Implications of Evolving Registration Priority Policies in California's Community Colleges

Commentary authors
Jillian Leigh Gross
Peter Riley Bahr
Summary

In recent years, California's Proposition 30 offered some relief to the Community College system, raising the course sections and reducing waitlisted students. Yet, a crucial problem persists: "seat rationing," limiting access. The Student Success Task Force addressed this through priority policies but faces challenges as these policies inherently prioritize certain students while limiting access for others. The upcoming statewide policy will allow flexibility at the college level, posing concerns about equity. Research on registration policies within California's colleges revealed significant variability in these policies, indicating a need for comprehensive studies on their short- and long-term effects. These policies might disadvantage specific student groups, highlighting the necessity for transparent communication and inter-institutional agreements. Moreover, there is a call to improve systems that help students find alternative courses when their preferences are full, possibly through technology-driven solutions. Finally, there's an urgent need for introspection on the underlying values in these policies as they shift from access to fiscal responsibility and credential completion. Understanding these assumptions is vital for informed decisions about the future of community colleges.

The Counseling Opportunity Structure

Examining Correlates of Four-Year College-Going Rates
Commentary authors
Aliza Gilbert
Mark Engberg
Summary

High school counselors, often overlooked, are vital in guiding students toward college. The Pathways to College Act acknowledges their role, yet many schools lack systematic ways to provide crucial college and financial aid information. A national study explored how counseling norms and resources impact college-going rates. Findings revealed that a school's environment significantly shapes its college culture. Counseling departments are crucial, with their workload and focus on college counseling directly influencing a school's atmosphere. Resources like financial aid assistance, college fairs, and college-level courses also impact college attendance rates. Schools were categorized based on counseling structures: divergent, emergent, and convergent. Effective counselor education is vital for meaningful college counseling, and counselor caseloads should align with counseling goals. Beyond counselors, school climate and student attitudes shape the college culture, demanding engagement from administrators to foster a supportive environment. Policy implications stress comprehensive counselor education, aligned caseloads, and broader school involvement in promoting a college-going culture. Understanding a school's counseling structure aids administrators in resource allocation, fostering values that enhance college access for all students.

Impact of a Classroom-Based Guidance Program on Student Performance in Community College Math Classes

Commentary authors
Kristin Butcher
Mary Visher
Summary

The Student Success Act of 2012 in California prompts a restructure of student support services in higher education. A new study evaluating a guidance program at South Texas College offers insights for California policymakers and nationwide. This program aimed to aid students struggling in entry-level math courses, a common hurdle in community colleges. It involved Beacon Volunteers giving brief presentations in math classes about available campus services. The evaluation, using random assignment, showed a 30% increase in tutoring center visits and a 20% drop in math class withdrawals. While overall pass rates didn't significantly rise, part-time students benefited with a 10% increase in pass rates. The study highlights the effectiveness of brief, in-classroom interventions and suggests lessons for researchers and practitioners, emphasizing the feasibility of whole-class randomization, the need for more tutoring center research, and the scalability and affordability of such interventions. It underscores the impact of providing information directly to students before they require assistance, offering valuable insights for educational practices.

Financial Aid’s Role in Meeting State College Completion Goals

Commentary author
Summary

A new study delves into enhancing college completion rates through state financial aid reforms. It synthesizes evidence, emphasizing four key strategies: providing clear aid application information, simplifying eligibility criteria, offering early commitments, and aligning aid with state policy objectives. Presently, states have numerous complex aid programs that lack clarity and are poorly publicized. Most aid is not committed until late in high school, creating financial planning difficulties. Moreover, a significant portion of aid is merit-based rather than need-based. Authors recommend consolidating aid programs for clearer eligibility, prioritizing early awareness, and aligning aid with state goals. These reforms aim to maximize educational attainment without increasing financial investment. Achieving these changes involves reshaping aid structure and delivery mechanisms, demanding strong commitment from state officials, campus leaders, and education advocates. While not a solitary solution, these reforms can significantly expand educational access and opportunities.

