Existing law authorizes the governing board of a school district to allow pupils whom the district has determined would benefit from advanced scholastic or vocational work to attend community college as special part-time or full-time students, subject to parental permission.

This bill would authorize the governing board of a school district and overseeing an adult education program or the governing board of a community college district overseeing a noncredit program to authorize adult school pupils who are a student pursuing a high school diploma or a high school equivalency certificate to enroll as a special part-time students, and receive credit in one or more community college courses during any session or term. If either governing board denies an eligible pupils request for special part-time enrollment, the bill would require the governing board to issue, at its next regular board meeting, its written recommendation and the reasons for the denial. student at a community college, as provided. The bill would credit or reimburse the community college through the apportionment process for the pupils students attendance at the college, as specified.

SENATE THIRD READING

STR Bill Id:SB 554

Author:(Roth)

As Amended Ver:April 10, 2019

Majority vote

SUMMARY:

Authorizes the governing board of a school district overseeing an adult education program or the governing board of a community college district overseeing a noncredit program to admit a pupil pursuing a high school diploma or the equivalent as a special-admit part-time or full-time dual enrollment student.

Major Provisions

1. Permits the governing board of a school district overseeing an adult education program or the governing board of a community college district overseeing a noncredit program to authorize a student pursuing a high school diploma or a high school equivalency certificate, upon recommendation of the administrator of the student's adult school or noncredit program of attendance, to attend a community college during any session or term as a special-admit part-time student.
2. Requires that the community college district be credited or reimbursed for the special-admit part-time students, provided that no school district has received reimbursement for the same instructional activity.
3. States the intent of the Legislature to better facilitate streamlined enrollment in colocated credit college courses on adult education and noncredit program sites and to help ensure a smoother transition from secondary education to college for adult high school equivalency students by providing them with greater exposure to the collegiate atmosphere.

COMMENTS:

Adult education programs. Adult schools are public schools offering free to low-cost classes for adults 18 and older. Most adult education course offerings are in three instructional areas: basic math and English, English as a second language, and career technical education. Community colleges and school district-run adult schools are the primary providers of adult education. Due to longstanding concerns with a lack of coordination among providers, the state budget created the Adult Education Block Grant in 2015-16, later renamed the Adult Education Program as part of the 2018-19 Budget.

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.

Can adults seeking a high school diploma already enroll in community college courses? Current law requires community college districts to admit California residents possessing a high school diploma or the equivalent, and allows community college districts to admit any other person who would likely benefit from community college instruction. Therefore, a person attending any type of adult school can already also enroll in community college courses. However, such adult school students are assigned the "special-admit" designation because they are over 18 years of age. This bill requires adult school attendees to obtain the special-admit designation only if they are: 1) pursuing their high school diploma or the equivalent, and 2) the governing board of the school district in which they attend adult school determines that community college courses would be beneficial.

How would the "special-admit" status benefit an adult school student seeking a high school diploma? Although adult school students may dual-enroll in community college courses without obtaining the special-admit designation, supporters of this bill believe that the ability of adult school students to obtain this designation is critical to streamlining enrollment and establishing smooth transitions from secondary to college for adult high school equivalency.

According to the Author:

"Research both nationally and in California has documented that dual enrollment, a student enrolled in both a high school and community college at the same time, is a powerful strategy for increasing college success and affordability for low-income students, including underperforming students and students from underserved communities. To date, both regular dual enrollment and the new College Access and Career Pathways (CCAP) dual enrollment program have focused on students in traditional high schools. This bill would provide a streamlined approach for adults enrolled in a High School Equivalency (HSE) program to concurrently enroll in one or more community college course without tuition or fees. In doing so, this bill encourages adult education programs and community colleges to create partnerships and pathways into college for a population of students with historically low levels of participation in post-secondary education and training."

Arguments in Support:

The California Edge Coalition states, "Currently, most adult school students are unable to access the dual enrollment program with its multiple advantages for at-risk populations. SB 554 creates closer partnerships between adult education programs and community colleges and, based on the experience of some pilot programs, can encourage community colleges to deliver credit bearing courses at adult education and noncredit program sites. Finally, SB 554 would allow HSE students to begin college course work while they complete high school and permit them to earn high school credit for their college courses, enabling them to complete their high school degrees more quickly and get a jump start on a college certificate or degree."

Arguments in Opposition:

None on file

FISCAL COMMENTS:

According to the Assembly Appropriations Committee:

Unknown ongoing Proposition 98 General Fund costs, potentially in the millions of dollars annually, for community colleges to claim apportionment funding for additional special-admit adult education students, to the extent this bill achieves its goal of facilitating more dual enrollment between adult schools and community colleges.

VOTES:

SENATE FLOOR: 38-0-0

YES: Allen, Archuleta, Atkins, Bates, Beall, Borgeas, Bradford, Caballero, Chang, Dodd, Durazo, Galgiani, Glazer, 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

ASM EDUCATION: 7-0-0

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

ASM HIGHER EDUCATION: 12-0-0

YES: Medina, Choi, Arambula, Bloom, Gabriel, Irwin, Kiley, Levine, Low, Patterson, Santiago, 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: April 10, 2019

CONSULTANT: Marguerite Ries / ED. / (916) 319-2087 FN: 0001716

Date of Hearing: August 14, 2019

ASSEMBLY COMMITTEE ON APPROPRIATIONS

Lorena Gonzalez, Chair

SBPCA Bill Id:SB 554

Author:(Roth) – As Amended Ver:April 10, 2019

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

SUMMARY:

This bill allows adult students to dually enroll in community college courses as a “special admit” while they pursue their high school diploma at an adult school. Specifically, the bill authorizes the governing board of a school district overseeing an adult education program or the governing board of a community college district overseeing a noncredit program to admit a student pursuing a high school diploma or its equivalent as a special-admit part-time dual enrollment student.

