Existing law authorizes the governing board of a community college district to enter into a College and Career Access Pathways (CCAP) partnership with the governing board of a school district or the governing body of a charter school with the goal of developing seamless pathways from high school to community college for career technical education or preparation for transfer, improving high school graduation rates, or helping high school pupils achieve college and career readiness. Existing law requires the partnership agreement to outline the terms of the partnership, as specified, and to establish protocols for information sharing, joint facilities use, and parental consent for high school pupils to enroll in community college courses. Existing law requires the governing board of each district, at an open public meeting of that board, to present the dual enrollment partnership agreement as an informational item, as a condition of, and before adopting, a CCAP partnership agreement. Existing law requires the governing board of each district, at a subsequent open public meeting of that board, to take comments from the public and approve or disapprove the proposed agreement. Existing law authorizes a community college district participating in a CCAP partnership to assign priority for enrollment and course registration to a pupil seeking to enroll in a community college course that is required for the pupils CCAP partnership program that is equivalent to the priority assigned to a pupil attending a middle college high school and consistent with specified middle college high school provisions. Existing law requires the chancellor, on or before January 1, 2021, to prepare a summary report that includes, among other things, an evaluation of the CCAP partnerships. Existing law repeals these provisions on January 1, 2022.

This bill would delete the requirement on the governing board of each district entering into a CCAP partnership agreement to present the dual enrollment partnership agreement as an informational item at a separate open public meeting of that board before taking public comment and acting to approve or disapprove the proposed agreement. The bill would provide that units completed by a pupil pursuant to a CCAP agreement may count towards determining a pupils registration priority for enrollment and course registration at a community college. The bill would require the CCAP partnership agreement to include a plan, instead of a certification, by the participating community college district to ensure specified conditions are met. The bill would require the chancellor, on or before July 31, 2020, to revise the special part-time student application process to allow pupils to complete one application for the duration of their attendance at a community college as a special part-time student participating in a CCAP partnership agreement. The bill would move the deadline for the chancellor to prepare a summary report described above from on or before January 1, 2021 to on or before January 1, 2020, and would require the chancellor to additionally prepare a summary report that includes, among other things, an evaluation of the CCAP partnerships, every 5 years thereafter. The bill would extend the operation of those provisions indefinitely.

CONCURRENCE IN SENATE AMENDMENTS

CSA1 Bill Id:AB 30

Author:(Holden)

As Amended Ver:September 6, 2019

Majority vote

SUMMARY:

Streamlines the process for developing College and Career Access Pathways (CCAP) partnerships, in part, by: changing the conditions of how CCAP partnership agreements may be adopted; authorizing high school pupils to complete only one community college application for the duration of their attendance, as specified; and, extends the sunset of the CCAP partnership from January 1 2022, to January 1, 2027.

The Senate Amendments:

1. Require that a high school pupil only submit one parental consent form and principal recommendation for the entire duration of the pupil's participation in the CCAP program.
2. Address potential chaptering out issues with SB 586 (Roth) of the current legislative session.

COMMENTS:

Dual Enrollment. According to the United States Department of Education's Institute of Education Sciences Transition to College, What Works Clearinghouse Report of February 2017, dual enrollment programs allow high school pupils to take college courses and earn college credits while still attending high school.

Such programs, also referred to as concurrent enrollment, dual credit, or early college programs, are designed to increase college access and degree attainment, especially for students typically underrepresented in higher education.

College and Career Access Pathways partnership (CCAP). Community college districts have several statutorily authorized methods by which apportionment can be claimed for minors enrolled by the district. However, a variety of conditions must be met by California Community College districts that admit special part-time students.

In an effort to expand the availability of dual enrollment programs to a broader range of students, AB 288 (Holden and Olsen), Chapter 618, Statutes of 2015, created another category of special admit options, the CCAP. The intent of this new pathway was to serve lower achieving students in an effort to reduce remediation, increase degree completion, decrease time to degree, and stimulate interest in higher education among high school students who may not already be college bound or who are underrepresented in higher education.

According to information provided by the author's office, the program was structured to authorize a model more like the Long Beach Promise, which offers dual enrollment as a pathway, rather than a series of disconnected individual courses, and to provide greater flexibility in the delivery of courses at the high school campus. Unlike other concurrent enrollment options, AB 288 authorized community colleges to offer courses that are closed to the general public if offered on a high school campus, to grant special admit students higher enrollment priority than currently possible, and to exceed the current 11-unit cap per semester if the student is receiving both a high school diploma and an associate's degree.

In exchange for the greater flexibility, CCAP program districts must meet a variety of requirements relative to instructors, job displacement, preserving access for adult students, and allowances and apportionments.

To note, while districts may operate a dual enrollment partnership through an early college high school or middle college high school, they are prohibited from operating as a CCAP partnership unless they comply with the provisions established pursuant to AB 288.

According to the Author:

"California's Legislature has already taken steps to remove some barriers to dual enrollment access by adopting the College and Career Access Pathways Act, (AB 288 (Holden and Olsen) of 2016) which facilitate the development and promotion of K-12 and community college dual enrollment programs that target a broader range of high school students."

The author contends that, "While AB 288 created a paradigm shift where dual enrollment became accessible to all, not just 5% of scholastically advanced students, improvements can still be made to increase the effectiveness and accessibility of these programs for students."

Arguments in Support:

According to the Community College League of California, "AB 30 ensures dual enrollment opportunities remain available to students who may not already be college bound or who are underrepresented in higher education and adds continuation high schools to the definition of students that can benefit from dual enrollment programs. The bill streamlines the process for developing CCAP agreements between K-12 and community college districts. AB 30 also recognizes student needs by allowing high school students to complete one application for the duration of their attendance at a community college as a dual enrollment student and simplifies the student application. AB 30 would prevent CCAP partnerships across California from expiring at the end of 2021."

Arguments in Opposition:

There is no opposition on file.

FISCAL COMMENTS:

According to the Senate Appropriations Committee:

1. By extending the program's sunset date, this bill could result in unknown Proposition 98 General Fund cost pressure, potentially in the hundreds of thousands of dollars each year, for community college districts to admit additional high school students as part of the CCAP program. A precise amount would depend on the number of participating students. For example, to the extent that 50 full-time equivalent students (FTES) participate in the program each year at the current funding rate of $5,457 per student, the resulting costs would be about $273,000.
2. The Chancellor's Office estimates one-time General Fund costs of $100,000 to revise the new application process, and additional unknown costs to produce the required report each year.

VOTES:

ASM HIGHER EDUCATION: 11-0-1

YES: Medina, Choi, Arambula, Bloom, Gabriel, Irwin, Kiley, Levine, Low, Santiago, Weber

ABS, ABST OR NV: Patterson

ASM EDUCATION: 6-0-0

YES: O'Donnell, Kiley, Kalra, McCarty, Smith, Weber

ASM APPROPRIATIONS: 18-0-0

YES: Gonzalez, Bigelow, Bloom, Bonta, Brough, Calderon, Carrillo, Chau, Diep, Eggman, Fong, Gabriel, Eduardo Garcia, Maienschein, Obernolte, Petrie-Norris, Quirk, Robert Rivas

ASSEMBLY FLOOR: 76-0-4

YES: Aguiar-Curry, Arambula, Bauer-Kahan, Berman, Bigelow, Bloom, Boerner Horvath, Bonta, Brough, Burke, Calderon, Carrillo, Cervantes, Chau, Chen, Chiu, Choi, Chu, Cooper, Cunningham, Dahle, Daly, Diep, Eggman, Flora, Fong, Frazier, Friedman, Gabriel, Gallagher, Cristina Garcia, Gipson, Gloria, Gonzalez, Grayson, Holden, Irwin, Jones-Sawyer, Kalra, Kamlager-Dove, Kiley, Lackey, Levine, Limón, Low, Maienschein, Mathis, Mayes, McCarty, Medina, Melendez, Mullin, Muratsuchi, Nazarian, O'Donnell, Obernolte, Patterson, Petrie‑Norris, Quirk, Quirk-Silva, Ramos, Reyes, Luz Rivas, Robert Rivas, Rodriguez, Blanca Rubio, Salas, Santiago, Smith, Mark Stone, Voepel, Waldron, Weber, Wicks, Wood, Rendon

ABS, ABST OR NV: Cooley, Eduardo Garcia, Gray, Ting

SENATE FLOOR: 40-0-0

YES: Allen, Archuleta, Atkins, Bates, Beall, Borgeas, Bradford, Caballero, Chang, Dahle, Dodd, Durazo, Galgiani, Glazer, Lena Gonzalez, Grove, Hertzberg, Hill, Hueso, Hurtado, Jackson, Jones, Leyva, McGuire, Mitchell, Monning, Moorlach, Morrell, Nielsen, Pan, Portantino, Roth, Rubio, Skinner, Stern, Stone, Umberg, Wieckowski, Wiener, Wilk

UPDATED:

VERSION: September 6, 2019

CONSULTANT: Jeanice Warden / HIGHER ED. / (916) 319-3960 FN: 0002263

 THIRD READING  

Bill No: AB 30

Author: Holden (D), et al.

