University and the University of California regarding collaborative approaches to meeting regional workforce needs.

(g) (1) The Board of Governors of the California Community Colleges shall develop, and adopt by regulation, a funding model for the support of the statewide baccalaureate degree program that is based on a calculation of the number of full-time equivalent students enrolled in all district baccalaureate degree programs.

(2) Funding for each full-time equivalent student shall be at a marginal cost calculation, as determined by the Board of Governors of the California Community Colleges, that shall not exceed the community college credit instruction marginal cost calculation for a full-time equivalent student, as determined pursuant to paragraph (2) of subdivision (d) of Section 84750.5.

(3) A student in a baccalaureate degree program authorized by this article shall not be charged fees higher than the mandatory systemwide fees charged for baccalaureate degree programs at the California State University.

(4) Fees for coursework in a baccalaureate degree program shall be consistent with Article 1 (commencing with Section 76300) of Chapter 2 of Part 47.

(5) A district shall, in addition to the fees charged pursuant to paragraph (4), charge a fee for upper division coursework in a baccalaureate degree program of eighty-four dollars ($84) per unit.

(h) The Chancellor of the California Community Colleges shall ensure all of the following for the application and review process for community college districts to participate in the baccalaureate degree program:

(1) A community college district is provided with two timelines in which to apply for a baccalaureate degree program per year. A community college district may submit an application to the Chancellor of the California Community Colleges by no later than January 15 and shall receive notice of approval or rejection on or before May 31. A community college district may submit an application to the Chancellor of the California Community Colleges by no later than August 15 and shall receive notice of approval or rejection on or before December 31.

(2) Only 15 baccalaureate degree programs are approved during each application period, allowing for a total of 30 approved baccalaureate degree programs per academic year.

(3) The total number of baccalaureate degree programs offered by a community college district, at any time, does not exceed 25 percent of the total number of associate degree programs offered by the community college district, including associate degrees for transfer.

(4) The review process takes no less than 30 days from the receipt of a completed application to validate the information submitted and assess the workforce value of the proposed program by the Chancellor of the California Community Colleges.

(i) (1) The Chancellor of the California Community Colleges shall consult with and seek feedback from the Chancellor of the California State University, the President of the University of California, and the President of the Association of Independent California Colleges and Universities about proposed baccalaureate degree programs.

(2) The Chancellor of the California Community Colleges shall notify and send relevant materials to the California State University, the University of California, and the President of the Association of Independent California Colleges and Universities who may notify institutions with physical campuses in the service area of the community college district seeking the proposed baccalaureate degree program.

(3) The California State University and the University of California may assess whether proposed baccalaureate degree programs are duplicative of existing baccalaureate programs offered by state universities, and may submit written comments to the Chancellor of the California Community Colleges regarding proposed baccalaureate degree programs. If the California State University or the University of California believes there is program duplication, written objections with supporting evidence shall be submitted to the Chancellor of the California Community Colleges within 30 working days of receipt of the proposal. Upon receipt of written objections, the Chancellor of the California Community Colleges shall have 30 working days to convene with the applicant and the segment or segments that raised an objection to collaborate and establish a written agreement before the program is approved.

(4) A formal objection filed by either the California State University or the University of California pursuant to paragraph (3) shall address, at a minimum, each of the following issues in order to facilitate the consultation process:

(A) The name and description of the baccalaureate degree program currently offered by the objecting segment that may be duplicated by the proposed baccalaureate degree program, including the campuses that offer the program.

(B) The specific components of the proposed baccalaureate degree program deemed as duplicative.

(5) The written agreement established between the objecting segment and the Chancellor of the California Community Colleges shall address, at a minimum, whether each of the elements of the original objection addressed in paragraph (4) have been resolved.

(j) (1) A community college district shall continue to offer an associate degree program in the same academic subject for which a baccalaureate degree program has been approved, unless that community college district has received approval from the Chancellor of the California Community Colleges to eliminate the associate degree program.

(2) When conducting a review to approve the elimination of an associate degree program, the Chancellor of the California Community Colleges shall evaluate both of the following:

(A) Changes to the labor market viability of the associate degree.

(B) Changes to the minimum education required to maintain program accreditation.

history: (History: Amended by Stats. 2021, Ch. 565, Sec. 4. (AB 927) Effective January 1, 2022.)

title: 3. POSTSECONDARY EDUCATION

article: 3. Baccalaureate Degree Program


text: Baccalaureate degree programs approved by the Board of Governors of the California Community Colleges pursuant to this article before January 1, 2022, may continue to operate.

history: (History: Repealed and added by Stats. 2021, Ch. 565, Sec. 6. (AB 927) Effective January 1, 2022.)

title: 3. POSTSECONDARY EDUCATION

article: 3. Baccalaureate Degree Program


text: This act shall be known, and may be cited, as the Zero-Textbook-Cost Degree Grant Program.

history: (History: Added by Stats. 2016, Ch. 24, Sec. 16. (AB 1602) Effective June 27, 2016.)

title: 3. POSTSECONDARY EDUCATION

path: 3. POSTSECONDARY EDUCATION > 7. COMMUNITY COLLEGES > 48. COMMUNITY COLLEGES, EDUCATION PROGRAMS > 1. Education Programs > 4. Zero-Textbook-Cost Degree Grant Program


text: The Zero-Textbook-Cost Degree Grant Program is hereby established to reduce the overall cost of education for students and decrease the time it takes students to complete degree programs offered by community colleges.

title: 3. POSTSECONDARY EDUCATION

article: 4. Zero-Textbook-Cost Degree Grant Program


text:
(a) It is the intent of the Legislature that community college districts develop and implement zero-textbook-cost degrees and develop open educational resources for courses to reduce the overall cost of education for students and decrease the time it takes students to complete degree programs.

(b) For purposes of this section, the following definitions apply:

(1) “Chancellor” means the Chancellor of the California Community Colleges.

(2) “Chancellor’s office” means the office of the Chancellor of the California Community Colleges.

(3) “Degree” means a zero-textbook-cost degree.

(4) “Open educational resources” means high-quality teaching, learning, and research resources that reside in the public domain or have been released pursuant to an intellectual property license that permits their free use and repurposing by others, and may include other resources that are legally available and free of cost to students. Open educational resources include, but are not limited to, full courses, course materials, modules, textbooks, faculty-created content, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.

(5) “Zero-textbook-cost degrees” means community college associate degrees or career technical education certificates earned entirely by completing courses that eliminate conventional textbook costs by using alternative instructional materials and methodologies, including open educational resources. For purposes of this paragraph, “zero-textbook-cost degrees” may include a low-cost degree option if a no-cost equivalent option is not available or cannot be developed. Discretionary student printing of instructional materials shall not be considered a cost as part of this program.

(c) Of the funding appropriated in the annual Budget Act to develop and implement degrees, the chancellor shall distribute grants of up to two hundred thousand dollars ($200,000) to a community college district for each degree developed and implemented within the district that contributes to the overall elimination, or significant lowering, of textbook costs for students and aligns with the conditions for receipt of funds specified in subdivision (d). The chancellor’s office shall ensure that a grant does not result in the development or implementation of duplicate degrees for a subject matter to avoid duplication of effort and ensure the development and implementation of the greatest number of degrees for the benefit of the greatest number of students. The chancellor’s office may distribute the grants in phases, including a planning phase and an implementation phase.

(d) As a condition of receiving funding appropriated in the annual Budget Act to develop and implement degrees, a community college district shall comply with all of the following:

(1) Develop and implement one or more of the following program pathways:

(A) An existing associate degree or career technical education certificate program, prioritizing existing associate degrees for transfer.