FISCAL EFFECT:

Unknown ongoing Proposition 98 General Fund costs, potentially in the millions of dollars annually, for community colleges to claim apportionment funding for additional special-admit adult education students, to the extent this bill achieves its goal of facilitating more dual enrollment between adult schools and community colleges. If 10% of adult school students enrolled in an adult school diploma or equivalency program were to take one additional course at a community college as a special-admit student, apportionment costs would increase by $18 million.

COMMENTS:

1. Background. Adult education is defined as precollegiate instruction in areas including elementary and secondary basic skills, including programs leading to a high school diploma or its equivalent, English as a second language and career technical education. Community colleges and local education agencies (through their adult schools) are the primary providers of adult education. According to the 2018 end-of-year report released by the California Community College Chancellor’s Office and the California Department of Education, in the 2016-17 fiscal year, about 695,000 unduplicated students were enrolled in adult education programs. Of these, about 150,000 students were enrolled in a high school diploma or its equivalency program. The vast majority of these students (130,000) are enrolled in adult school programs.

Due to longstanding concerns with a lack of coordination between community colleges and adult schools in delivering adult education, the 2013‑14 budget package restructured how adult education is funded and operated. Specifically, it requires these providers to form regional consortia, develop regional delivery plans and provide instruction consistent with those plans. As part of the restructuring, the budget provided an ongoing allocation of $500 million. The majority of this funding is allocated to adult schools, with a smaller portion going to community college adult education programs. In addition to this allocation, community colleges generate state “apportionment” funding for students they serve in their programs, including their adult education programs. Apportionment funding is generated based on the number of course units a student enrolls in. Apportionment funding for the equivalent of a full-time student (12 units or more) is $5,457. A part-time student is funded at a proportional rate. For example, a course is typically worth three units. If a student takes one course, the college would be awarded one-fourth of a full-time equivalent apportionment, or $1,364.

Current law requires community colleges to admit California residents possessing a high school diploma or the equivalent and allows community colleges to admit any other person who would likely benefit from community college instruction. In other words, adult students attending adult schools already can dually enroll at community colleges. This bill, however, intends to streamline the enrollment of adult school students in community colleges by designating adult school students in diploma or diploma equivalency programs as special admits. Special admit status has several benefits to students enrolled at community colleges: (a) students automatically have tuition and fees waived without having to submit additional paperwork, (b) students are not required to submit proof of residency and (c) students may not be required to purchase books. Currently, special admit status is granted to certain students who enroll in college courses while still enrolled in high school.

1. Related Legislation. AB 1729 (Smith), of this session, seeks to expand special admit status to high school students if they enroll in certain summer courses at a community college. The bill is pending on the Senate’s suspense file.

AB 30 (Holden), of this session, makes changes to the special admit program for disadvantaged high school students known as the College and Career Access Pathways and extends the program’s sunset to 2027. The bill is pending on the Senate’s suspense file.

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

Date of Hearing: June 25, 2019

ASSEMBLY COMMITTEE ON HIGHER EDUCATION

Jose Medina, Chair

SBPCA Bill Id:SB 554

Author:(Roth) – As Amended Ver:April 10, 2019

SENATE VOTE: 38-0

SUBJECT: Public schools: adult school students: Advanced Scholastic and Vocational Training Program.

SUMMARY: Authorizes a community college district to allow an adult student pursuing a high school diploma or a high school equivalency certificate to attend a California Community College (CCC) as a special part-time or full-time student. Specifically, this bill:

1. Authorizes the governing board of a school district overseeing an adult education program or the governing board of a community college district overseeing a noncredit program to authorize an adult student pursuing a high school diploma or a high school equivalency certificate, upon recommendation of the administrator of the student’s adult school or noncredit program of attendance, to attend a community college during any session or term as a special part-time student.
2. Specifies that the community college district (pursuant to (1) above) shall be credited or reimbursed, provided that no school district has received reimbursement for the same instructional activity.
3. Specifies that a community college shall be credited with additional units of average daily attendance attributable to the attendance of adult learners at the community college as special part-time students.
4. Specifies that the intent of this measure is to facilitate streamlined enrollment in collocated credit courses on adult education and noncredit program sites and to help ensure a smoother transition from secondary education to college for adult high school equivalency students by providing them with greater exposure to the collegiate atmosphere.
5. Makes technical and clarifying changes to existing law.