Class or Race

How Does Socioeconomic Diversity Affect Cross-Racial Interactions?
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Summary

Researchers explore the impact of class diversity on cross-racial interaction in higher education, particularly pertinent in states post-affirmative action bans like California. While class diversity indirectly influenced interactions, racial diversity had a direct effect. Interacting across class lines correlated with greater racial interaction, but class diversity alone did not ensure robust engagement with racial diversity. A new study finds that despite a relationship between race and class diversity, they are not interchangeable. Racial diversity's impact was not overshadowed by class diversity, indicating its distinct influence on cross-racial interaction. Class diversity, coupled with racial diversity, was noted to challenge racial barriers and enhance conditions for interracial contact, aligning with Gordon Allport's contact theory. In California's higher education, threats to diversity arise from limited state funding and increased out-of-state enrollments. Despite enrolling many Pell Grant recipients, racial diversity remains limited, highlighted in legal cases such as Fisher v. University of Texas. The study underscores the crucial role of both class and racial diversity in preparing students for engagement in a diverse society and contributing to civic good.

Can High Schools Reduce College Enrollment Gaps with a New Counseling Model?

A Summary of a Research Study
Commentary authors
Jennifer L. Stephan
James E. Rosenbaum
Summary

Policymakers aim to boost four-year college attendance for disadvantaged students who often end up in less advantageous two-year colleges. Navigating complex college procedures without parental guidance poses challenges. Traditional counseling falls short due to time constraints and individualized approaches. Chicago Public Schools introduced a coaching model focusing solely on postsecondary plans, engaging students proactively, fostering relationships, and utilizing group sessions. Studying students post-high school revealed gaps in the enrollment process, especially among Latino and low-SES students. Encouraging completion of college-related tasks bridged these gaps, increasing specific plans and enrollment chances. Schools with coaches saw higher rates of students attending four-year colleges, particularly benefiting low-SES and Latino students. However, questions linger about neglecting high achievers, early intervention's impact, and long-term college persistence effects. New research underscores that group advising, like the coach program, may enhance educational outcomes for disadvantaged students, promising potential improvements in the future.

California’s Increasing Graduation Rate Outpaces the Nation

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Summary

California's 2011–12 academic year showed a drop in dropouts and a rise in high school graduation rates. Graduates from the ninth grade in 2008–9 reached 78.5%, a 3.8% increase over two years. Federal data also highlight this trend, marking California's highest graduation rate in two decades. However, challenges persist, with significant disparities among racial groups. Factors like national campaigns and local initiatives contribute to these positive shifts, yet broader improvements will require addressing societal issues like unemployment and poverty. These advancements in graduation rates reflect collaborative efforts from various stakeholders, but the trajectory for future progress hinges on deeper community and familial support, especially in tackling socioeconomic challenges.

Beyond the Master Plan

The Case for Restructuring Baccalaureate Education in California
Commentary author
Summary

California's famed 1960 Master Plan for Higher Education, a triumph in many regards, has faltered in one key aspect: the state ranks at the bottom among states in the percentage of college-age individuals achieving a bachelor's degree. This low attainment stems from restrictions within the Master Plan, limiting access to 4-year baccalaureate institutions to only the top eighth and third of high school graduates for the University of California and state colleges, respectively. Consequently, community colleges have absorbed the majority of enrollment growth, with 40% to 50% of all students seeking a B.A. Now, California ranks last in college students attending 4-year institutions. Researchers advocate for expanded 4-year enrollment capacity, citing the powerful link between 4-year college enrollment and bachelor's degree attainment across states. A new study proposes restructuring through hybrid institutions, like university centers and 2-year university branch campuses, aimed at bridging the gap between 2-year and 4-year institutions to facilitate more direct entries into bachelor's programs. These adjustments, while not altering the Master Plan's core, strive to enhance the collective capacity of UC, CSU, and the community colleges toward supporting baccalaureate education, aligning with the overarching aim they share.

The Role of For-Profit Colleges in Increasing Postsecondary Completions

Commentary author
Su Jin Jez
Summary

California faces declining enrollment in public colleges amid budget cuts, while demanding more graduates. For-profit colleges (for-profits) offer a viable solution. Despite past demonization, for-profits were significant in 2009, enrolling around 400,000 and issuing 1 in 5 long-term certificates or degrees in California. Partnering with for-profits could bridge educational gaps. However, California’s fragmented higher education system needs a unified state-level body to set objectives, assess needs, and regulate institutions. Creating such an entity could streamline education goals and methods. Additionally, revising the federal 90/10 financial aid policy for for-profits could foster quality. Implementing a modified 90/10 rule in California would require at least 10% of students to pay tuition from non-federal sources, ensuring market-driven quality standards. While this wouldn't solve larger strategic issues, it offers an initial step to ensure educational standards while protecting student and taxpayer investments.