(B) A new associate degree or career technical education certificate program that meets one of the following conditions:

(i) Has a high value in the regional market.

(ii) Meets an emerging regional business industry need.

(iii) Has high textbook costs.

(2) In complying with paragraph (1), prioritize the development and implementation of a degree from an existing associate degree for transfer and, to the extent possible, prioritize the adaptation of existing open educational resources through existing open educational resources initiatives, or elsewhere, before creating new content.

(3) Develop degrees with consideration for sustainability after grant funding is exhausted, including how content is updated and presented.

(4) Ensure compliance with the federal Americans with Disabilities Act (Public Law 104-197) and the federal Copyright Act of 1976 (Public Law 94-553).

(5) Develop and implement a minimum of one degree for each grant received.

(6) Develop and implement a degree that other community college districts can use or adapt, and post each degree, and the contents of the degree, on the online clearinghouse of information established pursuant to Item 6870-101-0001 of the Budget Act of 2016, or a successor internet website. All open educational resources used as learning materials for a degree developed pursuant to this section shall be added to the California Digital Open Source Library established in Section 66408. Testing and assessment materials posted online pursuant to this paragraph shall be safeguarded to maintain the integrity of those materials. This paragraph shall not be construed to prohibit faculty from providing sample test and assessment materials to students.

(7) Ensure faculty shall have flexibility to update and customize degree content as necessary within the parameters of this program.

(8) Ensure that the degree developed and implemented is clearly identified in college catalogs and in class schedules.

(9) Provide the chancellor with all legislatively required report data, any planning, progress, and outcome information associated with the grant, and any additional information that the chancellor determines necessary.

(10) Consult with the local academic senate of a college that would implement a degree.

(11) (A) Use a multimember team approach, to develop and implement a degree pursuant to this section, that includes faculty, college administrators, and other content-focused staff, including, but not limited to, librarians, instructional designers, and technology experts, from the campus that would implement the degree, other colleges of the community college system, and interested campuses of the California State University and the University of California.

(B) Grant recipients may use funds to obtain professional development and technical assistance to assist in the development of degrees and open educational resource materials.

(12) Strive to implement degrees within three academic years of receiving funding, or sooner, as determined by the chancellor’s office.

(e) Of the funding appropriated in the annual Budget Act, the chancellor may also distribute grants to a community college district for the development and curation of open educational resources for coursework. The chancellor’s office shall determine the amount of a grant for this purpose, but the grant amount shall not exceed twenty thousand dollars ($20,000).

(f) As a condition of receiving funding appropriated in the annual Budget Act for the development and curation of open educational resources for coursework, a community college district shall comply with all of the following:

(1) Coordinate the development and curation of open educational resources with efforts to develop and implement degrees pursuant to subdivisions (c) and (d).

(2) In instances where the community college district does not receive a grant pursuant to subdivision (c), the community college district shall coordinate the development and curation of open educational resources with existing open educational resources initiatives and degree efforts. In addition, the community college district shall develop and curate open educational resources for coursework to be used for one or more of the following program pathways:

(A) An existing associate degree or career technical education certificate program, prioritizing existing associate degrees for transfer.

(B) A new associate degree or career technical education certificate program that meets one of the following conditions:

(i) Has high value in the regional market.

(ii) Meets an emerging regional business industry need.

(iii) Has high textbook costs.

(3) In complying with paragraph (2), to the extent possible, prioritize the adaptation of existing open educational resources for coursework through existing open educational resources initiatives, or elsewhere, before creating new content.

(4) Ensure compliance with the federal Americans with Disabilities Act (Public Law 104-197) and the federal Copyright Act of 1976 (Public Law 94-553).

(5) Ensure all open educational resources developed pursuant to this subdivision is added to the California Digital Open Source Library established in Section 66408.

(6) Provide the chancellor with all required report data and any planning, progress, and outcome information associated with the grant.

(7) (A) Consult with the local academic senate of a community college that would use open educational resources.

(B) Grant recipients may use funds to obtain professional development and technical assistance to assist in the development and curation of open educational resources for coursework.

(8) Strive to complete development and curation of open educational resources for coursework within two academic years of receiving funding, or sooner, as determined by the chancellor’s office.

(g) (1) The chancellor shall, by June 30, 2027, report to the Legislature, the Legislative Analyst’s Office, and the Department of Finance on the development and implementation of degrees pursuant to subdivisions (c) and (d), and the development and curation of open educational resources pursuant to subdivisions (e) and (f), including, but not limited to:

(A) The number of degrees developed and implemented and open educational resources developed and curated within each district, disaggregated by college. Degrees shall also be disaggregated by the number of degrees that eliminated textbook costs and the number of degrees that significantly lowered textbook costs.

(B) The estimated annual savings to students.

(C) The number of students who completed a zero-textbook-cost degree program and accessed open educational resources.

(D) Recommendations to increase, expand, or improve the offering of degrees and the use of open educational resources.

(2) A report pursuant to paragraph (1) shall be submitted to the Legislature in compliance with Section 9795 of the Government Code.

(h) (1) Of the funds appropriated in the annual Budget Act for this program, up to 3 percent of the appropriation may be allocated by the chancellor’s office to contract with a community college district to administer this program.

(2) The contract between the chancellor’s office and the community college district shall reflect all of the following:

(A) The programmatic and administrative responsibilities that will be delegated to the district, including the programmatic requirements identified in subdivisions (c) to (g), inclusive.

(B) A requirement that the contracting district provide prebid conferences, either in person or via webinar, for interested grant applicants.

(C) Technical assistance to grant applicants and grantees.

(3) The contracting community college district may apply for, and receive, a grant to develop and implement a degree and have employees and administrators of the district participate as part of a multimember team approach pursuant to paragraph (11) of subdivision (d). To be eligible to receive a grant, the district shall maintain appropriate and transparent internal controls and processes to ensure that the district’s contracted duties and responsibilities are clearly delineated, identified, and distinguished from the duties and responsibilities conferred upon the district as a grant applicant and recipient.

(4) Upon request of the chancellor’s office, the contracted community college district shall provide the chancellor’s office with an update on the status of the development and implementation of each degree within the district and the development and curation of open educational resources within the district.

(5) Notwithstanding any other law, a contract between the chancellor’s office and a community college district for purposes of this subdivision is not subject to any competitive bidding requirements of Section 10340 of the Public Contract Code for the limited purpose of administering the program pursuant to this subdivision.

(i) Of the funds appropriated in the annual Budget Act for this program, funds not awarded in a fiscal year for which funds are appropriated may be awarded in the following fiscal year.

(j) The chancellor’s office shall award an initial round of grants no later than January 1 of a fiscal year for which the funds are appropriated.

(k) The chancellor’s office may allocate any unallocated resources appropriated for purposes of this program, on or after June 30, 2025, to a community college district to contract for the establishment of statewide open educational resources infrastructure, including the curation, storage, and maintenance of open educational resources infrastructure materials.

history: (History: Amended by Stats. 2025, Ch. 745, Sec. 5. (SB 148) Effective October 13, 2025.)

title: 3. POSTSECONDARY EDUCATION


text: This section shall be known, and may be cited, as the California Community College Teacher Credentialing Partnership Pilot Act.

history: (History: Added by Stats. 2018, Ch. 603, Sec. 3. (SB 577) Effective January 1, 2019.)

title: 3. POSTSECONDARY EDUCATION

path: 3. POSTSECONDARY EDUCATION > 7. COMMUNITY COLLEGES > 48. COMMUNITY COLLEGES, EDUCATION PROGRAMS > 1. Education Programs > 5. California Community College Teacher Credentialing Partnership Pilot Act


text:
(a) The California Community College Teacher Credentialing Partnership Pilot Program is hereby established for both of the following purposes:

(1) To encourage accredited degree-granting institutions of higher education with a physical presence in this state to collaborate with one or more community colleges to offer teacher credentialing coursework remotely at the participating community college or colleges.