EXISTING LAW:

1. Authorizes both the CCC and K-12 systems to offer and receive state funding for adult education courses (Education Code (EC) Sections 41976 and 84757).
2. Authorizes the following classes and courses to be offered by the school districts and county superintendent of schools for apportionment purposes from the adult education fund and prohibits state apportionment to be made for any course or class not specified in law: a) adult programs in parenting, including parent cooperative preschools, and classes in child growth and development, parent-child relationships, and parenting; b) adult programs in elementary and secondary basic skills and other courses and classes required for the high school diploma; c) adult education programs in English as a second language; d) adult education programs for immigrant eligible for educational services in citizenship, English as a second language, and workforce preparation classes in the basic skills of speaking, listening, reading, writing, mathematics, decisionmaking and problem solving skills, and other classes required for preparation to participate in job specific technical training; e) adult education programs for adults with disabilities; f) adult short-term career technical education programs with high employment potential; g) adult programs for older adults; h) programs offering pre-apprenticeship training activities conducted in coordination with one or more apprenticeship programs approved by the Division of Apprenticeship Standards for the occupation and geographic area; i) adult programs in home economics; and, j) adult programs in health and safety education (EC Section 41976).
3. 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 (EC Section 48800, et seq.).
4. 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: a) all supplies, materials, and equipment needed to participate in educational activities shall be provided to pupils free of charge; b) a fee waiver policy shall not make a pupil fee permissible; c) 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, d) 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).
5. Authorizes a school district governing board to require a fee of an adult enrolled in a class for adults and prohibits the total of the fees required and revenues derived from average daily attendance from exceeding the estimated cost of maintaining such classes. Current law also prohibits the imposition of a charge of any kind for a class in English and citizenship or a class in an elementary subject, nor for any class which is designated as granting high school credit when the class is taken by a person who does not hold a high school diploma. To note: for a class in English and citizenship, a fee may be charged only until July 1, 2015 (EC Section 52612).
6. 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).
7. 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 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).
8. Prohibits the local governing board of a community college district maintaining a noncredit course from requiring an adult enrolled in such a course to pay nonresident tuition or any fee or charge of any kind for a class in English and citizenship for foreigners, a class in an elementary subject, a class designated as granting high school credit to an individual without a high school diploma or other adult basic education programs and courses, as specified (EC Section 76380).
9. Charges CCCCO and the California Department of Education (CDE) to jointly implement an adult education planning process; authorizes the CCCCO and the CDE to distribute $25 million to regional consortia to develop plans with the shared goal of better serving the educational needs of California's adult learners; and, specifies that the following five areas are to be addressed in the plans: a) elementary and secondary basic skills, including classes required for a high school diploma; b) classes and courses for immigrants in English as a second language, citizenship, and workforce preparations; c) education programs for adults with disabilities; d) short-term career technical education programs with high employment potential; and, e) programs for pre-apprenticeship training activities (EC Section 84830).
10. Establishes the Adult Education Block Grant (AEBG) Program under the administration of the CCC Chancellor and the State Superintendent of Public Instruction (SPI) and delineates the responsibilities of the CCC Chancellor and SPI in overseeing the Program. Tasks the CCC Chancellor and the SPI, with the advice of the Executive Director of the State Board of Education (SBE) to divide the state into regions that will best address the educational needs of adults in all regions of the state, specifying that there shall be only one adult education consortium in each region. Requires the CCC Chancellor and the SPI to approve, with the advice of the Executive Director of the SBE, for each consortium, rules and procedures, as specified (EC Section 84900, et seq.).
11. Requires the CCC Chancellor and the SPI, by September 30, following any fiscal year for which funds are appropriated for the AEBG Program, to report about the use of the funds to the Director of Finance, the SBE, and the Legislature. Specifies that the report shall include, among others, a summary of the adult education plan operative for each consortium, the distribution schedule for each consortium, and the effectiveness of each consortium in meeting the educational needs of adults in its respective region (EC Section 84917).

FISCAL EFFECT: According to the Senate Appropriations Committee, the CCCCO indicates that to the extent that community college districts would be able to claim apportionment funding for an increased number of special-admit students, there will be additional Proposition 98 General Fund costs. The exact amount is unknown, but assuming the equivalent of 50 additional special FTES statewide at the current funding rate of $5,457 for special admit students per FTES, it would be approximately $273,000.

COMMENTS: Double referral. This bill was passed by the Assembly Committee on Education on June 19, 2019, with a vote of 7 - 0.

Adult education and funding. Adult schools are public schools offering free to low-cost classes for adults age 18 and older. Adult education instruction is offered primarily at adult schools and community colleges. Some programs are also offered at community based organizations, libraries, correctional facilities, and the California Conservation Corps. The primary purpose of adult education is to provide adults with the pre-collegiate knowledge and skills they need to participate in civic life and the workforce.

Due to longstanding concerns with a lack of coordination among providers, the state budget created the AEGB in 2015-16, later renamed the Adult Education Program as part the 2018-19 Budget. The program is currently appropriated $526 million supporting consortia in various adult education regions.

To note, as a condition of apportionment under the Adult Education Program, consortia must develop and annually update a three year plan containing, in part, an evaluation of the educational needs of adults in the region, the funding available among all of the entities within the consortia, and actions to be taken to better integrate services offered and transitions into postsecondary education and the workforce.

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.

Purpose of the measure. According to the author, research shows that dual or concurrent enrollment is a great strategy for increasing college success and affordability for low-income students, including underperforming students and students from underserved communities. The author contends that current law does not allow adult learners enrolled in high school equivalency programs to concurrently enroll in a community college course.

This measure extends to adult learners (i.e. those enrolled in high school equivalency programs) the opportunity, like current high school pupils, to concurrently enroll in community colleges course as special part-time students. Additionally, the measure specifies that the community colleges admitting the adult learners as special part-time students, have the ability to waive the tuition and fees for said students (just like the current practice for special part-time high school students).