What Does it Take to Dramatically Increase Literacy among Secondary Students?

Commentary author
Chantal Francois
Summary

In response to concerning National Assessment of Educational Progress data indicating 79% of urban eighth graders reading below proficiency, scholars offer varied explanations—cultural disparities, instructional oversight, and a content-focused approach in secondary education. Few instances are documented of schools successfully addressing these challenges. A new study chronicles Grant Street Secondary School's transformation, witnessing a notable drop from 30% to 2.9% in students reading far below level in five years, fostering a robust "culture of reading." It explores the school's context, highlighting the principal's role as a literacy advocate, engaging in professional development and modeling reading initiatives. Collaborative schedules enabled teachers to jointly design curriculum, review student work, and integrate innovative methods. Grant Street's success underscores the importance of gradual changes and the interaction between schoolwide accountability and teacher autonomy. Prioritizing teacher growth and cultivating a reading-focused environment led to significant progress, emphasizing the pivotal role of leadership, collaboration, and pedagogical emphasis in enhancing literacy.

Multicultural Education and California’s Community Colleges

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Summary

In recent years, California has prioritized multicultural education to serve its diverse student body and enhance global competitiveness. Despite this focus, a study highlighted concerns regarding minority student retention, citing feelings of alienation and stereotypes among students. Surprisingly, fewer than half of the state's community colleges had multicultural graduation requirements, lacking depth in higher-order thinking skills in this realm. The study emphasized the discrepancy between campus diversity and the existence of these requirements. The Academic Senate initiated investigations into implementing ethnic studies requirements and urged curriculum committees to evaluate student compliance. Multicultural education remains pivotal in shaping diverse student experiences, warranting further research to gauge recent progress in these requirements across California's community colleges.

Do Community Colleges Contribute to Local Economic Growth?

Commentary authors
Andrew Crookston
Gregory Hooks
Summary

In the post-World War II era, community colleges expanded significantly, initially tasked with providing higher education access to broader populations. However, from the 1970s, fiscal constraints led to reduced state funding, creating competition with other priorities like criminal justice. This shift resulted in declining support for community colleges, contrasting sharply with increased investment in incarceration. The repercussions of this budgetary shift are evident. Recent studies show that while community colleges significantly boosted local employment during periods reliant on state funding, more recent years marked by rising tuition fees and decreased appropriations saw a decline in their employment impact. Ironically, where community colleges maintained low tuition rates, an unexpected inverse relationship between their presence and local employment growth emerged. Despite the soaring demand for community colleges, they face constraints and are compelled to operate with limited resources, compromising both educational opportunities and their contributions to local employment. A recent study advocates for a reprioritization towards community colleges and other postsecondary educational opportunities, urging states to reconsider their allocation of resources to bolster educational access and promote rural employment growth.

AVID at Community Colleges Offers New Opportunities to Reach High-Need Students

Commentary author
Summary

American community colleges enroll 46% of U.S. undergraduates, with a majority being African American and Hispanic students. Facing budget constraints, California community colleges are vital, and the Advancement Via Individual Determination (AVID) program, successful in middle and high schools, is explored as a model for supporting underprepared students. A case study examines AVID's initial implementation in a northern California community college, revealing positive impacts on student focus, organization, and motivation. Challenges include faculty resistance and institutional change. The implementation aims to transform college culture to better serve underrepresented students transferring to four-year institutions. With Governor Jerry Brown's funding cut for high school AVID programs, AVID in community colleges gains importance. AVID for Higher Education emphasizes essentials like retention and graduation time. The study offers a framework for leveraging AVID's potential in higher education, supporting underprepared and historically underrepresented students in community colleges.

Voters Want More of What They Won’t Pay For—Stronger Higher Education

Commentary author
Summary

Californians express concern about the state's higher education system, as revealed by the latest Public Policy Institute of California (PPIC) survey. Respondents acknowledge the importance of a strong higher education system for the state's future and recognize the negative impact of recent budget cuts on colleges and students. However, a significant majority is unwilling to pay higher taxes to support post-secondary education, and a similar majority rejects the idea of students paying more for their education. These findings align with a persistent trend observed in PPIC surveys since 2007, indicating that Californians are reluctant to cut expenditures on favored services but resist tax increases or additional fees for themselves. The survey results reflect a broader sentiment revealed in a recent Gallup poll, indicating that, on average, Americans believe 51 cents of every federal dollar is wasted. This skepticism about government spending hampers efforts to secure increased funding for essential public services, including higher education, despite the recognition of its importance. The challenge lies in overcoming the belief that a substantial portion of government spending is wasteful, which impedes support for increased funding where it is needed most.