Amended: 9/6/19 in Senate

Vote: 21

SENATE EDUCATION COMMITTEE: 7-0, 6/12/19

AYES: Leyva, Wilk, Chang, Durazo, Glazer, McGuire, Pan

SENATE APPROPRIATIONS COMMITTEE: 7-0, 8/30/19

AYES: Portantino, Bates, Bradford, Durazo, Hill, Jones, Wieckowski

ASSEMBLY FLOOR: 76-0, 5/28/19 - See last page for vote

SUBJECT: Community colleges: College and Career Access Pathways partnerships

SOURCE: Community College League of California

DIGEST:

This bill extends the College and Career Access Pathways (CCAP) program for an additional five years and simplifies the process for developing CCAP partnerships, as specified.

Senate Floor Amendments of 9/6/19 include double-jointing language to resolve chaptering issues with SB 586 (Roth).

ANALYSIS:

Existing law:

1. Establishes CCAP, allowing the governing boards of a school district or charter school and a community college district to establish a partnership offering or expanding dual enrollment with the goal of developing seamless pathways from high school to community college for career technical education or preparation for transfer, improving high school graduation rates, or helping high school pupils achieve college and career readiness.
2. Requires CCAP partnership agreements between school and community college district governing boards to be presented at a public meeting and include:
3. The total number of high school students to be served.
4. The total number of Full-Time Equivalent Student projected to be claimed by the community college district.
5. The scope, nature, time, location and listing of community college courses to be offered.
6. The criteria to assess the ability of pupils to benefit from courses offered pursuant to an AB 288 CCAP Partnership Agreement.
7. The protocols for information sharing, in compliance with all applicable state and federal privacy laws, joint facilities use, and parental consent for high school pupils to enroll in community college courses.
8. The point of contact for the participating community college district and school district partner.
9. Specification of which participating district will be the employer of record for purposes of assignment monitoring and reporting to the county office of education.
10. Specification of which participating district will assume reporting responsibilities pursuant to applicable federal teacher quality mandates.
11. Requires CCAP participating school and community college districts to report annually to the office of the Chancellor of the California Community Colleges (Chancellor) all of the following:
12. The total number of high school pupils by schoolsite enrolled in each CCAP partnership, aggregated by gender and ethnicity.
13. The total number of community college courses by category and type and by schoolsite enrolled in by CCAP partnership participants.
14. The total number and percentage of successful course completions, by category and type and by schoolsite, of CCAP partnership participants.
15. The total number of full-time equivalent students generated by CCAP partnership community college district participants.
16. The total number of full-time equivalent students served online generated by CCAP partnership community college district participants.
17. Requires the Chancellor, on or before January 1, 2021, to prepare a summary report that includes an evaluation of the CCAP partnerships, an assessment of trends in the growth of special admits systemwide and by campus, and, based upon the data collected, recommendations for program improvements, including, but not necessarily limited to, both of the following:
18. Any recommended changes to the statewide cap on special admit full-time equivalent students to ensure that adults are not being displaced.
19. Any recommendation concerning the need for additional student assistance or academic resources to ensure the overall success of the CCAP partnerships.

This bill:

1. Deletes the requirement that a governing board of a district must first have an informational item presented on a CCAP partnership agreement, at an open public meeting of the board, prior to an open public meeting of the board whereby the board can vote on the CCAP partnership agreement.
2. Specifies that units completed by a pupil pursuant to a CCAP agreement may count towards determining a pupil’s registration priority for enrollment and course registration at a community college.
3. Requires the CCC Chancellor, on or before July 31, 2020, to revise the special part-time student application process to allow pupils to complete one application for the duration of their attendance at a community college as a special part-time student participating in a CCAP partnership agreement.
4. Extends the CCAP sunset from January 1, 2022, to January 1, 2027.
5. Specifies that a student shall only be required to submit one parental consent form and principal recommendation for the duration of his or her participation under the program.
6. Includes double-jointing language to resolve chaptering issues with SB 586 (Roth).

Comments

1. Need for the bill. According to the author, “Research has demonstrated that dual enrollment students are more likely to enter college, persist in college to completion, and graduate. Assembly Bill 30 increases access to college opportunities, streamlines the process to develop strong partnerships between K-12 and community colleges, and removes barriers for students.

We have seen many student successes since the implementation of the CCAPs in 2015 and want to continue to ensure that California commits to dual enrollment as a permanent and successful strategy to closing the achievement gap and creating seamless pathways from high school to college.”

1. Concurrent enrollment. Concurrent enrollment provides pupils the opportunity to enroll in college courses and earn college credit while still enrolled in high school. Generally, a pupil is allowed to concurrently enroll in a community college as a "special-admit" while still attending high school, if the pupil's school district determines that the pupil would benefit from "advanced scholastic or vocational work." Special-admit students have typically been advanced pupils wanting to take more challenging coursework or pupils who come from high schools where Advanced Placement or honors courses are not widely available. Additionally, programs such as middle college high schools and early college high schools use concurrent enrollment to offer instructional programs for at-risk pupils that focus on college preparatory curricula. These programs are developed through partnerships between a school district and a community college.
2. College Access and Career Pathways (CCAP) program. The CCAP program allows for partnerships between school and community college districts such that high school students dual-enroll in up to 15 community college units per term; students may enroll in no more than four courses per term. The goals of CCAP are to develop seamless pathways from high school to community college for career technical or general education transfer, improve high school graduation rates, or help high school students achieve college and career readiness. Courses must be part of an academic program defined in a CCAP agreement and meet criteria for both a high school diploma and an Associate of Arts or other credentials.

Unlike other concurrent enrollment options, CCAP offers dual enrollment as a pathway, rather than a series of disconnected individual courses, and provides greater flexibility in the delivery of courses at the high school campus.

1. Other concurrent enrollment options. Beyond the CCAP, community college districts have several statutorily authorized means by which apportionments can be claimed for minors enrolled by the district. These include:
   1. Special part-time full-time students. School district governing boards can recommend students who would benefit from advanced scholastic or vocational work for attendance at a community college upon recommendation of the principal. The number of students who can be recommended for summer session enrollments is capped at five percent of the students in each grade. Community colleges can claim state funding for these students only if the course is open and advertised to the general public. Under this authority, students are limited to enrolling in a maximum of 11 units per semester, and must be assigned low enrollment priority by the college to avoid displacement of adults.
   2. Early College High Schools (ECHS) and Middle College High Schools (MCHS). ECHS are designed for young people who are underrepresented in postsecondary education, including students who have not had access to the academic preparation needed to meet college readiness standards, students for whom the cost of college is prohibitive, students of color, first generation college-goers, and English language learners. MCHS is a collaborative program that enables high-potential, "at-risk" students to obtain a high school education while concurrently receiving direct access to college courses and services. High school students attend classes at a community college and earn credit toward a high school diploma while having the opportunity to concurrently take college courses and to receive more intensive counseling and administrative attention. These programs are subject to the same conditions that exist for special admit students, with the exception that MCHS students are exempt from the low enrollment priority provisions for classes necessary for completion of their programs.
   3. College Promise Partnership Act. SB 650 (Lowenthal, Chapter 633, Statutes of 2011) authorized a partnership between the Long Beach community college and school district to provide a seamless bridge to college for students who were not already college bound and to reduce the time needed for advanced students to complete programs. These students are exempted from the requirements applicable to special admit students that they must be recommended by the school principal. The community college is eligible to receive state funding for these students but is prohibited from receiving apportionment for instructional activity for which the school district received apportionment. Formerly set to sunset on January 1, 2018, this partnership was extended indefinitely by AB 1533 (O’Donnell, Chapter 762, Statutes of 2017).

FISCAL EFFECT: Appropriation: No Fiscal Com.: Yes Local: No

According to the Senate Appropriations Committee, by extending the program’s sunset date, this bill could result in unknown Proposition 98 General Fund cost pressure, potentially in the hundreds of thousands of dollars each year, for community college districts to admit additional high school students as part of the CCAP program. A precise amount would depend on the number of participating students. For example, to the extent that 50 full-time equivalent students participate in the program each year at the current funding rate of $5,457 per student, the resulting costs would be about $273,000.

The Chancellor’s Office estimates one-time General Fund costs of $100,000 to revise the new application process, and additional unknown costs to produce the required report each year.