What prohibits adult learners from dual enrollment now? Existing law requires, as noted in the existing law section of this analysis, community college districts to admit California residents possessing a high school diploma or the equivalent and allows community college districts to admit any other person who would likely benefit from community college instruction. Therefore, a person attending any type of adult school can already also enroll in community college courses as well. However, such adult students, would not be assigned the “special-admit” designation because they are over 18 years of age.

This measure allows adult school attendees to obtain the special-admit designation only if they are pursuing their high school diploma or the equivalent and the governing board of the school district in which they attend adult school determines that community college courses would be beneficial.

Does the special admit status assist adult learners? While it is true that adult learners can participate in dual enrollment absent a “special admit” status, Committee Staff understands that

the adult learners’ ability to obtain the “special admit” designation is beneficial in assisting this unique population of students to achieve academic success because relative to traditional community college students, special-admit students, in part, (a) automatically have their tuition and fees waived without having to submit additional paperwork; and, (b) are not required to pay for books, if they are dually-enrolled in a CCAP partnership agreement.

How many? According to information provided by the author, in the 2016-17 high school equivalency program year, 148,663 California students were enrolled in these programs. To note, Committee Staff was not able to obtain a statewide estimate of how many adult learners in this category would pursue dual enrollment. However, according to Chaffey Community College (who presently, under an existing pilot, allow adult learners in their consortia to dual enroll as special part-time students), 105 of their adult learners, to date, have participated in their dual enrollment pilot program.

REGISTERED SUPPORT / OPPOSITION:

Support

Association of Community and Continuing Education
California Competes

California EDGE Coalition (Sponsor)

California Federation of Teachers
Campaign for College Opportunity
Career Ladders Project
Chaffey College
JFF
Los Angeles County Office of Education
Los Angeles Unified School District
Mt. San Antonio College
North Orange County Community College District
The Education Trust - West

Opposition

None on file.

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

Date of Hearing: June 19, 2019

ASSEMBLY COMMITTEE ON EDUCATION

Patrick O'Donnell, Chair

SBPCA Bill Id:SB 554

Author:(Roth) – As Amended Ver:April 10, 2019

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

SENATE VOTE: 38-0

SUBJECT: Public schools: adult school students: Advanced Scholastic and Vocational Training Program

SUMMARY: Authorizes the governing board of a school district overseeing an adult education program or the governing board of a community college district overseeing a noncredit program to admit a pupil pursuing a high school diploma or the equivalent as special-admit part-time or full-time dual enrollment students. Specifically, this bill:

1. Permits the governing board of a school district overseeing an adult education program or the governing board of a community college district overseeing a noncredit program to authorize a student pursuing a high school diploma or a high school equivalency certificate, upon recommendation of the administrator of the student’s adult school or noncredit program of attendance, to attend a community college during any session or term as a special-admit part-time student.
2. Requires that the community college district be credited or reimbursed for the special-admit part-time students, provided that no school district has received reimbursement for the same instructional activity.
3. States the intent of the Legislature to better facilitate streamlined enrollment in colocated credit college courses on adult education and noncredit program sites and to help ensure a smoother transition from secondary education to college for adult high school equivalency students by providing them with greater exposure to the collegiate atmosphere.

EXISTING LAW:

1. Requires a community college district governing board to admit any California resident, and allows for admittance of any nonresident, possessing a high school diploma or the equivalent. (Education Code (EC) 76000)
2. Allows a community college district governing board to determine whether to admit any other person who is over 18 years of age and who, in the judgment of the board, would benefit from community college instruction. (EC 76000)
3. Allows a community college district governing board to establish and maintain classes for adults for the purpose of providing instruction in civic, vocational, literacy, health, homemaking, technical, and general education. (EC 78401)
4. Allows a community college district governing board to admit to any community college under its jurisdiction as a “special-admit” part-time or full-time student in any session a student who is determined by their school district governing board as likely to benefit from advanced scholastic or vocational work, upon recommendation by the pupil’s principal and with parental consent, or petitioned for community college attendance by a parent or guardian and approved. (EC 76002)
5. Establishes the Adult Education Block Grant (AEBG) Program under the administration of the Chancellor of the Community Colleges (Chancellor) and the State Superintendent of Public Instruction (SPI) and delineates the responsibilities of the Chancellor and SPI in overseeing the Program. Tasks the Chancellor and the SPI, with the advice of the Executive Director of the State Board of Education (SBE) to divide the state into regions that will best address the educational needs of adults in all regions of the state, stipulating that there shall be only one adult education consortium in each region. Requires the chancellor and the SPI to approve, with the advice of the Executive Director of the SBE, for each consortium, rules and procedures, as specified.
6. Authorizes unified or high school districts to establish separate adult schools. Courses under the following program areas that can be funded by state apportionment include:
   1. Adult Literacy/High School Diploma;
   2. English as a Second Language/Citizenship;
   3. Adults with Disabilities;
   4. Career Technical Education/Apprenticeships;
   5. Parenting, Family, and Consumer Awareness; and
   6. Older Adults.

FISCAL EFFECT:

According to the Senate Appropriations Committee, “The Chancellor’s Office indicates that to the extent that community college districts would be able to claim apportionment funding for an increased number of special-admit students, there will be additional Proposition 98 General Fund costs. The exact amount is unknown, but assuming the equivalent of 50 additional special-admit full-time equivalent students (FTES) statewide at the current funding rate of $5,457 for special-admit students per FTES, it would be approximately $273,000.”