(2) To bring opportunities to earn teacher credentialing degrees to areas with low college-going rates or limited access to teacher-credentialing, degree-granting higher education institutions.

(b) (1) The Commission on Teacher Credentialing, in coordination with the Chancellor of the California Community Colleges, may award up to three grants, not to exceed five hundred thousand dollars ($500,000) each, to collaboratives formed for the purpose of offering teacher credential coursework remotely at a participating community college or colleges. For the purposes of this section, a collaborative shall be comprised of at least one community college and at least one accredited degree-granting institution of higher education.

(2) (A) Priority for the receipt of grant funds may be given to a collaborative that meets all of the following:

(i) Is located in areas of the state with low rates of K–12 credentialed public school teachers.

(ii) Demonstrates that its teacher credentialing degree program or programs meet a documented labor market demand of the collaborative’s target region.

(iii) Identifies the resources necessary to offer a teacher credentialing degree program or programs.

(B) The funds granted under this subdivision shall be for one-time startup costs of the collaborative for the purposes of developing and implementing its pilot program. These costs may include any, or any combination, including all, of the following:

(i) Professional development for effective distance learning.

(ii) Deploying a teaching assistant for the community college classroom or classrooms where courses are offered via distance learning.

(iii) Technology upgrades for the community college classroom or classrooms where the distance learning courses are offered.

(iv) Student retention, outreach, or engagement.

(v) Data monitoring and systems infrastructure.

(vi) Cross system alignment.

(vii) Other startup costs that are necessary for developing and implementing its pilot program.

(C) Each pilot program implemented under this section shall do all of the following:

(i) Utilize courses currently offered by the collaborating accredited degree-granting institution or institutions of higher education, which may be one or more California State University or University of California campuses, or one or more independent institutions of higher education, as defined in Section 66010, with a physical presence in this state.

(ii) Include, as a primary target population to take courses under the pilot program, teachers who hold a baccalaureate degree and are currently teaching on a short-term staff permit or a provisional internship permit.

(iii) Charge no more than the standard tuition and fees of the collaborating accredited teacher-credentialing, degree-granting institution or institutions of higher education.

(iv) Involve current faculty from the collaborating accredited degree-granting institution or institutions of higher education as faculty for courses offered under the pilot program, which shall be current courses of that institution or institutions.

(c) (1) It is the intent of the Legislature that no collaborative funded under this section may be terminated abruptly, thus leaving its enrolled students without a way to earn a teaching credential under this section.

(2) As a condition of an agreement for the receipt of a grant under this section, each collaborative shall ensure that every student who enrolls in its pilot program before an announcement of the termination of the collaborative has an opportunity to complete the coursework necessary to obtain a teaching credential under this section.

(d) A collaborative shall not offer a teacher credentialing degree program under this section unless that program has been accredited by the Commission on Teacher Credentialing’s Committee on Accreditation on the basis of standards of program quality and effectiveness.

(e) Grants awarded under this section shall be awarded only to the extent that funding for this section is provided in the annual Budget Act.

(f) (1) On or before April 1, 2023, the Legislative Analyst’s Office shall submit a report to the Legislature, pursuant to Section 9795 of the Government Code, and to the Department of Finance on the implementation of the program established pursuant to this section.

(2) The requirement for submitting a report imposed under paragraph (1) is inoperative on April 1, 2027, pursuant to Section 10231.5 of the Government Code.

title: 3. POSTSECONDARY EDUCATION

article: 5. California Community College Teacher Credentialing Partnership Pilot Act


text:
For purposes of this article, the following definitions apply:

(a) “Justice-involved” means a person who is currently or formerly incarcerated in a California correctional facility, or currently or formerly detained in a juvenile facility.

(b) “Rising Scholars Network” means the program established pursuant to subdivision (a) of Section 78071.

history: (History: Added by Stats. 2021, Ch. 558, Sec. 2. (AB 417) Effective January 1, 2022.)

title: 3. POSTSECONDARY EDUCATION

path: 3. POSTSECONDARY EDUCATION > 7. COMMUNITY COLLEGES > 48. COMMUNITY COLLEGES, EDUCATION PROGRAMS > 1. Education Programs > 6. Support Services for Justice-Involved Students


text:
(a) The office of the Chancellor of the California Community Colleges may establish a program to enter into agreements with community colleges to provide additional funds for services in support of postsecondary education for justice-involved students. This program shall be known as the Rising Scholars Network, and shall expand the number of justice-involved students participating and succeeding in the community colleges and shall not displace other students.

(b) A community college district that wishes to participate in the Rising Scholars Network shall apply to the board of governors for funding pursuant to this article. The application of each participating community college district shall identify the Rising Scholars college or colleges in the district, and shall include, but not be limited to, the number of justice-involved students who will be served. The application shall also describe the extent of cooperation between the college and local criminal justice stakeholders, including, as applicable, wardens, county sheriffs, juvenile facilities, and probation departments. Beginning in the 2025–26 fiscal year, the board of governors may prioritize funding provided in the annual Budget Act for applications submitted pursuant to this article that demonstrate positive student outcomes consistent with the goals and guidance described in Section 78072.

(c) To the maximum extent feasible, funds received by a community college under this article shall be used for, but not be limited to, any of the following supports and services:

(1) Providing any of the following for programs serving all justice-involved students, whether on campus or in custody:

(A) Academic counseling or advising that provides clear pathways.

(B) Academic tutoring.

(C) Financial aid information and application assistance.

(D) Frequent in-person contact.

(E) Professional development for faculty and staff.

(2) Providing any of the following for programs serving formerly incarcerated students on campus:

(A) Peer-to-peer support or mentoring.

(B) Assistance with accessing campus resources, including admissions, financial aid, and student services.

(C) Career counseling and, as feasible, placement services.

(D) Assistance with accessing community resources, including record clearance, housing assistance, mental health support, and social services.

(3) Providing either of the following for programs serving currently incarcerated or detained students:

(A) Transitional materials and services to support students in enrollment and persistence in higher education upon release.

(B) Parity of academic supports and services as provided on campus.

history: (History: Amended by Stats. 2025, Ch. 9, Sec. 8. (AB 123) Effective June 27, 2025.)

title: 3. POSTSECONDARY EDUCATION

article: 6. Support Services for Justice-Involved Students


text:
The board of governors shall adopt regulations for the Rising Scholars Network that fulfill the following goals and guidance:

(a) Participating colleges designate a staff program director, coordinator, or liaison who has experience working with currently or formerly incarcerated students.

(b) Funded programs are supported with a dedicated campus meeting space.

(c) Funded programs build support and competency from a broad range of college stakeholders.

(d) Participating colleges offer and make accessible a range of student supports to address academic and nonacademic needs.

(e) Funded programs foster peer mentors, as applicable.

(f) Funded programs develop and maintain strong relationships with external partners, including community-based programs, probation, parole, and county jails.

(g) Participating colleges provide or connect justice-involved students with direct student financial support for critical needs.

(h) Funded programs outreach and respond to prospective justice-involved students, particularly those in jail or prison.