SUPPORT: (Verified 9/6/19)

Community College League of California (source)

Brawley Union High School District

California Catholic Conference
California EDGE Coalition
California School Boards Association
Central Union High School District
Cerritos College
Coast Community College District
Coastline College
Columbia College
Compton Community College District
Contra Costa Community College District
Cuesta College
East Los Angeles College

Education Trust-West
Foothill-De Anza Community College District
Fresno City College

Fresno County Superintendent of Schools
Fullerton College
Grossmont Cuyamaca Community College District
Hispanic Association of Colleges & Universities
Imperial Unified School District
Imperial Valley College
Kern Community College District

League of Women Voters
Long Beach Community College District

Los Angeles Unified School District
Los Banos Unified School District
Mendocino Community College District
Mission College
Napa Valley Community College District
Norco College
Pasadena City College
Peralta Community College District
Rancho Santiago Community College District
Riverside Community College District

Riverside County Superintendent of Schools
San Bernardino Community College District
San Diego Community College District
San Jose/Evergreen Community College District
Santa Monica College
Santa Rosa Junior College
Shasta Community College District
South Orange County Community College District
Southwestern Community College District
Taft College

The Wonderful Company
West Hills College Lemoore
West Hills Community College District
Yuba Community College District

OPPOSITION: (Verified 9/6/19)

None received

ASSEMBLY FLOOR: 76-0, 5/28/19

AYES: Aguiar-Curry, Arambula, Bauer-Kahan, Berman, Bigelow, Bloom, Boerner Horvath, Bonta, Brough, Burke, Calderon, Carrillo, Cervantes, Chau, Chen, Chiu, Choi, Chu, Cooper, Cunningham, Dahle, Daly, Diep, Eggman, Flora, Fong, Frazier, Friedman, Gabriel, Gallagher, Cristina Garcia, Gipson, Gloria, Gonzalez, Grayson, Holden, Irwin, Jones-Sawyer, Kalra, Kamlager-Dove, Kiley, Lackey, Levine, Limón, Low, Maienschein, Mathis, Mayes, McCarty, Medina, Melendez, Mullin, Muratsuchi, Nazarian, Obernolte, O'Donnell, Patterson, Petrie-Norris, Quirk, Quirk-Silva, Ramos, Reyes, Luz Rivas, Robert Rivas, Rodriguez, Blanca Rubio, Salas, Santiago, Smith, Mark Stone, Voepel, Waldron, Weber, Wicks, Wood, Rendon

NO VOTE RECORDED: Cooley, Eduardo Garcia, Gray, Ting

Prepared by: Ian Johnson / ED. /

9/9/19 18:10:41

**** END ****

 THIRD READING  

Bill No: AB 30

Author: Holden (D), et al.

Amended: 8/30/19 in Senate

Vote: 21

SENATE EDUCATION COMMITTEE: 7-0, 6/12/19

AYES: Leyva, Wilk, Chang, Durazo, Glazer, McGuire, Pan

SENATE APPROPRIATIONS COMMITTEE: 7-0, 8/30/19

AYES: Portantino, Bates, Bradford, Durazo, Hill, Jones, Wieckowski

ASSEMBLY FLOOR: 76-0, 5/28/19 - See last page for vote

SUBJECT: Community colleges: College and Career Access Pathways partnerships

SOURCE: Community College League of California

DIGEST:

This bill extends the College and Career Access Pathways (CCAP) program for an additional five years and simplifies the process for developing CCAP partnerships, as specified.

ANALYSIS:

Existing law:

1. Establishes CCAP, allowing the governing boards of a school district or charter school and a community college district to establish a partnership offering or expanding dual enrollment with the goal of developing seamless pathways from high school to community college for career technical education or preparation for transfer, improving high school graduation rates, or helping high school pupils achieve college and career readiness.
2. Requires CCAP partnership agreements between school and community college district governing boards to be presented at a public meeting and include:
3. The total number of high school students to be served.
4. The total number of Full-Time Equivalent Student projected to be claimed by the community college district.
5. The scope, nature, time, location and listing of community college courses to be offered.
6. The criteria to assess the ability of pupils to benefit from courses offered pursuant to an AB 288 CCAP Partnership Agreement.
7. The protocols for information sharing, in compliance with all applicable state and federal privacy laws, joint facilities use, and parental consent for high school pupils to enroll in community college courses.
8. The point of contact for the participating community college district and school district partner.
9. Specification of which participating district will be the employer of record for purposes of assignment monitoring and reporting to the county office of education.
10. Specification of which participating district will assume reporting responsibilities pursuant to applicable federal teacher quality mandates.
11. Requires CCAP participating school and community college districts to report annually to the office of the Chancellor of the California Community Colleges (Chancellor) all of the following:
12. The total number of high school pupils by schoolsite enrolled in each CCAP partnership, aggregated by gender and ethnicity.
13. The total number of community college courses by category and type and by schoolsite enrolled in by CCAP partnership participants.
14. The total number and percentage of successful course completions, by category and type and by schoolsite, of CCAP partnership participants.
15. The total number of full-time equivalent students generated by CCAP partnership community college district participants.
16. The total number of full-time equivalent students served online generated by CCAP partnership community college district participants.
17. Requires the Chancellor, on or before January 1, 2021, to prepare a summary report that includes an evaluation of the CCAP partnerships, an assessment of trends in the growth of special admits systemwide and by campus, and, based upon the data collected, recommendations for program improvements, including, but not necessarily limited to, both of the following:
18. Any recommended changes to the statewide cap on special admit full-time equivalent students to ensure that adults are not being displaced.
19. Any recommendation concerning the need for additional student assistance or academic resources to ensure the overall success of the CCAP partnerships.

This bill:

1. Deletes the requirement that a governing board of a district must first have an informational item presented on a CCAP partnership agreement, at an open public meeting of the board, prior to an open public meeting of the board whereby the board can vote on the CCAP partnership agreement.
2. Specifies that units completed by a pupil pursuant to a CCAP agreement may count towards determining a pupil’s registration priority for enrollment and course registration at a community college.
3. Requires the CCC Chancellor, on or before July 31, 2020, to revise the special part-time student application process to allow pupils to complete one application for the duration of their attendance at a community college as a special part-time student participating in a CCAP partnership agreement.
4. Extends the CCAP sunset from January 1, 2022, to January 1, 2027.
5. Specifies that a student shall only be required to submit one parental consent form and principal recommendation for the duration of his or her participation under the program.

Comments

1. Need for the bill. According to the author, “Research has demonstrated that dual enrollment students are more likely to enter college, persist in college to completion, and graduate. Assembly Bill 30 increases access to college opportunities, streamlines the process to develop strong partnerships between K-12 and community colleges, and removes barriers for students.

We have seen many student successes since the implementation of the CCAPs in 2015 and want to continue to ensure that California commits to dual enrollment as a permanent and successful strategy to closing the achievement gap and creating seamless pathways from high school to college.”

1. Concurrent enrollment. Concurrent enrollment provides pupils the opportunity to enroll in college courses and earn college credit while still enrolled in high school. Generally, a pupil is allowed to concurrently enroll in a community college as a "special-admit" while still attending high school, if the pupil's school district determines that the pupil would benefit from "advanced scholastic or vocational work." Special-admit students have typically been advanced pupils wanting to take more challenging coursework or pupils who come from high schools where Advanced Placement or honors courses are not widely available. Additionally, programs such as middle college high schools and early college high schools use concurrent enrollment to offer instructional programs for at-risk pupils that focus on college preparatory curricula. These programs are developed through partnerships between a school district and a community college.
2. College Access and Career Pathways (CCAP) program. The CCAP program allows for partnerships between school and community college districts such that high school students dual-enroll in up to 15 community college units per term; students may enroll in no more than four courses per term. The goals of CCAP are to develop seamless pathways from high school to community college for career technical or general education transfer, improve high school graduation rates, or help high school students achieve college and career readiness. Courses must be part of an academic program defined in a CCAP agreement and meet criteria for both a high school diploma and an Associate of Arts or other credentials.

Unlike other concurrent enrollment options, CCAP offers dual enrollment as a pathway, rather than a series of disconnected individual courses, and provides greater flexibility in the delivery of courses at the high school campus.

1. Other concurrent enrollment options. Beyond the CCAP, community college districts have several statutorily authorized means by which apportionments can be claimed for minors enrolled by the district. These include:
   1. Special part-time full-time students. School district governing boards can recommend students who would benefit from advanced scholastic or vocational work for attendance at a community college upon recommendation of the principal. The number of students who can be recommended for summer session enrollments is capped at five percent of the students in each grade. Community colleges can claim state funding for these students only if the course is open and advertised to the general public. Under this authority, students are limited to enrolling in a maximum of 11 units per semester, and must be assigned low enrollment priority by the college to avoid displacement of adults.
   2. Early College High Schools (ECHS) and Middle College High Schools (MCHS). ECHS are designed for young people who are underrepresented in postsecondary education, including students who have not had access to the academic preparation needed to meet college readiness standards, students for whom the cost of college is prohibitive, students of color, first generation college-goers, and English language learners. MCHS is a collaborative program that enables high-potential, "at-risk" students to obtain a high school education while concurrently receiving direct access to college courses and services. High school students attend classes at a community college and earn credit toward a high school diploma while having the opportunity to concurrently take college courses and to receive more intensive counseling and administrative attention. These programs are subject to the same conditions that exist for special admit students, with the exception that MCHS students are exempt from the low enrollment priority provisions for classes necessary for completion of their programs.
   3. College Promise Partnership Act. SB 650 (Lowenthal, Chapter 633, Statutes of 2011) authorized a partnership between the Long Beach community college and school district to provide a seamless bridge to college for students who were not already college bound and to reduce the time needed for advanced students to complete programs. These students are exempted from the requirements applicable to special admit students that they must be recommended by the school principal. The community college is eligible to receive state funding for these students but is prohibited from receiving apportionment for instructional activity for which the school district received apportionment. Formerly set to sunset on January 1, 2018, this partnership was extended indefinitely by AB 1533 (O’Donnell, Chapter 762, Statutes of 2017).

FISCAL EFFECT: Appropriation: No Fiscal Com.: Yes Local: No

According to the Senate Appropriations Committee, by extending the program’s sunset date, this bill could result in unknown Proposition 98 General Fund cost pressure, potentially in the hundreds of thousands of dollars each year, for community college districts to admit additional high school students as part of the CCAP program. A precise amount would depend on the number of participating students. For example, to the extent that 50 full-time equivalent students participate in the program each year at the current funding rate of $5,457 per student, the resulting costs would be about $273,000.