COMMENTS:

Need for the bill. According to the author, “Research both nationally and in California has documented that dual enrollment, a student enrolled in both a high school and community college at the same time, is a powerful strategy for increasing college success and affordability for low-income students, including underperforming students and students from underserved communities. To date, both regular dual enrollment and the new College Access and Career Pathways (CCAP) dual enrollment program have focused on students in traditional high schools.

This bill would provide a streamlined approach for adults enrolled in a High School Equivalency (HSE) program to concurrently enroll in one or more community college course without tuition or fees. In doing so, this bill encourages adult education programs and community colleges to create partnerships and pathways into college for a population of students with historically low levels of participation in post-secondary education and training.”

Adult education programs. Adult schools are public schools offering free to low-cost classes for adults 18 and older. The primary purpose of adult education is to provide adults with the pre-collegiate knowledge and skills they need to participate in civic life and the workforce. Toward this end, most adult education course offerings are in three instructional areas: basic math and English, English as a second language, and career technical education.

Community colleges and school district-run adult schools are the primary providers of adult education. In addition, various other entities provide adult education, including community-based organizations, libraries, and jails. Due to longstanding concerns with a lack of coordination among providers, the state budget created the Adult Education Block Grant in 2015-16, later renamed the Adult Education Program as part of the 2018-19 Budget. The program is currently appropriated $526 million supporting consortia in various adult education regions. As a condition of apportionment under the Adult Education Program, consortia must develop and annually update a three year plan containing, among other things, an evaluation of the educational needs of adults in the region, the funding available among all of the entities within the consortia, and actions to be taken to better integrate services offered and transitions into postsecondary education and the workforce.

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.

Concurrent enrollment options. Community college districts have several statutorily authorized means by which apportionments can be claimed for minors enrolled by the district. These include:

• Special-admit part-time or full-time students. School district governing boards can recommend K-12 students (most frequently high school students) who would benefit from advanced scholastic or vocational work for attendance at a community college upon recommendation of the principal or designee. 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 meets certain criteria, including if it is open and advertised to the general public. Under this authority, students are limited to enrolling in a maximum of 11 units per semester (special-admit part-time only), and must be assigned low enrollment priority by the college to avoid displacement of adults. In most cases, special-admit students have their tuition and most fees waived through the California College Promise Grant (formerly known as the Board of Governor’s (BOG) Fee Waiver).
• 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 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.
• 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.
• College Access and Career Pathways (CCAP) program. AB 288 (Holden, Chapter 618, Statutes of 2015) authorized 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. 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.

Can adults seeking a high school diploma already enroll in community college courses? Current law requires community college districts to admit California residents possessing a high school diploma or the equivalent, and allows community college districts to admit any other person who would likely benefit from community college instruction. Therefore, a person attending any type of adult school can already also enroll in community college courses.

However, such adult school students are assigned the “special-admit” designation because they are over 18 years of age. This bill requires adult school attendees to obtain the special-admit designation only if they are: 1) pursuing their high school diploma or the equivalent, and 2) the governing board of the school district in which they attend adult school determines that community college courses would be beneficial.

How would the “special-admit” status benefit an adult school student seeking a high school diploma? Although adult school students may dual-enroll in community college courses without obtaining the special-admit designation, supporters of this bill believe that the ability of adult school students to obtain this designation is critical to streamlining enrollment and establishing smooth transitions from secondary to college for adult high school equivalency. Relative to traditional community college students, special-admit students: 1) automatically have their tuition and fees waived without having to submit additional paperwork through the California College Promise Grant (formerly known as the Board of Governor’s (BOG) Fee Waiver), 2) are not required to submit any proof of residency, and 3) are not required to pay for books if they are a dual-enrollment student pursuant to a CCAP partnership agreement.

Arguments in support. Supporters from the California Edge Coalition (sponsor) state, “Currently, most adult school students are unable to access the dual enrollment program with its multiple advantages for at-risk populations. These advantages include an enrollment process that permits tuition free enrollment in a community college. SB 554 also creates closer partnerships between adult education programs and community colleges and, based on the experience of some pilot programs, can encourage community colleges to deliver credit bearing courses at adult education and noncredit program sites. Finally, SB 554 would allow HSE students to begin college course work while they complete high school and permit them to earn high school credit for their college courses, enabling them to complete their high school degrees more quickly and get a jump start on a college certificate or degree.

A robust body of research suggests that dual enrollment makes it more likely that a relatively low-performing student will enter and complete a college program. Adult school students pursuing their high school equivalency diploma are students who have struggled to complete high school and, without encouragement, are unlikely to attain a college credential or degree. They are disproportionately from low-income communities and communities of color. SB 554 could make a real difference in their lives.”

Related legislation. AB 30 (Holden) of this Session streamlines the process for developing 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.

AB 1729 (Smith) of this Session would authorize additional high school students who meet certain conditions to enroll in summer community college courses.

SB 563 (Roth) of this Session would establish the CCAP Grant Program to provide grants on a competitive basis with the goal of demonstrating effective models of fully funded CCAP programs.

SB 586 (Roth) of this Session would require the governing board of a school and community college district, as part of a career technical education CCAP partnership, to consult with the appropriate local workforce development board to determine the extent to which the pathway is aligned with regional and statewide employment needs.

AB 288 (Holden), Chapter 618, Statutes of 2015, authorizes the governing board of a community college district 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 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-admit 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.

SB 650 (Lowenthal), Chapter 633, Statutes of 2011, authorizes 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 requirement applicable to special-admit students that they must be recommended by the school principal.