(i) Funded programs help justice-involved students apply, matriculate, and persist to graduation.

title: 3. POSTSECONDARY EDUCATION


text: The board of governors shall be responsible for the administration of funds for the Rising Scholars Network. To the extent possible, services provided under this article to justice-involved students shall be coordinated with, and shall not supplant, other services provided by the county and state.

title: 3. POSTSECONDARY EDUCATION


text: The board of governors may authorize the chancellor, consistent with the requirements the board may impose, to designate up to 5 percent of the funds allocated pursuant to this article for program administration, program development, and program accountability.

title: 3. POSTSECONDARY EDUCATION


text: Notwithstanding Section 10231.5 of the Government Code, on or before December 31, 2023, and every two years thereafter, the board of governors shall submit a report to the Department of Finance and all relevant legislative policy and budget subcommittees describing its efforts to serve justice-involved students. The reports shall include recommendations on whether and how the Rising Scholars Network under this article can be expanded to all community college districts and campuses.

title: 3. POSTSECONDARY EDUCATION


text: This article shall be operative in a fiscal year only if funds have been appropriated for purposes of this article for that fiscal year by the Legislature in the annual Budget Act or another statute.

title: 3. POSTSECONDARY EDUCATION


text: This article shall be known, and may be cited, as the Hire UP Pilot Program.

history: (History: Added by Stats. 2022, Ch. 54, Sec. 27. (AB 183) Effective June 30, 2022. Inoperative March 15, 2029, pursuant to Section 78084. Repealed January 1, 2030, pursuant to Section 78084.)

title: 3. POSTSECONDARY EDUCATION

article: 7. Hire UP Program

path: 3. POSTSECONDARY EDUCATION > 7. COMMUNITY COLLEGES > 48. COMMUNITY COLLEGES, EDUCATION PROGRAMS > 1. Education Programs > 7. Hire UP Program


text:
(a) The Hire UP Pilot Program is hereby established, to be administered by the office of the Chancellor of the California Community Colleges, for purposes of providing justice-involved individuals access to the credential programs and workforce support needed to enter, participate, and compete in California’s economy.

(b) (1) The office of the Chancellor of the California Community Colleges may enter into agreements with up to 10 community college districts for a five-year pilot program to provide funding for stipends to formerly incarcerated individuals, CalWORKs recipients, and former foster youth.

(2) Stipends provided under this article shall be equal to the state minimum wage for the duration of the academic program in which the student is enrolled.

(3) The stipend amount shall be determined based on the number of hours in the academic program, up to 40 hours per week for a full-time program.

(4) Students receiving stipends pursuant to this article shall have access to all supportive, academic, and professional services available through the Rising Scholars Network and their partners, or any services and programs offered by the participating community college district that are designed to benefit justice-involved students.

(5) Stipends provided pursuant to this article to students shall be distributed by their community college financial aid office.

(c) (1) The chancellor’s office shall develop an application for community college districts wishing to participate to apply for funding pursuant to this article by November 1, 2022, with funding distributed by May 1, 2023. The application shall include, but not be limited to, all of the following information:

(A) Current participation in the Rising Scholars Network or in another dedicated reentry program.

(B) A description of the mechanism the community college district will use to measure program and student success.

(C) A demonstration that the community college district has sufficient staff and resources to serve students in the program, including one dedicated student outreach and recruitment staff position and one dedicated workforce and industry development staff position.

(D) A commitment to serve a specified number of students, as established by the chancellor’s office.

(E) A description of the partners and services available to students participating in the program.

(F) A description of the local employers, industry recruiters, trade groups, career centers, and other workforce placement entities that the community college district will engage for the purpose of establishing a career pathway for students receiving a stipend pursuant to this article.

(2) The chancellor’s office shall establish requirements for community college districts related to program data collection and the number of stipend recipients per district.

(d) A community college student enrolled in a certificate or degree program at a California community college is eligible for a stipend if either of the following apply:

(1) The student has been released from incarceration within the last three years and is a current participant in the Rising Scholars Network or in another dedicated reentry program.

(2) The student is a CalWORKs recipient or former foster youth.

title: 3. POSTSECONDARY EDUCATION

article: 7. Hire UP Program


text:
(a) (1) The Chancellor of the California Community Colleges shall submit a report to the Legislature on or before March 1, 2025, and annually thereafter until a final report is submitted on March 1, 2029, on the implementation of the pilot program, including, but not limited to, all of the following information:

(A) The number of students receiving a stipend pursuant to this article.

(B) The degree or training program the student has completed or is participating in.

(C) The name of each community college district participating pursuant to this article.

(D) The outcomes for all participants, including employment, additional education, or business startups.

(E) The percentage of students employed in the field in which they received a degree or completed training.

(F) The degree to which Hire UP supportive services acknowledge and address historic racial inequity and socioeconomic barriers to workforce participation for the target population groups.

(G) The impact of the pilot program on the target population groups, including key conclusions and policy recommendations to provide guidance to the Legislature and the Governor.

(2) The report submitted pursuant to paragraph (1) shall be submitted in compliance with Section 9795 of the Government Code.

(b) Participating community college districts shall provide all of the information in subdivision (a) to the chancellor’s office to facilitate pilot program evaluation.

(c) Participating community college districts and community partners may be required to participate in technical assistance activities, including, but not limited to, convening practice communities to identify and help replicate evidence-based practices and facilitate an assessment and evaluation of the performance and success of the pilot program.

history: (History: Amended by Stats. 2025, Ch. 9, Sec. 9. (AB 123) Effective June 27, 2025. Inoperative March 15, 2029, pursuant to Section 78084. Repealed January 1, 2030, pursuant to Section 78084.)

title: 3. POSTSECONDARY EDUCATION

article: 7. Hire UP Program


text: Funding for the Hire UP pilot program shall be subject to appropriation by the Legislature for purposes of this article, up to a total of thirty million dollars ($30,000,000). Funding for the Hire UP pilot program shall not draw from, supplant, or redirect existing state or federally funded education, workforce development, or employment services programs, except that those funds may, but shall not be required to, be used as leverage with Hire UP funding.

title: 3. POSTSECONDARY EDUCATION

article: 7. Hire UP Program


text: This article shall become inoperative on March 15, 2029, and as of January 1, 2030, is repealed.

history: (History: Amended by Stats. 2025, Ch. 9, Sec. 10. (AB 123) Effective June 27, 2025. Repealed January 1, 2030, by its own provisions. Note: Repeal affects Article 7 commencing with Section 78080.)

title: 3. POSTSECONDARY EDUCATION

article: 7. Hire UP Program


text:
(a) The Community College Student Access, Retention, and Debt Cancellation Program is hereby established.

(b) The Chancellor of the California Community Colleges shall allocate funds on a one-time basis to community college districts to support efforts to increase student retention rates and enrollment by engaging former community college students who may have withdrawn from a community college district due to the impacts of the COVID-19 pandemic, current community college students who may be hesitant to remain enrolled at a community college district due to the impacts of the COVID-19 pandemic, and prospective students who may be hesitant to enroll at a community college district due to the impacts of the COVID-19 pandemic.

(c) (1) The governing board of a community college district shall prioritize the use of allocated funds received pursuant to subdivision (b) for community colleges in the district with the largest declines in enrollment due to the impacts of the COVID-19 pandemic.

(2) A community college district may use funds allocated pursuant to subdivision (b) to provide a fiscal incentive for students to reenroll, or for prospective students to enroll, at the community college.