The Chancellor’s Office estimates one-time General Fund costs of $100,000 to revise the new application process, and additional unknown costs to produce the required report each year.

SUPPORT: (Verified 8/29/19)

Community College League of California (source)

Brawley Union High School District
California EDGE Coalition
California School Boards Association
Central Union High School District
Cerritos College
Coast Community College District
Coastline College
Columbia College
Compton Community College District
Contra Costa Community College District
Cuesta College
East Los Angeles College
Foothill-De Anza Community College District
Fresno City College
Fullerton College
Grossmont Cuyamaca Community College District
Hispanic Association of Colleges & Universities
Imperial Unified School District
Imperial Valley College
Kern Community College District
Long Beach Community College District
Los Banos Unified School District
Mendocino Community College District
Mission College
Napa Valley Community College District
Norco College
Pasadena City College
Peralta Community College District
Rancho Santiago Community College District
Riverside Community College District
San Bernardino Community College District
San Diego Community College District
San Jose/Evergreen Community College District
Santa Monica College
Santa Rosa Junior College
Shasta Community College District
South Orange County Community College District
Southwestern Community College District
Taft College
West Hills College Lemoore
West Hills Community College District
Yuba Community College District

OPPOSITION: (Verified 8/29/19)

None received

ASSEMBLY FLOOR: 76-0, 5/28/19

AYES: Aguiar-Curry, Arambula, Bauer-Kahan, Berman, Bigelow, Bloom, Boerner Horvath, Bonta, Brough, Burke, Calderon, Carrillo, Cervantes, Chau, Chen, Chiu, Choi, Chu, Cooper, Cunningham, Dahle, Daly, Diep, Eggman, Flora, Fong, Frazier, Friedman, Gabriel, Gallagher, Cristina Garcia, Gipson, Gloria, Gonzalez, Grayson, Holden, Irwin, Jones-Sawyer, Kalra, Kamlager-Dove, Kiley, Lackey, Levine, Limón, Low, Maienschein, Mathis, Mayes, McCarty, Medina, Melendez, Mullin, Muratsuchi, Nazarian, Obernolte, O'Donnell, Patterson, Petrie-Norris, Quirk, Quirk-Silva, Ramos, Reyes, Luz Rivas, Robert Rivas, Rodriguez, Blanca Rubio, Salas, Santiago, Smith, Mark Stone, Voepel, Waldron, Weber, Wicks, Wood, Rendon

NO VOTE RECORDED: Cooley, Eduardo Garcia, Gray, Ting

Prepared by: Ian Johnson / ED. /

9/3/19 9:01:11

**** END ****

SENATE COMMITTEE ON APPROPRIATIONS

Senator Anthony Portantino, Chair

2019 - 2020 Regular Session

AB 30 (Holden) - Community colleges: College and Career Access Pathways partnerships

Bill Summary:

This bill extends the College and Career Access Pathways (CCAP) program for an additional five years and simplifies the process for developing CCAP partnerships, as specified.

*********** ANALYSIS ADDENDUM – SUSPENSE FILE ***********

The following information is revised to reflect amendments

adopted by the committee on August 30, 2019

Fiscal Impact:

• By extending the program’s sunset date, this bill could result in unknown Proposition 98 General Fund cost pressure, potentially in the hundreds of thousands of dollars each year, for community college districts to admit additional high school students as part of the CCAP program. A precise amount would depend on the number of participating students. For example, to the extent that 50 full-time equivalent students (FTES) participate in the program each year at the current funding rate of $5,457 per student, the resulting costs would be about $273,000.
• The Chancellor’s Office estimates one-time General Fund costs of $100,000 to revise the new application process, and additional unknown costs to produce the required report each year.

Author Amendments:

Require a student to submit one parental consent form and principal recommendation for the duration of his or her participation under the program.

-- END --

SENATE COMMITTEE ON APPROPRIATIONS

Senator Anthony Portantino, Chair

2019 - 2020 Regular Session

AB 30 (Holden) - Community colleges: College and Career Access Pathways partnerships

Bill Summary:

This bill extends the College and Career Access Pathways (CCAP) program for an additional five years and simplifies the process for developing CCAP partnerships, as specified.

Fiscal Impact:

By extending the program’s sunset date, this bill could result in unknown Proposition 98 General Fund cost pressure, potentially in the hundreds of thousands of dollars each year, for community college districts to admit additional high school students as part of the CCAP program. A precise amount would depend on the number of participating students. For example, to the extent that 50 full-time equivalent students (FTES) participate in the program each year at the current funding rate of $5,457 per student, the resulting costs would be about $273,000.

The Chancellor’s Office estimates one-time General Fund costs of $100,000 to revise the new application process, and additional unknown costs to produce the required report each year.

Background:

Existing law establishes CCAP which allows for partnerships between school and community college districts such that high school students dual-enroll in up to 15 community college units per term; students may enroll in no more than four courses per term. The goals of CCAP are to develop seamless pathways from high school to community college for career technical or general education transfer, improve high school graduation rates, or help high school students achieve college and career readiness. Courses must be part of an academic program defined in a CCAP agreement and meet criteria for both a high school diploma and an Associate of Arts or other credentials.

Unlike other concurrent enrollment options, the CCAP program offers dual enrollment as a pathway, rather than a series of disconnected individual courses, and provides greater flexibility in the delivery of courses at the high school campus.

The CCAP program is currently scheduled to sunset on January 1, 2022.

Proposed Law:

This bill extends the CCAP sunset from January 1, 2022, to January 1, 2027.

This bill also deletes the requirement that a governing board of a district must first have an informational item presented on a CCAP partnership agreement, at an open public meeting of the board, prior to an open public meeting of the board whereby the board can vote on the CCAP partnership agreement. This bill specifies that units completed by a pupil pursuant to a CCAP agreement may count towards determining a pupil’s registration priority for enrollment and course registration at a community college.

This bill requires the California Community College Chancellor, on or before July 31, 2020, to revise the special part-time student application process to allow pupils to complete one application for the duration of their attendance at a community college as a special part-time student participating in a CCAP partnership agreement.

Related Legislation:

SB 563 (Roth) establishes a College and Career Access Pathways Grant Program, to be administered by the Chancellor’s Office, to provide grants on a competitive basis to three community colleges over a two-year period with the goal of improving the existing CCAP dual enrollment program. This bill is pending in the Assembly Higher Education Committee.

-- END --

SENATE COMMITTEE ON EDUCATION

Senator Connie Leyva, Chair

2019 - 2020 Regular

Bill No: AB 30 Hearing Date: June 12, 2019

Subject: Community colleges: College and Career Access Pathways partnerships.

SUMMARY

This bill extends the College and Career Access Pathways (CCAP) program for an additional five years and simplifies the process for developing CCAP partnerships, as specified.

BACKGROUND

Existing law:

1. Establishes CCAP, allowing the governing boards of a school district or charter school and a community college district to establish a partnership offering or expanding dual enrollment with the goal of developing seamless pathways from high school to community college for career technical education or preparation for transfer, improving high school graduation rates, or helping high school pupils achieve college and career readiness.
2. Requires CCAP partnership agreements between school and community college district governing boards to be presented at a public meeting and include:
3. The total number of high school students to be served.
4. The total number of Full-Time Equivalent Student projected to be claimed by the community college district.
5. The scope, nature, time, location and listing of community college courses to be offered.
6. The criteria to assess the ability of pupils to benefit from courses offered pursuant to an AB 288 CCAP Partnership Agreement.
7. The protocols for information sharing, in compliance with all applicable state and federal privacy laws, joint facilities use, and parental consent for high school pupils to enroll in community college courses.
8. The point of contact for the participating community college district and school district partner.
9. Specification of which participating district will be the employer of record for purposes of assignment monitoring and reporting to the county office of education.
10. Specification of which participating district will assume reporting responsibilities pursuant to applicable federal teacher quality mandates.
11. Requires College and Career Access Pathways (CCAP) participating school and community college districts to report annually to the office of the Chancellor of the California Community Colleges (chancellor) all of the following:
12. The total number of high school pupils by schoolsite enrolled in each CCAP partnership, aggregated by gender and ethnicity.
13. The total number of community college courses by category and type and by schoolsite enrolled in by CCAP partnership participants.
14. The total number and percentage of successful course completions, by category and type and by schoolsite, of CCAP partnership participants.
15. The total number of full-time equivalent students generated by CCAP partnership community college district participants.
16. The total number of full-time equivalent students served online generated by CCAP partnership community college district participants.
17. Requires the chancellor, on or before January 1, 2021, to prepare a summary report that includes an evaluation of the CCAP partnerships, an assessment of trends in the growth of special admits systemwide and by campus, and, based upon the data collected, recommendations for program improvements, including, but not necessarily limited to, both of the following:
18. Any recommended changes to the statewide cap on special admit full-time equivalent students to ensure that adults are not being displaced.
19. Any recommendation concerning the need for additional student assistance or academic resources to ensure the overall success of the CCAP partnerships.