REGISTERED SUPPORT / OPPOSITION:

Support

Association Of Community And Continuing Education

California Business Education Advocacy (Cbea/Abe)

California Competes

California Edge Coalition

Campaign For College Opportunity

East Los Angeles College

Jff

Los Angeles County Office Of Education

Mt. San Antonio College

North Orange County Community College District

Opposition

None on file

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

 THIRD READING  

Bill No: SB 554

Author: Roth (D)

Amended: 4/10/19

Vote: 21

SENATE EDUCATION COMMITTEE: 7-0, 4/3/19

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

SENATE APPROPRIATIONS COMMITTEE: 6-0, 5/16/19

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

SUBJECT: Public schools: adult school pupils: Advanced Scholastic and Vocational Training Program

SOURCE: California EDGE Coalition

DIGEST:

This bill allows the governing board overseeing an adult education program to admit adult school pupils pursuing a high school diploma or the equivalent as special part-time or full-time dual enrollment students.

ANALYSIS:

Existing law:

1. Requires a community college district governing board to admit any California resident, and allows for admittance of any nonresident, possessing a high school diploma or the equivalent.
2. Allows a community college district governing board to determine whether to admit any other person who is over 18 years of age and who, in the judgment of the board, would benefit from community college instruction.
3. Allows a community college district governing board to establish and maintain classes for adults for the purpose of providing instruction in civic, vocational, literacy, health, homemaking, technical, and general education.
4. Allows a community college district governing board to admit to any community college under its jurisdiction as a special part-time or full-time student in any session a student who is determined by their school district governing board as likely to benefit from advanced scholastic or vocational work, upon recommendation by the pupil’s principal and with parental consent, or petitioned for community college attendance by a parent or guardian and approved.
5. Allows unified or high school districts to establish separate adult schools in the following program areas:
   1. Adult literacy/high school diploma.
   2. English as a second language/citizenship.
   3. Adults with disabilities.
   4. Career technical education/apprenticeships.
   5. Parenting, family, and consumer awareness.
   6. Older adults.

This bill:

1. Specifies that the governing board of a school district overseeing an adult education program or the governing board of a community college district overseeing a noncredit program may authorize a student pursuing a high school diploma or a high school equivalency certificate, upon recommendation of the administrator of the student’s adult school or noncredit program of attendance, to attend a community college during any session or term as a special part-time student, and the community college district shall be credited or reimbursed, provided that no school district has received reimbursement for the same instructional activity.
2. Specifies that a community college shall be credited with additional units of average daily attendance attributable to the attendance of students at the community college as special part-time students.
3. Clarifies that the attendance of a high school student at a community college as a special part-time or full-time student pursuant to this section is authorized attendance for which the community college shall be credited or reimbursed, provided that no school district has received reimbursement for the same instructional activity.

Comments

1. Need for the bill. According to the author, “Research both nationally and in California has documented that dual enrollment, a student enrolled in both a high school and community college at the same time, is a powerful strategy for increasing college success and affordability for low-income students, including underperforming students and students from underserved communities. To date, both regular dual enrollment and the new College Access and Career Pathways (CCAP) dual enrollment program have focused on students in traditional high schools.

“This bill would provide a streamlined approach for adults enrolled in a High School Equivalency (HSE) program to concurrently enroll in one or more community college course without tuition or fees. In doing so, this bill encourages adult education programs and community colleges to create partnerships and pathways into college for a population of students with historically low levels of participation in post-secondary education and training.”

1. Adult education programs and funding. Adult schools are public schools offering free to low-cost classes for adults 18 and older. The primary purpose of adult education is to provide adults with the pre-collegiate knowledge and skills they need to participate in civic life and the workforce. Toward this end, most adult education course offerings are in three instructional areas: basic math and English, English as a second language, and career technical education.

Community colleges and school district-run adult schools are the primary providers of adult education. In addition, various other entities provide adult education, including community‑based organizations, libraries, and jails. Due to longstanding concerns with a lack of coordination among providers, the state budget created the Adult Education Block Grant in 2015-16, later renamed the Adult Education Program as part the 2018-19 Budget. The program is currently appropriated $526 million supporting consortia in various adult education regions.

As a condition of apportionment under the Adult Education Program, consortia must develop and annually update a three year plan containing, among other things, an evaluation of the educational needs of adults in the region, the funding available among all of the entities within the consortia, and actions to be taken to better integrate services offered and transitions into postsecondary education and the workforce.

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. Concurrent enrollment options. 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.
   4. College Access and Career Pathways 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. 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.
3. Can adults seeking a high school diploma already enroll in community college courses? As mentioned above, existing law requires community college districts to admit California residents possessing a high school diploma or the equivalent and allows community college districts to admit any other person who would likely benefit from community college instruction. Therefore, a person attending any type of adult school can already also enroll in community college courses as well. However, such adult school students would not be assigned the “special-admit” designation because they are over 18 years of age. This bill allows adult school attendees to obtain the special-admit designation only if they are pursuing their high school diploma or the equivalent and the governing board of the school district in which they attend adult school determines that community college courses would be beneficial.
4. What advantage would the “special admit” status provide for adult learners? Even though adult school students can already dual-enroll in community college courses without obtaining the special-admit designation, supporters of this bill argue that their ability to obtain this designation is critical. Relative to traditional community college students, special-admit students: (a) automatically have their tuition and fees waived without having to submit additional paperwork, (b) are not required to submit any proof of residency, and (c) are not required to pay for books, if they are a dual-enrollment student pursuant to a CCAP partnership agreement.

