GOOD AFTERNOON. I'D LIKE. TO
WELCOME EVERYONE TO THE ASSEMBLY
COMMITTEE ON HIGHER EDUCATION.
WELCOME TO THE OVERSIGHT
COMMITTEE AND OVERSIGHT HEARING
OF THE HIGHER EDUCATION
COMMITTEE. WHETHER YOU'RE HERE
IN PERSON WATCHING VIRTUALLY
THANK YOU SO MUCH FOR YOUR
PARTICIPATION. I'LL GO OVER SOME
LOGISTICS MATERIALS MOMENTARILY.
PLEASE NOTE THAT ALL MATERIALS
FOR THIS HEARING CAN BE ACCESSED
ONLINE AT. HTTP COLON SLASH
SLASH EIGHT H E D THAT ASSEMBLY
THAT CA.GOV FOREST. LAST
HEARINGS. SOME OF THE KEY
ELEMENTS OF TODAY'S HEARING AND
STRUCTURE INCLUDE THE FOLLOWING
WILL HAVE A FEW DIFFERENT
OPTIONS FOR PROVIDING PUBLIC
TESTIMONY TODAY. IN THE HEARING
ROOM TODAY. SO THANK YOU SO MUCH
FOR ALL OUR PARTICIPANTS HERE,
AND YOU CAN ALSO SUBMIT WRITTEN
COMMENTS AS WELL. WHEN WE
REACHED THE PUBLIC COMMON
PORTION OF THE AGENDA AWAY. I
SAID ANY MEMBERS OF THE PUBLIC
HERE IN THE ROOM, APPROACH THE
MIC AND TO FORM A LINE. YOU CAN
EXIT THE HEARING. ONCE YOU
FINISHED TESTIFYING, OR YOU CAN
STAY AND RETURN TO YOUR SEAT.
WITNESSES WHO ARE UNABLE TO
PHYSICALLY ATTEND THE HEARING
TODAY CAN SUBMIT WRITTEN
COMMENTS VIA THE LEGISLATIVE
PORTAL. PLEASE NOTE THAT ANY
WRITTEN TESTIMONY TRANSMITTED IS
CONSIDERED PUBLIC COMMENT AND
MAYBE READ INTO THE RECORD. AND
THANK YOU SO MUCH AGAIN FOR
JOINING US TODAY AND WE'RE VERY
HONORED TO BE JOINED BY SIMILAR
ORTEGA AS WELL. THANK YOU SO
MUCH. AND THANK YOU FOR ALL OF
YOU FOR BEING HERE TODAY WE HAVE
A ROBUST LINEUP OF SPEAKERS.
THANK YOU SO MUCH TO ELLEN AND
JANIE'S KEVIN AND THE HIRING
COMMITTEE FOR THEIR WORKING
EFFORTS ON THIS HEARING AS WELL.
RESEARCH HAS SHOWN THAT TOOL
ENROLLMENT PROGRAMS CONTINUE TO
GROW AS AN ALTERNATIVE METHOD
PROVIDING COLLEGE CREDIT TO HIGH
SCHOOL STUDENTS. HISTORICALLY
DUAL ENROLLMENT HAS TARGETED A
HIGHER ACHIEVING STUDENTS.
HOWEVER IN RECENT YEARS WITH THE
INTRODUCTION OF THE EARLY AND
MIDDLE COLLEGE, HIGH SCHOOLS AND
COLLEGE AND CAREER ACCESS
PATHWAYS PROGRAMS, ALL THOSE
ALSO KNOWN AS C CALF. DUAL ROOM
HAS BEEN USED TO REACH A BROADER
RANGE OF STUDENTS TO INCREASE
ACCESS AND EQUITY AND COLLEGE
ENROLLMENT. WHEN I WAS LIKE, CAN
MAKE COLLEGE TRUTH. STEVE FOR
THE ELECTORAL COLLEGE DISTRICT.
WE ENACTED A NUMBER C CAP
AGREEMENTS WITH OUR DISTRICTS AS
WELL. AND I'M LOOKING FORWARD TO
THE GROWTH OF DYLAN ROMAN HERE
IN CALIFORNIA WITH THE SPEAKERS
HERE TODAY WE LOOK FORWARD TO
ROBUST CONVERSATION. IN AUGUST
2023, THE PUBLIC POLICY
INSTITUTE OF CALIFORNIA, FOUND
THAT 103,784 STUDENTS
PARTICIPATED IN DUAL ENROLLMENT
PROGRAMS. THE VALUE OF DYLAN
ROMAN HAS BEEN PROVEN AS A
STRATEGIC TOOL TO HELP INCREASE
DEGREE ATTAINMENT AMONG
UNDERREPRESENTED STUDENTS IN
HIGHER EDUCATION. DIVERSITY AND
INCLUSION IN MIND. CALIFORNIA
HAS MADE HISTORICAL INVESTMENTS
INTO ONE ROOM PROGRAMS CURRENTLY
LEADS THE NATION IN HIGH SCHOOL
PARTICIPATION IN DUAL ENROLLMENT
PROGRAMS. QUESTIONS HAVE ALSO
BEEN RAISED AS TO WHO IS
PARTICIPATING AND WHO IS
BENEFITING FROM DUAL ENROLLMENT
PROGRAMS, AND IT IS IMPERATIVE
FOR US POLICYMAKERS TO HEAR
DIRECTLY FROM RESEARCHERS AND
PRACTITIONERS TO UNDERSTAND HOW
WE CAN STRATEGICALLY INVEST IN
DUAL ENROLLMENT PROGRAMS TO HELP
EXPAND COUNTER ROMAN AND
INCREASE CREDIT TAINMENT AMONG
OUR HIGH SCHOOL STUDENTS, AND I
LOOK FORWARD TO HEARING FROM OUR
PANELISTS TODAY. AND WITH THE
HOPES OF QUESTIONS CAN BE
ANSWERED TO SEE HOW THE
LEGISLATURE COULD PARTNER WITH
OUR K 12 AND COMMUNITY COLLEGE
COUNTERPARTS TO PROVIDE DUAL
ENROLLMENT OPPORTUNITIES TO ALL
STUDENTS, REGARDLESS OF WHERE
THEY ATTEND. HIGH SCHOOL. AND
THEN I LIKE TO MOVE TO OPENING
COMMENTS FOR MEMBERS SOMEWHERE,
ORTEGA WOULD YOU LIKE TO MAKE A
COMMENT? WELCOME. THANK YOU JUST
WANT TO THANK THE CHAIR AND THE
STAFF FOR ALL OF THEIR WORK AND
LOOKING FORWARD TO HEARING FROM
OUR EXPERTS TODAY AND MAKING
SURE THAT WE CONTINUE TO LEAD
AND HIGHER EDUCATION AS WE MOVE
FORWARD. THANK YOU SO MUCH FOR
SO MANY OVERTAKING FOR YOUR
LEADERSHIP AND EFFORTS IN
EXPANDING ACCESS TO COLLEGE
OPPORTUNITIES HERE IN CALIFORNIA
FOR HIGH SCHOOL STUDENTS AS WELL
AND NOW WE MOVE ON TO OUR FIRST
PANEL. THE FIRST PANEL WOULD BE
THE LANDSCAPE OF DYLAN ROMAN
HERE IN CALIFORNIA. I'D LIKE TO
INVITE OUR PANELISTS UP. I LIKE
TO FIRST INTRODUCE OUR FIRST
PANELISTS WHO WILL PROVIDE AN
OVERVIEW OF DUAL AND ROMAN
OPPORTUNITIES THROUGHOUT THE
STATE OF CALIFORNIA. SPEAKERS
FOR THE FIRST PANEL. OUR DR
MCCALL KURLANDER, LEAD
RESEARCHER FOR THE USE C. DAVIS
WHEELHOUSE AND DR OLGA RODRIGUEZ
, DIRECTOR OF PUBLIC POLICY
INSTITUTE OF CALIFORNIA HIGHER
EDUCATION CENTER. THANK YOU SO
MUCH FOR BEING HERE TODAY. DR.
KURLANDER PLEASE BEGIN WHEN
YOU'RE READY. WELCOME. THANK
YOU. CAN YOU HEAR ME? OKAY YES.
GOOD AFTERNOON. THANK YOU FOR
INVITING ME TO SPEAK WITH YOU
TODAY ABOUT DYLAN. ROMAN UM,
HAPPY TO BE HERE. I WANT TO
BEGIN MY REMARKS BY FIRST
EXPLAINING AND DESCRIBING WHAT
DO ENROLLMENT IS, AND WE JUST
HEARD A LITTLE BIT SO I WANTED
TO START BY SAYING DUAL
ENROLLMENT OCCURS WHEN A HIGH
SCHOOL STUDENT IS ALSO ENROLLED
IN A COLLEGE CLASS AT THE SAME
TIME. SUCH ENROLLMENT COULD BE
ENTIRELY FOR ENRICHMENT TO
EXPAND CURRICULAR OPPORTUNITIES
BEYOND THOSE AVAILABLE AT THE
HIGH SCHOOL, WHAT IS OFTEN
REFERRED TO AS CONCURRENT
ENROLLMENT. ALTERNATIVELY SUCH
ENROLLMENT COULD BE USED FOR
MEETING HIGH SCHOOL GRADUATION
REQUIREMENTS AND COLLEGE
ADMISSIONS REQUIREMENTS TO EARN
STUDENTS DUAL CREDIT THAT IS FOR
BOTH HIGH SCHOOL AND COLLEGE
DEGREE REQUIREMENTS AND BOTH OF
THESE TYPES OF OPPORTUNITIES.
COULD BE DONE EITHER INFORMALLY
BY STUDENTS WHO SEEK THEM OR
THROUGH MORE FORMAL DUAL
ENROLLMENT PROGRAMS, WHICH IS
THE RESULT OF A PARTNERSHIP OR
AN AGREEMENT BETWEEN LOCAL
EDUCATION AGENCIES 12 FOR HIGH
SCHOOL DISTRICTS AND A
POSTSECONDARY INSTITUTION, MOST
LIKELY A COMMUNITY COLLEGE. THIS
COULD INCLUDE THE COLLEGE AND
CAREER ACCESS PATHWAYS OR C CAPS
AS CHAIR PHªN JUST MENTIONED OR
OTHER ARTICULATION COURSES.
EARLY MIDDLE COLLEGE HIGH SCHOOL
PROGRAM. SHIP AGREEMENTS. WANT
TO SUMMARIZE WHAT WE KNOW FROM
THE RESEARCH ON THE BENEFITS OF
DUAL ENROLLMENT A VARIETY OF
RESEARCH OVER THE PAST DECADE
PLUS HAS DOCUMENTED THE BENEFITS
OF DUAL ENROLLMENT. THESE
STUDIES REPEATEDLY SHOW THAT
DUAL ENROLLMENT IS ASSOCIATED
WITH HIGHER RATES OF COLLEGE
ENROLLMENT AND BETTER POST
SECONDARY OUTCOMES, INCLUDING
PERSISTENCE AND DEGREE
ATTAINMENT ONCE IN COLLEGE. WHY
WHAT ARE THE MECHANISMS
ASSOCIATED WITH DUAL ENROLLMENT?
UM, THAT ARE ASSOCIATED WITH
THESE BETTER OUTCOMES. FIRST AND
FOREMOST, A MORE ADVANCED AND
EXPANSIVE SET, OF COURSE
OPTIONS. BUT SECONDLY, AND
EQUALLY IMPORTANT IS THAT DUAL
ENROLLMENT CAN PROVIDE STUDENTS
WITH INCREASED ENGAGEMENT AND
MOTIVATION FOR COLLEGE
ENROLLMENT. WHY THEY WHILE THEY
ARE STILL IN HIGH SCHOOL AND
THEREBY HELP DEVELOP AN EARLY
SENSE OF BELONGING AND IDENTITY
AS A COLLEGE STUDENT, SMOOTHING
THE PATHWAY, WARMING THE PATHWAY
BETWEEN HIGH SCHOOL AND COLLEGE.
WHAT DOES DUAL ENROLLMENT LOOK
LIKE? IN CALIFORNIA? I WOULD BE
REMISS IF I DIDN'T FIRST NOTE
THAT IT IS DIFFICULT TO GET AN
ACCURATE PICTURE OF DUAL
ENROLLMENT PARTICIPATION IN
CALIFORNIA. THIS IS LARGELY
GIVEN THE STATE'S SEGMENTED
EDUCATION SYSTEMS THAT ARE NOT
EASY TO LINK AT LEAST NOT FOR
NOW CRADLE TO CAREER. BUT DATA
LINKING NOTWITHSTANDING, THERE
ARE CHALLENGES ACCOUNTING FOR
CROSS SEGMENT ENROLLMENT. MORE
ON THAT AT THE END OF MY
COMMENTS TODAY, BUT FOR NOW, LET
ME JUST SAY WHAT WE HAVE DONE.
THROUGH PARTNERSHIPS WITH BOTH
THE CALIFORNIA DEPARTMENT OF
EDUCATION AND THE CALIFORNIA
COMMUNITY COLLEGE CHANCELLOR'S
OFFICE ARE RESEARCH CENTERS AT
UC DAVIS HAVE MATCHED SEVERAL
COHORTS OF CALIFORNIA HIGH
SCHOOL STUDENTS TO COMMUNITY
COLLEGE RECORDS TO INVESTIGATE
THE FOOTPRINT OF DUAL ENROLLMENT
AMONG CALIFORNIA HIGH SCHOOL
STUDENTS. AND HERE'S WHAT WE'VE
LEARNED FIRST DUAL ENROLLMENT IS
ON THE RISE IN 2015 16,
APPROXIMATELY 11% OF CALIFORNIA
HIGH SCHOOL GRADUATES HAD
ENROLLED IN A COMMUNITY COLLEGE
COURSE WHILE THEY WERE STILL IN
HIGH SCHOOL. COOL. BY 2018 19
RIGHT BEFORE THE PANDEMIC. THAT
NUMBER ROSE TO APPROXIMATELY 18.
SECOND DUAL ENROLLMENT
PARTICIPATION VARIES BY STUDENT
DEMOGRAPHIC GROUPS AND ACROSS
SCHOOL TYPE AND GEOGRAPHY.
SPECIFICALLY STUDENTS FROM ALL
RACIAL AND ETHNIC GROUPS HAVE
SEEN INCREASES AND DUAL
ENROLLMENT PARTICIPATION. BUT
THERE CONTINUE TO BE SUBSTANTIAL
GAPS. OVER ONE QUARTER OF ASIAN
STUDENTS PARTICIPATE IN SOME
COMMUNITY COLLEGE COURSES WHILE
IN HIGH SCHOOL COMPARED TO 22%
OF WHITE STUDENTS, BUT ONLY
APPROXIMATELY 16% OF BLACK OR
LATINO STUDENTS PARTICIPATE IN
DUAL ENROLLMENT. MOREOVER
ALTHOUGH DUAL ENROLLMENT RATES
HAVE RISEN IN RECENT YEARS, OUR
ANALYSIS SHOWS THAT OPPORTUNITY
TO PARTICIPATE IS NOT EQUALLY
DISTRIBUTED ACROSS THE STATE. IN
SOME COUNTIES, RATES OF DUAL
ENROLLMENT PARTICIPATES EXCEED
50% AND OTHERS LESS THAN 10% OF
HIGH SCHOOL STUDENTS
PARTICIPATE. STUDENTS
OPPORTUNITIES TO TAKE COMMUNITY
COLLEGE COURSES ARE OFTEN
DETERMINED BY THE HIGH SCHOOLS.
THEY ATTEND. NEARLY ALL
CALIFORNIA PUBLIC HIGH SCHOOLS
HAVE AT LEAST ONE STUDENT
PARTICIPATING IN DUAL
ENROLLMENT. BUT PARTICIPATION
RATES VERY GREATLY BY SCHOOL. UM
FROM LESS THAN 1% OF STUDENTS TO
NEARLY ALL STUDENTS
PARTICIPATING. IN 2015, THE
CALIFORNIA LEGISLATURE ENACTED A
B 288, WHICH PAVED THE WAY FOR
COMMUNITY COLLEGES AND HIGH
SCHOOLS TO ESTABLISH THESE
PARTNERSHIPS OF DUAL ENROLLMENT
COURSES THAT COUNT FOR BOTH HIGH
SCHOOL DIPLOMA AND AN ASSOCIATES
DEGREE. THESE AGREEMENTS SEE CAP
AGREEMENTS ARE DESIGNED TO
INCREASE OPPORTUNITY FOR
STUDENTS TO PARTICIPATE IN
COLLEGE CREDIT HIGH SCHOOL ARE
MATCH OF K 12 AND COMMUNITY
COLLEGE DATA ALLOWED US TO
DISTINGUISH BETWEEN DIFFERENT
TYPES OF DUAL AND ROMAN
PARTICIPATION. TO IDENTIFY
STUDENTS ENROLLED IN COMMUNITY
COLLEGE COMMUNITY COLLEGE
COURSES THAT HAVE VERY FEW HIGH
SCHOOL STUDENTS AND STUDENTS
ENROLLED IN COMMUNITY COLLEGE
COURSES THAT HAVE ONLY HIGH
SCHOOL STUDENTS, WHICH ARE PART
OF THE FORMAL DUAL ENROLLMENT
PROGRAM. THESE MORE FORMAL DUAL
ENROLLMENT PROGRAMS HAVE BEEN ON
THE RISE SINCE 2015 AND THE GOOD
NEWS IS THAT WE FIND THAT
PARTICIPATION IN THESE PROGRAMS
IS MUCH MORE EQUAL BY STUDENT
BACKGROUND. PARTICULARLY RACE,
ETHNICITY. IN FACT, LATIN
STUDENTS HAVE THE HIGHEST
PARTICIPATION RATES IN THESE
MORE FORMAL DUAL ENROLLMENT.
COMPARED TO LESS FORMAL DO
ENROLLMENT PROGRAMS AT 18/18
PERCENT. WHEN DOES DUAL
ENROLLMENT OCCUR? MOST STUDENTS
ENROLL IN DUAL ENROLLMENT
CLASSES IN LATER GRADES IN HIGH
SCHOOL, BUT WE ALSO SEE AN
INCREASING OPPORTUNITIES FOR
DUAL AND ROMAN EXPERIENCES
EARLIER IN HIGH SCHOOL AGAIN
EARLIER, BETTER FOR ALL THOSE
MECHANISMS, MECHANISMS THAT I
DESCRIBED TO ACCRUE OUR MOST
RECENT DATA OF 21 2021 22 SCHOOL
YEAR SHOWED THAT MOST
PARTICIPANTS ARE IN FACT, 11TH
AND 12TH GRADERS. BUT ACROSS THE
STATE ABOUT 5% OF CALIFORNIA'S
NINTH GRADERS, AND JUST OVER 7%
OF 10TH GRADERS ARE
PARTICIPATING IN DUAL
ENROLLMENT. EARLIER GRADE
PARTICIPATION COMES ABOUT FROM
THESE MORE FORMALIZED DUAL
ENROLLMENT PROGRAMS SUCH AS
EARLY COLLEGE HIGH SCHOOLS AND
SEE CAP AGREEMENTS. AND IT IS
THEN PERHAPS NOT SURPRISING THAT
AMONG NINTH GRADE ENROLLMENT
PARTICIPATION, WE DO NOT SEE THE
RACIAL ETHNIC DISPARITIES THAT
WE SEE IN LATER GRADES. THE
GREAT MAJORITY 70% OF NINTH
GRADERS ENROLLED IN DUAL
ENROLLMENT IN 2122 WERE PART OF
A C CAP PARTNERSHIP, AND I KNOW
YOU'RE GOING TO HEAR MORE ABOUT
C CAP STUDENTS FROM MY COLLEAGUE
DR RODRIGUEZ IN A MINUTE. I JUST
WANT TO QUICKLY NOTE WHAT
STUDENTS ARE TAKING. WE FIND
THAT NEARLY A QUARTER OF ALL
COURSES, ALL DUAL ENROLLMENT
STUDENTS ARE ENROLLED IN ARE
CLASSIFIED AS CAREER TECHNICAL
EDUCATION. THIS IS THE CASE
ACROSS GRADE LEVELS. WE ALSO
NOTE THAT NEARLY 11% OF COURSES
ARE CONSIDERED BASIC SKILLS
COURSES, WHICH IS IMPORTANT,
SINCE THESE MAY NOT MEET HIGH
SCHOOL REQUIREMENTS OR COLLEGE
ELIGIBILITY REQUIREMENTS. SORRY
EXCUSE ME. THESE MAY MEET HIGH
SCHOOL REQUIREMENTS OR COLLEGE
ELIGIBILITY REQUIREMENTS, BUT
ARE NOT LIKELY TO COUNT TOWARDS
COLLEGE DEGREE REQUIREMENTS. OR
CONSIDERED TRANSFERABLE TO A
FOUR YEAR INSTITUTION. LET ME
CLOSE BY MENTIONING WHERE I
THINK WE SHOULD GO FROM HERE.
HOW CAN WE FURTHER REALIZE THE
PROMISE OF DUAL ENROLLMENT FOR
STRENGTHENING THE PATHWAY TO
COLLEGE FOR MORE CALIFORNIA
STUDENTS, ESPECIALLY STUDENTS,
HISTORICALLY UNDERSERVED AND
UNDERREPRESENTED IN OUR
COLLEGES? FIRST WE NEED BETTER
DATA. SPECIFICALLY WE NEED TO
MORE ACCURATELY MEASURE
PARTICIPATION IN DUAL
ENROLLMENT. AND DO IN DIFFERENT
DUAL ENROLLMENT PROGRAMS AND TO
REGULARLY ASSESS EQUITY GAPS.
THIS INCLUDES IMPROVING DATA
QUALITY AT EACH RESPECTIVE
SEGMENT, FOR EXAMPLE, TO MORE
ACCURATELY ACCOUNT FOR DUAL
ENROLLMENT AS PART OF
CALIFORNIA'S COLLEGE AND CAREER
READINESS INDICATOR. THE C C I A
KEY PART OF THE STATES
ACCOUNTABLE K 12 ACCOUNTABILITY
SYSTEM. DOING SO WOULD REQUIRE
BETTER DATA REPORTING FROM
ELIA'S ON THEIR STUDENTS
PARTICIPATION IN DUAL ENROLLMENT
PROGRAMS. SIMILARLY THE
CALIFORNIA COMMUNITY COLLEGE
CHANCELLOR'S OFFICE COULD
STRENGTHEN DATA REPORTING ON
TYPES OF DUAL ENROLLMENT
PARTICIPATION BEYOND THE SEA CAP
INDICATOR. THIS TOO, REQUIRES
BETTER REPORTING FROM THE CAMPUS
LEVEL ABOUT THE TYPES OF DUAL
ENROLLMENT PARTNERSHIPS IN
COURSES. STUDENTS ENROLLING.
SECOND WE NEED TO EXPAND AND
ACCELERATE ACCESS TO MORE
FORMALIZED DUAL ENROLLMENT
OPPORTUNITIES. STUDENTS DO NOT
END UP ON EDUCATIONAL PATHWAYS
AT RANDOM, WHETHER THEY TAKE A
PARTICULAR ELECTIVE OR FIND A
COMMUNITY COLLEGE COURSE ON
THEIR OWN, OR WITH THE HELP OF
AN ADULT TO TAKE WHILE IN HIGH
SCHOOL FORMALIZED DUAL
ENROLLMENT PROGRAMS CAN MINIMIZE
TWO OF THE BIGGEST BARRIERS TO
COLLEGE ACCESS. INFORMATION AND
PREPARATION BY PROVIDING
CRITICAL OPPORTUNITIES FOR MORE
HIGH SCHOOL STUDENTS TO OBTAIN
ACCESS TO COLLEGE COURSES
THROUGH THEIR HIGH SCHOOL YEARS.
WE CAN SMOOTH THE TRANSITION TO
COLLEGE FOR THE STUDENTS ARE
EDUCATIONAL SYSTEMS HAVE
HISTORICALLY UNDERSERVED. OUR
RESEARCH SUGGESTS THAT FORMAL
DUAL ENROLLMENT PROGRAMS CAN GO
A LONG WAY TO CLOSING THE EQUITY
GAPS IN COLLEGE ACCESS. FINALLY
BEYOND PARTICIPATION. WE NEED TO
ENSURE THAT DUAL ENROLLMENT
COLLEGE CREDITS COUNT. ON THE
ONE HAND, WE'VE EXPANDED DUAL
ENROLLMENT OPPORTUNITIES AND
EASED SOME OF THE INFRASTRUCTURE
CONSTRAINTS IN PARTNERING
BETWEEN K 12 AND COMMUNITY
COLLEGE GOVERNANCE STRUCTURES.