ANALYSIS

This bill:

1. Deletes the requirement that a governing board of a district must first have an informational item presented on a CCAP partnership agreement, at an open public meeting of the board, prior to an open public meeting of the board whereby the board can vote on the CCAP partnership agreement.
2. Specifies that units completed by a pupil pursuant to a College and Career Access Pathways (CCAP) agreement may count towards determining a pupil’s registration priority for enrollment and course registration at a community college.
3. Requires the California Community College (CCC) Chancellor, on or before July 31, 2020, to revise the special part-time student application process to allow pupils to complete one application for the duration of their attendance at a community college as a special part-time student participating in a CCAP partnership agreement.
4. Extends the CCAP sunset from January 1, 2022, to January 1, 2027.

STAFF COMMENTS

1. Need for the bill. According to the author, “Research has demonstrated that dual enrollment students are more likely to enter college, persist in college to completion, and graduate. Assembly Bill 30 increases access to college opportunities, streamlines the process to develop strong partnerships between K-12 and community colleges, and removes barriers for students.

We have seen many student successes since the implementation of the CCAPs in 2015 and want to continue to ensure that California commits to dual enrollment as a permanent and successful strategy to closing the achievement gap and creating seamless pathways from high school to college.”

1. Concurrent enrollment. Concurrent enrollment provides pupils the opportunity to enroll in college courses and earn college credit while still enrolled in high school. Generally, a pupil is allowed to concurrently enroll in a community college as a "special-admit" while still attending high school, if the pupil's school district determines that the pupil would benefit from "advanced scholastic or vocational work." Special-admit students have typically been advanced pupils wanting to take more challenging coursework or pupils who come from high schools where Advanced Placement or honors courses are not widely available. Additionally, programs such as middle college high schools and early college high schools use concurrent enrollment to offer instructional programs for at-risk pupils that focus on college preparatory curricula. These programs are developed through partnerships between a school district and a community college.
2. College Access and Career Pathways (CCAP) program. The CCAP program allows for partnerships between school and community college districts such that high school students dual-enroll in up to 15 community college units per term; students may enroll in no more than four courses per term. The goals of CCAP are to develop seamless pathways from high school to community college for career technical or general education transfer, improve high school graduation rates, or help high school students achieve college and career readiness. Courses must be part of an academic program defined in a CCAP agreement and meet criteria for both a high school diploma and an Associate of Arts or other credentials.

Unlike other concurrent enrollment options, College and Career Access Pathways (CCAP) offers dual enrollment as a pathway, rather than a series of disconnected individual courses, and provides greater flexibility in the delivery of courses at the high school campus.

1. Other concurrent enrollment options. Beyond the College and Career Access Pathways (CCAP), community college districts have several statutorily authorized means by which apportionments can be claimed for minors enrolled by the district. These include:
   1. Special part-time full-time students. School district governing boards can recommend students who would benefit from advanced scholastic or vocational work for attendance at a community college upon recommendation of the principal. The number of students who can be recommended for summer session enrollments is capped at five percent of the students in each grade. Community colleges can claim state funding for these students only if the course is open and advertised to the general public. Under this authority, students are limited to enrolling in a maximum of 11 units per semester, and must be assigned low enrollment priority by the college to avoid displacement of adults.
   2. Early College High Schools (ECHS) and Middle College High Schools (MCHS). ECHS are designed for young people who are underrepresented in postsecondary education, including students who have not had access to the academic preparation needed to meet college readiness standards, students for whom the cost of college is prohibitive, students of color, first generation college-goers, and English language learners. MCHS is a collaborative program that enables high-potential, "at-risk" students to obtain a high school education while concurrently receiving direct access to college courses and services. High school students attend classes at a community college and earn credit toward a high school diploma while having the opportunity to concurrently take college courses and to receive more intensive counseling and administrative attention. These programs are subject to the same conditions that exist for special admit students, with the exception that MCHS students are exempt from the low enrollment priority provisions for classes necessary for completion of their programs.
   3. College Promise Partnership Act. SB 650 (Lowenthal, Chapter 633, Statutes of 2011) authorized a partnership between the Long Beach community college and school district to provide a seamless bridge to college for students who were not already college bound and to reduce the time needed for advanced students to complete programs. These students are exempted from the requirements applicable to special admit students that they must be recommended by the school principal. The community college is eligible to receive state funding for these students but is prohibited from receiving apportionment for instructional activity for which the school district received apportionment. Formerly set to sunset on January 1, 2018, this partnership was extended indefinitely by AB 1533 (O’Donnell, Chapter 762, Statutes of 2017).

SUPPORT

Community College League of California (sponsor)

Brawley Union High School District
California EDGE Coalition
California School Boards Association
Central Union High School District
Cerritos College
Coast Community College District
Coastline College
Columbia College
Compton Community College District
Contra Costa Community College District
Cuesta College
East Los Angeles College
Foothill-De Anza Community College District
Fresno City College
Fullerton College
Grossmont Cuyamaca Community College District
Hispanic Association of Colleges & Universities
Imperial Unified School District
Imperial Valley College
Kern Community College District
Long Beach Community College District
Los Banos Unified School District
Mendocino Community College District
Mission College
Napa Valley Community College District
Norco College
Pasadena City College
Peralta Community College District
Rancho Santiago Community College District
Riverside Community College District
San Bernardino Community College District
San Diego Community College District
San Jose/Evergreen Community College District
Santa Monica College
Santa Rosa Junior College
Shasta Community College District
South Orange County Community College District
Southwestern Community College District
Taft College
West Hills College Lemoore
West Hills Community College District
Yuba Community College District

OPPOSITION

None received

-- END --

ASSEMBLY THIRD READING

ATR Bill Id:AB 30

Author:(Holden)

As Amended Ver:May 16, 2019

Majority vote

SUMMARY:

Streamlines the process for developing College and Career Access Pathways (CCAP) partnerships, in part, by: changing the conditions of how CCAP partnership agreements may be adopted; authorizing high school pupils to complete only one community college application for the duration of their attendance, as specified; and, extends the sunset of the CCAP partnership from January 1 2022, to January 1, 2027.

Major Provisions

1. Deletes the requirement that a governing board of a district must first have an informational item presented on a CCAP partnership agreement, at an open public meeting of the board, prior to an open public meeting of the board whereby the board can vote on the CCAP partnership agreement.
2. Specifies that units completed by a pupil pursuant to a CCAP agreement may count towards determining a pupil's registration priority for enrollment and course registration at a community college.
3. Makes clarifying and technical changes to existing law.

COMMENTS:

Dual Enrollment. According to the United States Department of Education's Institute of Education Sciences Transition to College, What Works Clearinghouse Report of February 2017, dual enrollment programs allow high school pupils to take college courses and earn college credits while still attending high school.

Such programs, also referred to as concurrent enrollment, dual credit, or early college programs, are designed to increase college access and degree attainment, especially for students typically underrepresented in higher education.

College and Career Access Pathways partnership (CCAP). Community college districts have several statutorily authorized methods by which apportionment can be claimed for minors enrolled by the district. However, a variety of conditions must be met by CCC districts that admit special part-time students.

In an effort to expand the availability of dual enrollment programs to a broader range of students, AB 288 (Holden), Chapter 618, Statutes of 2015, created another category of special admit options, the CCAP. The intent of this new pathway was to serve lower achieving students in an effort to reduce remediation, increase degree completion, decrease time to degree, and stimulate interest in higher education among high school students who may not already be college bound or who are underrepresented in higher education.

According to information provided by the author's office, the program was structured to authorize a model more like the Long Beach Promise, which offers dual enrollment as a pathway, rather than a series of disconnected individual courses, and to provide greater flexibility in the delivery of courses at the high school campus. Unlike other concurrent enrollment options, AB 288 authorized community colleges to offer courses that are closed to the general public if offered on a high school campus, to grant special admit students higher enrollment priority than currently possible, and to exceed the current 11-unit cap per semester if the student is receiving both a high school diploma and an associate's degree.

In exchange for the greater flexibility, CCAP program districts must meet a variety of requirements relative to instructors, job displacement, preserving access for adult students, and allowances and apportionments.

To note, while districts may operate a dual enrollment partnership through an early college high school or middle college high school, they are prohibited from operating as a CCAP partnership unless they comply with the provisions established pursuant to AB 288.

According to the Author:

"California's Legislature has already taken steps to remove some barriers to dual enrollment access by adopting the College and Career Access Pathways Act, (AB 288 (Holden and Olsen) of 2016) which facilitate the development and promotion of K-12 and community college dual enrollment programs that target a broader range of high school students."

The author contends that, "While AB 288 created a paradigm shift where dual enrollment became accessible to all, not just 5% of scholastically advanced students, improvements can still be made to increase the effectiveness and accessibility of these programs for students."

Arguments in Support:

According to the Community College League of California, "AB 30 ensures dual enrollment opportunities remain available to students who may not already be college bound or who are underrepresented in higher education and adds continuation high schools to the definition of students that can benefit from dual enrollment programs. The bill streamlines the process for developing CCAP agreements between K-12 and community college districts. AB 30 also recognizes student needs by allowing high school students to complete one application for the duration of their attendance at a community college as a dual enrollment student and simplifies the student application. AB 30 would prevent CCAP partnerships across California from expiring at the end of 2021".

Arguments in Opposition:

There is no opposition on file.