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

According to the Senate Appropriations Committee, the Chancellor’s Office indicates that to the extent that community college districts would be able to claim apportionment funding for an increased number of special-admit students, there will be additional Proposition 98 General Fund costs. The exact amount is unknown, but assuming the equivalent of 50 additional special full-time equivalent students (FTES) statewide at the current funding rate of $5,457 for special admit students per FTES, it would be approximately $273,000.

SUPPORT: (Verified 5/20/19)

California EDGE Coalition (source)

California Business Education Advocacy

California Competes

Campaign for College Opportunity

East Los Angeles College

Jobs for the Future

Mt. San Antonio College

OPPOSITION: (Verified 5/16/19)

None received

Prepared by: Ian Johnson / ED. /

5/20/19 14:28:26

**** END ****

SENATE COMMITTEE ON EDUCATION

Senator Connie Leyva, Chair

2019 - 2020 Regular

Bill No: SB 554 Hearing Date: April 3, 2019

Subject: Public schools: adult school pupils: Advanced Scholastic and Vocational Training Program.

SUMMARY

This bill allows community college district governing boards to admit adult school pupils pursuing a high school diploma or the equivalent as special part-time or full-time dual enrollment students.

BACKGROUND

Existing law:

1. Requires a community college district governing board to admit any California resident, and allows for admittance of any nonresident, possessing a high school diploma or the equivalent.
2. Allows a community college district governing board to determine whether to admit any other person who is over 18 years of age and who, in the judgment of the board, would benefit from community college instruction.
3. Allows a community college district governing board to establish and maintain classes for adults for the purpose of providing instruction in civic, vocational, literacy, health, homemaking, technical, and general education.
4. Allows a community college district governing board to admit to any community college under its jurisdiction as a special part-time or full-time student in any session a student who is determined by their school district governing board as likely to benefit from advanced scholastic or vocational work, upon recommendation by the pupil’s principal and with parental consent, or petitioned for community college attendance by a parent or guardian and approved.
5. Allows unified or high school districts to establish separate adult schools in the following program areas:
   1. Adult literacy/high school diploma.
   2. English as a second language/citizenship.
   3. Adults with disabilities.
   4. Career technical education/apprenticeships.
   5. Parenting, family, and consumer awareness.
   6. Older adults.

ANALYSIS

This bill:

1. Adds adult school pupils who are pursuing a high school diploma or a high school equivalency certificate to the students that the governing board of a community college district may admit as a special part-time or full-time dual enrollment student.
2. Specifies that the governing board of a school district may determine which adult school pupils who are pursuing a high school diploma or a high school equivalency certificate would benefit from advanced scholastic or vocational work.
3. Allows the governing board of a school district to authorize those pupils, upon recommendation of the administrator of the pupil’s adult school or community college noncredit program of attendance, to attend a community college during any session or term as special part-time students, and to undertake one or more courses of instruction offered at the community college level.
4. Specifies that if the governing board of a school district denies a request for the pupil’s special part-time enrollment at a community college for any academic session or term, the governing board shall issue its written recommendation and the reasons for the denial within 60 days. The written recommendation and denial shall be issued at the next regularly scheduled board meeting that falls at least 30 days after the request has been submitted.
5. Specifies that a pupil shall receive credit for community college courses that the pupil completes at the level determined appropriate by the governing boards of the school district and community college district.
6. Requires, for purposes of allowances and apportionments from Section B of the State School Fund, a community college to be credited with additional units of average daily attendance attributable to the attendance of pupils at the community college as special part-time students.
7. Specifies that attendance of a high school pupil at a community college as a special part-time or full-time student is authorized attendance for which the community college shall be credited or reimbursed, provided that no school district has received reimbursement for the same instructional activity.

STAFF COMMENTS

1. Need for the bill. According to the author, “Research both nationally and in California has documented that dual enrollment, a student enrolled in both a high school and community college at the same time, is a powerful strategy for increasing college success and affordability for low-income students, including underperforming students and students from underserved communities. To date, both regular dual enrollment and the new College Access and Career Pathways (CCAP) dual enrollment program have focused on students in traditional high schools.

This bill would provide a streamlined approach for adults enrolled in a High School Equivalency (HSE) program to concurrently enroll in one or more community college course without tuition or fees. In doing so, this bill encourages adult education programs and community colleges to create partnerships and pathways into college for a population of students with historically low levels of participation in post-secondary education and training.”

1. Adult education programs and funding. Adult schools are public schools offering free to low-cost classes for adults 18 and older. The primary purpose of adult education is to provide adults with the pre-collegiate knowledge and skills they need to participate in civic life and the workforce. Toward this end, most adult education course offerings are in three instructional areas: basic math and English, English as a second language, and career technical education.

Community colleges and school district-run adult schools are the primary providers of adult education. In addition, various other entities provide adult education, including community‑based organizations, libraries, and jails. Due to longstanding concerns with a lack of coordination among providers, the state budget created the Adult Education Block Grant in 2015-16, later renamed the Adult Education Program as part the 2018-19 budget. The program is currently appropriated $526 million supporting consortia in various adult education regions.