YET ON THE OTHER HAND, WE HAVE
NOT ADEQUATELY ACCOUNTED FOR
DUAL ENROLLMENT COURSES IN
COLLEGE ELIGIBILITY REQUIREMENTS
, ADMISSIONS PLACEMENTS OR IN
TRANSFER CREDIT ONCE AT FOUR
YEAR INSTITUTIONS. WHETHER DUAL
ENROLLMENT CREDITS COUNT TOWARDS
COLLEGE DEGREE REQUIREMENTS,
ALLOWING STUDENTS TO COMPLETE
THEIR DEGREES MORE QUICKLY
REMAINS AN OPEN QUESTION IF WE
ARE WORKING TO EASE THE HIGH
SCHOOL TO COLLEGE TRANSITION
PROCESS, WE SHOULD ALSO ENSURE
THAT THIS PROCESS CAN ACTUALLY
IMPROVE EFFICIENCY AND ASSOCIATE
AND BACCALAUREATE DEGREE
ATTAINMENT. AT THIS POINT THAT
IS ONLY AN IMPLICIT GOAL OF DUAL
ENROLLMENT. WE SHOULD MAKE IT AN
EXPLICIT ONE, WHICH REQUIRES
THAT UBIQUITOUS GOAL TO BETTER
ARTICULATE ACROSS OUR EDUCATION
SYSTEM. THANK YOU NOW TURN IT
OVER TO MY COLLEAGUE, DR
RODRIGUEZ. THANK YOU SO MUCH.
WELCOME, DR RICHARDS. GREAT.
THANK YOU SO MUCH FOR THE
OPPORTUNITY TO TESTIFY THIS
AFTERNOON. MY NAME IS OLGA
RODRIGUEZ. I AM THE SENIOR
FELLOW AND DIRECTOR OF THE PPS,
HIGHER EDUCATION CENTER, AND PPC
IS AN INDEPENDENT, NON PARTISAN
RESEARCH ORGANIZATION, AND WE DO
NOT TAKE POSITIONS ON
LEGISLATION. AND SO MY COMMENTS
TODAY DRAWN OUR RESEARCH, WHICH
EXAMINES THE LANDSCAPE OF DUAL
ENROLLMENT IN CALIFORNIA. AS
WELL AS OUR STUDY THAT EXAMINED
THE COMMUNITY COLLEGE OUTCOMES
OF FORMER DWELLING ROLLEY'S AND
SO IN CALIFORNIA NATIONALLY S AS
HUSBAND SHARED DOLAN GROMMET,
WHICH PROVIDES ACCESS TO HIGH TO
COLLEGE COURSES FOR HIGH SCHOOL
STUDENTS, HAD LONG BEEN ONLY
ACCESSIBLE TO STUDENTS WHO WERE
HIGHER ACHIEVING AND ALREADY ON
THE TRACK TO A COLLEGE, UM TO A
PERCENT ENTER POST SECONDARY
EDUCATION, HOWEVER, OVER THE
LAST 10 YEARS, PROGRAMS AND
POLICY CHANGES HAVE BROADENED
ACCESS TO DUAL ENROLLMENT TO
UNDERACHIEVING STUDENT
POPULATIONS, AS WELL AS THOSE
UNDERREPRESENTED IN HIGHER
EDUCATION. IN OUR FIRST STUDY,
WE IDENTIFIED THREE PRIMARY
APPROACHES TO DUAL ENROLLMENT
EACH WEEK, WHICH WITH KEY
DIFFERENCES IN THE STUDENTS
SERVED AS WELL AS THE
STRUCTURES. UM THE NEWEST
PROGRAM KNOWN AS THE COLLEGE AND
CAREER ACCESS PATHWAY, WHICH HAS
BEEN DISCUSSED ALREADY. UM UM
AH, MEANT TO ACCESS BROUGHT AN
ACCESS TO UNDERACHIEVING
STUDENTS AS WELL AS
UNDERREPRESENTED. UM IT WAS
ESTABLISHED BY A B, 28 AND 2016
AND AIMED TO BROADEN ACCESS. UM
THE APPROACH WAS IMPLEMENTED IN
OVER 80 COLLEGES. I BELIEVE NOW.
AT PRESENT, IT'S PROBABLY MORE
CLOSER TO OVER. 90 COLLEGES ARE
PROVIDING AGREEMENTS. UM AND IT
HELPS ELIMINATE SOME OF THE
LOGISTICAL HURDLES BY HELPING,
UM THESE COURSES BE OFFERED TO
HIGH SCHOOL STUDENTS ON THE HIGH
SCHOOL CAMP CLOSE TO THE HIGH
SCHOOL CAMP. OVER TIME WE FIND
THAT HAS DRIVEN MOST OF THE
GROWTH AND DUAL ENROLLMENT
REPRESENTING ABOUT 20% OF ALL
DUAL ENROLLMENT TAKEN AT
COMMUNITY COLLEGES. THANK YOU IF
YOU APOLOGIZE, BUT IF YOU CAN
MOVE US CLOSER TO THE MIC, I
THINK SOMEBODY WAS MENTIONING
THAT THEY CAN HEAR. THANK YOU.
GREAT. GREAT AND SO, UM TO YOUR
COMMENT EARLIER ON THE L A. C C
T. WE FIND THAT LOS ANGELES
ACTUALLY HAS THE HIGHEST
REPRESENTATION AMONGST THE
PARTICIPATION. UM, WE ALSO
IDENTIFIED MIDDLE AND EARLY
COLLEGE HIGH SCHOOLS WERE DONE
HAVE DEFIED 17 AND 2617 MIDDLE
COLLEGE HIGH SCHOOLS AND 26
EARLY COLLEGE HIGH SCHOOLS, AND
THESE PROGRAMS ARE TYPICALLY
WHOLE SCHOOL REFORMS THAT
TYPICALLY SELECT STUDENTS DURING
THE MIDDLE THEIR MIDDLE SCHOOL
YEARS OFTEN BASED ON PRIOR
ACADEMIC ACHIEVEMENT. AND SO
THESE ARE TYPICALLY SMALL SCHOOL
REFORMS OFTEN CO LOCATED ON THE
COLLEGE CAMPUS. ALLOWING
STUDENTS TO COMPLETE IT BUT UP
TO TWO YEARS OF COLLEGE CREDITS
WHILE IN HIGH SCHOOL COMMUNITY
COLLEGES THAT ARE TYPICALLY THE
PARTNER FOR MIDDLE COLLEGE HIGH
SCHOOLS, WHILE SOME EARLY
COLLEGE PROGRAMS ALSO PARTNERED
WITH CS USING èC. AND SO WE
FIND THAT BLACK STUDENTS ARE
REPRESENTED EQUITABLY IN THESE
PROGRAMS, AND WHITE AND ASIAN
STUDENTS ARE OVERREPRESENTED AND
WE FIND THE MIDDLE COLLEGE HIGH
SCHOOLS ARE MORE COMMON IN THE
CENTRAL VALLEY, WHILE EARLY
COLLEGE HIGH SCHOOLS ARE MORE
COMMON IN THE BAY AREA. HOWEVER
THE MAJORITY OF DUAL ENROLLMENT
ACTUALLY OCCURS IN OTHER TYPES
IN WHAT WE GROUP AS OTHER TYPES
OF DUAL ENROLLMENT. SOME OF
THESE SOME OF THIS GROUP ARE
LOCALLY ESTABLISHED PARTNERSHIPS
BETWEEN COLLEGES AND THERE ARE
LOCAL DISTRICTS, UM, AND SOME OF
THEM FOCUS ON PARTICULAR
PATHWAYS. UM THIS GROUP OF OTHER
FORMS OF DUAL ENROLLMENT ALSO
INCLUDES WHAT IS KNOWN AS
CONCURRENT ENROLLMENT, WHICH ARE
, WHICH CONSISTS OF THE HIGH
SCHOOL STUDENTS TAKING COLLEGE
COURSES INDEPENDENTLY. UM OUR
RESEARCH ALSO SOUGHT TO SHED
LIGHT ON COLLEGE GOING RIGHTS
AMONG DUAL ENROLLEES, AND WE
FIND THAT ABOUT EIGHT OUT OF
EVERY 10 DUAL ENROLLMENT
STUDENTS ENROLLED IN A TWO OR
FOUR YEAR COLLEGE WITHIN 12
MONTHS OF GRADUATING FROM HIGH
SCHOOL COMPARED TO ABOUT TWO
THIRDS. UM UM, FOR ALL HIGH
SCHOOL SENIORS. AND PARTLY ONE
OF THE OTHER THINGS THAT ARE
DATA FIND, UM IS THAT WHERE
STUDENTS SQUARE THE STOOL IN
ROME? IT'S STUDENTS GO TO
COLLEGE VARIES BY TYPE OF BY
TYPE OF DUAL ENROLLMENT, UM,
USED UM, FOR EXAMPLE, NEARLY
HALF OF C KEPT STUDENTS ENROLLED
IN A COMMUNITY COLLEGE AND MOST
OF THESE, HE KEPT STUDENTS
ENROLLED IN THE COMMUNITY
COLLEGE, WHERE THEY TOOK THEIR
SEAT KEPT COURSES. FOUR YEAR
COLLEGES ACCOUNT FOR NEARLY HALF
OF ENROLLMENTS FOR OTHER FORMS
OF DUAL ENROLLMENT. UM ARE
RECENT PUBLICATION ALSO
DESCRIBES THE OUTCOMES OF DUAL
ENROLLEES WHO SUBSEQUENTLY
ENROLLED THAT COMMUNITY COLLEGE,
INCLUDING THE COMPLETION OF THE
TRANSFER LEVEL MATH IN ENGLISH
COURSES FOR YOUR G P, A
CERTIFICATE AND DEGREE
COMPLETION. AND SO HERE WE FIND
THAT DUAL ENROLLEES DO BETTER
ACROSS ALL ALL THESE OUTCOMES
THAT WE EXAMINED COMPARED TO
THEIR PEERS WHO DID NOT
PARTICIPATE IN DUAL ENROLLMENT.
AND I ESPECIALLY WANT TO CALL
ATTENTION TO THE COMPLETION OF
THE TRANSFER LEVEL MATH AND
ENGLISH COURSES. THESE ARE TWO
COURSES THAT ARE KEY TO
COMPLETION OF A TRANSFER,
COLLEGE DEGREE AND TRANSFER AND
HERE WE FIND THAT COMPARED TO
PEERS WHO DID NOT PARTICIPATE IN
DOLAN, ROMAN AND EARLY SO ARE
MUCH MORE LIKELY SEEK,
ESPECIALLY C CAP, STUDENTS WERE
MUCH MORE LIKELY TO COMPLETE THE
TRANSFER LEVEL MATH AND ENGLISH
COURSES, AND THIS RELATES TO ONE
OF OUR RECOMMENDATIONS THAT I'LL
DISCUSS LATER. WE ALSO SEE THE
HIGHER SHARES OF C KEPT
PARTICIPANTS ALSO ACHIEVE OTHER
KEY OUTCOMES WITHIN 1 TO 3 YEARS
. HOWEVER WE ALSO NOTE THAT
OTHER DUAL ENROLLEES TYPICALLY
HAVE SLIGHTLY HIGHER OUTCOMES
THAN C CAP STUDENTS. UM WE ALSO
CONDUCTED OVER 40 INTERVIEWS
ACROSS BOTH OF THESE STUDIES.
AND SO OUR POLICY
RECOMMENDATIONS DRAW FROM BOTH
OUR ANALYSIS OF THE STUDENT DATA
AND OUR INTERVIEWS. UM AND FOR
THE SAKE OF TIME, I'LL HELP.
I'LL HIGHLIGHT ONLY A FEW OF OUR
RECOMMENDATIONS. AND SO THE
FIRST RECOMMENDATION COMES FROM
OUR FIRST REPORT AND ADDRESS AND
IT ADDRESSES INSTRUCTOR CAPACITY
. SO ONE OF THE BIGGEST
CHALLENGES TO GROWING DUAL
ENROLLMENT IS HAVING SUFFICIENT
FACULTY MEET THE MINIMUM
QUALIFICATIONS TO TEACH THE
COURSES AND ON THIS FRONT, I
WANT TO CALL ATTENTION TO SOME
OF THE EFFORTS HAPPENING IN THE
CENTRAL VALLEY THROUGH
INVESTMENTS IN THE K TO 16
COLLABORATIVE. AND SO ARE OUR
REPORT HIGHLIGHTS SOME OF THE
WORK BEING DONE IN THE CENTER OF
IN THE CENTRAL VALLEY TO HELP UP
SKILL, HIGH SCHOOL MATH AND
ENGLISH INSTRUCTORS TO GET
MASTER'S DEGREES TO TEACH THE
TRANSFER LEVEL MATH AND ENGLISH
COURSES. UM WE ALSO NOTE THAT
SOME COLLEGES SHOULD EXPECT
COLLEGES SHOULD EXPLORE THE
OPTION TO GRANT EQUIVALENCY IS
FOR FACULTY. IN THIS WAY.
INSTRUCTORS WHO TEACH, FOR
EXAMPLE, AP ENGLISH WOULD ALSO
BE ABLE TO TEACH ENGLISH 101 THE
COMMUNITY COLLEGE LEVEL. UM,
COMPOSITION COURSE. OUR NEXT
RECOMMENDATION RELATES TO THE
SELECTION OF COLLEGE COLLEGE
COURSES AND SUPPORTS TO
FACILITATE STUDENT SUCCESS. ON
THIS FRONT. WE RECOMMEND THAT
COLLEGES PRIORITIZE DUAL
ENROLLMENT COURSES THAT MEET KEY
GRADUATION REQUIREMENTS ACROSS
SEGMENTS ACROSS K 12 COMMUNITY
COLLEGES, CSU AND UC. AND SO WE
ALSO RECOMMEND THAT COLLEGE IS
BUILT ON, UM, POLICY CHANGES
THAT PROMOTE EQUITY SUCH AS A B
288 AND 87 05 AND AT THE AND THE
ETHNIC STUDIES GRADUATION
REQUIREMENT, FOR EXAMPLE, BY
USING C KEPT COURSES TO EXPAND
ACCESS TO TRANSFER LEVEL MATH,
ENGLISH AND ETHNIC STUDIES
COURSES IN OUR LATEST REPORT, WE
ALSO, UM WE ALSO RECOMMEND
OPTIONS THAT HELP STUDENTS WITH
THEIR TRANSITION TO COLLEGE. AND
DOLAN. ROMA CAN ALSO BE USED TO
EXPAND COLLEGE KNOWLEDGE AND
NAVIGATIONAL SKILLS AND SOME OF
THE EFFORTS CHANCELLOR QUESTION
HAS BY, UM EXPANDING DUEL AND
ROMA TO NINTH GRADERS BY
PROVIDING A COLLEGE PLANNING AND
A COLLEGE AND A CAREER
EXPLORATION COURSE ARE WELL
ALIGNED WITH THIS
RECOMMENDATION. UM AND LESS LIKE
MCCALL. I WANNA ALSO SHINE A
LIGHT ON CONTINUED EFFORTS TO
ENSURE THAT WE HAVE LINKED
STUDENT LEVEL DATA ACROSS K 12,
HIGHER EDUCATION AND THE LABOR
MARKET. UM, WELL ARE DESCRIPTIVE
RESEARCH SUGGESTS THAT, UM DUAL
ENROLLMENT IS TIED TO STRONGER
OUTCOMES FOR STUDENTS WHO
PARTICIPATE IN THESE PROGRAMS.
IMPORTANT UNANSWERED QUESTIONS
REMAIN. FOR EXAMPLE, WE'RE
UNABLE TO DETERMINE IF STUDENTS
ACCESSING PROGRAMS LIKE SEE CAP
ARE IF THEY'RE ALREADY ON THE
COLLEGE PATH, OR IF THEY'RE
ACTUALLY WARMING UP ASPIRATIONS
OF STUDENTS WHO WERE NOT ALREADY
ON THE COLLEGE PATH. IT'S ALSO
UNCLEAR IF C CAP STUDENTS MAYBE
DIVE MAY BE DIVERTED FROM INTO A
TWO INTO A TWO YEAR COLLEGE WHEN
THEY MAY HAVE ALREADY BEEN ON
THE PATH TO A TO A FOUR YEAR
COLLEGE. UM SO IT'S IMPORTANT TO
USE LINKED DATA TO SEE HOW THEIR
JOURNEYS ARE BEING AFFECTED. AND
SO AT PPC, WE'RE COMMITTED TO
CONTINUE TO CONDUCT RESEARCH ON
DUAL ENROLLMENT TO HELP IMPROVE
POLICY AND PRACTICE. AND GIVEN
THE EVIDENCE TO DATE. WE BELIEVE
THAT DUEL AND REMIT IF DONE,
INTENTIONALLY, AND WITH EQUITY
IN MIND HAS A STRONG POTENTIAL
TO HELP. UM MORE STUDENTS IN
CALIFORNIA ACHIEVE THEIR AT
THEIR EDUCATIONAL GOALS. UM AND
WITH THAT I CLOSED MY REMARKS
WELCOME ANY QUESTIONS? THANK YOU
SO MUCH. DOCTOR RODRIGUEZ AND DR
KURLANDER FOR THAT ROBUST
PRESENTATION. REALLY GREAT. WE
APPRECIATE YOUR RESEARCH ON
DYLAN RUN PROGRAMS MEMBERS
COLLEAGUES. DO YOU HAVE ANY
QUESTIONS OR COMMENTS? WE HAVE A
SOMEWHERE CHRIS HOLDING THE
AUTHOR OF HIS PHONE BILL TO 88.
CARE PROGRAMS SIMILAR HADEN
WELCOME. THANK YOU, SHERIFF LONG
AND I JUST WANTED TO FIRST SAY
THANK YOU TO YOU FOR CONVENING
THIS. THE SELECT COMMITTEE
HEARING ON DUAL ENROLLMENT. I
THINK WE'RE AT THAT POINT IN THE
EVOLUTION OF DUAL ENROLLMENT AS
IT'S STRUCTURED UNDER 288 TO
FIND WAYS OF WHERE WE CAN MAKE
IT STRONGER. WE CAN DO MORE TO
MEET SOME OF THE YOUNG PEOPLES
NEEDS WHO ARE PREPARING FOR FOUR
YEAR COLLEGE AND TO BE ABLE TO
TAKE RELEVANT COURSES THAT YOU
DESCRIBED. AND SO I KNOW THAT
FROM THE INCEPTION OF THE
INITIAL BILL. WE REALIZED THAT
THERE WERE STILL COMMUNITIES OF
YOUNG PEOPLE WHO ARE BEING LEFT
OUT. AND SO IN SUBSEQUENT YEARS
WHERE THEIR DACA OR COURT
STUDENTS, WE'RE SEEING A MORE
ROBUST COVERAGE TO MAKE SURE
EVERYONE HAD ACCESS. I WANT TO
SAY, I GUESS THE QUESTION I HAD
OPENING STATEMENT, BUT I THINK
WE'RE WELL INTO WHERE WE ARE NOW
. AND I HOPE YOU SAVED ME THAT
QUESTION. HOWEVER. HE LIKES HER.
YEAH, NO, I THINK I'D LIKE TO
BECAUSE I KNOW THAT LAST I THINK
IT WAS LAST YEAR IN THE
GOVERNOR'S BUDGET. SOMEWHERE
AROUND 200. MILLION THEY'RE
ABOUT TO DO OUTREACH TO THE
POPULATION OF YOUNG PEOPLE WHO
ARE NOT NECESSARILY
PARTICIPATING AT THE LEVEL THAT
WE WOULD LIKE TO SEE. AND SO LET
ME ASK WHAT EFFORTS ARE BEING
MADE AROUND THAT TO ENSURE THAT
THERE'S EDUCATION AMONGST
PARENTS ENCOURAGEMENT. AND
TAKING THE LEAD TO MAKE SURE
THAT THEY'RE YOUNG PEOPLE ARE
PARTICIPATING IN THE PROGRAM AND
IS THE OTHER RESOURCES. HELPFUL
TO THAT END. AND WHAT WOULD YOU
SUGGEST, OR SOME OF THE THINGS
WE MIGHT WANT TO CONSIDER TO
MAKE SURE THAT THE PROGRAM IS
BEING UTILIZED IN HIS MOST
ROBUST WAY AND HAVING AS GREATER
PARTICIPATION AS POSSIBLE,
ESPECIALLY FROM THOSE
POPULATIONS THAT ARE NOT UNDER
REPRESENTED THAT ARE NOT
NECESSARILY TAKING ADVANTAGE NOW
, OKAY? UM YEAH, IT'S A GREAT
QUESTION, SO I GUESS FIRST, I
WOULD JUST SAY, UM I'M HEARTENED
BY THE BOTH THE EARLIER
PARTICIPATION IN THE NINTH AND
10TH GRADE PARTICIPATION AND THE
MORE FORMALIZED PROGRAMS, WHICH
ARE SHOWING MUCH MORE EQUITY AND
IN TERMS OF PARTICIPATION, THEN
JUST THE SORT OF INDEPENDENT
WENT OFF NOW. WHAT'S IMPORTANT
TO KNOW IS THAT EARLIER AND THE
MORE FORMALIZED PROGRAMS COULD
LEAD TO ADDITIONAL COURSE TAKING
AND SO I THINK THAT THE EXPOSURE
IS THE KEY PIECE HERE, THE
EXPOSURE AND THE AND THE
PARTNERSHIP SO AGAIN. WE UM UH
AND WE PROVIDE THIS MATERIAL.
WE'VE LOOKED AT THE COUNTY LEVEL
AND INCREASINGLY AT THE L E, A
LEVEL AND ON THE PERSONAL
REPRESENTATION OF STUDENTS WHO
ARE PARTICIPATING, AND SO
THEY'RE ACTUALLY GREAT
OPPORTUNITIES TO BOTH TARGET.