FISCAL COMMENTS:

According to the Assembly Appropriations Committee:

1. Unknown ongoing Proposition 98 General Fund cost pressures, likely in the hundreds of thousands of dollars annually, for the CCC to admit additional high school students as part of the CCAP partnership.
2. One-time General Fund costs of $100,000 for the CCC Chancellor's Office to revise the new application process.

VOTES:

ASM HIGHER EDUCATION: 11-0-1

YES: Medina, Choi, Arambula, Bloom, Gabriel, Irwin, Kiley, Levine, Low, Santiago, Weber

ABS, ABST OR NV: Patterson

ASM EDUCATION: 6-0-0

YES: O'Donnell, Kiley, Kalra, McCarty, Smith, Weber

ASM APPROPRIATIONS: 18-0-0

YES: Gonzalez, Bigelow, Bloom, Bonta, Brough, Calderon, Carrillo, Chau, Diep, Eggman, Fong, Gabriel, Eduardo Garcia, Maienschein, Obernolte, Petrie-Norris, Quirk, Robert Rivas

UPDATED:

VERSION: May 16, 2019

CONSULTANT: Jeanice Warden / HIGHER ED. / (916) 319-3960 FN: 0000810

Date of Hearing: April 24, 2019

ASSEMBLY COMMITTEE ON APPROPRIATIONS

Lorena Gonzalez, Chair

ABPCA Bill Id:AB 30

Author:(Holden) – As Amended Ver:March 7, 2019

Urgency: No State Mandated Local Program: No Reimbursable: No

SUMMARY:

This bill make several changes to College and Career Access Pathways (CCAP) partnerships. Specifically, it (a) changes the due date for the California Community College (CCC) chancellor’s CCAP partnership summary report from January 1, 2021, to January 1, 2020, (b) requires the CCC chancellor, by July 31, 2020, to revise the CCAP application process to allow pupils to complete one application for the duration of their attendance at a community college as a student participating in a CCAP partnership agreement, and (c) changes the CCAP partnership sunset from January 1, 2022, to January 1, 2027.

FISCAL EFFECT:

1. Unknown ongoing Proposition 98 General Fund (GF) cost pressures, likely in the hundreds of thousands of dollars annually, for the CCC to admit additional high school students as part of the CCAP partnership. For example, if 50 additional full-time equivalent students participated statewide, at the current funding rate of $5,457 per student, costs would be $272,850. Costs would likely be offset by savings in Proposition 98 GF Local Control Funding Formula (LCFF) apportionment funding to school districts that would otherwise have been generated by these students. (School districts generate at least $9,000 per student annually.) In addition, longer-term cost savings could be generated, if student enrollment in CCAP results in fewer students requiring remedial coursework when they enroll in public postsecondary institutions after high school.
2. One-time General Fund costs of $100,000 for the CCC chancellor’s office to revise the new application process.
3. Unknown General Fund costs to the CCC chancellor’s office to produce the required report a year early. The chancellor’s office indicated it cannot produce the report early, as described in more detail below.

COMMENTS:

1. Background. Concurrent enrollment, also known as dual enrollment, provides students the opportunity to enroll in college courses and earn college credit while still enrolled in high school.

Prior to AB 288 (Holden), of the 2015-16 Legislative Session, a student could concurrently enroll in a CCC as a "special admit" while still attending high school only if the student's school district determined the student would benefit from "advanced scholastic or vocational work." Special-admit students typically were advanced students wanting to take more challenging coursework or students from high schools where Advanced Placement or honors courses were not widely available. In an effort to expand the availability of dual enrollment programs to a broader range of students, AB 288 created another category of special admit options, the CCAP. The intent of the new pathway was to serve less-advanced students in an effort to reduce remediation, increase degree completion, decrease time to degree and stimulate interest in higher education. Currently, 22 of 72 CCC districts (30%) have CCAP agreements with local school districts. The program is authorized until January 1, 2022.

1. CCC Apportionment Funding and LCFF. The CCAP program credits the CCD with apportionment funding for students enrolled in CCAP for up to 15 units per term. CCAP students can generate full CCC apportionment funding of $5,151 for this instruction, to be credited to the CCC. High school students generate LCFF funding of $9,000 per student annually for the school districts they attend, with additional funding for disadvantaged students.

CCAP law prohibits a partner school district from receiving a state apportionment for an instructional activity for which the CCD is paid an apportionment, and vice versa.

1. Report Requirement. This bill requires the chancellor’s office to submit the CCAP report within the next ten months. The chancellor’s office indicates it has advised the author’s office it cannot produce the report on this expedited time line.
2. Prior Legislation. AB 2891 (Holden), of the 2017-18 Legislative Session, would have authorized charter schools to participate in the CCAP. The bill was held on this committee’s Suspense File.

AB 2575 (Santiago), of the 2017-18 Legislative Session, would have authorized private schools to participate in the CCAP. The bill was pulled from the education committee at the request of the author.

Analysis Prepared by: Natasha Collins / APPR. / (916) 319-2081

Date of Hearing: April 10, 2019

ASSEMBLY COMMITTEE ON EDUCATION

Patrick O'Donnell, Chair

ABPCA Bill Id:AB 30 (

Author:Holden) – As Amended Ver:March 7, 2019

[Note: This bill is double referred to the Assembly Higher Education Committee and was heard by that Committee on March 6, 2019.]

SUBJECT: Community colleges: College and Career Access Pathways partnerships

SUMMARY: Streamlines the process for developing College and Career Access Pathways (CCAP) partnerships, in part by: changing the conditions of how CCAP partnership agreements may be adopted; authorizing high school pupils to complete only one community college application for the duration of their attendance; changing the due date the California Community Colleges (CCC) Chancellor submits the CCAP partnership summary report; and, extending the sunset of the CCAP partnership program. Specifically, this bill:

1. Deletes the requirement that a governing board of a district must first have an informational item presented on a CCAP partnership agreement, at an open public meeting of the board, prior to an open public meeting of the board whereby the board can vote on the CCAP partnership agreement.
2. Specifies that units completed by a pupil pursuant to a CCAP agreement may count towards determining a pupil’s registration priority for enrollment and course registration at a community college.
3. Changes the due date for the CCC Chancellor’s CCAP partnership summary report from January 1, 2021, to January 1, 2020.
4. Requires the CCC Chancellor, on or before July 31, 2020, to revise the special part-time student application process to allow pupils to complete one application for the duration of their attendance at a community college as a special part-time student participating in a CCAP partnership agreement.
5. Requires a summary report that includes an evaluation of the CCAP partnerships be provided to the Legislature, Director of Finance and the Superintendent of Public Instruction (SPI) on or before January 1, 2020.
6. Extends the CCAP sunset from January 1, 2022, to January 1, 2027.
7. Makes various findings and declarations regarding the significance of dual enrollment.
8. Makes clarifying and technical changes to existing law.

EXISTING LAW:

1. Authorizes the governing board of a community college district (CCD) to enter into a CCAP partnership with the governing board of a school district or the governing body of a charter school for the purpose of offering or expanding dual enrollment opportunities for pupils who may not already be college bound or who are underrepresented in higher education, with the goal of developing seamless pathways from high school to community college for career technical education or preparation for transfer, improving high school graduation rates, or helping high school pupils achieve college and career readiness.
2. Permits a participating CCD to enter into a CCAP partnership with a school district or charter school partner that is governed by a CCAP partnership agreement approved by the governing boards of both districts. As a condition of, and before adopting, a CCAP partnership agreement, the governing board of each district, at an open public meeting of that board, must present the dual enrollment partnership agreement as an informational item. The governing board of each district, at a subsequent open public meeting of that board, must take comments from the public and approve or disapprove the proposed agreement.
3. Requires the Chancellor to prepare a summary report that includes an evaluation of the CCAP partnerships, an assessment of trends in the growth of special admits systemwide and by campus, and recommendations for program improvements on or before January 1, 2021. The annual report required must be transmitted to the Legislature, the Department of Finance (DOF) and the SPI.
4. Repeals the requirements on January 1, 2022. (Education Code Section 76004)
5. Authorizes the governing board of a school district, upon recommendation of the principal of a student’s school of attendance, and with parental consent, to authorize a student who would benefit from advanced scholastic or vocational work to attend a community college as a special part-time or full-time student. (Education Code Section 48800, et seq.)
6. Requires the CCC Chancellor’s Office to report to the DOF and Legislature annually on the amount of full-time equivalent students (FTES) claimed by each CCC district for high school pupils enrolled in non-credit, non-degree applicable, and degree applicable courses; and provides that, for purposes of receiving state apportionments, CCC districts may only include high school students within the CCC district’s report on FTES if the students are enrolled in courses that are open to the general public, as specified. Additionally, current law requires the governing board of a CCC district to assign a low enrollment priority to special part-time or full-time students in order to ensure that these students do not displace regularly admitted community college students (Education Code Sections 76001 and 76002).

FISCAL EFFECT: Unknown.

COMMENTS:

Need for the bill. According to the author, “Research has demonstrated that dual enrollment students are more likely to enter college, persist in college to completion, and graduate. Assembly Bill 30 increases access to college opportunities, streamlines the process to develop strong partnerships between K-12 and community colleges, and removes barriers for students.