(3) A community college district may use funds allocated pursuant to subdivision (b) to discharge unpaid fees due or owed by a student to a community college in the district.

(d) In considering the allocation methodology to community college districts, the chancellor shall allocate additional funds to community college districts that have the most significant declines in unduplicated student headcount since Fall 2019.

(e) The chancellor may allocate up to 10 percent of the funds appropriated for purposes of the program to support statewide recruitment and retention efforts.

(f) Implementation of the program established pursuant to this section is contingent upon an appropriation in the annual Budget Act or another statute for its purposes.

history: (History: Added by Stats. 2022, Ch. 929, Sec. 1. (AB 1958) Effective January 1, 2023.)

title: 3. POSTSECONDARY EDUCATION

path: 3. POSTSECONDARY EDUCATION > 7. COMMUNITY COLLEGES > 48. COMMUNITY COLLEGES, EDUCATION PROGRAMS > 1. Education Programs > 8. The Community College Student Access, Retention, and Debt Cancellation Program


text: This article shall be known, and may be cited, as the Credit for Prior Learning Initiative.

history: (History: Added by Stats. 2026, Ch. 79, Sec. 16. (SB 135) Effective July 13, 2026.)

title: 3. POSTSECONDARY EDUCATION

article: 9. Credit for Prior Learning Initiative

path: 3. POSTSECONDARY EDUCATION > 7. COMMUNITY COLLEGES > 48. COMMUNITY COLLEGES, EDUCATION PROGRAMS > 1. Education Programs > 9. Credit for Prior Learning Initiative


text:
For purposes of this article, the following definitions apply:

(a) “Campus” means a campus of the California Community Colleges.

(b) “Chancellor’s office” means the office of the Chancellor of the California Community Colleges.

(c) “Credit for prior learning” means college credit awarded for validated skills and competencies gained through experiences inside or outside of traditional academic settings, including, but not limited to, any of the following:

(1) Military training and service.

(2) Industry-recognized credentials, certifications, and licenses.

(3) Registered and nontraditional apprenticeships.

(4) Workplace learning, internships, and employment experience.

(d) “Credit recommendation” means a formal assessment of prior learning that recommends specific college-level course credits, general education area credits, or elective credits developed through evaluation by recognized entities, including the American Council on Education, California Community Colleges faculty discipline review groups, or local discipline faculty experts, and documented in detailed exhibits for faculty credit evaluation.

(e) “Independent institution of higher education” has the same meaning as defined in Section 66010.

(f) “Validated” means a formal determination by California Community Colleges faculty discipline review groups of all of the following:

(1) The skills and competencies gained through prior learning experiences are equivalent to California Community Colleges student learning outcomes or objectives gained through one or more college courses.

(2) The prior learning has been assessed using faculty discipline-approved methods and approved through established curricular processes and procedures.

title: 3. POSTSECONDARY EDUCATION

article: 9. Credit for Prior Learning Initiative


text:
(a) Building upon the California Mapping Articulated Pathways Initiative, the chancellor’s office shall support the Credit for Prior Learning Initiative as a systemwide initiative to award credit for prior learning opportunities at each campus. The Credit for Prior Learning Initiative shall include, but not be limited to, all of the following:

(1) Implementation and maintenance of a systemwide process to identify students who may qualify for credit for prior learning. This process shall include all of the following:

(A) (i) The collection and analysis of documents and information during the college exploration and admissions process about relevant prior learning experiences to inform potential students of program, college, and career opportunities and the potential to receive credit for prior learning.

(ii) The documents and information referenced in clause (i) may include industry certifications, military service, workplace training, and other sources of prior learning, including, but not limited to, Joint Services Transcripts for military learners, industry certifications and licenses for working learners and apprentices, standardized examination scores, high school articulated coursework, and portfolios.

(B) Early notification to students about credit for prior learning opportunities that is consistent with their educational goals.

(C) A system to refer students identified pursuant to this paragraph to appropriate college personnel for a credit for prior learning assessment.

(2) A statewide technology infrastructure developed and maintained to make credit for prior learning opportunities visible and accessible to the public.

(3) Support for California Community Colleges faculty discipline review groups to develop credit recommendations for awarding credit for prior learning that campuses may adopt systemwide.

(4) Support for partnerships with workforce agencies, industry organizations, and educational institutions to expand credit for prior learning opportunities consistent with this article.

(5) Enable, document, and validate skills and competencies earned through educational, workplace, military, and other experiences of prior learning.

(b) Each campus shall comply with both of the following:

(1) Before or upon completion of the education plans pursuant to Section 78212, evaluate prior learning documents and credentials of all incoming students for the assessment and award of credit for prior learning. Prior learning documents and credentials include, but are not limited to, Joint Services Transcripts for veterans, reservists, and active duty members of the Armed Forces of the United States, industry-recognized credentials of working learners and apprentices, portfolios for self-directed and experiential learners, and standardized assessments, including, but not limited to, advanced placement, international baccalaureate, and College-Level Examination Program assessments.

(2) Accept transcribed credit for prior learning from other campuses as credit, including for general education, transfer, and major preparation.

(c) (1) The California Community Colleges system, in partnership with the Academic Senate for California Community Colleges, shall collaborate with the Academic Senate of the California State University and other systemwide leadership of the California State University, and is encouraged to collaborate with the Academic Senate of the University of California and other systemwide leadership of the University of California to accomplish all of the following:

(A) Ensure that all campus-transcribed credit for prior learning is accepted as transfer credit, including for general education and major preparation.

(B) Participate in intersegmental alignment of credit for prior learning policies.

(C) Include credit for prior learning opportunities in published transfer pathways and, to the extent feasible, associate degree for transfer programs.

(2) To the extent that resources are available, the California Community Colleges system may collaborate with available and interested independent institutions of higher education.

(d) (1) Upon appropriation by the Legislature for purposes of this article, the chancellor’s office shall allocate designated funds to support implementation of this article at each campus using all of the following goals:

(A) Increasing access to credit for prior learning opportunities equitably for all eligible students.

(B) Increasing completion through credit for prior learning awards.

(C) Advancing career attainment through credit for prior learning.

(D) Supporting credit for prior learning opportunities through the chancellor’s office’s pilot projects, such as the California Mapping Articulated Pathways Initiative.

(2) Each campus shall demonstrate that it has implemented the credit for prior learning initiative established pursuant to this article through the metrics described in paragraph (1) before receiving an allocation of funding for purposes of implementing this article.

title: 3. POSTSECONDARY EDUCATION

article: 9. Credit for Prior Learning Initiative


text: The governing board of each community college district shall provide library services for the students and faculty of the district by establishing and maintaining community college libraries or by contractual arrangements with another public agency.

history: (History: Amended by Stats. 1991, Ch. 1038, Sec. 5.5. Effective October 14, 1991.)

title: 3. POSTSECONDARY EDUCATION

chapter: 1.5. Library Services

path: 3. POSTSECONDARY EDUCATION > 7. COMMUNITY COLLEGES > 48. COMMUNITY COLLEGES, EDUCATION PROGRAMS > 1.5. Library Services


text: The board of governors shall adopt standards, rules, and regulations for community college library services.

history: (History: Added by Stats. 1990, Ch. 1372, Sec. 459.)

title: 3. POSTSECONDARY EDUCATION


text: The libraries shall be open for the use of the faculty and the students of the community college district during the day. In addition, the libraries may be open at other hours, including evenings and Saturdays, as the governing board may determine. Libraries open to serve students during evening and Saturday hours shall be under the supervision of academic personnel.

history: (History: Amended by Stats. 2005, Ch. 654, Sec. 19. Effective October 7, 2005.)

title: 3. POSTSECONDARY EDUCATION


text: This article shall be known and may be cited as the Seymour-Campbell Student Success Act of 2012.

history: (History: Amended by Stats. 2012, Ch. 624, Sec. 3. (SB 1456) Effective January 1, 2013. Note: See provision in Section 78218 making operation contingent upon funding.)

title: 3. POSTSECONDARY EDUCATION

chapter: 2. Courses of Study

article: 1. Student Matriculation

path: 3. POSTSECONDARY EDUCATION > 7. COMMUNITY COLLEGES > 48. COMMUNITY COLLEGES, EDUCATION PROGRAMS > 2. Courses of Study > 1. Student Matriculation


text:
It is the intent of the Legislature to do all of the following:

(a) Ensure equal education opportunity for all Californians.