BOTH PLACES THAT HAVE HIGH
PARTICIPATION THAT LOOKS MORE
EQUITABLE, ALONG WITH PLACES
THAT HAVE LOWER PARTICIPATION
AND TO DETERMINE WHAT IS WHAT
IS. YOU KNOW WHAT IS THE
POTENTIAL? HOLD UP? I ALSO THINK
IT'S IMPORTANT TO THINK OF DUAL
ENROLLMENT WITHIN THE CONTEXT OF
OTHER CHALLENGES THAT THAT
DISTRICTS ARE HAVING IN TERMS OF
MEETING AT VILLAGE ELIGIBILITY,
UM AT OTHER OPTIONS
OPPORTUNITIES FOR COLLEGE TAKING
COURSES LIKE ÁP, AND WHEN THERE
ARE INCREASINGLY COMPLEX
PATHWAYS FOR STUDENTS, IT REALLY
BEHOOVES SORT OF COUNCIL. KHÔNG
ADVISING TEACHERS TO HELP
STUDENTS SORT THAT. SO AGAIN, WE
LIKE THE DIVERSITY OF OPTIONS
FOR STUDENTS. WE ALSO IT DOES
MEAN THAT ADULTS HAVE A BIGGER
RESPONSIBILITY. THEN I THINK TO
HELP STUDENTS NAVIGATE THOSE
DIFFERENT OPPORTUNITIES TO
ENSURE THAT THEIR MEETING UH,
YOU KNOW THAT THEY ARE CHOOSING
PATHWAYS THAT WILL LEAD TO
GREATER. UM YOU KNOW GREATER
OPPORTUNITIES FOR COLLEGE ACCESS
. I THINK THE OTHER THING I
WOULD JUST SAY BEYOND THE SORT
OF EARLIER IS THE PANDEMIC DID
MAKE A DIFFERENCE AND ARE
QUALITATIVE WORK. WE DID LEARN
THAT THOSE DUAL ENROLLMENT
CLASSES WERE CHALLENGING, SO I
THINK WE'RE JUST KIND OF GETTING
PAST THAT REBOUND TO SEE BACK
THE PARTICIPATION RATES AND FOR
COMMUNITY COLLEGES ALSO TALKING
TO THE COMMUNITY COLLEGE SIDE,
THOSE WERE CHALLENGED SOME OF
THE CHALLENGES IN REACHING OUT
TO K 12 DURING THE PANDEMIC WAS
DIFFICULT, SO I THINK WE'RE
SEEING THAT PICK BACK UP
COMMUNITY COLLEGES THAT WE ARE
IN TOUCH WITH OUR VERY MUCH
TAKING. DUAL ENROLLMENT IS A KEY
PIECE OF THEIR KIND OF
TRANSITION OF THEIR EFFORT TO
ADDRESS THE L E A S AND THEY'RE
IN THEIR REGION. AND SO I EXPECT
THERE'LL BE MORE AND MORE I DO
EXPECT, IN ADDITION TO SORT OF A
FORMAL PROGRAMS, THEY'RE JUST
GOING TO BE A IN YOU'D REBOUND
FROM THE PANDEMIC PERIOD. YEAH I
WOULD. I WOULD ADD TO THAT. UM
UH UM THAT THE INTENTIONAL
COURSE ELECTION BECAUSE OFTEN
WHAT WE HEAR IS THAT COURSES ARE
WHAT MOTIVATE STUDENTS TO TAKE
THE DUAL ENROLLMENT. AND SO
THAT'S MAYBE WHERE, UM, FOR
EXAMPLE, ETHNIC STUDIES MAY PLAY
A ROLE. THERE'S RESEARCH FROM,
UM, COMING OUT OF STANFORD ON
FROM SF USD AND HOW IT MOTIVATED
HIGH SCHOOL YOUTH. TO REENGAGE
WITH THEIR HIGH SCHOOL EDUCATION
. AND SO NOW THAT IT'S LIKE, FOR
EXAMPLE, HIGH SCHOOL COLLEGE
GRADUATION REQUIREMENT. I THINK
THERE'S AN OPPORTUNITY. UM AND
ALSO WHEN WE SPOKE TO SOME DOLAN
REMIT LEADERS, THEY SPOKE. HOW
SOME OF THESE, FOR EXAMPLE, THE
ETHNIC STUDIES OR HISTORY
COURSES OFTEN, UM, EXCITES
STUDENTS. UH YOU KNOW, WITH A
MOTIVATE THEM TO WANT TO LEARN
MORE BECAUSE THEY PERSONALLY, I
FEEL IT'S UM I TOLD COLLEGE WAS
THE FIRST TIME I TOOK IT ON
ETHICS STUDIES COURSE. SO IT'S
UNFORTUNATE THAT MANY STUDENTS
NEVER EVEN EXPERIENCED THIS SO
THE OPPORTUNITY TO BRING IT INTO
, UM, HIGH SCHOOL SETTING, I
THINK COULD BE REALLY POWERFUL.
UM, THE USE OF DATA TO IDENTIFY
WHO IS AND ISN'T BEING ENROLLED,
BECAUSE, UM, EVEN IF YOU'RE IN A
HIGH LATINO DISTRICT, FOR
EXAMPLE, IS IT THE HIGHEST
ACHIEVING LATINO STUDENTS WHO
ARE GETTING ACCESS TO THIS
COURSE. SO I THINK CLOSELY
MONITORING LIKE G P A S AND BANK
. UM OF COURSE PREPARATION OF
STUDENTS TO ENSURE THAT STUDENTS
WHO MAY NOT ALREADY BE THINKING
ABOUT COLLEGE ARE THE ONES WHO
ARE EXPOSED TO THE RANGE OF
POSSIBILITIES. UM, THAT COLLEGE
HAS TO OFFER THROUGH DUAL
ENROLLMENT. UM AND YEAH, AND I
THINK TRUST WEST AND CAREER
LADDERS ARE DOING EXCELLENT WORK
, UM, TRYING TO DO SOME OUTREACH
TO STUDENTS TO PARENTS,
COMMUNITIES AND MULTIPLE
LANGUAGES. I THINK THAT'S KEY,
ESPECIALLY, UM, WHEN REACHING,
UM UM IMMIGRANT COMMUNITIES WHO
ARE OFTEN WHO OFTEN THE BIGGEST
BARRIERS INFORMATION. UM SO
GETTING THEM THE INFORMATION
THEY NEED TO KNOW THAT THIS EVEN
EXISTS. AND MAKING IT FREE OR,
YOU KNOW LOWERING THE COST AS
MUCH AS POSSIBLE. AND I THINK
THAT THAT'S WHERE LIKE THE
OFFERING COURSES IN HIGH SCHOOL
CAMPUS CLOSE TO HIGH SCHOOL
STUDENTS REALLY KIND OF OPENED
STORES FOR STUDENTS WHO MAY HAVE
HAD LOGISTICAL CHALLENGES WITH
LIKE HAVING TOOK CARE FOR
SIBLINGS OR WORK OR THINGS ARE
CURRICULAR ACTIVITIES AFTER
SCHOOL, SO I THINK I THINK PART
OF IT IS GETTING THE RIGHT
COURSES AND THEN GETTING THE
INFORMATION OUT TO TWO STUDENTS
AND MAKING IT AS AFFORDABLE AND
ACCESSIBLE. ARE YOU LOOKING FOR
YOU ALSO LOOKING AT WHAT YOU
MIGHT BE ABLE TO DO BEFORE THEY
GET TO HIGH SCHOOL. THE
COMMUNITY, THE MIDDLE SCHOOL
LEVEL IN TERMS OF WORKSHOPS OR
SOMETHING THAT STARTS
INTRODUCING MAYBE AT LEAST
EIGHTH GRADERS TO WHAT DUAL
ENROLLMENT OPPORTUNITIES LOOK
LIKE. SO WHEN THEY BECOME NINTH
GRADERS THERE AT LEAST
KNOWLEDGEABLE AND HAVE A PATHWAY
THAT THEY CAN START TO PURSUE
RIGHT FROM THE START, SOME
SEVENTH GRADE AND EIGHTH GRADE.
AND THE THOUGHTS ON FOCUSING ON
THE MIDDLE SCHOOL IN PREPARATION
FOR HIGH SCHOOL AND DURABLE I
MEAN, THE EARLIER YOU CAN EXPOSE
STUDENTS, THE BETTER, ESPECIALLY
BECAUSE AS YOU ALL KNOW, THE
TRACKING THAT HAPPENS WHO GETS
ACCESS TO A COLLEGE PATH VERSUS
THOSE THAT DO NOT OFTEN HAPPENS
EVEN BEFORE STUDENTS STEP ON A
HIGH SCHOOL CAMPUS. SO YEAH, I
THINK I THINK THAT'S KEY. IT'S
UM AND I THINK THAT'S WHERE,
LIKE MAYBE THE MIDDLE AND EARLY
COLLEGE. UM, UM UH, THEY RECRUIT
THEIR STUDENTS AT THAT LEVEL. UM
AND THEN YOU KNOW, BY THE TIME
THEY GET INTO HIGH SCHOOL, AND
THEY START TAKING THE COURSES,
YOU KNOW, THEY'VE THEY'VE
LEARNED ABOUT THE PROGRAM. THEY
LEARNED ABOUT THE OPPORTUNITIES
AND THEIR PARENTS. AND SO
THERE'S A LOT OF INFORMATION AND
DISSEMINATION. SO YES, I WOULD.
I WOULD SAY THAT, UM DEFINITELY,
I THINK THE SOONER YOU CAN GET
STUDENTS INVOLVED INFORMED THE
BETTER. WHAT DO YOU THINK? IN
TERMS OF THOSE WHO ARE ON THE
OTHER TRACK WE WOULD LIKE TO
TAKE AND IT SOUNDS LIKE OUR
TAKING DUAL ENROLLMENT COURSES
THAT PREPARE THEM FOR VOCATION.
MAYBE THEY'RE NOT. LOOKING. FOR
FOUR YEAR EDUCATION AFTERWARDS
OR WHATEVER IS REDUCED BY THEIR
CREDITS EARNED IN HIGH SCHOOL.
BUT THEY'RE LOOKING TO BE
PREPARED TO BE JOB READY. MHM SO
WHEN THEY FINISHED AND THEY'RE
ABLE TO MAY BECOME A TECHNICAL
SKILL OR. BE POSITIONED IN A
JOURNEYMAN PROGRAM APPRENTICE
PROGRAM THAT PUTS THEM IN
POSITION FOR HIGH PAYING JOB
RIGHT AWAY. YES SO WE HAVE
LOOKED AT THE ACTUAL COURSES. IN
THE INTEREST OF TIME. I DIDN'T
AND OUR REPORTS TO TALK ABOUT
SOME OF THE COURSES AGAIN
ROUGHLY ACCORDED TO A THIRD OF
THE DUAL ENROLLMENT COURSES THAT
STUDENTS PARTICIPATING IN OUR
CTE IDENTIFIED AND AGAIN TO MY
LAST POINT, I THINK
UNDERSTANDING HOW THESE CREDITS
LEAD TO AN ACTUAL ASSOCIATES OR
CERTIFICATE DEGREE AND THEIR
IMPACT AND ESPECIALLY IN AGAIN.
I WOULD. I TOOK OUT OF MY
COMMENTS. BUT EXPANSION ALSO
MEANS ACTUALLY IDENTIFYING
FIELDS OF STUDY THAT HAVE
IMPORTANT NEED IN OUR IN OUR
LABOR MARKET, SO I THINK, IN
ADDITION TO JUST EXPANSION
EARLIER AND MORE IS TARGETING
PARTICULAR FIELDS THAT WE KNOW
ARE NEEDED IN THE LABOR MARKET,
SO I COULDN'T AGREE WITH YOU
MORE ON THAT. AND THEN I WOULD
JUST SAY AGAIN. WE SUFFER BY
HAVE NOT SORT OF BETTER
INTEGRATION ACROSS OUR SYSTEMS.
WE HAVE A ROBUST K 12 SETI
PROGRAM, AND I THINK,
INTEGRATING DUAL ENROLLMENT INTO
KIND OF CONVERSATIONS AROUND THE
COLLEGE AND CAREER READINESS
INDICATOR IN K. 12 IS AN
ACCOUNTABILITY SYSTEM AND TO
THINK ABOUT WAYS FOR MORE CAREER
TECHNICAL TRAINING. THAT IS,
DUAL ENROLLMENT WOULD WOULD GO A
LONG WAYS. THANK YOU SO MUCH. MR
ASSEMBLY MEMBER ORTEGA WELCOME.
UM I HAVE A TWO PART QUESTION.
TWO SEPARATE QUESTIONS. ONE IS,
UM, JUST CURIOUS ABOUT HOW THE
DOOR AND OR ENROLLMENT PROGRAMS
ARE IMPACTING STUDENTS WITH
LEARNING DISABILITIES ARE THOSE
WITH 504 PLANS. AND IF WE HAVE
ANY RESEARCHER DATA AND HOW WE
CAN BETTER SUPPORT THEM. BECAUSE
I DIDN'T REALLY SEE THAT. UM
THAT'S ONE AND THEN THE OTHER
ONE IS MORE RELATED TO THE
RECRUITMENT AND RETENTION OF
TEACHERS. YOU KNOW, WE HAVE A
STATEWIDE CRISIS. UM AND SO HOW
DO WE DEAL WITH THE MINIMUM
QUALIFICATIONS FOR SOME ADULT
TIME ROMAN PROGRAMS? I SEE THAT
AS ONE A YEAR RECOMMENDATIONS.
I'M JUST LOOKING FOR MORE
INFORMATION ON THAT PART TO
THANK YOU. I'LL TAKE THE FIRST
ONE. SO WE DO IN ONE OF OUR
REPORTS DUE TO SEGREGATE THE
PARTICIPATION FOR STUDENTS OF
OTHER SUBGROUPS, INCLUDING
STUDENTS WITH WITH VARIOUS
DISPLAYS THAT WE DON'T FURTHER
BREAKDOWN AND SO WE DO AGAIN. I
WILL JUST SAY THAT IS ALSO ON
THE RISE. IT'S A MUCH LOWER
PARTICIPATION AND THEN OTHERS
OTHER SUBGROUPS BUT AGAIN HIGHER
PARTICIPATION AMONG MORE
FORMALIZED PROGRAMS, RIGHT AND I
WOULD SAY THERE'S PROBABLY GREAT
NEED TO DISAGGREGATE BY TYPES OF
DISABILITIES OR THERE'S SOME
STUDENTS WHO, FOR EXAMPLE, WITH
LANGUAGE DISABILITY STUDENTS, WE
KNOW MIGHT BE TAKING A SIGN
LANGUAGE RIGHT TO SATISFY THE
REQUIREMENTS ON FOREIGN LANGUAGE
. THEY'RE JUST DIFFERENT TYPES
OF DISABILITY THAT YOU CAN SORT
OF JUST FURTHER TO SEGREGATE
WITH MORE DETAILED DATA, BUT YOU
RAISED A REALLY IMPORTANT
QUESTION, AND I HAVE NOT
IDENTIFIED PARTICULAR PROGRAMS A
FORMALIZED IN ROMAN PROGRAMS
THAT PUT THAT TARGET STUDENTS
WITH DISABILITIES, ESPECIALLY
TOWARDS LIKE MORE. YOU KNOW,
PARTICULAR FIELDS OF STUDY OR
WHAT THE COURSE LOOKS LIKE, BUT
IT'S ONE THAT WE COULD
DEFINITELY, YOU KNOW, IDENTIFY,
POTENTIALLY IDENTIFY IN THE DATA
THAT WE'VE MATCHED. YEAH WE HAVE
NOT LOOKED SPECIFICALLY AT
STUDENTS WITH DISABILITIES, AND
I AGREE. I THINK THEY'RE THEY'RE
AN IMPORTANT POPULATION. UM,
WHERE IF WE IDENTIFY WHAT
COURSES THEY'VE HAD ACCESS TO
HOW HAVE THEY DONE AND THEN SEE
HOW THEY'VE BEEN SUPPORTED TO
SUCCEED. I THINK THAT'S ONE OF
THINGS THAT WE OFTEN DO WITH OUR
RESEARCH. AS WE LOOK AT THE
STUDENT ENROLLMENT DATA, SEE,
UM, WHERE VARIOUS STUDENTS ARE
ENROLLING AND THEN IDENTIFY
WHERE THEIR SUCCESS AND THEN
REACH OUT TO LEADERS TO SEE HOW
THE HOW THEY'VE ACHIEVED THAT
SUCCESS AND I THINK THAT'S
THAT'S AN EXCELLENT QUESTION FOR
US TO FOLLOW UP ON. UM UM WE
WILL BE DOING SOME WORK, BUT
IT'S MORE LIKE ON ENGLISH
LEARNERS AND KIND OF THEIR THEIR
ACCESS TO DUEL AND RAMA IN THE
NEAR FUTURE. UM TO YOUR QUESTION
ABOUT MINIMUM QUALIFICATIONS AND
THE TEACHER SHORTAGE IN K 12.
IT'S TRUE. SO UH, I COULD SEE IT
BEING USED AS A STRATEGY FOR
RECRUITMENT. UM YOU KNOW IF
GIVEN THE OPPORTUNITY TO RECRUIT
US A HIGH SCHOOL MATH, ENGLISH
OR SOCIAL STUDIES INSTRUCTOR AND
THEN GIVING THEM UM, YOU KNOW,
IF THE OPPORTUNITY TO THEN MEET
QUALIFICATION OR GET QUALIFIED
FROM THE COLLEGE TO TEACH
COLLEGE COURSES AS WELL, UM, IT
WOULD KIND OF BE THE LIKE THE ÁP
KIND OF THE ÁP. UM UM YOU KNOW,
THE SAME WAY IN AP COURSE. MY
ATTRACT A HIGH SCHOOL INSTRUCTOR
THIS IN THIS OTHER WAY. THEY'D
ALSO BE KIND OF, UM, AN EMPLOYEE
FROM THE COMMUNITY COLLEGE. UM.
LET'S SEE ANOTHER THING THAT I
ACTUALLY I WAS IN CONVERSATION
WITH MY OUR PRESIDENT AND CEO
TANI CANTIL SAKAUYE, WHO WAS OUR
FORMER CHIEF JUSTICE? ONE THING,
SHE POINTED OUT IS THERE'S A LOT
OF RETIRED PEOPLE IN THE WORLD
WHO ARE INTERESTED IN TEACHING
COURSES. UM THEY'RE
PROFESSIONALS, AND THEY HAVE
LOTS OF EXPERIENCE AND EXPERTISE
THAT, UM THERE IS A POSSIBILITY
FOR, UM, FOR RECRUITING SOME OF
THEM TO TEACH SOME OF THESE DUAL
ENROLLMENT COURSES POTENTIALLY
BECAUSE THEY WANT TO MAKE A
DIFFERENCE. THEY HAVE YOU KNOW
THEIR THEIR THEIR TIME. UM IT'S
NOW FREE AND THEY WANNA SUPPORT.
UM SO, UM, SO YEAH, AND I THINK
IN CONVERSATIONS WITH OTHER WITH
OTHER PROVIDERS LIKE YOU KNOW,
MASTER'S DOCTORAL LEVEL
COLLEAGUES, I THINK THERE'S SOME
INTEREST THERE AS WELL. SO NOW
THE CHALLENGE WOULD BE GETTING
HIRED FROM A COMMUNITY COLLEGE
BECAUSE THERE'S A LOT OF LABOR
ISSUES. UM ON WHY WE EVEN FACE
THIS THIS SHORTAGE OF
INSTRUCTORS TO TEACH THE DUAL
ENROLLMENT COURSES BUT I THINK
IF YOU IF YOU LOOKED FOR PEOPLE
INTERESTED, I THINK YOU WOULD
FIND THEM. IT'S I THINK IT'S THE
ON THE COMMUNITY COLLEGE SIDE ON
AND YOU KNOW WHO CAN AND CANNOT
TEACH. WHERE IS WHERE WE WOULD
FIND. SOME OF THE SOME OF THE
ISSUES. THANK YOU SO MUCH FOR
SOMEBODY. ORTEGA. AND UH, I HAD
A QUESTION FOR EACH OTHER
PANELISTS AS WELL. DR RODRIGUEZ.
THANK YOU. SO MUCH FOR YOUR
PRESENTATION. RESEARCH ON DYLAN
ROMAN, AS YOU MENTIONED, THE
LATEST PP REPORT ON DUAL AND
ROMAN HIGHLIGHTS THAT THE C CAP
PROGRAM IS TARGETED TO INCREASE
COLLEGE ACCESS FOR UNDERSERVED
STUDENT GROUPS IN FACTORS SUCH
AS PRIOR ACADEMIC ACHIEVEMENT.
FAMILY SOCIOECONOMIC STATUS MAY
INFLUENCE HOW THEY FEEL, IN
COURSE THAT WORK AND COULD DRIVE
DISPARITIES AND WHO REACHES
ACADEMIC MILESTONES. GIVEN US
UNDERSTANDING AND RESEARCH. WERE
THERE ANY COLLEGE SERVICES OR
SUPPORTS YOU WOULD RECOMMEND
MAKING WIDELY AVAILABLE TO HELP
THE STUDENTS SUCCEED? YES SO ONE
OF THE THINGS THAT, UM PRETTY
GREAT ABOUT DUAL AND ROMAN
STUDENTS FOR DOLAN, ROMAN
STUDENTS AS THEY CAN ACCESS BOTH
THE HIGH SCHOOL STUDENTS, UH,
ACADEMIC AND STUDENT SUPPORTS
AND ALSO THE COMMUNITY, COLLEGE
ACADEMICS, STUDENTS AND, UM AND
STUDENT SUPPORTS, BUT OFTEN THAT
DOESN'T HAPPEN BECAUSE THEY ARE
COLLEGE STUDENTS. THEY CAN GO
AND GO ACCESS A TUTORING CENTER.
THEY CAN ACCESS COUNSELING THE
YET CONNECTS HIS LIBRARY. UM
STUDENT HEALTH? UM BUT NOW,
ESPECIALLY WITH COMMUNITY
COLLEGE COURSES BEING OFFERED AT
THE HIGH SCHOOL CAMPUS NOW BE
BEING ON ON THE COLLEGE CAMPUS
TO ACCESS SOME OF THESE SERVICES
AND SUPPORTS CAN BECOME A
BARRIER SO KIND OF ENSURING THAT
STUDENTS KNOW ABOUT THESE
SERVICES AND SUPPORTS AND HOW
THEY'RE THERE TO SUPPORT THEIR
SUCCESS IN THESE COURSES AND IN
THEIR COLLEGE TRANSITION. THIS
IS REALLY IMPORTANT. UM UM, ALSO
JUST IN. UM I THINK, UM, KIND OF
ACCESS TO COLLEGE KNOWLEDGE. AND
UM, UM, INFORMATION WHILE IN
HIGH SCHOOL THROUGH SOME OF
THESE, UM, STUDENT SUCCESS
COURSES IS ALSO IMPORTANT, UM,
ENSURING THAT THESE COURSES ARE
TRANSFERABLE IS ALSO IMPORTANT.
UM BECAUSE THROUGH THESE COURSES
, ESPECIALLY IF YOU'RE A FIRST
GENERATION STUDENTS, YOU CAN
LEARN MORE ABOUT UM, THE.
REQUIREMENTS OF WHAT IT MEANS TO
BE A COLLEGE STUDENT. UM YOU
KNOW THE AVAILABILITY, FINANCIAL
AID. YOU KNOW THE YOU GET A, UH,
YOU DIVE INTO CAREER EXPLORATION
. BECAUSE OFTEN WHEN YOU'RE
FIRST GEN, YOU DON'T KNOW WHAT
ARE THE WHAT'S THE YOU KNOW,
DIVERSE SET OF CAREER OPTIONS
FOR YOU. YOU'RE LIMITED OFTEN TO
KIND OF WHAT YOU KNOW. AND YOUR
SMALL TOWN OR YOUR, YOU KNOW
YOUR IMMEDIATE FAMILY AND SO I
THINK EXPOSURE IN THAT WAY IS
KEY. AND SO I THINK THERE'S A
LOT OF POTENTIAL FOR DUAL
ENROLLMENT TO, UM TO, UM, BRING
THESE OPPORTUNITIES TO STUDENTS
BECAUSE OTHERWISE IT'S LIMITED
TO WHO HAS ACCESS TO SPECIAL
PROGRAMS LIKE UPWARD BOUND OR
GEAR UP OR AND SO I THINK THAT'S
THAT'S UNFAIR. RIGHT SO HOW DO
WE MAKE IT MORE UNIVERSAL LIKE
EVERYBODY HAS ACCESS TO THE
INFORMATION. SO THAT THEY CAN
MAKE THEIR TRULY INFORMED
DECISION. NOT THAT NOT THAT THIS
WAS THEIR ONLY PATHWAY BECAUSE
YOU KNOW THEY DIDN'T HAVE ACCESS
TO AN A THREE G OR THROUGH A OR
TO PARTICULAR CAREER PATHWAY
THAT, UM, EXCITED THEM FROM DAY
ONE. UM SO ABSOLUTELY THANK YOU
SO MUCH APPRECIATE THAT. AND TO
DR KURLANDER. THANK YOU SO MUCH
FOR YOUR ROBUST PRESENTATION AS
WELL. AND THE U. C DAVIS
WHEELHOUSE PUBLICATIONS. IT'S
MENTIONED THAT THERE IS LIMITED
DATA AVAILABLE TO THE LACK OF
COHESION BETWEEN COMMUNITY
COLLEGES AND K 12 DISTRICTS. AND
YOU CAN'T TOUCH THAT UPON THAT
IN YOUR REPORT. UNDERSTANDING
THAT MUCH OF THIS MAY BE HELPED
BY THE NEW CREDITOR CAREER
SYSTEM. HOW CAN THE LEGISLATURE
BE MORE HELPFUL AND ENSURING
THAT DATA IS COLLECTED?