We have seen many student successes since the implementation of the CCAPs in 2015 and want to continue to ensure that California commits to dual enrollment as a permanent and successful strategy to closing the achievement gap and creating seamless pathways from high school to college.”

This measure proposes practical improvement to the CCAP partnership that will enable more colleges and high schools to formalize partnerships; this measure, in part, removes barriers for students by simplifying the application process for high school pupils to enroll in community colleges participating in the CCAP partnership.

Dual Enrollment. According to the United States Department of Education's Institute of Education Sciences Transition to College, What Works Clearinghouse Report of February 2017, dual enrollment programs allow high school pupils to take college courses and earn college credits while still attending high school.

Such programs, also referred to as concurrent enrollment, dual credit, or early college programs, are designed to increase college access and degree attainment, especially for students typically underrepresented in higher education. According to the report, dual enrollment programs support college credit accumulation and degree attainment via at least three mechanisms:

1. Allowing high school students to experience college-level courses helps them prepare for the social and academic requirements of college while having the additional supports available to them as high school pupils (this could reduce the need for developmental coursework).
2. Students who accumulate college credits early and consistently are more likely to attain a college degree.
3. Many dual enrollment programs offer discounted or free tuition, which reduces the overall cost of college and may increase the number of low socioeconomic status students who can attend and complete college.

College and Career Access Pathways (CCAP) partnership. Community college districts have several statutorily authorized methods by which apportionment can be claimed for minors enrolled by the district. However, a variety of conditions must be met by CCC districts that admit special part-time students.

In an effort to expand the availability of dual enrollment programs to a broader range of students, AB 288 (Holden), Chapter 618, Statutes of 2015, created another category of special admit options, the CCAP. The intent of this new pathway was to serve lower achieving students in an effort to reduce remediation, increase degree completion, decrease time to earn a degree, and stimulate interest in higher education among high school students who may not already be college bound or who are underrepresented in higher education.

According to information provided by the author's office, the program was structured to authorize a model more like the Long Beach Promise, which offers dual enrollment as a pathway, rather than a series of disconnected individual courses, and to provide greater flexibility in the delivery of courses at the high school campus. Unlike other concurrent enrollment options, AB 288 authorized community colleges to offer courses that are closed to the general public if offered on a high school campus, to grant special admit students higher enrollment priority than currently possible, and to exceed the current 11-unit cap per semester if the student is receiving both a high school diploma and an associate’s degree.

In exchange for the greater flexibility, CCAP program districts must meet a variety of requirements relative to instructors, job displacement, preserving access for adult students, and allowances and apportionments.

To note, while CCD may operate a dual enrollment partnership through an early college high school or middle college high school, they are prohibited from operating as a CCAP partnership unless they comply with the provisions established pursuant to AB 288.

The Committee may wish to consider that this bill was heard in the Assembly Higher Education Committee on March 6 and was passed as amended. Assembly Higher Education Committee amendments included:

• Re-establishing a sunset date. The introduced version of the bill removed the existing sunset of January 1, 2022. The Committee added a sunset date of 2027, in order to allow time for the initial report on the CCAP partnership due to the Legislature on January 1, 2021 to be reviewed, and for new schools to decide whether or not to participate with the CCAP partnership or for existing CCAP partners to continue their participation
• Changing the frequency of the report. A summary report that includes an evaluation of the CCAP partnerships is due on or before January 1, 2020. The Committee amendments removed the requirement that there be an additional report every 5 years.

Prior legislation. AB 1809 (Committee on Budget), Chapter 33, Statutes of 2018. The Higher Education trailer bill authorized charter schools to enter into a CCAP with the governing board of a CCD.

AB 288 (Holden), Chapter 618, Statutes of 2015. Authorizes the governing board of a community college district (CCD) to enter into a CCAP partnership with the governing board of a school district in its immediate service area, with the goal of developing seamless pathways from high school to CCC in order to offer or expand dual enrollment opportunities for students who may not be college bound or who are underrepresented in higher education; and, outlines the conditions that must be met prior to the adoption of the CCAP agreement. Requires, on or before January 1, 2021, the CCC Chancellor to report to the Legislature, an evaluation of the CCAP partnerships, an assessment of trends in the growth of special admits system-wide and by campus, and, based upon the data collected recommendations for program improvements.

AB 1451 (Holden) of the 2013-14 Session was similar in nature to AB 288 of the 2015-16 Session. This bill was held in the Senate Appropriations Committee Suspense File.

AB 1540 (Hagman) of the 2013-14 Session would have specified that the governing board of a school district may authorize a pupil, at the recommendation of the community college dean of a computer science department or other appropriate community college computer science administrator, and with parental consent, to attend a community college during any session or term as a special part-time student and to undertake one or more computer science courses offered at the community college. This bill was held on the Assembly Appropriations Committee Suspense File.

AB 2352 (Chesbro) of the 2013-14 Session, would have removed early and middle college high school students concurrently enrolled at a CCC from receiving low priority admission status. This bill was held in the Senate Appropriations Committee.

REGISTERED SUPPORT / OPPOSITION:

Support

Association Of California Community College Administrators
California Community Colleges Association For Occupational Education
California Edge Coalition
Career Ladders Project
Central Unified School District
Citrus College
College Of The Canyons
Community College League Of California
Compton Community College District
Corona Norco Unified School District
East Bay Leadership Council
Foothill-De Anza Community College District
Grossmont Cuyamaca Ccd
Imperial Unified School District
Kern Community College District
Long Beach Community College Distict
Los Angeles Community College District
Los Angeles Unified School District
Los Rios Community College District
Mendocino Community College District
Napa Valley College
Norco College
North Orange County Community College District
Norwalk - La Mirada Unified School District
Office Of The Riverside County Superintendent Of Schools
Peralta Community College District
Riverside Community College District
Riverside County Public K-12 School District Superintendents
San Bernardino Community College District
San Diego Community College District
San Jose-Evergreen Community College District
Santa Monica College
Santa Rosa Junior College
Shasta Community College District
South Orange County Community College District
The Education Trust - West
Yuba Community College District

Opposition

None on file.

Analysis Prepared by: Marguerite Ries / ED. / (916) 319-2087

Date of Hearing: March 5, 2019

ASSEMBLY COMMITTEE ON HIGHER EDUCATION

Jose Medina, Chair

ABPCA Bill Id:AB 30 (

Author:Holden) – As Introduced Ver:December 3, 2018

[Note: This bill is doubled referred to the Assembly Education Committee and will be heard by that Committee as it relates to issues under its jurisdiction.]

SUBJECT: Community colleges: College and Career Access Pathways partnerships.

SUMMARY: Streamlines the process for developing College and Career Access Pathways (CCAP) partnerships, in part, by: changing the conditions of how CCAP partnership agreements may be adopted; authorizing high school pupils to complete only one community college application for the duration of their attendance, as specified; changing the due date the California Community Colleges (CCC) Chancellor submits the CCAP partnership summary report; and, deleting the sunset of the CCAP partnership. Specifically, this bill:

1. Deletes the requirement that a governing board of a district must first have an informational item presented on a CCAP partnership agreement, at an open public meeting of the board, prior to an open public meeting of the board whereby the board can vote on the CCAP partnership agreement.
2. Specifies that units completed by a pupil pursuant to a CCAP agreement may count towards determining a pupil’s registration priority for enrollment and course registration at a community college.
3. Changes the due date for the CCC Chancellor’s CCAP partnership summary report from January 1, 2021, to January 1, 2020, and requires the report to be submitted, as specified, every five years thereafter.
4. Requires the CCC Chancellor, on or before July 31, 2020, to revise the special part-time student application process to allow pupils to complete one application for the duration of their attendance at a community college as a special part-time student participating in a CCAP partnership agreement.
5. Removes the CCAP partnership sunset of January 1, 2022.
6. Makes various findings and declarations regarding the significance of dual enrollment.
7. Makes clarifying and technical changes to existing law.

EXISTING LAW:

1. Authorizes the governing board of a school district, upon recommendation of the principal of a student's school of attendance, and with parental consent, to authorize a student who would benefit from advanced scholastic or vocational work to attend a community college as a special part-time or full-time student. Additionally, current law prohibits a principal from recommending, for community college summer session attendance, more than five percent of the total number of students in the same grade level and exempted from the five percent cap a student recommended by his or her principal for enrollment in a college-level summer session course if the course in which the pupil was enrolled met specified criteria. These exemptions were repealed on January 1, 2014 (Education Code (EC) Section 48800, et seq.).
2. Prohibits a pupil enrolled in a public school from being required to pay a pupil fee for participation in an educational activity; and, specifies that all of the following requirements apply to the prohibition:
   1. All supplies, materials, and equipment needed to participate in educational activities shall be provided to pupils free of charge;
   2. A fee waiver policy shall not make a pupil fee permissible;
   3. School districts and schools shall not establish a two-tier educational system by requiring a minimal educational standard and also offering a second, higher educational standard that pupils may only obtain via payment of a fee or purchase of additional supplies that the school district does not provide; and,
   4. A school district or school shall not offer course credit or privileges related to educational activities in exchange for money or donations of goods or services from a pupil or a pupil's parents or guardians, and a school district or school shall not remove course credit or privileges related to educational activities, or otherwise discriminate against a pupil, because the pupil or the pupil's parents or guardians did not or will not provide money or donations of goods or services to the school district or school (EC Section 49011).
3. Requires the CCC Chancellor’s Office (CCCCO) to report to the Department of Finance and the Legislature annually on the amount of full-time equivalent students (FTES) claimed by each CCC district for high school pupils enrolled in non-credit, non-degree applicable, and degree applicable courses; and provides that, for purposes of receiving state apportionments, CCC districts may only include high school students within the CCC district’s report on FTES if the students are enrolled in courses that are open to the general public, as specified. Additionally, current law requires the governing board of a CCC district to assign a low enrollment priority to special part-time or full-time students in order to ensure that these students do not displace regularly admitted community college students (EC Sections 76001 and 76002).
4. Authorizes the governing board of a community college district to enter into a CCAP partnership with the governing board of a school district for the purpose of offering or expanding dual enrollment opportunities for students who may not already be college bound or who are underrepresented in higher education, with the goal of developing seamless pathways from high school to community college for career technical education or preparation for transfer, improving high school graduation rates, or helping high school pupils achieve college and career readiness; and authorizes the governing board of a community college district participating in a CCAP partnership agreement to exempt special part-time students, as specified, from various fee requirements, as specified (EC Section 76004).