(b) Provide students with the resources and support to establish informed educational choices aligned with their academic and career goals.

(c) Ensure that students receive the educational services necessary to optimize their opportunities for success in completing their educational goals and courses of study.

(d) Recognize that student success is the responsibility of the institution and student, supported by well-coordinated and evidence-based student and instructional services to foster academic success.

(e) Target state resources on the provision of critical student services, such as counseling and student advising, and identify a broad array of service delivery mechanisms that can effectively reach a greater number of students.

(f) Recognize the importance for community college districts of establishing local and regional partnerships with school districts, workforce agencies, and other system partners to leverage resources to assist students in exploring career options, preparing for college, and developing and achieving educational goals and plans.

history: (History: Amended by Stats. 2012, Ch. 624, Sec. 4. (SB 1456) Effective January 1, 2013. Note: See provision in Section 78218 making operation contingent upon funding.)

title: 3. POSTSECONDARY EDUCATION

article: 1. Student Matriculation


text:
(a) The purpose of the Seymour-Campbell Student Success Act of 2012 is to increase California community college student access and success by providing effective core matriculation services, including orientation, assessment and placement, counseling, and other education planning services, and academic interventions. The focus of the Seymour-Campbell Student Success Act of 2012 is on the entering students’ transition into college in order to provide a foundation for student achievement and successful completion of students’ educational goals, with a priority toward serving students who enroll to earn degrees, career technical certificates, transfer preparation, or career advancement. The Seymour-Campbell Student Success Act of 2012 targets state resources on core matriculation services that research has shown to be critical in increasing the ability of students to reach their academic and career goals. By focusing funding in these core areas and leveraging the use of technology to more efficiently and effectively serve a greater number of students, the goal of the Seymour-Campbell Student Success Act of 2012 is to provide students with a solid foundation and opportunity for success in the California Community Colleges.

(b) Any college or district receiving funding under this article shall agree to carry out its provisions as specified, but shall be bound to that agreement only for the period during which funding is received pursuant to this article. The obligations of the college or district under the agreement shall include, but not be limited to, the expenditure of funds received pursuant to this article for only those services approved by the board of governors and the contribution toward the purposes of this article of matching funds as the board of governors may require pursuant to Section 78216.

history: (History: Amended by Stats. 2012, Ch. 624, Sec. 5. (SB 1456) Effective January 1, 2013. Note: See provision in Section 78218 making operation contingent upon funding.)

title: 3. POSTSECONDARY EDUCATION

article: 1. Student Matriculation


text:
(a) (1) For purposes of this article, “matriculation” means a process that brings a college and a student into an agreement for the purpose of achieving the student’s educational goals and completing the student’s course of study. The agreement involves the responsibilities of both parties to attain those objectives through the college’s established programs, policies, and requirements including those established by the board of governors pursuant to Section 78215.

(2) The institution’s responsibility under the agreement includes the provision of student services to provide a strong foundation and support for their academic success and ability to achieve their educational goals. The program of services funded through the Seymour-Campbell Student Success Act of 2012, which shall be known and may be cited as the Student Success and Support Program, shall include, but are not necessarily limited to, all of the following:

(A) Orientation services designed to provide to students, on a timely basis, information concerning campus procedures, academic expectations, financial assistance, and any other matters the college or district finds appropriate.

(B) Assessment before course registration, as defined in Section 78213.

(C) Counseling and other education planning services, which shall include, but not necessarily be limited to, all of the following:

(i) Counseling and advising.

(ii) Assistance to students in the exploration of educational and career interests and aptitudes and identification of educational objectives, including, but not limited to, preparation for transfer, associate degrees, and career technical education certificates and licenses.

(iii) The provision of information, guided by sound counseling principles and practices, using a broad array of delivery mechanisms, including technology-based strategies to serve a continuum of student needs and abilities, that will enable students to make informed choices.

(iv) Development of an education plan leading to a course of study and guidance on course selection that is informed by, and related to, a student’s academic and career goals.

(D) Referral to specialized support services as needed and available, including, but not necessarily limited to, federal, state, and local financial assistance; health services; career services; veteran support services; foster youth services; extended opportunity programs and services provided pursuant to Article 8 (commencing with Section 69640) of Chapter 2 of Part 42 of Division 5; campus child care services provided pursuant to Article 4 (commencing with Section 8225) of Chapter 2 of Part 6 of Division 1 of Title 1; programs that teach basic skills education and English as a second language; and disabled student services provided pursuant to Chapter 14 (commencing with Section 67300) of Part 40 of Division 5.

(E) Evaluation of each student’s progress and referral to appropriate interventions for students who are enrolled in basic skills courses, who have not declared an educational goal as required, or who are on academic probation, as defined by standards adopted by the Board of Governors of the California Community Colleges and community college districts.

(3) The student’s responsibilities under the agreement include, but are not necessarily limited to, the identification of an academic and career goal upon application, the declaration of a specific course of study after a specified time period or unit accumulation, as defined by the board of governors, diligence in class attendance and completion of assigned coursework, and the completion of courses and maintenance of academic progress toward an educational goal and course of study identified in the student’s education plan. To ensure that students are not unfairly impacted by the requirements of this chapter, the board of governors shall establish a reasonable implementation period that is phased in as resources are available to provide nonexempt students with the core services pursuant to this section.

(b) Funding for the Student Success and Support Program shall be targeted to fully implement orientation, assessment, counseling and advising, and other education planning services needed to assist a student in making an informed decision about his or her educational goal and course of study and in the development of an education plan.

history: (History: Amended by Stats. 2012, Ch. 624, Sec. 6. (SB 1456) Effective January 1, 2013. Note: See provision in Section 78218 making operation contingent upon funding.)

title: 3. POSTSECONDARY EDUCATION

article: 1. Student Matriculation


text:
It is the intent of the Legislature that, pursuant to Sections 78213 and 78213.1, all of the following are satisfied:

(a) All United States high school graduate students and those who have received a high school equivalency certificate, regardless of background or special population status, who plan to pursue a certificate, degree, or transfer program offered by the California Community Colleges, shall be directly placed into, and, when beginning coursework in English or mathematics, shall be enrolled in, transfer-level English and mathematics courses if their program requires mathematics or English.

(b) California community colleges shall place and enroll students into transfer-level mathematics or English coursework that satisfies a requirement of the student’s intended certificate or associate degree or a requirement for transfer within their intended major.

(c) When the California State University and University of California systems require mathematics or English prerequisites, both of the following apply:

(1) Community colleges shall determine the methods of fulfilling the prerequisite, whether it be through high school coursework, completion of corequisite coursework or concurrent support activity, credit by examination, credit for prior learning, or multiple measures placement into, or completion of, a course with the same or higher prerequisite.