ACCURATELY AND PUBLISHED
ANNUALLY. OH THANK YOU FOR A
GREAT QUESTION. UM, YEAH, SO I
THINK PART OF IT IS, AS I SAID,
A LINKING ISSUE, WHICH I EXPECT
WILL BE LARGELY REMEDIED BY THE
CRADLE TO CAREER EFFORTS. AND SO
I LOTS OF FAITH IN THAT HAVE
KEPT UP ON THAT. IT STARTED ON
THE ADVISORY ROLES ON THAT, SO I
THINK THAT'S GREAT. BUT I ALSO
WANTED TO EMPHASIZE SOME OF IT
IS WITHIN SEGMENT. UM KIND OF
COMMITMENT TO THIS PATHWAY, UM,
AND TO UNDERSTANDING KIND OF
SMOOTHING THESE TRANSITIONS. WE
HAVE SORT OF UNNECESSARY,
SEGMENTED WAY IN WHICH WE
FUNCTION. AND SO AGAIN, I
MENTIONED THE TWO DOMINANT ONES,
WHICH IS K 12 AND COMMUNITY
COLLEGE HERE, BUT IT ALSO
EXTENDS TO ACCOUNTING FOR FOUR
YEARS WHETHER IT'S YOU KNOW,
TRANSFERABLE, BUT IT'S PART OF
IT IS THAT INDIVIDUAL STUDENTS?
WE'VE KIND OF PUT THE ONUS ON
THEM AND ON THEIR FAMILIES TO
FIGURE OUT WHAT COUNTS. WHAT
COUNTS FOR LOOKING LIKE, YOU
KNOW, FOR LOOKING AT SELECTIVE
ADMISSIONS, FOR EXAMPLE, IS IT
BETTER THAT I TAKE A DOOLAN
ROMAN CLASS OR AN AP CLASS. WHAT
TYPE OF CLASS? UM FOR WHAT TYPE
OF DEGREE DOES SHOULD I TAKE
THIS CLASS? WILL IT COUNT
TOWARDS MY ASSOCIATES DEGREE? MY
BACHELOR'S DEGREE IN. SO WHEN I
SAY WE NEED BETTER DATA ALSO
THINK WE NEED TO BE ABLE TO
ANALYZE KIND OF DIFFERENT
PATHWAYS WEAVE. AS AGAIN
STUDENTS RELY ON ADULTS TO HELP
THEM SORT THROUGH THESE NAVIGATE
THROUGH THESE SYSTEMS. I THINK
BETTER DATA WILL ALLOW US TO
ENSURE THAT THIS PATHWAY IS
ROBUST. SO FOR EXAMPLE, IN THE
COLLEGE CAREER READINESS
INDICATOR PART OF OUR STATES K
12 ACCOUNTABILITY SYSTEM. I'D
LIKE THE DUEL AND ROMAN ARE
COLLEGE PARTICIPATION TO BE A
MORE ROBUST PART OF THAT INDEX.
RIGHT NOW IT'S ONE PART. OF
MULTIPLE WAYS THAT YOU COULD
SATISFY THE COLLEGE, THE COLLEGE
THE CC, THE INDICATOR ON
PREPARED OR OR NEARING PREPARED
COLLEGE LEVEL, SO DUAL, UM
CALLED PARTICIPATION IS A PIECE
OF IT, BUT BECAUSE SO MANY
STUDENTS MEET THAT, UM, THAT
INDICATOR THROUGH OTHER MEANS
THROUGH A JEJU REQUIREMENTS OR
SMARTER, BALANCED ASSESSMENTS.
WE DON'T PAY AS MUCH ATTENTION
TO THE COLLEGE PARTICIPATION,
BUT IF WE BELIEVE THAT COLLEGE
PARTICIPATION IN HIGH SCHOOL
THROUGH DUAL ENROLLMENT OR OTHER
WAYS ARE A KEY PART OF STUDENT
SUCCESS, THEN WE SHOULD MAKE IT
MORE CRITICAL PART OF OUR
ACCOUNTABILITY SYSTEM. THAT'S
ONE WAY COMMUNITY COLLEGES I
THINK, ARE STILL LIKE AS MORE
AND MORE PROGRAMS AS MORE AND
MORE PARTICIPATION COMES ON
BOARD. THEY'RE THEY'RE
INCREASING THE KIND OF CAPACITY
TO DOCUMENT BEYOND WHAT HAS
HISTORICALLY JUST BEEN A SPECIAL
ADMITS STUDENT THAT IS A STUDENT
WHO IS CURRENTLY ENROLLED IN
HIGH SCHOOL WHO'S ALSO TAKING A
COMMUNITY COLLEGE CLASS. THAT IS
HOW WE IDENTIFY THEM IN THE DATA
SYSTEMS THAT ORGANIZE USE AND
THAT WE MATCHED TO K 12, RIGHT,
BUT INCREASINGLY THE SEACAT FLAG
AND OTHER TYPES OF FLAGS THAT
INDICATE THE TYPE OF DUAL
ENROLLMENT PARTICIPATION WILL
ALSO HELP. SO I GUESS THAT THE
REQUEST IS TO CONTINUE TO HAVE
BETTER DOCUMENTATION. OF THESE
TYPES OF DIVERSE PATHWAYS SO
THAT WE CAN LEARN PRECISELY WHAT
OLGA SAID. WHAT LEADS TO SORT OF
BETTER OUTCOMES AND FOR WHOM?
MHM ABSOLUTELY. THANK YOU SO
MUCH FOR THAT ROBUST ANSWER. AND
THANK YOU SO MUCH FOR OUR
PANELISTS, DR CAROL LENDER AND
DR RODRIGUEZ FOR A ROBUST FIRST
PANEL. AND NOW I'D LIKE TO
INTRODUCE THANK YOU COLLEAGUES
FOR YOUR ROBUST QUESTIONS AS
WELL. I LIKE TO INTRODUCE OUR
NEXT PANEL. THE MEMBERS OF OUR
KIND OF FOR THE CALIFORNIA
COMMUNITY COLLEGE ANCHOR ACCESS
PATHWAYS PANEL. JOINING US HERE
TODAY IS GREGORY SOTO, THE DEAN
OF DUAL AND ROMAN AND MERCED
COLLEGE. DR MARK SANCHEZ,
SUPERINTENDENT AND PRESIDENT AT
SOUTHWESTERN COMMUNITY COLLEGE
DISTRICT DOCTOR NAOMI CASTRO.
CHIEF PROGRAM OFFICER AT CAREER
LADDERS PROJECT. AND LINDA
COLLINS, THE FOUNDER AND
EXECUTIVE DIRECTOR OF CAREER
LADDERS PROJECT. THANK YOU SO
MUCH. PANELISTS AND MR SOTO,
PLEASE BEGIN WHEN YOU'RE READY.
WELCOME. THANK YOU VERY MUCH.
JUST AGAIN. MY NAME IS GREGORY
SOTO, DEAN OF STUDENT SERVICES
AND SAID COLLEGE. WHAT I WANNA
DO IS PROVIDE YOU A LITTLE BIT
OF, UH, PERSPECTIVE FROM A
PRACTITIONER SIDE. TOTALLY I
WANT TO TELL YOU A LITTLE BIT
ABOUT THE CAMPUS THAT I WORK AT
HOW WE SERVE STUDENTS. I WANT TO
FOCUS ON THE A B 28 C CAP
STUDENTS. WE DO NOT PARTICIPATE
IN HAVING EARLY COLLEGE OR
MIDDLE COLLEGE, SO IT'S EITHER
CONCURRENT ENROLLMENT OR C CAP
OR THE TWO MAIN FOCUS WE HAVE.
THANK YOU. I APOLOGIZE. BUT FOR
ALL THE SPEAKERS, IF YOU CAN
SPEAK CLOSELY TO THE MIKE, WE
HAVE A LOT OF FOLKS. LISTENING
ON THE LINE. I GOT A COUPLE OF
MESSAGES THAT IT'S THE VOLUME IS
A LITTLE LOW, SO PERFECT VOICE
CRACKS, BECAUSE THANK YOU. UM
MERCED COLLEGES ESSENTIALLY
LOCATED IN CALIFORNIA. UM WHAT
MAKES US UNIQUE IS THE SIZE OF
THE GEOGRAPHIC REGION WE SERVE.
WE SERVE 2000 SQUARE SQUARE MILE
AREA, SO WE DO HAVE HIGH SCHOOL
CAMPUSES ARE LOCATED
APPROXIMATELY AN HOUR AWAY FROM
OUR MAIN CAMPUS. WE HAVE A
SATELLITE CAMPUS ON THE WEST
SIDE OF MERCED COUNTY IN LAS
VEGAS, CALIFORNIA. THAT LENDS
ITSELF TO SOME OF THE CHALLENGES
WE HAVE WHEN IT COMES TO FINDING
QUALIFIED INSTRUCTORS TO SERVE
AND R C CAP IN OUR DOOR
ENROLLMENT PROGRAMS. UM IT ALSO
HIGHLIGHTS SOME OF THE
CHALLENGES WITHIN RURAL AREAS OF
CALIFORNIA WHERE WE DON'T HAVE
ROBUST, UM, GROUP OF QUALIFIED
INSTRUCTORS. EARLIER WAS
DISCUSSED ABOUT THE PROGRAM IN
CENTRAL VALLEY WITH CV. HECK WE
ALSO HAVE HAD BEEN ABLE TO REAP
THE BENEFITS OF THAT PROGRAM
WHERE THERE ARE HIGH SCHOOL
TEACHERS THAT ARE GOING BACK TO
GET THEIR DOCTORATE DEGREES TO
BECOME QUALIFIED TO TEACH IN THE
ENGLISH AND MATH FIELDS. UM SO
THAT'S NICE, LITTLE ABOUT OUR
CAMPUS. WE ARE ALSO IN HSI
CAMPUS. UM SO WE HAVE ABOUT A
64% LATINO STUDENT POPULATION.
40% OF THE STUDENTS ENROLL IN
MERCED COLLEGE, ITALY OR FIRST
GENERATION STUDENTS. SO WE ARE
SERVING A VERY DIVERSE STUDENT
POPULATION COLLEGE EMBRACED THE
GUIDED PATHWAYS PILLARS AND
INCORPORATED THEM INTO THE WAYS
THAT WE'RE SERVING OUR DUAL
ENROLLMENT AND SEE CAP STUDENTS,
UM, INCLUDING THE WAY THAT WE
ONBOARD STUDENTS, AND IN DOING
THAT, WHAT WE'VE SEEN WITH C CAP
SPECIFICALLY AS WE'VE BEEN ABLE
TO CLOSE THE EQUITY GAPS IN THE
STUDENTS THAT ARE PARTICIPATING
IN THAT SPECIFIC TYPE OF DOOR
ENROLLMENT. UM WITHIN C CAP ARE
LATINO STUDENTS ARE ABOUT A 75%
PARTICIPATION RATE. MERCED
COUNTY AS A WHOLE IS ABOUT A 64%
HISPANIC, SO WE'VE EXCEEDED THAT
BENCHMARK WITH CLOSING EQUITY
GAPS SPECIFICALLY WITH HISPANIC
SER HISPANIC STUDENTS. UM ALSO
WITHIN THE C CAP PROGRAM, THE
DIVERSITY OF THE STUDENTS IS
MUCH MORE REFLECTIVE AS THE
COMMUNITY AS A WHOLE, SAID
COLLEGE STUDENTS. WE STILL
STRUGGLE WITH CLOSING SOME OF
THE EQUITY GAPS WHERE SPECIFIC
GROUPS OF STUDENTS BUT AS A
WHOLE THE STUDENTS PARTICIPATING
IN C CAP, UM LOOK MUCH MORE
REFLECTIVE OF OUR COMMUNITY AT
LARGE. NOT ONLY A RESERVING A
MORE DIVERSE POPULATION OF C
CAP. WE ALSO ARE SEEING THAT
STUDENTS THAT PARTICIPATE IN C
CAP COURSES. UM HAVE AN 82%
SUCCESS RATE SO THEY'RE
SUCCESSFUL AND, UM, THE COURSES
THEY'RE THEY'RE TAKING. WE'VE
SEEN TREMENDOUS GROWTH IN OUR
SECRET PROGRAM. 2018 2019. WE
HAD 734 STUDENTS PARTICIPATING
IN C CAP IN 2223. WE EXCEEDED
3000 STUDENTS AND FOR THE 2324
ACADEMIC YOUR WE'RE ON TRACK TO
SERVE 3700 STUDENTS THROUGH C
CAP. WE OFFER BOTH C T E N Y MAY
CALL A T T OR A THREE G
PATHWAYS. UM WITH 90% OF THE
COURSES THAT WE'RE OFFERING
WITHIN, ARCHIE CAP PROGRAM BEING
JUST YOU TRANSFERABLE 100% OF
THE COURSES THAT WE OFFER OUR
DEGREE APPLICABLE AND MEASURED
COLLEGE, ALL OF THEM WHEN LEAD
TOWARDS AN ASSOCIATES DEGREE.
FACTORS FOR SOME OF THE GROWTH
THAT WE'VE SEEN THAT MACHETE
COLLEGES WE'VE INSTITUTED WHAT
WE CALL IN ROMAN RETENTION
SPECIALISTS, SO WE HAVE EIGHT
FULL TIME CLASSIFIED STAFF THERE
DEDICATED SPECIFICALLY TO
WORKING WITH SPECIFICALLY THE
HIGH SCHOOL POPULATION, THEIR
ONBOARDING THE STUDENTS AT THE
HIGH SCHOOL CAMPUS. UM THEY'RE
TALKING TO PARENTS STUDENTS
ABOUT THE BENEFITS OF SEA
CAPTAIN. THEY'RE WORKING HAND IN
HAND WITH A GROUP OF COUNSELORS
THAT I'LL DISCUSS SHORTLY AT
HIGH SCHOOL CAMPUS TO HELP
DEMYSTIFY WHAT IT IS TO BE A
COLLEGE STUDENT. PLAYER IN HIGH
SCHOOL. WHAT COURSES YOU CAN
TAKE HOW THOSE COURSES CAN BE
APPLICABLE TO YOUR TIME IN HIGH
SCHOOL. ALSO THERE WAS
ENROLLMENT RETENTION SPECIALISTS
ARE ABLE TO PROVIDE AN
EXPLANATION OF THE WRAPAROUND
SERVICES THAT THE STUDENTS ARE
ELIGIBLE TO PARTICIPATE IN WAS
DISCUSSED EARLIER THAT AS A
CONCURRENT ENROLLMENT OR C CAP
STUDENT, YOU GET THE BENEFIT OF
BOTH UTILIZING THE HIGH SCHOOL'S
RESOURCES, BUT ALSO THE
COMMUNITY COLLEGE RESOURCES.
WHAT'S IMPORTANT IS THAT OUR
STUDENTS THAT ARE AT THIS AT THE
HIGH SCHOOL PARTICIPATING IN C
CAP COURSES UNDERSTAND SOME OF
THE VIRTUAL TUTORING, VIRTUAL
COUNSELING AND THE OTHER
SUPPORTS THAT WE HAVE TO MAKE IT
MORE MUCH MORE ACCESSIBLE FOR
THEM, SINCE THEY'RE NOT
PHYSICALLY ON OUR CAMPUS. UM
WE'VE ALSO IMPLEMENTED A
PATHWAYS COUNSELING PROGRAM. UM
SO WHAT WE'VE DONE IS WE'VE
HIRED FULL TIME HIGH SCHOOL
COUNSELORS TO SERVE AS MERCED
COLLEGE ADJUNCT. SO THEIR HIGH
SCHOOL COUNSELOR BY DAY, THE
BILLIONS THEY PUT ON THEIR
COLLEGE HAT, AND THEN THEY SERVE
THE STUDENTS AND THE PARENTS AT
THE HIGH SCHOOL THAT THEY'RE
WORKING AT WHAT WE THINK HAS
MADE THAT TREMENDOUSLY
SUCCESSFUL IS THE STUDENTS AND
THE PARENTS HAVE ACCESS TO MY
COLLEGE COUNSELOR EVERYDAY THAT
THEIR ON SITE THEY'RE ABLE TO
ANSWER QUESTIONS. UM IT HELPS US
HELP PUBLICIZE AND EDUCATE THE
PARENT POPULATION ABOUT DO
ENROLLMENT, BUT ALSO THAT HIGH
SCHOOL COUNSELOR HAS A MUCH
MORE, UM, FULL ROBUST KNOWLEDGE
OF WHAT THAT STUDENTS ACADEMIC
RIGOR LOOKS LIKE THEY HAVE
ACCESS TO THEIR STREAMING FROM
AGENT SYSTEM OR AREAS SO THEY
KNOW WHAT THEIR STUDENTS MASTER
SCHEDULE LOOKS LIKE WHAT THEY
CAN HANDLE. BUT MOST IMPORTANTLY
WHEN WE LOOK AT HOW WE CAN USE
DOING ENROLLMENT, UM CONCURRENT
ROMAN OR C CAP COURSES TO HELP
EASE A STUDENT TOWARDS OUR HIGH
SCHOOL GRADUATION. THEY KNOW
EXACTLY WHAT THE STUDENT IS
MISSING AND WHAT THEY NEED TO
MAKE UP THE CREDITS REQUIRED TO
BE BOTH ELIGIBLE TO GRADUATE
HIGH SCHOOL BUT IDEALLY WORKING
TOWARDS ONE OF OUR ASSOCIATE
DEGREE PATHWAYS. UM THEY ALSO
HAVE ACCESS TO THOSE COUNSELORS
ON SATURDAYS THROUGH SATURDAY
ACADEMY, SO WE'VE TRIED TO MAKE
IT VERY ACCESSIBLE FOR OUR
STUDENTS. OUR PARENTS HAVE
ACCESS TO COLLEGE COUNSELORS. WE
TRAIN THEM. THEY GO THROUGH A
VERY ROBUST TRAINING AND THEY
HAVE ACCESS TO THEM, SAID
COLLEGE TECHNOLOGY AS WELL AS
HIGH SCHOOL TECHNOLOGY. ANOTHER
THING THAT WE'VE DONE IS WE'VE
CREATED EQUIVALENCY GRIDS. SO WE
WORKED HAND IN HAND WITH OUR
HIGH SCHOOL PARTNERS TO CREATE
GRIDS. SO A STUDENT APPARENT
KNOWS EXACTLY HOW OF COURSE THEY
CAN. MERCED COLLEGE IS GOING TO
BE APPLIED TOWARDS HIGH SCHOOL
GRADUATION REQUIREMENTS, WHETHER
THAT COURSES IN A STRATEGY
ELIGIBLE COURSE WHETHER OR NOT
THE COURSE IS TRANSFERABLE TO
THE SEA SUS UCS DEGREE
APPLICABLE, UM, WHETHER IT HAS
OPEN RESOURCE TECHNOL OR OPEN
RESOURCE TEXTBOOKS AND OTHER
THINGS. SO WE'VE CREATED A WAY
FOR US TO KIND OF DEMYSTIFY HOW
IT COURSE TAKEN AT THE COLLEGES
AND BE ABLE TO BE USED FOR THAT
HIGH SCHOOL STUDENT. UM SOME OF
THE IMPORTANT THINGS ARE ALSO
THE STUDENT. THE PARENT KNOW
GOING IN WHETHER THE COURT
SHOULD BE AWAITED GPS. SO FOR
SOME OF THE STUDENTS THAT WANT
TO HAVE THE EP COURSE WITH A
FIVE POINT SCALE AND GRADUATE
WITH THE TREMENDOUSLY HIGH GPS,
THEY KNOW HOW WE'RE STATE
COLLEGE COURSES WERE COMPARABLE
TO AN ADVANCED PLACEMENT COURSE.
UM AND THEN THAT COUNSELOR CAN
ALSO TALK ABOUT THE BENEFITS OF
TAKING THE COLLEGE COURSE AND
KNOWING EXACTLY HOW THAT
QUESTION BE USED WHEN THEY END
UP AT A FOUR YEAR COLLEGE.
WHETHER OR NOT IT'S GOING TO BE
DEGREE APPLICABLE OR EXCUSE ME,
WHETHER ASKING ME A GENERAL
EDUCATION COURSE OR THAT CAN BE
A THROUGH ASSIST, BE ABLE TO
ASSIST DOT ORG AND BE ABLE TO
TELEPHONE COURSES. MAJOR
PREPARATION. SOME OF THE CHECK
THERE ARE CHALLENGES WITH, UM
DURING ROMAN AND C CAP. TCC
APPLY IS ONE OF THE CHALLENGES
IT IS A RATHER ROBUST
APPLICATION FOR A HIGH SCHOOL
STUDENT. UM, AND SOME OF THE
QUESTIONS THAT ARE ON THERE THEY
IT'S DIFFICULT FOR THEM TO
UNDERSTAND HOW THEY ARE
APPLICABLE TO THEM, UM DIFFERENT
TYPES OF ROLES FOR THE WAY THAT
A STUDENT IS TAKING A COURSE.
SO, FOR EXAMPLE, WITH C CAPITAL
STEAM CAN TAKE UP TO FOUR
COURSES UP TO 15 UNITS. BUT IF
THAT STUDENT TAKES ONE COURSE
REAL CURRENT CURRENT ENROLLMENT,
THEN THEY FALL UNDER DIFFERENT,
DIFFERENT DEFINITION OF A
SPECIAL ADAMANT SO THERE'S
DIFFERENT SETS OF RULES AND
GUIDELINES ON THE WAY TO THE
STUDENT IS ABLE TO TAKE
COURSEWORK AND DETERMINING
WHETHER OR NOT THEY CAN EXCEED
THE SPECIAL ADMITS STATUS OF 11
UNITS GO UP TO THE 15 UNITS. UM
ALSO WITHIN THAT SAME KIND OF
BREATH IS DEPENDING ON HOW A
STUDENT IS CLASSIFIED ON OUR
CAMPUS AND WHETHER OR NOT THE
SECTIONS OF C CAP SECTION OR
CONCURRENT ENROLLMENT SECTION.
IT LIMITS THE WAYS THAT THE
STUDENT IS ABLE TO HAVE THAT
CONTENT DELIVERED. SO FOR
EXAMPLE, IN A CONCURRENT
ENROLLMENT CLASSES STUDENT CAN
BE, UM, TAKING THAT COURSE IN AN
ASYNCHRONOUS MODEL. ANYTIME
ANYWHERE, SO THAT THEIR THAT
FLEXIBILITY TO FIT HOW THAT
COURSE IS GOING TO FIT INTO
THEIR LIFE SCHEDULE, WHETHER OR
NOT THEY'RE FULL TIME STUDENT AT
THE HIGH SCHOOL PARKING STUDENT
IN COLLEGE AND THE PARTICIPATING
EXTRA EXTRA CULTURE ACTIVITIES,
AND WHEN WE COULD THAT COLLEGE
COURSE FIT IN WHERE IN C CAP,
THEY MUST BE DELIVERED DURING
THE BELL SCHEDULE ON THE HIGH
SCHOOL CAMPUS, SO IT ALLOWS IT
KIND OF PROHIBIT SOME OF THE
FLEXIBILITY. UM THEN A STUDENT
MAY BE LOOKING FOR AND HAVING
SOME TYPE OF REMOTE LEARNING
EXPERIENCE. ONE OF THE THINGS
THAT COVID DID TEACH THE
COMMUNITY COLLEGES IS HOW TO
DELIVER CONTENT AND ARE VERY
RIGOROUS MANNER. SO THE I THINK
PRE COVID COMMUNITY COLLEGES DID
STRUGGLING, BEING ABLE TO
DELIVER CONTENT AND REALLY
RIGOROUS MANNER. UM, BUT I THINK
THE FACULTY OF COMMITTEE
COLLEGES ARE REALLY STEPPED UP
AND FOUND NEW, INNOVATIVE, NEW,
INNOVATIVE WAYS TO ENGAGE WITH
THE STUDENTS TO MAKE IT MUCH
MORE MEANINGFUL WHILE THEY'RE
PARTICIPATING DISTANCE
EDUCATION. UM SEEK UP, UM, ALSO
ALLOWS WITHIN THE C CAP MODEL.