FISCAL EFFECT: Unknown

COMMENTS: Dual Enrollment. According to the United States Department of Education's Institute of Education Sciences Transition to College, What Works Clearinghouse Report of February 2017, dual enrollment programs allow high school pupils to take college courses and earn college credits while still attending high school.

Such programs, also referred to as concurrent enrollment, dual credit, or early college programs, are designed to increase college access and degree attainment, especially for students typically underrepresented in higher education. According to the report, dual enrollment programs support college credit accumulation and degree attainment via at least three mechanisms:

1) Allowing high school students to experience college-level courses helps them prepare for the social and academic requirements of college while having the additional supports available to them as high school pupils (this could reduce the need for developmental coursework).

2) Students who accumulate college credits early and consistently are more likely to attain a college degree.

3) Many dual enrollment programs offer discounted or free tuition, which reduces the overall cost of college and may increase the number of low socioeconomic status students who can attend and complete college.

College and Career Access Pathways partnership (CCAP). Community college districts have several statutorily authorized methods by which apportionment can be claimed for minors enrolled by the district. However, a variety of conditions must be met by CCC districts that admit special part-time students.

In an effort to expand the availability of dual enrollment programs to a broader range of students, AB 288 (Holden) Chapter 618, Statutes of 2015, created another category of special admit options, the CCAP. The intent of this new pathway was to serve lower achieving students in an effort to reduce remediation, increase degree completion, decrease time to degree, and stimulate interest in higher education among high school students who may not already be college bound or who are underrepresented in higher education.

According to information provided by the author's office, the program was structured to authorize a model more like the Long Beach Promise, which offers dual enrollment as a pathway, rather than a series of disconnected individual courses, and to provide greater flexibility in the delivery of courses at the high school campus. Unlike other concurrent enrollment options, AB 288 authorized community colleges to offer courses that are closed to the general public if offered on a high school campus, to grant special admit students higher enrollment priority than currently possible, and to exceed the current 11-unit cap per semester if the student is receiving both a high school diploma and an associate’s degree.

In exchange for the greater flexibility, CCAP program districts must meet a variety of requirements relative to instructors, job displacement, preserving access for adult students, and allowances and apportionments.

To note, while districts may operate a dual enrollment partnership through an early college high school or middle college high school, they are prohibited from operating as a CCAP partnership unless they comply with the provisions established pursuant to AB 288.

Need for the measure. According to the author, “California’s Legislature has already taken steps to remove some barriers to dual enrollment access by adopting the College and Career Access Pathways Act, (AB 288 of 2016) which facilitate the development and promotion of K-12 and community college dual enrollment programs that target a broader range of high school students.”

The author contends that, “While AB 288 created a paradigm shift where dual enrollment became accessible to all, not just 5% of scholastically advanced students, improvements can still be made to increase the effectiveness and accessibility of these programs for students.”

This measure proposes practical improvements to the CCAP partnership that will enable more colleges and high schools to formalize partnerships; this measure, in part, removes barriers for students by simplifying the application process for high school pupils to enroll in community colleges participating in the CCAP partnership.

Committee comments and amendments. This measure currently removes the sunset of the CCAP partnership. However, absent an initial report on the CCAP partnership, which is not due to the Legislature until on or before January 1, 2021, removing the sunset of a program that has not been fully reviewed is not sound policy. However, school districts plan their class schedules three years in advance; the current sunset date of the CCAP partnership, January 1, 2022, will make it challenging for new schools to decide whether or not to participate with the CCAP partnership or for existing CCAP partners to continue their participation.

With this in mind, Committee Staff recommends, and the author has agreed to accept, the following amendment:

76004. (z)This section shall remain in effect only until January 1, 2022, January 1, 2027, and as of that date is repealed, unless a later enacted statute, that is enacted before January 1, 2022, January 1, 2027, deletes or extends that date.

Additionally, this measure requires the CCC Chancellor, on or before January 1, 2020, and every five years thereafter, to issue a summary report that includes an evaluation of the CCAP partnerships. As noted in the first amendment above, the CCAP partnership sunset will be extended, not removed, as such, requiring the CCC Chancellor to issue a report every five years on a program that could sunset, is not sound policy.

With this in mind, Committee Staff recommends, and the author has agreed to accept, the following amendment:

76004. (E)(2) On or before January 1, 2020, and every five years thereafter, the chancellor shall prepare a summary report that includes an evaluation of the CCAP partnerships, an assessment of trends in the growth of special admits systemwide and by campus, and, based upon the data collected pursuant to this section, recommendations for program improvements, including, but not necessarily limited to, both of the following:

Prior legislation. There have been many bills introduced in the last several years that attempt to address concurrent enrollment, including, but not limited to the following bills:

1. AB 2891 (Holden), of 2018, which was held on the Assembly Appropriations Committee Suspense File, would, in part, authorize the governing body of a charter school to enter into a CCAP partnership with the governing board of a CCC district, which allows high school students to concurrently enroll in community college courses.
2. AB 2364 (Holden), Chapter 299, Statutes of 2016, in part, required a community college district to exempt all special part-time students, as specified, from nonresident fees and allows these students to be reported as resident FTES to receive associated state apportionments.
3. AB 288 (Holden), Chapter 618, Statutes of 2015, in part, until January 1, 2022, authorized the governing board of a community college district to enter into a CCAP partnership with the governing board of a school district within its immediate service area, as specified, to offer or expand dual enrollment opportunities for students who may not already be college bound or who are underrepresented in higher education with the goal of developing seamless pathways from high school to community college for career-technical education or preparation for transfer, improving high school graduation rates, or helping high school pupils achieve college and career readiness.
4. AB 1451 (Holden), of 2014, which was held on the Senate Appropriations Committee Suspense File, was similar in nature to AB 288 of 2015.
5. AB 1540 (Hagman), of 2014, which was held on the Assembly Appropriations Committee Suspense File, would, in part, specify that the governing board of a school district may authorize a pupil, at the recommendation of a community college dean of a computer science department or another appropriate community college computer science administrator, and with parental consent, to attend a community college during any session or term as a special part-time or full-time student and to undertake one or more computer science courses offered at the community college.
6. AB 2352 (Chesbro), of 2014, which was held on the Senate Appropriations Committee Suspense File, would, in part, remove early and middle college high school students concurrently enrolled at a CCC from receiving low priority admission status.
7. AB 160 (Portantino), of 2011, which was held on the Senate Appropriations Committee Suspense File, removed certain restrictions on concurrent enrollment and authorized school districts to enter into partnerships with CCC districts to provide high school pupils opportunities for advanced scholastic work, career technical education, or other coursework at CCC campuses.
8. AB 230 (Carter), Chapter 50, Statutes of 2011, exempted a pupil attending a middle college high school from the requirement that CCC governing boards assign a low enrollment priority to concurrent enrollment students if that pupil is seeking to enroll in a CCC course that is required for the pupil's middle college high school program.
9. SB 1437 (Padilla), Chapter 718, Statutes of 2008, extended the sunset date from January 1, 2009 until January 1, 2014 for which AB 1451 of 2014 sought to further extend the sunset.
10. SB 1303 (Runner), Chapter 648, Statutes of 2006, exempted from the specified five percent cap on CCC summer session enrollment, a pupil recommended by his or her principal if the pupil met specified criteria.

REGISTERED SUPPORT / OPPOSITION:

Support

California EDGE Coalition
Career Ladders Project
Central Unified School District
Community College League of California
Compton Community College District
Corona Norco Unified School District
Foothill-De Anza Community College District
Grossmont Cuyamaca Community College District
Imperial Unified School District
Kern Community College District
Long Beach Community College District
Los Angeles Community College District
Los Angeles Unified School District
Los Rios Community College District
Mendocino College 
Norco College
North Orange County Community College District
Peralta Community College District
Riverside Community College District
San Bernardino Community College District
San Diego Community College District
Santa Monica College
Santa Rosa Junior College
Shasta College 
South Orange County Community College District
Yuba Community College District

Opposition

None on file.

Analysis Prepared by: Jeanice Warden / HIGHER ED. / (916) 319-3960