As a condition of apportionment under the Adult Education Program, consortia must develop and annually update a three year plan containing, among other things, an evaluation of the educational needs of adults in the region, the funding available among all of the entities within the consortia, and actions to be taken to better integrate services offered and transitions into postsecondary education and the workforce.

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. Concurrent enrollment options. 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).
   4. 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. Unlike other concurrent enrollment options, College Access and Career 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.
3. Can adults seeking a high school diploma already enroll in community college courses? As mentioned above, existing law requires community college districts to admit California residents possessing a high school diploma or the equivalent and allows community college districts to admit any other person who would likely benefit from community college instruction. Therefore, a person attending any type of adult school can already also enroll in community college courses as well. However, such adult school students would not be assigned the “special-admit” designation because they are over 18 years of age. This bill would allow adult school attendees to obtain the special-admit designation only if they are pursuing their high school diploma or the equivalent and the governing board of the school district in which they attend adult school determines that community college courses would be beneficial.
4. What advantage would the “special admit” status provide for adult learners? Even though adult school students can already dual-enroll in community college courses without obtaining the special-admit designation, supporters of this bill argue that their ability to obtain this designation is critical. Relative to traditional community college students, special-admit students: (1) automatically have their tuition and fees waived without having to submit additional paperwork, (2) are not required to submit any proof of residency, and (3) are not required to pay for books, if they are a dual-enrollment student pursuant to a College and Career Access Pathways partnership agreement.
5. Technical amendment. As currently drafted, this bill would limit the students pursuing a high school diploma or the equivalent eligible to obtain special admit status to those attending adult schools administered by a school district. Given that community colleges also administer noncredit programs for adults pursuing a high school equivalency certificate, staff recommends that the bill be amended to specify that the governing board of a school district overseeing an adult education program or the governing board of a community college district overseeing a noncredit program may authorize students pursuing a high school diploma or the equivalent, upon recommendation of the administrator or the student’s adult school or noncredit program, to attend a community college under special admit status, provided that no school district has received reimbursement for the same instructional activity.

SUPPORT

Baldy View Regional Occupational Program

California Business Education Association

California Competes

California EDGE Coalition

Campaign for College Opportunity

Chaffey Joint Union High School District

East Los Angeles College

OPPOSITION

None received

-- END --

SENATE COMMITTEE ON APPROPRIATIONS

Senator Anthony Portantino, Chair

2019 - 2020 Regular Session

SB 554 (Roth) - Public schools: adult school students: Advanced Scholastic and Vocational Training Program

Bill Summary:

This bill would authorize a community college district to allow a student pursuing a high school diploma or a high school equivalency certificate to attend a community college as a special part-time or full-time student.

Fiscal Impact:

The Chancellor’s Office indicates that to the extent that community college districts would be able to claim apportionment funding for an increased number of special-admit students, there will be additional Proposition 98 General Fund costs. The exact amount is unknown, but assuming the equivalent of 50 additional special full-time equivalent students (FTES) statewide at the current funding rate of $5,457 for special admit students per FTES, it would be approximately $273,000.

Background:

Existing law requires a community college district governing board to admit any California resident, and allows for admittance of any nonresident, possessing a high school diploma or the equivalent. The law allows a community college district governing board to determine whether to admit any other person who is over 18 years of age and who, in the judgment of the board, would benefit from community college instruction.

Existing law allows a community college district governing board to establish and maintain classes for adults for the purpose of providing instruction in civic, vocational, literacy, health, homemaking, technical, and general education.

Existing law allows a community college district governing board to admit to any community college under its jurisdiction as a special part-time or full-time student in any session a student who is determined by their school district governing board as likely to benefit from advanced scholastic or vocational work, upon recommendation by the pupil’s principal and with parental consent, or petitioned for community college attendance by a parent or guardian and approved.

Existing law alows unified or high school districts to establish separate adult schools in the specific program areas, including adult literacy/high school diploma and English as a second language/citizenship.

Proposed Law:

This bill allows a school district overseeing an adult education program or a community college district overseeing a noncredit program to authorize students who are pursuing a high school diploma or a high school equivalency certificate, upon recommendation of the administrator of the student’s adult school or noncredit program of attendance, to attend a community college during any session as a special part-time student. The bill provides that the community college district shall be credited or reimbursed provided that no school district has received reimbursement.

This bill requires, for purposes of allowances and apportionments from Section B of the State School Fund, a community college to be credited with additional units of average daily attendance attributable to the attendance of pupils at the community college as special part-time students, and specifies that attendance of a high school student at a community college as a special part-time or full-time student is authorized attendance for which the community college shall be credited or reimbursed, provided that no school district has received reimbursement for the same instructional activity.

Staff Comments:

Existing law requires community college districts to admit California residents possessing a high school diploma or the equivalent and allows community college districts to admit any other person who would likely benefit from community college instruction. Therefore, a person attending any type of adult school can already also enroll in community college courses. However, such adult school students would not be assigned the “special-admit” designation because they are over 18 years of age.

This bill would allow adult school attendees to obtain the special-admit designation only if they are pursuing their high school diploma or the equivalent and the governing board of the school district in which they attend adult school determines that community college courses would be beneficial. The Chancellor’s Office indicates that to the extent that community college districts would be able to claim apportionment funding for an increased number of special-admit students, there will be additional Proposition 98 General Fund costs. The exact amount is unknown, but assuming the equivalent of 50 additional special full-time equivalent students statewide at the current funding rate of $5,457 for special admit students per FTES, it would be approximately $273,000.

-- END --