IT ALSO LIMITS THE WAYS THAT ARE
HIGH SCHOOL CAN BE CREATIVE AND
HOW THEY'RE GOING TO BUILD THE
STUDENTS MASTER SCHEDULE. SO FOR
EXAMPLE, IF I HAVE A HIGH SCHOOL
THAT ONLY HAS 17 STUDENTS WHO
WANT TO TAKE AN ENGLISH ONE A
CLASS HOW DID THEY BUILD THAT
INTO THE MASTER SCHEDULE TO MAKE
SURE THAT ALL THE STUDENTS THAT
WANT TO TAKE THAT CLASS OR IN
THAT SPECIFIC PERIOD? WHEN THEY
ALSO WANT TO TAKE OTHER COURSES
LIKE AN AP BIO OR NAKED ÁP KIM
CLASS THAT DON'T HAVE THAT SLAIN
THAT ARE LOCKED INTO CERTAIN
PERIODS. THEY MAY NOT BE ABLE TO
OFFER MULTIPLE SECTIONS. ALSO
ONE OF THE CHALLENGES THAT THERE
ISN'T A SUPER SUPER NUMBERING
SYSTEM SO THAT THE MEETING
COLLEGES WE HAVE SOMETHING
CALLED THE C I. D WHICH IS A
SUPER NUMBERING SYSTEM THAT
TELLS A STUDENT HOW A STATE
COLLEGE COURSE IS GOING TO BE
APPLIED. UM AT ANOTHER COLLEGE
WITHIN CALIFORNIA, AND SO IT'S
ART. THE CSU AND UC IS ALL
REVIEW THEM, AND IT MAKES IT
REALLY EASY FOR A STUDENT TO
HAVE MOBILITY WOULD BE NICE. IF
WITHIN THE DORM ROMAN AREA,
THERE WAS SOME SORT OF A SUPER
NUMBERING SYSTEM THAT MADE IT
EASIER FOR A STUDENT TO TAKE A
COLLEGE COURSE WORK AND KNOW HOW
IT'S GONNA BE APPLIED FOR HIGH
SCHOOL GRADUATION REQUIREMENTS.
UM, WHETHER OR NOT BE IS GONNA
BE A THROUGH G REQUIREMENTS.
ANOTHER CHALLENGE IS FOR THE
COMMUNITY COLLEGES IS THE THREE
G A LIST FOR OUR COURSES HASN'T
BEEN UPDATED SINCE 2013 2014. SO
IT'S HARD FOR A STUDENT, A
PARENT TO LOOK AT ALL THE
DIFFERENT RESOURCES AVAILABLE TO
THEM AND DETERMINE HOW THAT
COURSE CAN BE USED ON THE
EASTERN SIDE, WHICH LENDS ITSELF
AGAIN FOR US FEELING. IT'S
CRITICAL THAT WE HAVE COUNSELORS
AVAILABLE TO STUDENTS. THEIR
COLLEGE COUNSELORS ON THE HIGH
SCHOOL CAMPUSES, SO THEY MAKE
SURE THAT THEY UNDERSTAND HOW
THAT COURSE WE APPLIED IN EVERY
WAY POSSIBLE TO MAXIMIZE THE USE
OF A COURSE FOR BOTH HIGH SCHOOL
GRADUATE REQUIREMENTS, OR SAID
COLLEGE A S OR 80 DEGREES AND
ULTIMATELY, FOR FOUR YEAR
DEGREE, UM I THANK YOU FOR YOUR
TIME TODAY AND PASS IT ON TO
MARK FROM SOUTHWESTERN COLLEGE.
THANK YOU SO MUCH. DEAN SOTO,
WELCOME SUPERINTENDENT, DR MARK
SANCHEZ. GOOD AFTERNOON. SHERIFF
FONG. MEMBERS OF THE COMMITTEE.
SEEMS LIKE JUST YESTERDAY. I WAS
HERE TO SPEAK TO YOU ON BEHALF
OF ASSEMBLY. BILL 91. SO THANK
YOU FOR HAVING US THIS
AFTERNOON. GREAT TO BE HERE. MY
NAME IS MARK SANCHEZ. I'M THE
PRESIDENT OF SOUTHWESTERN
COLLEGE, WHICH IS LOCATED IN THE
SOUTHERNMOST PART OF SAN DIEGO
COUNTY. UM THE COMMUNITIES THAT
WE SERVE INCLUDE CHILA VISTA,
WHICH IS WHERE OUR MAIN CAMPUS
IS LOCATED WITH HIGHER EDUCATION
CENTERS IN O TIME MESA NATIONALS
CITY, SANTA SAID ROW AND
CORONADO ARCHILA VISTA CAMPUSES
ABOUT EIGHT MILES FROM THE US
MEXICO BORDER AT THE SANTA SEED
REPORT OF ENTRY, SO WE ARE VERY
MUCH A BINATIONAL COLLEGE,
DEPENDING ON THE SEMESTER, ON
AVERAGE, ANYWHERE BETWEEN 13 TO
15% OF OUR STUDENTS. ACTUALLY
COMMUTE OVER EVERY DAY TO TAKE
CLASSES FROM TIJUANA AT
SOUTHWESTERN COLLEGE, SO THAT'S
VERY MUCH A PART OF OUR IDENTITY
AND THE COMMUNITY THAT WE SERVE.
UM OUR CURRENT ENROLLMENT IS
25,228. STUDENTS SO WE HAVE
EMERGED FROM THE PANDEMIC AS
STRONG AS EVER IN TERMS OF OUR
ENROLLMENT. AND SO WE'VE BEEN
ABLE TO ENGAGE OUR COMMUNITY AND
REALLY BRING OUR COMMUNITY BACK
STRONGLY IN TERMS OF ENROLLING
POST PANDEMIC. THE DEMOGRAPHICS
OF OUR COLLEGE OR 68% LATIN. WE
USED THE LATIN AS A PART OF OUR
NOMENCLATURE, AS OPPOSED TO
HISPANIC OR LATINO. WE HAVE 10%
WHITE, NON LATINA ENROLLMENT. 8%
FILIPINO 4% AFRICAN AMERICAN AND
0.22% NATIVE AMERICAN ALASKAN
NATIVE. OUR ENROLLMENT PROFILE
FOR C CAPITAL ENROLLMENT IS
CURRENTLY 1655 STUDENTS OF WHICH
68% ARE LATIN 9% FILIPINO 3,
AFRICAN AMERICAN AND 12% WHITE.
EIGHT IF WE HAVE AN 84% 84.7%
COURSE SUCCESS RATES FOR
STUDENTS WHO TAKE OUR DUAL
ENROLLMENT COURSES AT THE HIGH
SCHOOLS, BUT I DON'T ENROLLMENT
PROGRAM ALSO CONSISTS OF
CONCURRENT AND EARLY COLLEGE,
WHICH WE ARE BUILDING AT THE
SANTA CEDRONE HIGHER EDUCATION
CENTER, WHICH IS ONE MILE FROM
THE US MEXICO BORDER. AND THAT'S
AN THAT'S AN IMPORTANT SERVICE
LOCATION FOR US BECAUSE WE ALSO
FIND THAT WITH OUR HIGH SCHOOLS,
THAT'S WHERE SOME OF OUR POST
SECONDARY PARTICIPATION RATES
ARE THE LOWEST, UM, IN THOSE
COMMUNITIES, SO WE WANT TO BE
ABLE TO ENGAGE OUR COMMUNITIES
AND SERVE THEM AND CREATE A
PATHWAY TO SEE CAPITAL
ENROLLMENT. WE STARTED WITH THE
A REDESIGN OF OUR STUDENT
AFFAIRS TEAM TO BE ABLE TO BUILD
THE INFRASTRUCTURE TO EXPAND OUR
C CAP. DUAL ENROLLMENT PROGRAM.
IT WAS INTERESTING AND 2021.
WHEN I ARRIVED AT THE COLLEGE, I
NOTICED THAT OUR STUDENT AFFAIRS
WAS VERY MUCH DESIGNED FROM
HISTORICAL MODEL. IN OTHER
WORDS, YOU HAVE IT. YOU HAD
ADMISSIONS AND RECORDS TEXT. YOU
HAD FINANCIAL AID. YOU HAD
COUNSELING AND THEY WERE ALL
KIND OF SEPARATE ENTITIES. AND
THROUGH OUR REDESIGNED WE WERE
ABLE TO CREATE ENROLLMENT
SUCCESS SPECIALIST WHERE, IF AN
ADMISSIONS AND RECORDS TECH CAN
HELP A STUDENT WITH C C C APPLY,
THEY COULD ALSO ASSIST A STUDENT
WITH CREATE COMPLETING THE FAFSA
AS WELL. SO IT WAS A
COMPREHENSIVE REDESIGN IN OUR
AREA, WHICH GAVE US A BETTER
INFRASTRUCTURE TO BE ABLE TO
EXPAND OUR WORK WITH OUR KIDS
THROUGH 12 PARTNERS IN OUR
SERVICE AREA. SOME OF THE
CHALLENGES TO SCALE HAVE BEEN,
UM, WHEN YOU'RE WORKING WITH THE
COMMUNITY, IT'S A NEW PROCESS
FOR MANY OF OUR STUDENTS. AND I
ALSO INCLUDE THEIR PARENTS. IF
YOU'RE REALLY GOING TO EXPAND
PARTICIPATION IN SEA CAPTAIN
DILA ROMAN, YOU HAVE TO BE ABLE
TO BRING THE PARENTS AND THE
FAMILIES INTO THE PROCESS AND
REALLY EDUCATE THEM AROUND THE
BENEFITS OF PARTICIPATING IN
THESE PROGRAMS. AS MENTIONED BY
MY COLLEAGUE GREG. ONE OF THE
CHALLENGES IS THE SYSTEM WIDE C.
C C. APPLY ITS MANY STUDENTS
FIND IT VERY CUMBERSOME, SO
REALLY MAKING SURE THAT WE HAVE
THE STAFF THAT CAN WORK HANDS ON
WITH THE STUDENTS TO GO STEP BY
STEP AND COMPLETING THAT
APPLICATION RESOURCES IS OFTEN
TIMES A CHALLENGE. WE HAVE TO
BALANCE BETWEEN SERVING OUR OWN
CURRENTLY ENROLLED STUDENTS AT
THE COLLEGE WHILE ALSO BUILDING
AN OUTREACH CALENDAR WITH OUR
HIGH SCHOOL PARTNERS. AND BEING
ABLE TO GET THE WE HAVE 19
FEEDER, HIGH SCHOOLS AND SO
BEING ABLE TO GET THOSE
RESOURCES OUT INTO THE COMMITTEE
COMMUNITY REALLY REQUIRES
PLANNING AND IMPLEMENTATION, UM,
SOMETIME IN ADVANCE. WE'VE ALSO
HAD TO WORK TO FIND TECHNOLOGY
SOLUTIONS FOR A STREAMLINED
STUDENT ENROLLMENT. PARTICULARLY
FOR OUR STUDENTS THAT ARE
TRANSITIONING FROM THEIR SENIOR
YEAR TO THE COLLEGE. ONE OF THE
THINGS WE'VE HEARD FROM OUR HIGH
SCHOOL COUNSELOR PARTNERS IS
BEING ABLE TO TRACK WHERE
STUDENTS ARE IN THE ENROLLMENT
PROCESS. SO WE'RE WORKING ON A
CRM ARE A SOFTWARE SOLUTION THAT
WILL ALLOW THE HIGH SCHOOL
COUNSELORS AND OUR COUNSELORS TO
BE ABLE TO SEE WHERE ANY
INDIVIDUAL STUDENT IS AT BY HIGH
SCHOOL IN THE ENROLLMENT PROCESS
, WHICH GIVES US A REALLY SOLID
TOÀN MECHANISM TO BE ABLE TO
FOLLOW UP WITH STUDENTS AND
THEIR FAMILIES. AND MAKING SURE
THEY ENROLL IN A TIMELY MANNER.
ONE OF THE CHALLENGES. IN
ADDITION IS FACULTY COLLECTIVE
BARGAINING, SO BEING ABLE TO
NEGOTIATE THROUGH THE MINIMUM
QUALIFICATIONS THAT ARE
IDENTIFIED AND TITLE FIVE ED
CODE AROUND A HIGH SCHOOL
TEACHER BEING ABLE TO TEACH THAT
COURSE WHEN THEY MEET THE
MINIMUM QUALIFICATIONS, BUT ALSO
MAKING SURE WE WORK THERE. THERE
ARE PAY IMPLICATIONS AND
RETIREMENT IMPLICATIONS WHEN
YOU'RE HIRING HIGH SCHOOL.
TEACHERS TO TEACH COLLEGE
COURSES, SO YOU HAVE TO BE ABLE
TO WORK THAT THROUGH THE
COLLECTIVE BARGAINING AGREEMENT
ON BOTH SIDES AT THE HIGH SCHOOL
AND COLLEGE LEVEL. IN ADDITION,
WHAT CAN ALSO BE CHALLENGING IS
DIFFERENT ACADEMIC SCHEDULES AT
THE HIGH SCHOOLS AND BEING
FLEXIBLE ON OUR END TO BE ABLE
TO MEET THE REQUIREMENTS TO
TEACH THE COURSES BASED ON
DIFFERING ACADEMIC SCHEDULES AT
THE HIGH SCHOOLS. AND THEN, OF
COURSE, ONGOING FUNDING. I KNOW
ONE OF THE COMMITTEE MEMBERS.
HOLDEN TALKED ABOUT THE BLOCK
GRANT FUNDING THAT WAS
DESIGNATED FOR ENROLLMENT. JUST
MAKING SURE THAT WE HAVE A SOLID
SOURCE OF ONGOING CONTINUED
FUNDING TO BE ABLE TO BUILD THE
SYSTEMATIC APPROACHES AND
SERVING OUR STUDENTS MOVING
FORWARD. OUR SUCCESS WAS DOING
WITH DOLAN. ROMAN HAS ALLOWED
THE COLLEGE TO BUILD THIS WORK
INTO OUR EQUITY ACTION ACTION
PLAN MOVING FORWARD WITH THE
VERY KEY FOCUS ON MAKING SURE
WE'RE SERVING ARE
DISPROPORTIONATELY IMPACTED
STUDENTS IN THE COMMUNITIES IN
WHICH THEY LIVE IN OUR SERVICE
AREA. IT'S ALSO GIVEN US AN
OPPORTUNITY TO MARKET MORE
BROADLY, UM THROUGH OUR
MARKETING CAMPAIGNS AND MAKING
SURE THAT WE'RE REALLY BEING
INTENTIONAL ABOUT USING ENGLISH
AND SPANISH LITERATURE TO
COMMUNICATE WITH OUR
COMMUNITIES, ESPECIALLY IN OUR
REGION. LEVERAGING TECHNOLOGY AS
I MENTIONED TO USE THAT TO
COMMUNICATE THOSE MESSAGES AND
REALLY CLARIFY THE ENROLLMENT
PROCESS, INCLUDING THE TIMELINES
, AND WE ALSO USE OUR STUDENTS
AS PURE AMBASSADORS AND OUTREACH
STAFF ON SITE AT ALL OF THE HIGH
SCHOOLS ON A ROTATING SCHEDULE
TO BE ABLE TO SERVE OUR STUDENTS
THROUGH THIS PATHWAY. ONE OF THE
THINGS THAT IT'S ALLOWED OUR
FACULTY TO DO, WORKING WITH THE
HIGH SCHOOL TEACHERS AS WELL AS
BUILD IT IN AN INTENTIONAL
CURRICULUM DESIGN. I THINK MANY
OF YOU ARE AWARE THAT ON STUDENT
SUCCESS DATA NOT ONLY IN
CALIFORNIA, BUT NATIONALLY, IT'S
REALLY IMPORTANT TO GET STUDENTS
THROUGH THE ALGEBRA SEQUENCE BY
AROUND THE NINTH GRADE. UM
FAILURE TO DO SO REALLY
DIMINISHES THE STUDENTS
OPPORTUNITY TO BE SUCCESSFUL IN
POSTSECONDARY SO BEING
INTENTIONAL, WHICH COURSES WERE
OFFERING AT THE HIGH SCHOOLS AND
TRYING TO MAKE SURE WE GET
STUDENTS THROUGH THOSE GATEWAY
COURSES AS EARLY AS POSSIBLE,
IDEALLY, BY THE NINTH GRADE. AND
THEN OPPORTUNITIES FOR EXPANDING
AND THIS IS MY LAST SLIDE IS
JUST REALLY CREATING EARLIER
EXPOSURE TO COLLEGE SUCCESS IN
COLLEGE PATHWAYS AGAIN. I THINK
IT'S CRITICAL. IT'S A CRITICAL
OUTREACH STRATEGY TO MAKE SURE
YOU BRING FAMILIES AND PARENTS
INTO THE FOLD AS EARLY AS
POSSIBLE. AND GIVE THEM A REALLY
CLEAR UNDERSTANDING OF WHY THESE
PROGRAMS WILL HELP THEIR
CHILDREN LONG TERM IN TERMS OF
CAREER AND ENTREPRENEUR
OPPORTUNITIES IN THE FUTURE.
WE'RE ALSO GOING TO HAVE
OPPORTUNITIES AS I'M AS I
STARTED WITH THROUGH A B 91,
WHICH IS OUR NEWLY PASSED
ASSEMBLY BILL, WHICH WILL ALLOW
OUR BINATIONAL STUDENTS TO
ENROLL AT THE IN STATE TUITION
RATE IN OUR BINATIONAL
COMMUNITY. ENGAGING ON
HISTORICAL PATHWAY, STUDENTS AND
THOSE DISPROPORTIONATELY
IMPACTED SEGMENTS OF OUR
COMMUNITY. WE HAVE SOME HIGH
SCHOOLS AND HIGH SCHOOLS AND OUR
SERVICE AREA WHERE ANYWHERE
BETWEEN 35 TO 45% OF OUR
GRADUATING SENIORS. DON'T GO
ANYWHERE. NO COLLEGE, NO CAREER
EDUCATIONAL OPPORTUNITIES AND SO
BEING ABLE TO LOCK THEM INTO THE
PROCESS AS SOON AS POSSIBLE AS A
KEY STRATEGY. AND REALLY MAKING
SURE THAT WE'RE WORKING WITH OUR
LATIN ARE AFRICAN AMERICAN AND
FILIPINO PACIFIC ISLANDER AND
INDIGENOUS COMMUNITIES AS
INTENTIONALLY AS WE CAN TO
CREATE THOSE PIPELINES, SO THANK
YOU FOR YOUR TIME. THANK YOU SO
MUCH SUMMER. HOLDEN WOULD YOU
LIKE TO ASK ANY QUESTIONS? YOU
KNOW, YOU HAVE A HARD STOP.
SORRY. OKAY, OKAY. THANK YOU SO
MUCH. SUPERINTENDENT I'M SORRY.
YEAH. LIKE TO WELCOME DOCTOR
NAMED CASTRO CHIEF PROGRAM
OFFICER. CAREER LADDERS PROGRAM.
WELCOME THANK YOU, CHAIRMAN FONG
AND THE COMMITTEE MEMBERS. UM
I'M GOING TO FOCUS IN ON SOME
CHALLENGES BECAUSE OUR
COLLEAGUES EARLIER TALKED ABOUT
ALL THE AMAZING THINGS THAT C
CAP ESPECIALLY IS DOING AND THEN
I'M GOING TO HAND IT OFF TO MY
COLLEAGUE LINDA, WHO'S GOING TO
FOCUS ON SOME POTENTIAL
APPROACHES TO THOSE CHALLENGES.
SO WE'VE HEARD IT OVER AND OVER.
WE'VE GOT SOME OUTDATED
PROCESSES AND TECHNOLOGIES,
RIGHT? BUT WE'RE CALIFORNIA. SO
WE'RE LIKE WE GOT SILICON
VALLEY. COME ON, WE CAN. WE CAN
DEFINITELY DO BETTER. BUT BUT
REALLY, AS MY COLLEAGUES
EXPLAINED FOR FIRST GENERATION
STUDENTS WHOSE FAMILIES DON'T
HAVE THE NAVIGATIONAL CAPITAL
PROCESSES LIKE C, C C. APPLYING
THESE MULTIPLE PERMISSIONS,
THEY'RE REALLY HARD TO NAVIGATE.
UM UH AND WE'VE GOT SOME GREAT
RESEARCH AND SOME FANTASTIC
SURVEYS THAT JUST KIND OF
DEMONSTRATE ALL OF THAT, AND
THEY'RE IN THE HANDOUTS. WE ALSO
HAVE A BIG COMPLEXITY IN OUR IN
IN THE WAYS THAT WE APPROACH
DUAL ENROLLMENT, AND EACH ONE
HAS DIFFERENT RULES
LEGISLATIVELY, SO WE HAVE FIVE
DIFFERENT WAYS THAT STUDENTS CAN
ACCESS DUAL ENROLLMENT AND THEY
HAVE DIFFERENT RULES. THEY HAVE
DIFFERENT UNIT LIMITATIONS. THEY
HAVE DIFFERENT, MINIMAL
INSTRUCTIONAL MINUTES FOR THE
HIGH SCHOOLS. AH YEAH, AND THEY
HAVE DIFFERENT BENEFITS,
DIFFERENT REQUIREMENTS. SO I
THINK THAT THE NEXT STAGE OF DO
ENROLLMENT WE CAN HELP WORK TO
SIMPLIFYING ALL OF THAT. WE'VE
TALKED A LOT ABOUT CAPACITY
ISSUES, AND, UH AND CERTAINLY
THAT'S NO. THE TEACHER CAPACITY
ISSUE IS NO IS VERY FAMILIAR TO
ALL OF US. BUT THERE'S ALSO
CAPACITY IN STUDENTS SUPPORTS
OUR COLLEAGUES AT SOUTHWESTERN
OR COLLEAGUES AT MERCED HAVE
DONE AMAZING THINGS IN THAT. UM
BUT WE NEED SUPPORT STATEWIDE
AND THEN THIS INTER SEGMENTAL
ALIGNMENT RIGHT? SO ALIGNING
THAT IN BETWEEN SPACE BETWEEN
POSTSECONDARY AND SECONDARIES
WERE DUAL ENROLLMENT LIVES, AND
IT'S KIND OF LIKE NOBODY'S JOB,
ALTHOUGH IDEALLY, IT WOULD BE
EVERYBODY'S JOB RIGHT? AND SO
THAT'S WHERE WE SEE THINGS LIKE
DUAL CREDIT AND WE'VE TALKED A
LOT ABOUT DUAL CREDIT TODAY, BUT
IT IS REALLY A BIG PROBLEM WHEN
SOME PARTNERSHIPS UM, LIKE OUR
COLLEAGUES AT MERCED AND THEIR
AND THEIR UNIFIED SCHOOL
DISTRICT, HONOR. DUAL CREDIT. UM
YOU KNOW, BEAUTIFULLY AND OTHER
SCHOOL DISTRICTS AND OTHER
PLACES IN THE STATE WON'T HONOR
IT AT ALL. OR MAYBE WILL ONLY
GIVE STUDENTS ELECTIVE CREDIT.
EVEN THOUGH YOU KNOW, A YOUNG
PERSON PASSED A COLLEGE LEVEL
ALGEBRA CLASS, AND THEY'LL SAY,
THAT'S GREAT. YOU GET ELECTIVE
CREDIT RIGHT? SO THAT IS A REAL
SOURCE OF DISPARITY AND
INEQUITIES. AND, OF COURSE,
THERE'S GATEKEEPING. MY OUR
COLLEAGUES EARLIER HAVE ALLUDED
TO IT, BUT I'M GOING TO SAY IT.
A BIT MORE PLAINLY. UM OFTEN THE
OPPORTUNITY TO PARTICIPATE IN
DUAL ENROLLMENT IS, UM, RATIONED
. UM AND IT'S RATIONED BY
PERCEIVED ABILITIES BY PERCEIVED
, YOU KNOW, LIKE, WHO IS REALLY
A COLLEGE STUDENT AND WHO ISN'T
BUT WE'RE CALIFORNIA AND WE ARE
OPEN ACCESS INSTITUTIONS IN OUR
COMMUNITY COLLEGES. EVERYONE IS
A IS A COLLEGE STUDENT.