(2) The California State University shall, and the University of California is requested to, work collaboratively with the California Community Colleges to maintain articulation of courses successfully completed at the California Community Colleges.

(d) California community colleges create the largest opportunities possible for access to transfer-level courses, ensure the greatest enrollment possible into those courses, and provide students the support they need to perform well and be successful in completing those courses.

(e) In order to protect the rights of students with disabilities to fully benefit from participation in postsecondary educational programs, students with documented disabilities shall retain access to educational assistance classes, as described in Section 56028 of Title 5 of the California Code of Regulations, that are offered to students who otherwise would not be able to benefit from general college classes even with appropriate academic adjustments, auxiliary aids, and services.

(f) Notwithstanding this article, community colleges remain responsible for implementing state and federal laws pertaining to funding and providing services to students with disabilities, including, but not limited to, Chapter 14 (commencing with Section 67300) of Part 40 of Division 5, the federal Rehabilitation Act of 1973 (29 U.S.C. Sec. 701 et seq.), as amended, and the federal Americans with Disabilities Act of 1990 (42 U.S.C. Sec. 12101 et seq.), as amended.

history: (History: Amended by Stats. 2023, Ch. 131, Sec. 48. (AB 1754) Effective January 1, 2024. Note: See provision in Section 78218 making operation contingent upon funding.)

title: 3. POSTSECONDARY EDUCATION

article: 1. Student Matriculation


text:
(a) A community college district or community college shall not use any assessment instrument for the purposes of this article without the authorization of the board of governors. The board of governors may adopt a list of authorized assessment instruments.

(b) The board of governors shall review all assessment instruments and shall consider for approval those that meet all of the following requirements:

(1) Assessment instruments shall meet established standards of validity and reliability.

(2) Assessment instruments shall be sensitive to cultural and language differences between students, and shall be adapted as necessary to accommodate students with disabilities.

(3) Assessment instruments shall be used solely as an advisory tool to assist students in the selection of appropriate courses.

(4) Assessment instruments shall not be used to exclude students from admission to community colleges.

(c) (1) A community college district or community college shall maximize the probability that a student will enter and complete transfer-level coursework in English and mathematics within a one-year timeframe of their initial attempt in the discipline. For a student with a declared academic goal, the transfer-level coursework shall satisfy the English and mathematics course requirements of the intended certificate or associate degree, or a requirement for transfer within the intended major, within a one-year timeframe of their initial attempt in the discipline.

(2) Community colleges shall use, in the placement and enrollment of students into English and mathematics courses in order to achieve this goal, one or more of the following measures:

(A) High school coursework.

(B) High school grades.

(C) High school grade point average.

(3) When using multiple measures, colleges shall apply multiple measures in the placement and enrollment of all students in such a manner that all of the following occur:

(A) Low performance on one measure shall be offset by a higher performance on another measure.

(B) Multiple measures shall be used to increase a student’s placement recommendation and shall not be used to lower it.

(C) Any one measure may demonstrate a student’s preparedness for transfer-level coursework.

(D) The multiple measures placement shall not require students to repeat coursework that they successfully completed in high school or college or for which they demonstrated competency through other methods of credit for prior learning.

(E) The multiple measures placement gives students access to a transfer-level course that will satisfy a requirement for the intended certificate or associate degree, or a requirement for transfer within the intended major.

(4) For the purposes of this subdivision, using high school grade point average as a composite of student performance over multiple years of high school coursework is a sufficient use of multiple evidence-based measures.

(5) Community colleges shall use multiple evidence-based measures for placing students into English-as-a-second-language (ESL) coursework. For those students placed into credit ESL coursework, their placement should maximize the probability that they will complete degree and transfer requirements in English within three years.

(6) High school transcript data shall be used as the primary means for determining placement in English and mathematics courses. When high school transcript data is difficult to obtain, logistically problematic to use, or not available, a community college district or community college shall use self-reported high school information.

(7) (A) For students who have not graduated from high school, or for high school graduates unable to provide self-reported high school information, community colleges may use guided placement or self-placement.

(B) The placement and enrollment resulting from the guided or self-placement method shall maximize the probability that students enter and complete transfer-level mathematics and English coursework that satisfies a requirement of the intended certificate or associate degree or a requirement for transfer within the intended major, within a one-year timeframe of their initial attempt in the discipline.

(C) A community college may use guided placement or self-placement to direct English language learners who are not United States high school graduates into credit ESL programs and shall maximize the probability that students in credit ESL programs enter and complete transfer-level English within a timeframe of three years.

(D) District placement methods based upon guided placement, including self-placement, shall not do either of the following:

(i) Incorporate sample problems, assignments, assessment instruments, or tests, including those designed for skill assessment.

(ii) Request students to solve problems, answer curricular questions, present demonstrations and examples of coursework designed to show knowledge or mastery of prerequisite skills, or demonstrate skills through tests or surveys.

(8) The board of governors shall establish regulations governing the use of these and other measures, instruments, and placement models to ensure that the measures, instruments, and placement models selected by a community college demonstrate that they guide English and mathematics placements and enrollment to achieve the goal of maximizing the probability that a student will enter and complete transfer-level coursework in English and mathematics that satisfies a requirement of the intended certificate or associate degree or a requirement for transfer within the intended major within a one-year timeframe and credit ESL students will complete transfer-level coursework in English within a timeframe of three years.

(9) A community college district or community college shall maximize the probability that a student will enter and complete college-level coursework in English and mathematics within a one-year timeframe that for students who seek a goal other than transfer, and who are in certificate or degree programs with specific mathematics and English requirements, as determined by the program’s advisory board or accrediting body, that cannot be met with transfer-level coursework.

(10) Programs without mathematics or English requirements are exempt from this subdivision.

(d) A community college district or community college shall not recommend or require students to enroll in pretransfer-level English or mathematics coursework unless both of the following are true:

(1) The student is highly unlikely to succeed in a transfer-level English or mathematics course based on their high school grade point average and coursework.

(2) The enrollment in pretransfer-level coursework will improve the student’s probability of completing transfer-level coursework in English and mathematics within a one-year timeframe or, for credit ESL students, completing transfer-level coursework in English within a three-year timeframe.

(e) (1) By July 1, 2023, if a community college places and enrolls students into transfer-level mathematics or English coursework that does not satisfy a requirement for the student’s intended certificate or associate degree, or a requirement for transfer within the intended major, the community college shall show both of the following to verify the benefit of the coursework to students:

(A) The student is highly unlikely to succeed in a transfer-level English or mathematics course that satisfies a requirement for the intended certificate or associate degree, or a requirement for transfer within the intended major.

(B) The enrollment will improve the student’s probability of completing transfer-level mathematics or English coursework that satisfies a requirement for the intended certificate or associate degree, or a requirement for transfer within the intended major, within a one-year timeframe.

(2) If the benefit of the coursework, as described in paragraph (1), is not verified, the college shall not recommend or require students to enroll in that course after July 1, 2024, and shall notify students who continue to enroll in the course that it is optional and does not improve their chances of completing subsequent coursework that satisfies a requirement for their intended certificate or associate degree, or a requirement for transfer within their intended major.

(f) (1) By July 1, 2024, for calculus-based associate degrees or transfer majors in science, technology, engineering, and mathematics (STEM), community colleges shall examine the impact of placing and enrolling students into transfer-level course sequences, composed of no more than two transfer-level courses, that prepare students for the first STEM calculus course, in order to verify the benefit of the coursework to students by showing all of the following:

(A) The student is highly unlikely to succeed in the first STEM calculus course without the additional transfer-level preparation.