Measuring Career Readiness

Commentary author
Summary

The prevailing educational focus on "college and career readiness" lacks consensus on defining and measuring career readiness, showcasing a deeper divide in assessment policy discussions. During the Bush administration, a stance simplifying tests to a universal concept clashed with the nuanced understanding of varied test types. This underlines a fundamental divide: comprehensive assessments seeking detailed insights into students' strengths versus standardized tests sorting students based on proficiency in specific subjects like math and English. This predominant view oversimplifies readiness, equating college and career readiness and reducing it to performance in math (such as Algebra II in California) and English. Challenging this status quo demands demonstrating how more complex assessments—providing insights into diverse skills and knowledge—justify their costs in determining students' readiness for adult life. Shifting this perspective entails proving the value of intricate assessments against the expenses, aiming to showcase how comprehensive insights into students' abilities outweigh the complexities—a challenging endeavor in assessment policy.

The Promise of Post-Secondary Education in California

Commentary author
Summary

The Long Beach Promise exemplifies a coordinated post-secondary education pathway, a rarity within California's fragmented system. Presently, the state operates three separate systems—UC, CSU, and CCC—each operating independently and often competing for resources. The Long Beach Promise stands out as an exception, showcasing collaboration among CSU, CCC, and K–12 educators to create a clearer path to college. Central to this initiative is the Early Assessment Program (EAP), pivotal in indicating readiness for college-level coursework. It offers students a consistent understanding of college readiness and eases transitions between high school and college. Notably, Long Beach's model is being emulated across California, with initiatives like PACE in the Inland Empire and similar efforts in San Francisco and Sonoma County. These regional collaborations focus on increasing EAP participation and using it for post-secondary placement. These projects symbolize a departure from institutional autonomy toward a cohesive education system aimed at serving local students better. By relinquishing some independence, individual institutions contribute to constructing an integrated educational structure that addresses critical challenges faced by the state's education system. This collective effort promises tangible progress in enhancing college access and success for California's students.

Financial Crisis and Budget Cuts

Education Finance Reform Opportunity?
Commentary author
William Perez
Summary

Amid budget cuts, schools are adopting unconventional measures for funding. Anaheim Unified School District employs GPS devices for students with unexcused absences, costing $8 daily per student, aiming to retain funding lost at $35 per absent student. Simultaneously, traditional schools switch to charters for increased funding and flexibility, impacting public schools financially. The efficacy of these initiatives on academic outcomes remains uncertain. Budget-driven decisions might harm education quality and overlook underlying issues. A Pepperdine University study exposes disparities in California’s education spending, revealing a decline in direct classroom spending despite overall funding increases. This highlights the urgency for comprehensive school finance reform, sparking discussions among policymakers, scholars, and the public. Optimizing spending efficiency becomes crucial to mitigate adverse effects during economic downturns. Engaging in informed dialogues and research is vital to avoid hasty, ineffective solutions, such as mandating GPS tracking for funding. California’s ongoing budget challenges call for a strategic reassessment of school finance policies. A collaborative effort involving stakeholders can pave the way for impactful reforms, ensuring optimal resource utilization without compromising educational standards amidst financial constraints.

Tierney and García on the Early Assessment Program

Commentary author
Summary

Tierney and García's study in American Behavioral Scientist reevaluates their prior research on the Early Assessment Program (EAP) in Los Angeles, revealing minimal awareness among students about EAP and its impact on college readiness. Their findings question the program's efficacy, highlighting students' lack of comprehension and scarce access to preparatory courses. While their study indicates negligible influence on student behavior and educator actions, it prompts crucial policy considerations about the value of information in student decision-making. Despite criticisms of EAP's limited evidence of effectiveness, the study doesn't conclusively support or dismiss the program's efficacy, leaving policymakers to weigh its future against potential alternatives in the national assessment landscape.