POTENTIALLY, SO I'M GOING TO
PASS IT OFF TO THANK YOU. THANK
YOU SO MUCH WELCOME. THANK YOU,
CHAIR FONG. WE'RE REALLY GLAD TO
BE HERE AND YOU KNOW YOU'VE
HEARD A LOT AND I JUST WANT TO
SPEAK VERY BRIEFLY TO YOU KNOW,
WELL, WHAT'S CALIFORNIA TO DO? I
THINK IT'S TIME BUILDING ON WHAT
WE'VE LEARNED IF WE REALLY WANT
TO IMPROVE THE TRANSITION FROM
HIGH SCHOOL TO COLLEGE TO
INCREASE MORE EQUITABLY COLLEGE
COMPLETION. CERTIFICATE AND
DEGREE COMPLETION. UM IT'S
REALLY TIME FOR US TO CONSIDER
MAKING DUAL ENROLLMENT PART OF
THE HIGH SCHOOL EXPERIENCE THE
DEFAULT EXPERIENCE OF HIGH
SCHOOL STUDENTS IN CALIFORNIA
RATHER THAN JUST A CHOICE, OPEN
ONLY TO THOSE WHO ARE AWARE OF
IT ARE ONLY TO THOSE WHO ARE
ABLE TO ACCESS THAT OPPORTUNITY.
UM. DR CASTRO TALKED ABOUT THE
COMPLEXITY. I WOULD SAY THAT
GIVEN THE EARLY EVIDENCE THAT
WE'VE HEARD ABOUT THIS MORNING
THAT C CAP IS WORKING AS
INTENDED. AND THAT THE DATA
INDICATES PARTICULARLY NARROWING
OF OPPORTUNITY GAPS BY RACE IN
PARTICULAR THAT CALIFORNIA'S
REALLY CONSIDER SCALING SEE CAP
STYLE DUAL ENROLLMENT. WITH
EMPHASIS ON STRUCTURED PATHWAY
PROGRAMS THAT ARE OFFERED AT THE
HIGH SCHOOL SITE EXCESSIVELY FOR
STUDENTS WHO DON'T HAVE
TRANSPORTATION OR UNABLE TO
TRAVEL TO THE COLLEGE. IT IS AN
ACCESS AND EQUITY LEVEL, AND I
THINK WE HAVE THE EVIDENCE NOW
TO EXPAND ALL ENROLLMENT TO
THOSE WHO HAVE BEEN
SYSTEMATICALLY LEFT OUT, AND
THAT'S WHAT C CAP I THINK HAS
TAUGHT US ABOUT IN CALIFORNIA.
BUT THAT'S A BIG ASK WHAT WE'LL
NEED TO DO TO DO THAT IS REALLY
STREAMLINE THE ED CODE TO
STANDARDIZE AND CREATE MORE
UNIFORM RULES ACROSS ALL OF DUAL
ENROLLMENT. UM WE DON'T REALLY
NEED ALL OF THESE RESTRICTIONS
NOW. AND THIS WOULD REDUCE
ADMINISTRATIVE BURDENS AND COSTS
ON THE COLLEGES AND HIGH
SCHOOLS. IT WOULD MAXIMIZE GOOD
PRACTICE, AND IT WOULD BETTER
ENABLE PARTNERS TO CREATE AND
SCAFFOLD COHERENT SEQUENCES
SEQUENCES, OF COURSE OFFERINGS
FOR STUDENTS TO REACH THEIR
GOALS. UM BUT COURSE TO
ACCOMPLISH THAT WE'D HAVE TO
ADDRESS CAPACITY AND I THINK
YOU'VE HEARD A LOT ABOUT THAT.
BUT I WOULD SAY THAT THE FIELD
NEEDS MORE FUNDING. AND MORE
FLEXIBLE FUNDING TO ACCOMPLISH
THIS. WE NEED FUNDING, UM, NOT
ONLY TO ENROLL STUDENTS BUT TO
PROVIDE QUALITY INSTRUCTION TO
PROVIDE, UM, CULTURALLY
RESPONSIVE PEDAGOGY AND
CURRICULUM AND TO THE SUPPORTS
THAT STUDENTS NEED AT THE HIGH
SCHOOL AS WELL AS AT THE COLLEGE
. THAT MEANS DIRECT FUNDING
SPECIFICALLY FOR DUAL
ENROLLMENT. AT BOTH THE HIGH
SCHOOL AND COLLEGE SIDE. IT
MEANS LOOKING AT HOW WE MIGHT
INCENTIVIZE INTER SEGMENTAL
COLLABORATION TO LEVERAGE AND
COORDINATE EXISTING FUNDING
STREAMS AND INFRASTRUCTURE. THE
POSSIBILITY OF PARTNERSHIP MEANS
THERE'S RESOURCES, BUT IT'S A
LOT OF WORK TO FIGURE OUT HOW TO
BEST LOVE LEVERAGE THEM. AND I
ALSO THINK WE NEED TO LOOK AT
CATEGORICAL, CATEGORICAL
FUNDINGS TO ENSURE THAT DUAL
ENROLLMENT STUDENTS ARE INCLUDED
IN AND CAN SHARE IN THE SUPPORT
THAT MANY OF THOSE EXCELLENT
CATEGORICAL PROGRAMS PROVIDE. UM
AND WE NEED TO ALSO SEE IF WE
CAN REDUCE SOME OF THE
COMPLEXITY AND USE OF FUNDS
THERE. UM I SAY FLEXIBLE FUNDING
BECAUSE AS YOU CAN HEAR
PARTNERSHIPS OR DIFFERENT STAGES
IN DIFFERENT SPACES, THEY SERVE
DIFFERENT KINDS OF COMMUNITIES.
AND LOCAL CONDITIONS VARY, BUT
ALL OF US OR SEE IN THE FIELD
THE NEED TO ADDRESS CAPACITY,
SPECIFICALLY TEACHER FACULTY
COUNSELOR AND CLASSIFIED
PROFESSIONAL SUPPLY. WE KNOW
THAT FAMILY AND PARENT OUTREACH
IS CRITICAL. WE KNOW TECHNOLOGY
NEEDS TO BE UPDATED. ALL OF THAT
TAKES REAL MONEY. UM THE INTER
SEGMENTAL ALIGNMENT PIECE IS
WORK, AND I WOULD SAY IN THAT
SPACE AND I PICK UP ON SOMETHING
UM, THAT EARLIER RESEARCHERS
TALKED ABOUT IS THAT THIS MOST
PRESSING ISSUE I THINK IS THAT
CALIFORNIA NEEDS TO JOIN THE
MAJORITY OF OTHER STATES THAT
GIVE AUTOMATIC DUAL CREDIT FOR
DUAL ENROLLMENT COLLEGE COURSES.
CALIFORNIA IS AN OUTLIER
ACTUALLY IN THIS REGARD.
STUDENTS SHOULD GET CREDIT WHERE
CREDIT IS DUE. THE STATE SHOULD
GET FULL BENEFIT FROM THIS
ACCELERATION STRATEGY, AND WE
CAN'T DO THAT. IF WE DON'T
APPROACH DUAL CREDIT. I THINK
THE MERCED EXAMPLE GIVES US A
WAY FORWARD BECAUSE WE CAN BUILD
ON EXISTING SYSTEMS, OF COURSE,
ARTICULATION AND CLASSIFICATION,
SID SYSTEMS 80 G. THAT SYSTEMS
AND ACADEMIC SENATES HAVE
ALREADY DEVELOPED BUT WE'RE
GOING TO NEED TO PUT OUR HEADS
TOGETHER AND MAKE IT A
SYSTEMATIC COMMITMENT AT THE
STATE LEVEL. UM WE NEED TO LOOK
FOR COHERENCE AS AS THE
LEGISLATURE AND THE GOVERNOR IN
THEIR WISDOM PUT OUT MORE.
INITIATIVES WHAT IS THE
COHERENCE BETWEEN THEM? WE'RE
TALKING ABOUT GOLDEN STATE
PATHWAYS. THE DUAL ENROLLMENT,
MONEY GUIDED PATHWAYS. WE CAN DO
THIS. UM AND FINALLY, THE
GROWING EVIDENCE IS THAT GAINS
FROM DUAL ENROLLMENT NATIONALLY,
IT SHOWS THAT THEY MAY ACTUALLY
BE HIGHER. FOR MALE STUDENTS FOR
UNDER RESOURCED STUDENTS AND FOR
STUDENTS WHO START WITH LOWER
GPS, HOWEVER, THAT IS IN DIRECT
CONTRADICTION TO HOW MANY PEOPLE
SORT STUDENTS, COUNSELORS,
FACULTY ADMINISTRATORS OFTEN
SORT STUDENTS BASED ON PERCEIVED
IDEAS ABOUT ABILITY. WE NEED TO
OPEN THAT UP. THE LEGISLATURE
CAN HELP WITH THAT IF THEY LOOK
AT EXPRESSING LEGISLATIVE INTENT
, ENVISION, AS WE DID IN C CAP
IF WE LOOK AT SETTING ACCESS AND
SUCCESS GOALS IF WE LOOK AT
MONITORING DISAGGREGATED DATA
REGULARLY. ON STUDENT
PARTICIPATION, PROGRESS AND
OUTCOMES, PARTICULARLY BY RACE
AND SOCIOECONOMIC STATUS. WE CAN
DO ALL OF THAT IF WE USE JUST
THE BASIC GUIDING PRINCIPLES
THAT THAT CALIFORNIA IS KNOWN
FOR. WE NEED TO PRIORITIZE
ACCESS SUCCESS AND SUPPORT FROM
AN EQUITY LENS. WE NEED TO SHIFT
FOCUS TO PATHWAYS THAT ARE
DESIGNED FOR BOTH COLLEGE AND
CAREER FOR YOUNG PEOPLE, AND WE
NEED TO BUILD ON WHAT WE'VE
LEARNED IN THE LAST FEW YEARS
BASED ON THE C CAP EXPERIENCE.
DANCE. YOUR LEADERSHIP AND I'M
LOOKING AT YOU ASSEMBLYMEMBER'S
HOLDEN IN PARTICULAR, BUT THE
LEGISLATURE AS A WHOLE IN MOVING
AND REFINING C CAP. LEGISLATION
HAS BEEN PIVOTAL IN SHOWING THE
WAY FORWARD. COLLEGES AND HIGH
SCHOOLS HAVE STEPPED UP. WE NOW
NEED TO DOUBLE DOWN ON THE
LESSONS THAT WE'VE LEARNED. WE
NEED TO REMOVE THOSE BARRIERS
AND REALLY JUST PUT STUDENTS AT
THE CENTER OF OUR WORK. AND WE
ARE CALIFORNIA. WE CAN DO THIS.
THANK YOU. THANK YOU SO MUCH
GREAT PRESENTATIONS FROM ALL OUR
PANELISTS REALLY APPRECIATE THAT
ROBUST UPDATES. COLLEAGUES
MEMBERS ANY QUESTIONS OR
COMMENTS SOMEWHERE, HOLD IT.
FIRST OF ALL I WANT TO YOU KNOW,
THIS IS A TEAM SPORT AND ALL OF
YOU HAVE BEEN VERY MUCH A PART
OF THE SUCCESS OF THE SEA CAP
PROGRAM AND ALSO DUAL ENROLLMENT
AND I'VE EVEN LEARNED A LOT HERE
AND JUST A SHORT PERIOD OF TIME
THAT I'VE BEEN HERE IN THIS
HEARING THAT IN MANY WAYS, I
THOUGHT THAT THERE WAS MUCH MORE
ROBUST. AND THAT MORE
OPPORTUNITIES WERE BEING GIVEN
AND THAT THERE WAS GREATER
CREDIT THAT WAS BEING ALIGNED
FOR THE COURSES THAT HIGH SCHOOL
STUDENTS WERE TAKING WITH THE
EXPECTATION THEY WERE GETTING
FULL CREDIT. FOR COLLEGE. SO WE
ARE I'M WINDING DOWN. I'VE GOT
NEXT YEAR AND THEN THAT'S IT.
BUT THERE IS A THERE ARE MEMBERS
HERE TODAY AND OTHER MEMBERS OF
THE LEGISLATURE WHO OBVIOUSLY
SEE THIS AS A IMPORTANT PATHWAY.
HMM REIMAGINE EDUCATION. AND TRY
TO FIND WAYS FOR ALL RIGHT.
YOUNG PEOPLE TO STRETCH. AND
EVEN GO BEYOND WHAT THEIR
IMAGINATION IS ABOUT HOW GREAT
THEY CAN BE AND HOW MUCH THEY
CAN LEARN WHILE IN HIGH SCHOOL
AND PREPARE THEMSELVES FOR AN
AMAZING FUTURE. THE CHAIR IN HIS
WISDOM HAS A VEHICLE. OF THAT.
I'M SURE IT WAS PART OF HIS
THINKING TO MAKE SURE THAT WHEN
THIS HEARING TOOK PLACE IN THE
INPUT THAT WE WOULD HEAR, AND
THEY IMPORTANT COMMENTS AND
BENCHMARKS REALIZED AND SUCCESS
IS ACHIEVED. BUT ALSO WHERE DO
WE GO FROM HERE? HOW DO WE MAKE
IT STRONGER? WHERE DO WE FILL IN
THE CRACK THE CRACKS WERE THEY
EXIST? AND SO I'M SURE THAT HE
IS AND STAFF ARE TAKING, UM,
COPIOUS NOTES TOO. TO FIND WAYS
OF CAPTURING A LOT OF YOUR GOOD
IDEAS THAT YOU'RE IN AN
OBSERVATIONS THAT YOU'VE
HIGHLIGHTED TODAY. I WISH I
COULD STAY FOR THE FULLNESS OF
THIS HEARING. I HAVE A FLIGHT IN
AN HOUR. AND I NEED TO GET TO
THE AIRPORT. BUT I DO WANT TO UM
SAY HOW MUCH I APPRECIATE. ALL
OF YOU, ALL OF YOU, ALL OF
WHOEVER'S LISTENING WHO HAVE
WEIGHED IN ON THIS SUBJECT OVER
THE YEARS, BECAUSE WHEN I GOT
HERE AND 2012 UH, IN 2013 WAS MY
FIRST YEAR. LOOKING AT BEING A
LEGISLATOR. THIS ISSUE CAME UP.
WE SWUNG AND MISSED A COUPLE OF
TIMES BEFORE WE WERE ABLE TO GET
THIS IMPORTANT LEGISLATION TO
THE GOVERNOR'S DESK AND FORWARD
TO ACTUALLY BE SIGNED INTO LAW.
SO AS WE SIT HERE TODAY, IT
SEEMED LIKE A NO BRAINER. BUT IT
NEVER HAS BEEN. I WAS SHOWN THE
LEGISLATIVE HISTORY ON DUAL
ENROLLMENT. AND HOW MANY BILLS
WERE INTRODUCED OVER THE YEARS.
IT JUST DIDN'T GET OUT COMMITTEE
OR DIDN'T GET SIGNED BY THE
GOVERNOR, SO I WAS ALWAYS, UM,
CURIOUS AS WHY THERE WAS THE
CASE. WHATEVER THE CASE WAS,
WE'VE MADE SOME GREAT PROGRESS,
BUT THERE'S STILL A LOT A LOT TO
DO. AND SO I AM EXCITED ABOUT
WHAT THE FUTURE HOLDS. YOU
BROUGHT UP SOME AMAZING INSIGHTS
, AND I THINK THAT THAT'S GONNA
SERVE WELL FOR THIS COMMITTEE.
AND THE EDUCATION COMMITTEE TO
REALLY GET THEIR ARMS WRAPPED
AROUND IT AND COME UP WITH
SOMETHING ROBUST. PRESENT TO THE
LEGISLATURE NEXT YEAR, AND I'M
EXCITED TO JOIN IN ON THAT. SO
THANK YOU FOR BEING HERE. THANK
YOU FOR THE NEXT PANEL TO COME.
THOSE WHO PROCEEDED AND THOSE
WHO ARE LISTENING. THIS IS, UH
THIS IS GROUNDBREAKING IN TERMS
OF WHAT IT POTENTIAL THAT IT
STILL HAS. TO REALLY MOVE THE
NEEDLE, SO CONGRATULATIONS TO
EVERYONE. THANK YOU SO MUCH
SOMEWHERE HOLDING FOR YOUR
LEADERSHIP IN OUR FRIENDS AROUND
DUAL ENROLLED PROGRAMS. YOU'VE
BEEN OBVIOUSLY THE AUTHOR OF 80
TO 80, BUT JUST CHAMPION DUAL
ENROLLMENT EFFORTS UP AND DOWN
THE STATE AND ADDITIONAL
SUPPORTS FOR OUR STUDENTS
THROUGHOUT THE GREAT STATE OF
CALIFORNIA. SO THANK YOU SO MUCH
FOR EVERYTHING YOU DO AND
CONTINUE TO DO. THANK YOU. THANK
YOU. SIMILAR TAKING ANY
QUESTIONS OR COMMENTS. THANK YOU
SO MUCH. THANK YOU SO MUCH TO
OUR AMAZING PANELISTS HAD A
COUPLE OF QUICK QUESTIONS. UM
THANK YOU TO OUR COLLEGES TO MR
SOTO AND DR SANCHEZ REALLY
HIGHLIGHTING THE WORKAROUND
SEACAT PROGRAMS AND THANK YOU,
CAROLINA WORKAROUND A B 91 AS
WELL. CONGRATULATIONS TO
SOMEWHERE ALVAREZ AND TEAM ON
THAT AND TO YOU AS WELL. WE KNOW
THE GOVERNOR'S BUDGET COMPACT,
THERE WAS A MANDATE TO CLOSE
EQUITY CAPS, TAXES, DUAL
ENROLLMENT PATHWAYS AND TO
INCREASE THE PERCENTAGE OF
STUDENTS WHO GRADUATE WITH 12,
OR MORE UNITS EARNING DOING
ROMAN BY 15. HE MENTIONED THIS
IN YOUR MARKS. BUT WHAT ARE SOME
ADDITIONAL THINGS THAT YOUR
COLLEGES ARE DOING TO MEET THE
SCHOOLS? WELL I'LL JUST TELL YOU
ONE OF THE ONE OF THE BIGGEST
THINGS IS REALLY EDUCATING THE
COMMUNITY AROUND THE BENEFITS.
UM BECAUSE OF, UH, THE SERVICE
AREAS THAT ARE IN OUR
COMMUNITIES. IT REALLY IS
AROUND, EDUCATING, UM PARTS OF
THE COMMUNITY THAT HAVE NEVER
HAD ACCESS TO HIGHER EDUCATION.
SO ONE WHEN WE REALLY TALK ABOUT
THE BENEFITS AND REALLY
MARKETING STUDENT SUCCESS
STORIES, YOU KNOW, LAST YEAR AT
OUR COMMENCEMENT, ACTUALLY IN
MAY. WE HAD A STUDENT. THAT WAS
17 YEARS OLD, UM, GRADUATED WITH
HER ASSOCIATE OF ARTS DEGREE AT
OUR COLLEGE COMMENCEMENT AND
THEN THREE WEEKS LATER GRADUATED
FROM HER LOCAL HIGH SCHOOL SO
REALLY BEING ABLE TO MARKET THE
STUDENTS WHO HAVE DONE THIS WORK
BEFORE THIS THIS YEAR. WE HAVE A
STUDENT BY THE NAME OF
NICOLLETTE, WHO'S ONE OF THE
EDITORS OF OUR SCHOOL NEWSPAPER.
WHO'S ACTUALLY IN DUAL
ENROLLMENT, AND IT'S ACTUALLY
HEADED TO STANFORD. SO REALLY
BUILDING MARKETING CAMPAIGNS
AROUND THOSE STUDENTS, SUCCESS
STORIES AND REALLY HIGHLIGHTING
WHAT IT COULD MEAN FOR OUR
COMMUNITIES, CHILDREN. AROUND
EARLY COLLEGE EXPLORATION, EARLY
COLLEGE PARTICIPATION IN EARLY
COLLEGE PATHWAY WORKS, SO THAT'S
REALLY WHAT WE'VE BEEN TRYING TO
DO IS REALLY FOCUSED ON
EDUCATING AND BRINGING IN OUR
COMMUNITY ON THIS PROGRAM, WHICH
IS EXCEPTIONAL. YEAH I THINK, UM
, ONE OF THE THINGS THAT WE'VE
DONE IS ALSO UTILIZED STUDENTS
THAT ARE PARTICIPATING IN DAWN
ROMAN SPECIFICALLY C CAP TO GO
BACK TO THEIR HIGH SCHOOLS AND
TALK TO STUDENTS AND PARENTS
ABOUT THEIR EXPERIENCES. UM
WE'VE ALSO DONE OUR BEST TO GET
IN FRONT OF EVERY NINTH GRADE
CLASS TO HAVE THAT CONVERSATION
EARLY IN THEIR HIGH SCHOOL
CAREER SO THEY CAN START MAPPING
OUT WORKING WITH THEIR COUNSELOR
ON HOW THEY CAN UTILIZE MERCED
COLLEGE CLASSES. TO MEET HIGH
SCHOOL GRADUATION REQUIREMENTS,
IDEALLY, CREATING OPPORTUNITIES
FOR THEM TO HAVE MORE OPTIONS OF
SOME OF THE ELECTIVES THAT THE
HIGH SCHOOLS OFFER THAT I WAS
THE COMMUNITY COLLEGE CAN OFFER
THROUGH DOLAN, ROMAN THANK YOU
SO MUCH REALLY APPRECIATE THOSE
COMMENTS. AND TO OUR LEADERS
WITH THE CAREER LETTERS PROGRAM.
THANK YOU SO MUCH FOR YOUR
PRESENTATIONS TO DR CASTRO N.
AND PROFESSOR COLLINS. THANK YOU
FOR BEING HERE TODAY. YOUR
LEADERSHIP IN DOING ROMAN HAS
NOT GONE UNNOTICED. YOU GUYS ARE
TREMENDOUS LEADERS IN THIS SPACE
, AND THEN WE'LL PETITION OF
ENROLLMENT PROGRAMS. HE
MENTIONED THE TRIPLE C APPLY
CODE STATUTES OR SOME OF THE
POSSIBLE BARRIERS. BUT WHAT IS
WHAT ARE SOME ADDITIONAL
BARRIERS PREVENTING STUDENTS
FROM PARTICIPATING? AND HOW IS
IT? CAN WE AS A LEGISLATURE?
WHAT MORE CAN WE DO TO INCREASE
ENROLLMENT SUCCESS AROUND THESE
PROGRAMS? OH, I THOUGHT, I THINK
WE'VE I THINK WE'VE OUTLINED
MOST OF THEM RIGHT, SO WE PUT
THEM IN REALLY BIG BUCKETS. UM
SO THE C, C C, APPLY AND THE
WHOLE ENROLLMENT PROCESS, RIGHT.
SO RIGHT NOW PRINCIPLES HAVE TO
GIVE A RECOMMENDATION, WHICH
THEY USUALLY, UM HAD COUNSELORS
DO AND THAT KIND OF THAT
POTENTIALLY COULD EMPOWER THAT
GATEKEEPING. THAT IS AN ANTI
EQUITY. UM STRATEGY, RIGHT? UM
AND SO THAT'S A THAT'S A
CHALLENGE. UM THEN, UH, AND
THEN, AND THEN THE PROCESSES
THEMSELVES THAT THERE'S ALSO THE
CAPACITY ISSUE. WE'VE TALKED A
LOT ABOUT, BUT STREAMLINING ED
CODE STREAMLINING ED CODE TO
MAKE IT JUST MUCH MORE SIMPLE
AND REALLY TAKING THE BITS FROM
C CAP THAT HAVE BEEN THE MOST
BENEFICIAL AND IMPACTFUL AND
MAKING THAT THE NORMAL DEFAULT.
UM SCHEDULE THE NORMAL DEFAULT
EXPERIENCE FOR HIGH SCHOOL
STUDENTS. I THINK IF WE DID THAT
WE WOULD NOT ONLY INCREASED
COLLEGE GOING TREMENDOUSLY, BUT
I THINK WE WOULD PUT A DENT IN
POVERTY IN CALIFORNIA. LINDA,
DID YOU YEAH, I THINK AS WE AS
WE SCALE HOPEFULLY, UM AND SCALE
TO STUDENTS WHO HAVEN'T BEEN
INVOLVED BEFORE WE'RE GOING TO
RUN UP AGAINST CERTAIN CAPACITY
ISSUES AROUND. HOW DO WE PAY FOR
ALL THESE TEXTBOOKS AT THE HIGH
SCHOOL WERE SUPPOSED TO PROVIDE
THOSE FOR FREE. UM WE'RE NOT
GOING TO COLLECT FEES FOR THOSE
STUDENTS. SO HOW HOW DO WE
MANAGE THAT TRANSITION TOGETHER
AS A STATE? HOW DO WE SHARE
RESOURCES ACROSS K 12 AND
COMMUNITY COLLEGE? THIS IS SORT
OF NEW TERRITORY, I THINK, AND
IT'S WHEN WE BEGIN TO LOOK AT
THAT KIND OF SCALE. IT'S GOING
TO PUSH CAPACITY EVEN FURTHER. I
DO THINK THERE ARE EMERGENT
SOLUTIONS THAT YOU'VE HEARD
ABOUT TODAY. BUT I THINK WE NEED
TO CONTINUE TO FIGURE OUT WHAT
ARE THE OTHER BRIGHT SPOTS OUT
THERE AND WHICH ONES OF THOSE
ARE SCALABLE. I ALSO THINK
TECHNOLOGY IS A HUGE ISSUE.