(B) The enrollment will improve the student’s probability of completing the first STEM calculus course.

(C) The enrollment will improve the student’s persistence to and completion of the second calculus course in the STEM program, if a second calculus course is required.

(2) If the benefit of the coursework, as described in paragraph (1), is not verified, the college shall not recommend or require students to enroll in that course after July 1, 2025, and shall notify students who continue to enroll in the course that it is optional and does not improve their chances of completing calculus for their STEM program.

(g) Community colleges are encouraged to explore the impact of concurrent support for the first STEM calculus course as an alternative to transfer-level preparatory courses that are not part of the STEM degree or transfer coursework for the STEM major.

(h) By July 1, 2023, a community college district or community college, when considering the placement and enrollment of a student into transfer-level English and mathematics, shall not rely upon any of the following as a justification for placing and enrolling a student into pretransfer-level mathematics or English coursework or into transfer-level mathematics or English coursework that does not satisfy a requirement for the student’s intended certificate or associate degree, or a requirement for transfer within the intended major:

(1) The length of time between a student’s enrollment date at the community college and the student’s high school graduation date.

(2) Whether the student belongs to a special population, including, but not limited to, foster youth, veterans, economically disadvantaged students or those students who participate in extended opportunity programs and services, participants in disability services and programs for students, and students in Umoja, Puente, or Mathematics, Engineering, Science Achievement (MESA) programs.

(3) Whether the student can provide a high school transcript, self-reports high school information, or uses self-placement or guided placement.

(i) (1) By July 1, 2023, all United States high school graduates, and those who have received a high school equivalency certificate, regardless of background or special population status, who plan to pursue a certificate, degree, or transfer program offered by the California Community Colleges, shall be directly placed into, and, when beginning coursework in English or mathematics, enrolled in, transfer-level English and mathematics courses.

(2) If the student has a declared academic goal, the mathematics and English coursework shall satisfy a requirement of the student’s intended certificate or associate degree or a requirement for transfer within the intended major.

(3) A community college shall not require students to repeat coursework that they have successfully completed in high school or college or take coursework that repeats competencies that the student has demonstrated through other methods of credit for prior learning.

(4) A community college shall not enroll into noncredit coursework students who have graduated from a United States high school or been issued a high school equivalency certificate, as a substitute or replacement for direct placement and enrollment into transfer-level English and mathematics coursework as described in paragraph (1) of subdivision (c).

(j) The following are exceptions to transfer-level placement and enrollment into mathematics and English coursework, as described in subdivision (i):

(1) Students who have not graduated from a United States high school or been issued a high school equivalency certificate.

(2) Students enrolled in a certificate program without English or mathematics requirements.

(3) Students enrolled in a noncredit ESL course who have not graduated from a United States high school or been issued a high school equivalency certificate.

(4) Students with documented disabilities in educational assistance classes, as described in Section 56028 of Title 5 of the California Code of Regulations, who are otherwise not able to benefit from general college classes even with appropriate academic adjustments, auxiliary aids, and services.

(5) Students enrolled in adult education programs who have not graduated from a United States high school or been issued a high school equivalency certificate.

(6) Students enrolled in adult education programs who are enrolled in coursework other than mathematics or English.

(7) Current high school students in dual enrollment or taking courses not available in their local high school.

(8) The community college has provided local research and data pursuant to subdivisions (e) and (f) to verify the benefit of the placement and enrollment into transfer-level coursework that does not satisfy a requirement for the intended certificate or associate degree or a requirement for transfer within the intended major.

(9) College-level placement and enrollment in lieu of transfer-level placement and enrollment may occur for:

(A) Students in career technical programs seeking a certificate or associate degree with specific requirements, as dictated by the program’s advisory or accrediting body, that cannot be satisfied with transfer-level coursework

(B) Specific subgroups of students for whom a community college district or community college has provided local research and data meeting the evidence standards pursuant to subdivisions (e) and (f) that allow for the placement and enrollment of the student subgroup into pretransfer-level mathematics or English coursework.

(k) (1) For students who need or desire extra academic support when enrolled in transfer-level mathematics or English coursework, community colleges shall provide access to tutoring, support-enhanced transfer-level mathematics and English courses, concurrent low-unit credit or similar contact hour noncredit corequisite coursework for transfer-level mathematics and English, or other academic supports.

(2) A community college may require students to enroll in additional concurrent support, including additional language support for ESL students, during the same term that they take a transfer-level English or mathematics course, if it is determined that the support will increase the student’s likelihood of passing the transfer-level English or mathematics course.

(3) Nothing in this subdivision shall be construed as limiting student access to additional concurrent support nor requiring students to enroll into concurrent supports.

(l) The Chancellor’s Office of the California Community Colleges may require a community college or community college district to change or adopt a placement policy or practice identified by the chancellor’s office to ensure that a community college or community college district’s placement and enrollment of students into mathematics, English, and ESL is consistent with the requirements of this section.

(m) Nothing in this section is meant to add mathematics and English requirements to certificate programs that do not have mathematics or English requirements.

(n) For purposes of this section, the following definitions apply:

(1) “Assessment” means the process of gathering information about a student regarding the student’s study skills, English language proficiency, computational skills, aptitudes, goals, learning skills, career aspirations, academic performance, and need for special services. Assessment methods may include, but not necessarily be limited to, interviews, standardized tests, attitude surveys, vocational or career aptitude and interest inventories, high school or postsecondary transcripts, specialized certificates or licenses, educational histories, and other measures of performance.

(2) “Pretransfer level,” with respect to courses, includes basic skills, remedial, and college-level courses.

(3) “Transfer-level written communication” and “transfer-level quantitative reasoning” have the same meaning as transfer-level English and transfer-level mathematics, respectively.

history: (History: Amended by Stats. 2022, Ch. 926, Sec. 3. (AB 1705) Effective January 1, 2023. Note: See provision in Section 78218 making operation contingent upon funding.)

title: 3. POSTSECONDARY EDUCATION

article: 1. Student Matriculation


text:
(a) Beginning July 1, 2023, the Chancellor’s Office of the California Community Colleges shall make available on its internet website a dashboard containing multiyear data, beginning from 2015. The dashboard shall be updated annually pursuant to subdivision (b) and shall contain data submitted to the chancellor’s office by community colleges on student progression and completion of transfer-level English, mathematics, and ESL courses, disaggregated by community college and by all the following:

(1) Age group.

(2) Whether the student received corequisite support.

(3) Receipt of disability services and programs for students.

(4) Receipt of extended opportunity programs and services.

(5) Ethnicity.

(6) Foster youth status.

(7) Gender.

(8) Discipline–relevant high school performance bands.

(9) Mathematics, Engineering, Science Achievement (MESA) program students.

(10) Puente students.

(11) Umoja students.

(12) Veteran status.

(b) Beginning on December 1, 2024, and annually thereafter, the chancellor’s office shall update the dashboard, as established in subdivision (a), and inform the Assembly Committee on Higher Education, the Assembly Budget Subcommittee on Education Finance, the Senate Committee on Education, and the Senate Budget and Fiscal Review Subcommittee on Education of the update.

history: (History: Added by Stats. 2022, Ch. 926, Sec. 4. (AB 1705) Effective January 1, 2023. Note: See provision in Section 78218 making operation contingent upon funding.)

title: 3. POSTSECONDARY EDUCATION

article: 1. Student Matriculation