Cuts to California’s Higher Education System

Consequences for First-Generation College Students
Commentary author
William Perez
Summary

California's proposed massive cuts to higher education, slashing $500 million from UC and CSU and $400 million from community colleges, will raise fees, reduce courses, and limit enrollment. Chancellor Jack Scott predicts turning away 350,000 community college students, significantly impacting the 45% of first-generation learners. CSU's 35% first-generation population also faces constraints. These cuts affect crucial support programs, services, and class availability, particularly for counseling and childcare. Wealthier UC students shifting to CSUs may intensify competition, disadvantaging vulnerable students. Public dissatisfaction, highlighted by a Public Policy Institute of California study, stresses concerns about affordability and borrowing. Possible solutions, like a sliding-scale tuition system based on family income, supported by 72% of Californians, aim to ease access barriers. Discussions must protect these students and explore strategies ensuring their access and success in higher education, securing California's future.

Nurturing Undocumented Student Talent in Higher Education

Commentary author
William Perez
Summary

A recent LA Times article indicates positive views among Californians on immigrants, with 48% seeing them as beneficial and 59% supporting residency for long-employed undocumented workers. It urges a reevaluation of laws like AB540 and the California DREAM Act, emphasizing their economic advantages. Despite debates about costs, recent reports suggest that the actual enrollment of undocumented students in California's higher education may be as low as 0.23%. This challenges assumptions about financial burdens. Given California's immigration impact, the incoming governor must advocate actively for comprehensive immigration reform and the DREAM Act.

Does California Need a High School Exit Exam?

Commentary author
Summary

Research findings indicate that the California High School Exit Exam (CAHSEE) exit exam has not yielded the expected benefits and, instead, has negatively affected many students. Criticism revolves around the exam's low proficiency levels in math (7th-8th grade) and English (10th grade). The debate focuses on the necessity of the exam and the appropriate performance standard. Increasing the bar to a college-ready level might significantly raise graduation failure rates, while eliminating the exam could diminish a student's incentive for engagement. With the emergence of new assessment systems aligned to Common Core Standards, the conflict between graduation requirements and college readiness will likely intensify, potentially leading to the abandonment of the exit exam.

The California Diploma Project

A Big Step Forward
Commentary author
Summary

PACE has been hosting the California Diploma Project, uniting eight stakeholders across the state's education system to enhance alignment. Recently, they endorsed using the 11th-grade CST in the Early Assessment Program as a measure of readiness for college-level work. This sets a clear target for students aiming for college success and provides a benchmark for diverse college assessment systems. However, the majority of California students fall short of this readiness standard. In 2009, only a small percentage met the EAP standard in English and Math. While boosting these numbers won't be simple, having a common indicator for college readiness offers a starting point to address this challenge.

Welcome to Conditions of Education in California

Commentary authors
Summary

For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.

Capitalizing on California-Nurtured Talent

Undocumented Students and the California DREAM Act
Commentary author
William Perez
Summary

The Plyler v. Doe Supreme Court case in 1982 established that undocumented children have the right to a public education, protecting around 1.5 million children. However, the educational rights of about 65,000 undocumented high school graduates expire annually, posing challenges for their access to higher education. Texas passed HB1403 in 2001, allowing undocumented graduates to pay in-state tuition, citing economic benefits. Following suit, California passed AB540, providing in-state tuition but facing challenges in enrollment. California Senate Bill 1460, the California DREAM Act, aims to grant access to state financial aid for undocumented students who qualify for in-state tuition. Despite state investments in their education, Governor Schwarzenegger has vetoed the California DREAM Act three times. With federal immigration reform expected, there are questions whether California will seize the opportunity to tap into the potential talent pool of educated undocumented students by passing the California DREAM Act in 2010. The article highlights the resilience, academic achievement, and community contributions of undocumented students, urging recognition of their potential as an asset for the state.

Getting Down to Facts

Commentary author
Summary

"Getting Down to Facts" is a new research initiative commissioned by Governor Schwarzenegger's Committee on Education Excellence, state Democratic leaders, and Superintendent Jack O'Connell. Led by Susanna Loeb, a Stanford Graduate School of Education Professor and PACE codirector, this project seeks to explore California's school finance and governance systems. Its objective is to provide comprehensive insights essential for assessing the effectiveness of potential reforms. The initiative addresses three key questions: the current state of school finance and governance, optimizing existing resources for improved student outcomes, and evaluating the need for additional resources to meet educational goals. The studies from this project are expected to be available by January 2007.