YOU'VE HEARD BOTH OF THEM TALK
ABOUT THAT. UM I KNOW THAT THE
SYSTEM IS WORKING AS WE SPEAK ON
THE C. C. C APPLY. IT'S NOT JUST
THE SYSTEM. IT'S ALSO LOCAL
COLLEGES AND HIGH SCHOOLS THAT
NEED TO UPDATE STREAMLINE THEIR
PROCESSES TO REMOVE STEPS AND
BARRIERS, SO I THINK THERE'S
WORK TO GO AROUND AT ALL LEVELS.
BUT I THINK CAPACITY AND ED CODE
ARE PROBABLY THE LARGEST ONES
THAT WE FACE. ABSOLUTELY THANK
YOU. SO MUCH FOR YOUR COMMENTS
AND VERY ROBUST PRESENTATIONS.
REALLY APPRECIATE ALL THE HARD
WORK AND EFFORTS TO YOU AND TO
AND TO REALLY SCALE THIS UP
CALIFORNIA SO THANK YOU SO MUCH.
PANELISTS. THANK YOU. WE ARE NOW
GOING TO MOVE ON TO OUR FINAL
PANEL. IT'S BEEN A GREAT HEARING
SO FAR AMAZING SPEAKERS. THAT
CONCLUDES OUR SECOND PANEL, AND
NOW I'D LIKE TO WELCOME OUR
FINAL PANELISTS. PRESENTERS WHO
ARE PROVIDED VISION FOR THE
FUTURE OF DUAL ENROLLMENT AND
OUR GREAT STATE OF CALIFORNIA.
AND WE'RE VERY HONORED. TO BE
JOINED BY DR SONJA CHRISTIAN,
THE CHANCELLOR OF THE CALIFORNIA
COMMUNITY COLLEGE SYSTEM. THANK
YOU AND WELCOME CHANCELLOR
CHRISTIAN. THANK YOU SO MUCH FOR
TAKING THE TIME TO BE HERE TODAY
TO PICK COLORS, THE DIRECTOR OF
THE COLLEGE AND CAREER
TRANSITION DIVISION AT THE
CALIFORNIA DEPARTMENT OF
EDUCATION WELCOME, PETE. AND
ALSO RUNNING AT THE TABLE. IN
CASE THERE'S ANY QUESTIONS IS
DIANE CRUMB, EDUCATION PROGRAMS
CONSULTANT AT THE CAR DID OKAY,
LET'S NOT SHE'S NOT ABLE TO MAKE
IT TODAY, SO OKAY, THANK YOU SO
MUCH. I WANT TO MAKE SURE WE
ACKNOWLEDGE YOUR WELL, THANK YOU
HOPE YOU FEEL BETTER SOON AS
CHROME. UM BUT THANK YOU SO MUCH
TO OUR PANELISTS FOR BEING HERE
TODAY AND TO ALL OUR PANELISTS
FOR JOINING US THUS FAR, AND WE
LOOK FORWARD TO A ROBUST
PRESENTATION HERE TODAY, SO DR
CHRISTIAN THE CHANCELLOR.
WELCOME PLEASE BEGIN. WHEN
YOU'RE READY, WE'LL CHEER FONG
AND MEMBERS OF THE COMMITTEE AND
SUPER THRILLED TO HAVE THIS AS
MY FIRST HEARING IS THE NEW
CHANCELLOR. FOR THE CALIFORNIA
COMMUNITY COLLEGES. DOWLAND ROLE
MINT IS SOMETHING THAT IS VERY
CLOSE TO MY HEART AND AS
PRESIDENT OF BAKERSFIELD COLLEGE
AND CHANCELLOR OF THE CURRENT
COMMUNITY COLLEGE DISTRICT, IT
WAS A PROGRAM THAT I MOVED WITH
ABSOLUTE COMMITMENT. UM SO I
HAVE ABOUT FIVE SLIDES THAT YOU
SHOULD HAVE IN YOUR HAND OUT AND
THE FIRST PAGE ON THE SLIDE HAS
ASSEMBLYMEMBER'S MIKE FONG'S
PICTURE. AND THIS WAS SNAPPED
WHEN HE PARTICIPATED. AT A DUAL
ENROLLMENT SUMMIT AT EAST L, A
COLLEGE AND JUST LISTENING TO
CHAIR FONG'S COMMENTS ABOUT THE
IMPORTANCE OF DUAL ENROLLMENT
WHEN IT COMES TO CLOSING EQUITY
GAPS WAS JUST MUSIC TO MY EARS,
SO WE KNEW WE HAD A CHAMPION FOR
STUDENTS SUCCESS A CHAMPION FOR
EQUITY AND FOCUSING ON DUAL
ENROLLMENT AS A VEHICLE. SO
MOVING TO SLIDE NUMBER TWO P P I
C HAD PUT OUT A REPORT IN 2020.
I LIKE YOU TO TAKE A LOOK. AT UM
, THE GRAPH THAT SHOWS OUT OF
1000 STUDENTS WHO START IN THE
NINTH GRADE OUT OF 1000. WHAT IS
THE PERCENTAGE OF THOSE STUDENTS
THAT MAKE IT TO BACCALAUREATE
ATTAINMENT? AND THE ANSWER IS IF
THIS STUDENT IS FROM A MIDDLE
INCOME OR A HIGH INCOME FAMILY
OUT OF THE 1000. A LITTLE OVER
400. MAKE IT TWO BACCALAUREATE
COMPLETION AND IF THE STUDENT IS
IN FROM A LOW INCOME FAMILY,
IT'S ABOUT HALF THE AMOUNT. JUST
IMAGINE THAT ABOUT 200 FROM 1000
, MAKING IT TO BACCALAUREATE
ATTAINMENT. SO A FEW MONTHS AGO,
WHEN THE BORDER GOVERNORS HAD
GIVEN ME THIS INCREDIBLE
OPPORTUNITY TO BE THE CHANCELLOR
FOR THE CALIFORNIA COMMUNITY
COLLEGES THIS IDEA OF NINTH
GRADE TO BACCALAUREATE
ATTAINMENT AS BEING THE CRITICAL
EIGHT YEARS. WAS SOMETHING THAT
THEN FORMED CAME INTO SHAPE IN
VISION 2030, WHICH WAS APPROVED
BY OUR BOARD OF GOVERNORS AS THE
ROADMAP FOR CALIFORNIA COMMUNITY
COLLEGES FOR THE NEXT SEVEN
YEARS. SO MOVING TO THE NEXT
SLIDE. THAT PARTICULAR DATA IS
BROKEN UP BY RACE AND ETHNICITY.
AND YOU WILL SEE THAT AT THE
HIGHEST ACHIEVING END. ONLY HALF
OF THE 1000 STUDENTS. ARE GOING
TO MAKE IT AND THESE ARE FROM
OUR ASIAN AMERICAN FAMILIES. AND
THEN YOU WOULD SEE AT THE LOWER
END THAT 172 OF OUR AFRICAN
AMERICAN CALIFORNIANS MAKE IT TO
THE BACCALAUREATE ATTAINMENT. SO
THIS ISSUE OF LOOKING AT DUAL
ENROLLMENT FROM AN EQUITY LENS
IS ABSOLUTELY CRITICAL. I WAS
SORRY TO SEE ASSEMBLYMEMBER'S
HOLDEN LEAVING, BUT I SORT OF
RAN OUT AND SAID HELLO TO HIM
BECAUSE ON THE NEXT SLIDE, I
HAVE A PICTURE OF HIM WITH A
PICTURE OF MCFARLAND HIGH SCHOOL
. OKAY SO IN 2017 WHEN A B 288
WAS PASSED, I WAS A ROOKIE
PRESIDENT AT B. C. I WAS JUST
TWO YEARS INTO MY PRESIDENCY.
AND THE BIG PROBLEM WE WERE
TRYING TO SOLVE WAS
BACCALAUREATE ATTAINMENT. AND
HOW DO WE START EARLY IN THE
NINTH GRADE. SO IN 2019, I MEAN
LEADERSHIP DOES MATTER. THE
SUPERINTENDENT OF MCFARLAND HIGH
SCHOOL AND OUR BOARD OF TRUSTEES
ROMEO AG DIALOGUE JOINED FORCES.
AND MCFARLANE WENT WALL TO WALL
DUAL ENROLLMENT. WHAT DOES THAT
MEAN? IT'S NOT INVITATION TO
ATTEND DUAL ENROLLMENT, BUT IT
WAS, YOU KNOW, AS BOTH NAOMI
CASTRO AND LINDA COLLINS
MENTIONED IT WAS A DEFAULT
OPTION FOR EVERY NINTH GRADER
MOVING FROM THE EIGHTH GRADE. TO
THE NINTH GRADE. SO
ASSEMBLYMEMBER'S HOLDEN ASKED
THE QUESTION. WHAT ARE WE DOING
IN THE EIGHTH GRADE, AND IT'S
REALLY CRITICAL THAT RIGHT FROM
THE EIGHTH GRADE AS STUDENTS ARE
MOVING INTO THE NINTH GRADE,
THAT WE'RE ENGAGING THEIR
FAMILIES ABOUT THAT DEFAULT
OPTION IN THE NINTH GRADE, THEY
GET AT LEAST ONE COLLEGE CREDIT.
NOW THE LEGISLATURE AND THE
GOVERNOR HAVE SET A FLOOR THAT
EVERY STUDENT WHO COMPLETES HIGH
SCHOOL SHOULD GET AT LEAST 12
COLLEGE CREDITS. AND THE
QUESTION IS, HOW DO WE GO TO
WORK TOGETHER TO MAKE THAT
HAPPEN AND DEVELOP THE SYSTEMS
AND I WOULD SAY WE SHOULD START
RIGHT IN THE NINTH GRADE. THAT
STUDENT GETTING THAT FIRST
COLLEGE CLASS? MOVING TO THE
NEXT AND MY LAST SLIDE IN THE
SLIDE DECK. HERE ARE THE
STATEWIDE DUAL ENROLLMENT
NUMBERS. NOW WHEN YOU LOOK AT
THE FIRST SET A BAR GRAPHS,
YOU'RE SEEING THE NINTH GRADE TO
THE 12TH GRADE, AND YOU WILL
NOTICE THAT THE WHITE SPACE IS
THE OPPORTUNITY THAT WE HAVEN'T
YET TAPPED INTO, EVEN THOUGH THE
LEGISLATION WAS PASSED EIGHT
YEARS AGO. SO IN THE NINTH GRADE
, WE HAVE OVER 90% OF OUR
STUDENTS NOT PARTICIPATING IN
DUAL ENROLLMENT AND WHEN WE
MOVED TO THE 12TH GRADE WE HAVE
OVER 80% THAT COULD BENEFIT FROM
DUAL ENROLLMENT CLASSES. AM I
COMMITTED TO THIS WORK? HECK,
YES. OKAY WE'RE MOVING FULL
THROTTLE, AND I'M I'M SO PLEASED
THAT SHARE FONG IS PLACED THIS
AS A PRIORITY. WE'VE GOT MUCH
WORK TO DO AND THE THREE PIECES
I WANT TO HIGHLIGHT AS I WRAP UP
MY PRESENTATION NUMBER ONE. HOW
CAN WE MAKE THIS A DEFAULT
OPTION? WE HAD 436,008 GRADERS
THIS SUMMER THAT ENROLLED IN
NINTH GRADE AND STARTED NINTH
GRADE THIS FALL. CALIFORNIA
WOULD CONTINUE ITS LEADERSHIP IN
THE STATE. IF ALL OF THAT 436
ALL OF THOSE STUDENTS HOW THEY
COURSE. OKAY NOW WE'RE NOT ONLY
TALKING ABOUT TRANSFER PATHWAYS,
TRANSFER PATHWAYS. FANTASTIC
WE'VE GOT TO MOVE TOWARDS THE
BACCALAUREATE ATTAINMENT. CTE
PATHWAYS. FANTASTIC. WE TALKED
ABOUT TWO. HOLD ANNOUNCED THE
QUESTION. WHAT ABOUT
APPRENTICESHIP? THEY MIGHT BE
HIGH SCHOOL STUDENTS WHO HAVE
MORE OF AN AFFINITY TO DO ON THE
JOB TRAINING WORK WITH THEIR
HANDS. DOES THAT MEAN THAT THEY
DON'T GET COLLEGE CREDIT AND THE
ANSWER IS NO. IT'S A BOTH, AND
WE HAVE A MAJOR INITIATIVE IN
VISION, 2030 CALLED THE
APPRENTICESHIP PATHWAYS,
DEMONSTRATION PROJECTS. SO BEAR
WITH ME FOR JUST A MOMENT.
MENTORSHIP IS A GOLD STANDARD
WHERE LEARNING HAPPENS, IT
HAPPENS TO PAID INTERNSHIPS AND
THE CURRICULUM IS RIGOROUS. THE
QUESTION IS, WHY DON'T WE APPLY
COLLEGE CREDIT OR AWFUL COLLEGE
CREDIT FOR THE LEARNING THAT
HAPPENS WITHIN APPRENTICESHIP
PROGRAMS. SO IN THE
APPRENTICESHIP PATHWAYS
DEMONSTRATION PROJECT, WHICH WE
ARE TAKING TO DUAL ENROLLMENT
WOULD BECOME THE THIRD
POSSIBILITY WHEN WE'RE TALKING
ABOUT YOUTH APPRENTICESHIPS SO
THROUGH THE APPRENTICESHIP
PATHWAYS. STUDENTS CAN BE
INITIATING AN ACCUMULATING
COLLEGE CREDIT. IT'S ABOUT THAT,
AND IT DOESN'T NEED TO BE AN
EITHER OR SO THAT IS A NEW PIECE
OF WORK THAT WE ARE INTRODUCING
INTO OUR DUAL ENROLLMENT
PORTFOLIO. TRANSFER YES, CAREER
EDUCATION? YES, NOW
APPRENTICESHIP. ALSO TOWARDS A
BACCALAUREATE, SO BACCALAUREATE
ATTAINMENT DOESN'T NEED TO BE
ONLY FOR THOSE IN A TRANSFER
PATHWAY BECAUSE THOSE
APPRENTICES SAYS WHEN THEY'RE
WORKING IN THE CONSTRUCTION
TRADES. THEY MIGHT BE A POINT IN
TIME, YOU KNOW, IMAGINE THAT
THEY'RE 20 YEARS OLD AND 28
YEARS OLD AND THEY WANT TO GET
AWAY FROM A BACK BREAKING WORK,
THEN IF THEY HAVE ACCUMULATED
COLLEGE CREDITS TOWARDS AN
ASSOCIATES DEGREE, THEN NOW WE
CAN MOVE THEM TOWARDS A
BACCALAUREATE DEGREE TO GET
MAYBE A MAN IN A MANAGEMENT
POSITION. SO UM, DUAL ENROLLMENT
IS. IS THE EQUITY SOLUTION TO
BACCALAUREATE ATTAINMENT, AND IT
IS THE EQUITY SOLUTION TO
ECONOMIC MOBILITY FOR ALL
CALIFORNIANS, AND WE MUST MOVE
WITH URGENCY. OUR TAGLINE IN
VISION. 2030 IS OUR TIME IS NOW
THANK YOU SO MUCH. THANK YOU SO
MUCH, CHANCELLOR. THANK YOU FOR
YOUR LEADERSHIP AND EFFORTS
AROUND DUAL ENROLLMENT AND FOR
YOUR TOUR ACROSS CALIFORNIA
AROUND TUNNEL ROAD PROGRAMS AND
WHEN WE HAD THAT PROGRAM, BUT
HE'S STILL A COLLEGE AS WELL.
THAT WAS TREMENDOUS WORK AND
BRINGING ALL THE DIFFERENT
PARTNERS FROM ACROSS THE REGION.
SO THANK YOU FOR EVERYTHING
YOU'RE DOING TO UPLIFT IN THE
ROMAN AND BUT THEY WERE JUST
SAYING NOW, SO THANK YOU. AND
NOW I'D LIKE TO WELCOME PETE
COLLARS FROM THE CALIFORNIA
DEPARTMENT. EDUCATION WELCOME.
THANK YOU. I'M HERE ON BEHALF OF
SUPERINTENDENT TONY THURMAN AND
NEED TO MEET. AND MAKE SOME
PROGRESS WITH OUR DUAL
ENROLLMENT PROGRAMS AND REALLY
LOOK AT WHAT WE'RE DOING
TOGETHER. YOU TALKED ABOUT
APPRENTICESHIPS WERE TRYING TO
GROW YOUTH APPRENTICESHIPS AT
HIGH SCHOOLS. NOW IS IT IS AND
LOOKING AT DAWN ROMAN WHERE
WE'VE BEEN IN THE LAST FEW YEARS
. WE HAD A MEETING LAST WEEK,
AND WE CALLED IT THE WILD WILD
WEST OF CALIFORNIA. JUST BECAUSE
OF WE HAVEN'T HAD A SOLID
STRUCTURE IN PLACE TO BE ABLE TO
SUPPORT DOING ROMANCE FROM K. 12
THROUGH THE COMMUNITY COLLEGES
THROUGH THE UNIVERSITIES AND
SCHOOLS ARE CREATING THEIR OWN
PROGRAMS RIGHT NOW, SO WE REALLY
NEED IS A FRAMEWORK TO PROVIDE
THAT GUIDANCE AND STRUCTURE FOR
THE STAR K 12 SYSTEM AND HAVING
THAT QUALITY DOING ROMANCE OR
EARLY COLLEGE. HIGH SCHOOLS AND
MIDDLE COLLEGE HIGH SCHOOLS.
CURRENTLY IN MY DIVISION. I HAVE
90 STAFF THAT RUN 58 DIFFERENT
PROGRAMS FOR THE STATE,
INCLUDING CTE COMMUNITY SCHOOLS,
NUMBER OF OTHERS. I HAVE A POINT
TO POSITION FOR DUAL ENROLLMENT
RIGHT NOW. 20% OF ONE POSITION
IS SUPPORTING DOING ROMANCE FOR
1300 HIGH SCHOOLS ACROSS THE
STATE. SO CAPACITY WISE. WE NEED
TO WORK TOWARDS THAT. WE NEED
THAT STRUCTURE IN PLACE TO
PROVIDE THAT SUPPORT AND PROVIDE
THAT, UM, TECHNICAL ASSISTANCE
FOR OUR HIGH SCHOOLS. UM MEMBER,
HOLDEN MENTIONED THE $200
MILLION THAT WE RECEIVED LAST
YEAR IN OUR BUDGET FOR DOING
ROMANTIC, EARLY COLLEGE AND
MIDDLE COLLEGE HIGH SCHOOLS, SO
WE WERE ABLE TO SECURE PRIVATE
GRANT FOR $250,000 FROM COLLEGE
FUTURES FOUNDATION AND THE
WORKING WITH THE COLLEGE LADDERS
PROJECT. WE'VE BEEN ABLE TO
DEVELOP SOME INFRASTRUCTURE TO
PROVIDE THAT TECHNICAL
ASSISTANCE THAT OUR HIGH SCHOOLS
NEED, BUT THAT'S NOT ONGOING.
RIGHT WE HAD 632 GRANTEES FOR
THE DUAL ENROLLMENT FUNDING FROM
THE LAST YEAR AND BEING ABLE TO
PROVIDE THAT ONGOING TECHNICAL
ASSISTANCE AND THAT CAPACITY IS
WHAT UM, WE NEED TO LOOK FORWARD
TO OF THE $200 MILLION 200
MILLION DOLLARS THAT WE RECEIVED
. 537 SCHOOLS ARE FUNDED TO
ESTABLISH OR EXPAND COLLEGE AND
CAREER ACCESS PATHWAYS. OF THAT
WE HAD 95 SCHOOLS TO ESTABLISH
EXPAND TO ESTABLISH NEW OR
EXPAND MIDDLE COLLEGE HIGH
SCHOOLS OR EARLY COLLEGE HIGH
SCHOOLS ACROSS THE STATE. SO OF
THE 200 MILLION. WE PUT OUT
ABOUT $77 MILLION. WE'RE GOING
TO HAVE AROUND TWO THIS YEAR,
HOPING TO GET OUT THE REST OF
THE FUNDING AND GROW THESE
PROGRAMS. BUT AGAIN, IT'S GONNA
COME DOWN TO WHAT KIND OF
TECHNICAL ASSISTANCE THAT WE CAN
PROVIDE, UM TO OUR HIGH SCHOOLS
INTO THOSE PROGRAMS, UH, MY
STAFF HAS BEEN VERY CREATIVE
OVER THE LAST COUPLE OF YEARS.
THEY DID COME UP WITH, UM WE
CALL IT THE DOOR ROMAN AWARD,
EXEMPLARY DOING ROOM AND AWARD
PROGRAM AND WE HAD A NUMBER OF
THAT WE HAD 70 APPLICANTS. NINE
SCHOOLS WERE AWARDED THE DURING
ROMAN EXEMPLAR AWARD, AND THEY
ARE OUR SCHOOLS THAT PROVIDE
THAT TECHNICAL ASSISTANCE TO THE
OTHER SCHOOLS THAT ARE OUT THERE
THAT ARE APPLYING FOR THIS
FUNDING, SO THAT'S THE WAY WE
PROVIDE. OUR TECHNICAL
ASSISTANCE IS USING OUR SCHOOLS
THAT HAVE ALREADY BEEN FUNDED
AND THE GREAT PROGRAMS THAT
THEY'VE PUT TOGETHER BUT GOING
FORWARD. I MEAN, ANOTHER $125
MILLION GOING OUT. WE NEED TO
FIGURE OUT HOW WE'RE GOING TO BE
ABLE TO SUPPORT IT, PARTNERING
WITH COMMUNITY COLLEGES, AND
WE'VE ACTUALLY SINCE I'VE BEEN
THE DIVISION DIRECTOR FOR THE
CURRENT COLLEGE TRANSITION
DIVISION TWO AND LAST 2.5 YEARS,
WE'VE ACTUALLY BEEN ABLE TO
BUILD OUR RELATIONSHIP WITH THE
COMMUNITY COLLEGE AND MAKE IT
STRONGER THROUGH SOME OF OUR CTE
PROGRAMS, ALONG WITH THE DUAL
ENROLLMENT OFFICE THAT ISN'T THE
CHANCELLOR'S OFFICE. SO THAT'S
WHERE WE ARE WITH K. 12 WE DID
DESCRIBE IT AS A WILD WEST, BUT
WE REALLY WANT TO MAKE THIS
WORK. AND GOING BACK TO MY AGE
MYSELF A LOT. BUT 1979. I HAD A
DORM ROOM. OF COURSE WHEN I WAS
IN HIGH SCHOOL, SO AND AS A HIGH
SCHOOL PRINCIPAL FOR 15 YEARS, I
SUPPORTED DUAL ENROLLMENT
PROGRAMS FOR ALL OF MY STUDENTS,
NOT JUST THE ONES THAT WERE THE
UPPER TIER. BUT I HAD STUDENTS
WHO WOULD COME TO ME AND ASKED
ME IF THEY COULD TAKE A CLASS AT
THE LOCAL COMMUNITY COLLEGE AND
I SUPPORTED THEM. AND DOING SO,
SO. THANK YOU. THANK YOU SO MUCH
TO BOTH OF OUR PANELISTS FOR
YOUR LEADERSHIP AND EFFORTS
AROUND DOING ROMANTIC, REALLY
LOOKING HOW EXPANDED ACROSS THE
STATE OF CALIFORNIA? REMEMBER
TAKEN ANY QUESTIONS OR COMMENTS?
THANK YOU SO MUCH, BUT REALLY,
THE WORD THAT YOU GUYS ARE DOING
IS SO TREMENDOUS AND QUESTION I
HAD WAS THE FIRST QUESTION I HAD
IS TO OUR CHANCELLOR, DR
CHRISTIAN THANK YOU FOR YOUR
LEADERSHIP AND EFFORTS TO AND
REALLY THE DRIVE TO BOAST TO
SERVE. BOLSTER AND DUAL
ENROLLMENT PARTICIPATION ACROSS
OUR STATE. ONE OF YOUR FIRST
PODCAST WAS HE BECAME CHANCELLOR
WAS TALKING ABOUT THIS VERY
PROGRAM TO REALLY HAVE ALL
FRESHMEN Tð. PARTICIPATE IN DUAL
ENROLLMENT SO ENSURING THAT
STUDENTS ARE TAKING COLLEGE
COURSES THAT ALIGN WITH EIGHT
AND G REQUIREMENTS THAT WILL
COUNT TOWARDS THE DEGREE OF TEAM
IS CRITICAL TO INCREASING
PARTICIPATION, AND WE KNOW THAT
GIVEN THE COMPLEXITY OF TRANSFER
AGREEMENTS BETWEEN OUR COMMUNITY
COLLEGES AND THEREFORE YOUR
COUNTERPARTS, HOW CAN CAN MAKE
COLLEGES HELP HIGH SCHOOL
STUDENTS UNDERSTAND WHAT COURSES
ARE TRANSFERABLE? AND THAT WILL
COUNT TOWARDS THE 40 DEGREE. AND
IT'S JUST SOMETHING THAT CCG I
COULD HELP ARTICULATE TO OUR
HIGH SCHOOL STUDENTS. YEAH UM, I
MEAN, THE WHOLE, YOU KNOW, I
MENTIONED THE NINTH GRADE TO
BACCALAUREATE DETAINMENT, WHICH
IS EXACTLY WHAT YOU'RE TALKING
ABOUT. CHAIR FONG WITH DUAL
ENROLLMENT IN TRANSFER, YOU KNOW
, TALKING ABOUT THAT ENTIRE
CONTINUUM SO FROM THE
CHANCELLOR'S OFFICE, YOU KNOW,
ONE OF THE THINGS WE'RE DOING IS
THIS MAJOR LEAGUE IN THE FIELD
ENGAGEMENT? SO WE HAVE FOLKS
WITHIN THE OFFICE. AH PARTNERING
WITH COLLEGES IN HOSTING DUAL
ENROLLMENT EVENTS WHERE WE'RE
INVITING FOLKS FROM THE HIGH
SCHOOL COUNSELORS. UH PRINCIPAL
SUPERINTENDENTS WITH OUR COLLEGE
FACULTY AND HAVING VERY FOCUSED
REAL CONVERSATIONS DO NOT JUST
THEORETICAL IDEAS, BUT WE'RE
REALLY OPERATIONALIZE NG. WHAT
DOES IT LOOK LIKE? IF WE WANT TO
HAVE A COURSE RIGHT IN THE NINTH
GRADE. WHAT IS THAT INTRO TO
COLLEGE CLASS? WHAT ARE THE
PATHWAYS? SO DECONSTRUCTING THE
HIGH SCHOOL? SCHEDULING PATTERN
TO INTRODUCE THOSE POSSIBILITIES
. UM SO I WOULD SAY IT'S A VERY
DETAILED ORIENTED, DYNAMIC,
ACTIVE APPROACH THAT WE'RE
TAKING. THE SECOND IS REALLY
ASKING QUESTIONS OF WHERE THE
SYSTEMS ARE NOT WORKING, AND UM
VICE CHANCELLOR DAVID O'BRIEN
AND I KIND OF CHUCKLED WHEN C. C
C APPLY CAME UP AS SOMETHING
THAT'S NOT WORKING FROM OUR
COMMUNITY COLLEGE. UH COLLEGE
LEADERSHIP, YOU KNOW, MARK
SANCHEZ IN FROM MIRSAD AND WE
ARE CHANGING C. C C APPLY, AND
THAT'S JUST ONE EXAMPLE. OF THE
MULTIPLE SYSTEMS THAT WE ARE
MOVING FAST TO TRY TO CHANGE YOU
SEEING TECHNOLOGY AND OTHER
OTHER TOOLS. THE LAST BUCKET OF
WORK THAT WE ARE UNDERTAKING AND
THIS IS WHY SUPER EXCITED? UM
WHEN? WHEN DAVID TOLD ME CHAIR
FUND THAT YOU WERE HOLDING THIS
HEARING, I REARRANGED MY
SCHEDULE TO BE HERE BECAUSE IT'S
GOING TO BE CHANGES IN OUR
TITLE. FIVE REGULATIONS THAT OUR
BOARD OF GOVERNORS WORK WITH AND
ALSO OTHER REGULATIONS THAT THE
LEGISLATURE OVERSEAS WERE
WORKING ACTIVELY WITH WITH OUR
PARTNERS. YOU KNOW, I'M HAPPY P
PCS HERE. WELL HOUSES HERE AND
KOREA LADDER, SO WE ARE GOING TO
BRING A ROBUST SET OF CHANGES
AND WORKING WITH YOUR LEADERSHIP
AND YOUR STAFF. I MEAN, THE TIME
IS JUST PERFECT FOR US TO SEE
THOSE NUMBERS AND THE OUTCOMES
REALLY MAKING A DIFFERENCE, SO
WE ARE TOTALLY READY TO ENGAGE
WITH YOU ON THIS WORK. THANK YOU
SO MUCH CHANCELLOR FOR THAT
COMMENTS AND REMARKS AND I THINK
IT'S A MANY OTHER PRESENTERS, AS
STATED IN MY COLLEAGUES AS WELL,
IT'S GETTING INFORMATION OUT
THERE, AND I WAS JUST VERY PROUD
RECENTLY THAT PASADENA CITY
COLLEGE RECENTLY HOSTED A DUAL
ENROLLMENT WORKSHOP AT OUR FIRST
ANNUAL COLLEGE AND CAREER FAIR.
I'M THANKFUL TO MY TEAM FOR
ORGANIZING AT A TEMPLE CITY HIGH
SCHOOL. IT'S GETTING INFORMATION
OUT THERE, WHETHER IT'S PASADENA
CITY COLLEGE OR ANY OF OUR 116
COMMUNITY COLLEGES IN
CALIFORNIA, TYPICALLY WORK WITH
THEIR PARTNER K 12 DISTRICTS,
AND THEY WILL EXPAND THOSE
OPPORTUNITIES SO GREAT TO HEAR.
SO THANK YOU. AND ONE FINAL
QUESTION TO BOTH OF OUR
PANELISTS. BOTH OF YOU MENTIONED
THE IDEALS ALREADY, BUT HOW CAN
THE LEGISLATURE BE A BETTER
PARTNER IN HELPING INCREASE DUAL
ENROLLMENT PARTICIPATION? OKAY?
UM REALLY, IT'S ABOUT FOR US.
IT'S ABOUT CAPACITY AND WITH MY
OFFICE AND BEING ABLE TO BUILD
THAT CAPACITY TO SUPPORT THE
FIELD AND SUPPORT ALL OUR K 12
SYSTEMS, YOU KNOW, 1300 HIGH
SCHOOLS THAT'S JUST
COMPREHENSIVE HIGH SCHOOLS. WE
HAVE ANOTHER 1000 CHARTER
SCHOOLS ACROSS THE STATE THAT
NEED TO BE NEED TO HAVE THAT
SUPPORT. ALSO. SO WHEN WE'RE
LOOKING AT THAT WERE OVER 2000
SCHOOLS, IT WOULD NEED THAT KIND
OF SUPPORT WHETHER IT'S WITHIN
CITY OR IF IT'S OUTSIDE OF C D.
E WITH THE COUNTY OFFICES OF
EDUCATION, PROVIDING THAT
TECHNICAL ASSISTANCE FOR DOING
ALL THAT WE HAVE TO BE ABLE TO
BUILD THAT CAPACITY AND MOVING
FORWARD AND IT'S GOT TO BE
ONGOING. THANK YOU. I WOULD SAY
THREE THINGS I'LL START WITH
CAPACITY IS PETERED MENTIONED
OUR COLLEGES. I MEAN, COLLEGES
ARE JUST ABSOLUTELY FANTASTIC.
IT'S AMAZING HOW THEY DO A LOT
WITH LITTLE AND I KNOW UH, YOU
KNOW, SEVERAL CHANCELLORS, I
HEAR CHANCELLOR CAROL GOLDSMITH.
UM ALL SUPER SUPPORTIVE OF DUAL
ENROLLMENT, SO THAT WOULD BE SO
HELPFUL. THE SECOND IS RELATED
TO DATA SYSTEMS IN SEVERAL OF
THE PANELISTS MENTIONED IT. WE
ARE HARD AT WORK ON THE CRADLE
TO CAREER AND INTERNALLY WITHIN
THE COMMUNITY. COLLEGES WERE
ALSO FIGURING OUT A WAY IN WHICH
WE CAN SHARE DATA IN A COMMON
DATA CLOUD AND WE CAN GET THOSE
E TRANSCRIPTS SO WE CAN GET THE
DATA TO FLOW TO R C. SUS AND IN
FACT, WE HAVE A DEMONSTRATION
PROJECT IN THE CENTRAL VALLEY.
UM REALLY LOOKING AT DUAL
ENROLLMENT TO TRANSFER WHERE THE
THREE C SUS UC MERCED AND THE 11
COMMUNITY COLLEGES AND THE LAST
ONE WOULD BE POLICY REFORM WHERE
WE HAVE, UH, WE WILL PARTNER
WITH YOU AND GET ANY HELP. YOU
CAN PROVIDE US WITH COMING UP
WITH WITH RECOMMENDATIONS. SO
THANK YOU SO MUCH FOR HAVING
THIS HEARING. THANK YOU SO MUCH.
ANSWER CHRISTIAN. THANK YOU SO
MUCH. PSYCHOLOGISTS REALLY
APPRECIATE BOTH OF YOUR
LEADERSHIP AND EFFORTS AND
RELATED LOOKING AT HOW EXPANDING
AND RUN PROGRESS BUT CALIFORNIA
AND TO REALLY MAKE SURE THAT OUR
STUDENTS HAVE THE OPPORTUNITY TO
SUCCEED. SO THANK YOU GUYS SO
MUCH. THANK YOU. THANK YOU. NOW
WE'LL MOVE ON TO OUR PUBLIC
COMMENT PERIOD. I DON'T NUMBER
SIX I WOULD NOW LIKE TO INVITE
MEMBERS OF THE PUBLIC TO SPEAK.
EACH MEMBER WILL HAVE. EACH
SPEAKER WILL HAVE NO MORE THAN
TWO MINUTES TO PROVIDE COMMENTS.
IF ANYBODY LIKE TO SPEAK, PLEASE
COME ON UP. WELCOME. GOOD
AFTERNOON. CHAIRMAN PHªN. MY
NAME IS CAROL GOLDSMITH AND I'M
THE CHANCELLOR. THE COLLEGES IN
THE CENTRAL VALLEY, WHICH
INCLUDE REEDLEY COLLEGE, CLOVIS
COLLEGE, CALIFORNIA'S FIRST
COMMUNITY COLLEGE AT FRESNO CITY
COLLEGE IN CALIFORNIA'S NEWEST
COMMUNITY COLLEGE AT MADEIRA. I
JUST WANTED TO SHARE A LITTLE
BIT OF DATA TO TALK ABOUT, UM,
THE POWER OF IN THE
TRANSFORMATIONAL POWER ABOUT
DUAL ENROLLMENT. CURRENTLY THIS
FALL ARE FOUR COLLEGES HAVE
SERVED OVER 4600 DUAL ENROLLMENT
STUDENTS. AND WHEN YOU LOOK AT
THE BREAK OUT OF THAT ABOUT 55%
OF FEMALE 43% ARE ARE MALE AND
THEN 2% NON BINARY. AND WHEN YOU
START THINKING ABOUT DUAL
ENROLLMENT A LOT OF TIMES,
PEOPLE WANT TO TALK ABOUT THEIR
SUCCESS. UM THEIR SUCCESS IS
PHENOMENAL, AND PART OF IT IS
BECAUSE OF THE WONDERFUL NOT
ONLY THE INSTRUCTION THAT THEY
GET, BUT THE WRAPAROUND SUPPORT
THAT THEY'RE RECEIVING. IF YOU
LOOK AT OUR AVERAGE STUDENT THAT
IS COLLEGE AGE AND GOING TO
COLLEGE OR SUCCESS RATE IS ABOUT
75% WHEN LOOKING AT OUR DUAL
ENROLLMENT STUDENTS, 91% SO
THOSE 91% STUDENTS ARE
COMPLETING THEIR COURSES WITH
THE SEER BETTER. AND ONE OF THE
THINGS THAT I WAS TOUCHED ABOUT
THE DATA, UM IN THE CENTRAL
VALLEY. THIS IS THE EQUITY
STRATEGY. THIS IS CHANGING THE
GAME. WHEN WE LOOK AT WHO ARE
STUDENTS ARE LAST YEAR WE SERVED
OVER 10,000 DUAL ENROLLMENT
STUDENTS. AND UM, WHEN YOU LOOK
AT THE ETHNICITY OF OUR STUDENTS
, WE KNOW THAT THE HISPANIC
POPULATION IS OUR LARGEST
POPULATION IN OUR VALLEY. AND IF
YOU LOOK AT WHO ARE STUDENTS ARE
67% OF OUR STUDENTS ARE HISPANIC
. COMING FROM FIRST GENERATION
IS ABOUT 55% WE KNOW OUR
STUDENTS. UM ARE COMPLETING AT
HIGHER RATES IN TERMS OF THEIR
OWN GRADUATION RATES AT WITH
FRESNO UNIFIED CLOVIS UNIFIED
DIÆN UBA MADEIRA. ALL OF THEM.
WE SERVE BOTH URBAN SCHOOLS AND
RURAL SCHOOLS, AND WE'RE SEEING
THIS CHANGE AND TRANSFORM THOSE
YOUNG LIVES AND GOING ON TO
COLLEGE. SO ANY WORK THAT WE CAN
DO IN THE CENTRAL VALLEY. WE'RE
READY TO HELP. WE BELIEVE
STRONGLY AND SONIA CHRISTIANSEN
AND HER VISION AND I JUST WANT
TO SAY THANK YOU FOR EVERYTHING
YOU'VE DONE LEGISLATIVELY AND
EVERYTHING YOU'RE GOING TO DO
LEGISLATIVELY TO HELP THIS WORK.
MOVE FORWARD. SO THANK YOU FOR
YOUR TIME. THANK YOU. THANK YOU
SO MUCH. WELCOME AFTERNOON CHAIR
FONG AND MEMBERS OF THE ASSEMBLY
HIGHER EDUCATION COMMITTEE. MY
NAME'S MELISSA BARDO, ASSOCIATE
DIRECTOR OF POLICY AND
GOVERNMENT GOVERNMENT RELATIONS
FOR THE EDUCATION TRUST WITH
WE'D LIKE TO THANK THE COMMITTEE
FOR HOSTING THIS IMPORTANT
HEARING AND WORKING TO IMPROVE
ACCESS TO ENROLLMENT FOR UNDER
REPRESENTED STUDENTS. AS YOU'VE
HEARD TODAY, DO ENROLLMENT HAS
THE POTENTIAL TO BE A POWERFUL
LOVER FOR EQUITY AND STUDENT
ATTAINMENT OF POST SECONDARY
EDUCATION AND EDUCATION LEADERS
HAVE AN OPPORTUNITY TO REIMAGINE
HOW STRATEGY THE LIGHT
ENROLLMENT CAN TRANSFORM OUR
SYSTEMS AND STUDENTS LIVES
CONSISTENT WITH THE FINDINGS
FROM THE RESEARCH PANEL. OUR OWN
RESEARCH HAS FOUND THAT ELLIOT
AND COMMUNITY COLLEGES ARE NOT
YET EQUITABLY SERVING BLACK,
NATIVE AND LATIN STUDENTS
THROUGH Dð ENROLLMENT. ALTHOUGH
MUCH IMPROVEMENT IS HAPPENING.
THEREFORE STRATEGY TO INCREASE
THE INVOLVEMENT, ACCESS AND
PARTICIPATION MUST ENTER THE
NEEDS OF THESE STUDENTS AND
FAMILIES. LAST YEAR, WE THOUGHT
A HISTORIC $200 MILLION
INVESTMENT IN DAWN ROMAN
EXPANSION, BUT MORE WORK REMAINS
TO ENSURE DOING WELL, MITT AND
SEE CAP PARTY PARTNERSHIP
SPECIFICALLY ARE EQUITABLY
SERVING UNDER REPRESENTED
STUDENTS. AS WE MONITOR
IMPLEMENTATION OF THIS ONE TIME
INVESTMENT. WE URGE THE
LEGISLATURE TO HOLD DISTRICTS
ACCOUNTABLE FOR EXPANDING ACCESS
TO UNDERREPRESENTED STUDENTS AND
ENSURING THAT DO ENROLLMENT
PATHWAYS ACCELERATE STUDENT
ACHIEVEMENT OF COLLEGE
CREDENTIALS AND DEGREES AND
FURTHER AS THE STATE LOOKS
FORWARD LOOKS TOWARDS FURTHER
OPPORTUNITIES FOR EXPANSION AND
INVESTMENT. WE URGED THE
LEGISLATURE TO CONSIDER THE
FOLLOWING STRATEGIES TO INCREASE
TEACHER AND FACULTY PIPELINES,
PROFESSIONAL DEVELOPMENT AND
TECHNICAL ASSISTANCE TO ENSURE
LIAISE AND DISTRICTS HAVE THE
RESOURCES THEY NEED TO DEVELOP
OR EXPANDABLE INVOLVEMENT,
PARTNERSHIPS, OUTREACH AND
AWARENESS BUILDING FOR STUDENTS
AND FAMILIES AND FINALLY
ALIGNMENT WITH EQUITY CENTERED
REFORMS, INCLUDING A B 705 THANK
YOU AGAIN FOR THE ROBUST
DISCUSSION, AND WE LOOK FORWARD
TO BEING PARTNERS IN THIS WORK.
THANK YOU SO MUCH. WELCOME THANK
YOU, SHERIFF. LONG MY NAME IS
PETER BIRDSALL. EXCUSE ME,
REPRESENTING CALIFORNIA HIGH
SCHOOL COALITION. ITS COALITION
OF ABOUT 55 SCHOOL DISTRICTS
AROUND THE STATE THAT CAME
TOGETHER FOR CONCERNS THAT HIGH
SCHOOLS WERE VERY STRONGLY
SUPPORTIVE OF DUAL AND ROMAN
GENERALLY IN THE SEA CAP PROGRAM
IN PARTICULAR. WE DID ASK OUR
MEMBERSHIP. WHAT IS THE PRIMARY
BARRIER TO MOVING THE AGENDA
MORE RAPIDLY, AND THERE IS A
SPECIFIC SECTION OF THE
EDUCATION CODE. THAT'S CREATING
A LOT OF FRUSTRATION, WHICH IS
IF HIGH SCHOOL WANTS TO IMPLANT
DUAL ENROLLMENT PROGRAMS. IT HAS
A WILLING COMMUNITY COLLEGE
PARTNER TO DO THAT. THEY CAN'T
ENTER INTO THAT AGREEMENT
WITHOUT THE APPROVAL OF THE
COMMUNITY COLLEGE DISTRICT IN
WHICH AND WHOSE SERVICE AREA
THEIR HIGH SCHOOL IS LOCATED. SO
THIS IS IMPACTING CAREER
TECHNICAL EDUCATION PROGRAMS,
CORE ACADEMIC PROGRAMS WHERE
HIGH SCHOOLS ARE READY TO MOVE
FORWARD, AS HAS BEEN INDICATED
BEFORE. IT'S UNEVEN ACROSS THE
STATE. SO THIS IS A PROBLEM
IDENTIFIED BY PLASTER BY SANTA
MARIA, WHICH IS NOT THE SAME
BARBARA COUNTY CLARY COUNT
HILLARY NO IDENTIFIED THIS
PROBLEM. FULLERTON UM IT'S A
STATEWIDE ISSUE OF PROGRAMS CAN
BE MOVED FORWARD THAT ARE NOT
OCCURRING BECAUSE TIMELINESS
PROBLEMS. UM. UH OFFICE, LACK OF
INTEREST OR WHATEVER, BUT THE
INABILITY TO ENTER TO AGREEMENT
PURSUANT ALL THE REQUIREMENTS TO
SEE CAP PROGRAM COMPLIANCE TO
ALL THE REQUIREMENTS C CAP. BUT
YOU CAN'T GET THE APPROVAL OF
THE COMMUNITY COLLEGE DISTRICT
IN WHICH HIGH SCHOOL IS LOCATED,
SO IF WE HAD SOME FLEXIBILITY ON
THAT, I THINK YOU WOULD SEE MUCH
MORE EVEN DISTRIBUTION ACROSS
THE STATE BY PEOPLE RIGHT NOW
THAT I THINK THE TERM EARLIER
WAS GATEKEEPERS. WE COULD MOVE
PAST THAT GATE. THANK YOU. THANK
YOU SO MUCH. ANY OTHER MEMBERS
OF THE PUBLIC LIKE TO PREVENT
ANY COMMENTS. ALL RIGHT. THANK
YOU. SO MUCH FOR EVERYONE FOR
REALLY A THOUGHTFUL, ROBUST.
CONVERSATION AND RECOMMENDATIONS
. THANK YOU SO MUCH. SO ALL OUR
PANELISTS FOR BEING HERE FOR
MAKING A TRIP AND REALLY
PROVIDING A LOT OF THOUGHT FOR
UPDATES AND COMMENTS AND REALLY
PROVIDING SOLID RECOMMENDATIONS
GOING FORWARD, AND I'M REALLY
ENCOURAGED BY ALL THE
INFORMATION SHARED TODAY BY OUR
PRACTITIONERS WHO ARE DOING THE
HARD WORK EACH AND EVERY DAY ON
THE GROUND. AND WE KNOW THAT
THERE WAS A NUMBER OF
CHALLENGES, BUT THERE'S A LOT OF
OPPORTUNITIES AROUND DOING ROMAN
EXPANDING TO A ROMAN
OPPORTUNITIES HERE IN CALIFORNIA
AND HOW THE LEGISLATURE CAN
PARTNER WITH HIGH SCHOOLS AND
COMMUNITY COLLEGES TO INCREASE
EQUITABLE ACCESS TO DUELING RUN
PROGRAMS ACROSS OUR GREAT CITY,
CALIFORNIA I'M SO GRATEFUL TO MY
COLLEAGUES FOR JOINING US HERE
TODAY. THANK YOU SO MUCH SO
SIMILAR ORTEGA FOR JOINING US
AND ALSO TO SOMEWHERE CHRIS
HOLDEN AS WELL, WHO HAS BEEN A
CHAMPION OF DELIVER PROGRAMS
THROUGHOUT HIS ENTIRE
LEGISLATIVE CAREER AND THANK YOU
SO MUCH. ALL MY COLLEAGUES FOR
EVERYTHING WILL BE DOING GOING
FORWARD, WORKING AROUND DOING
OUR OWN PROGRAMS AND
LEGISLATION. AND I'M SO GRATEFUL
TO ALL OF YOU FOR JOINING US
HERE TODAY. EVERYONE ONLINE IN
PERSON FOR BEING HERE TODAY FOR
THIS VERY IMPORTANT CONVERSATION
AS THANK YOU SO MUCH THAT ELLEN
FOR REALLY HER LEADERSHIP AND
EFFORTS AROUND THIS HEARING
TODAY INTO JANICE AND TWO CABIN
TO LINDSAY TO KIRSTEN INCIDENT
TIRE TEAM AND SO GRATEFUL FOR
OTHER HARD WORK AND EFFORTS AND
THANK YOU SO MUCH TO ALL OF YOU
AGAIN FOR EVERYTHING YOU DO EACH
AND EVERY DAY FOR OUR HIGHER
EDUCATION SYSTEM FOR OUR
COMMITTEE, COINCIDENCE FOR HIGH
SCHOOL STUDENTS UP AND DOWN THE
STATE AND WITH THAT WE ARE
ADJOURNED.