(1)Existing law, until January 1, 2022, 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.

This bill would require the governing board of a community college district and the governing board of a school district or the governing body of a charter school providing career technical education pathways under a CCAP partnership, as a condition of adopting a CCAP partnership agreement, to consult with, and consider the input of, the appropriate local workforce development board to determine the extent to which the pathways are aligned with regional and statewide employment needs. Instead of a requirement under existing law that the governing board of each district present a proposed CCAP partnership agreement at an open public meeting of the board and, at a subsequent open public meeting of the board, take comments from the public and approve or disapprove the proposed agreement, the bill would require the governing board of each district to present, take comments from the public on, and approve or disapprove the proposed agreement at an open public meeting of the board. The bill would extend the operation of the CCAP partnership provisions for 5 years. The bill would make conforming changes.

(2)This bill would incorporate additional changes to Section 76004 of the Education Code proposed by AB 30 to be operative only if this bill and AB 30 are enacted and this bill is enacted last.

 UNFINISHED BUSINESS  

Bill No: SB 586

Author: Roth (D)

Amended: 9/6/19

Vote: 21

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

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

SENATE FLOOR: 38-0, 4/22/19 (Consent)

AYES: 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

ASSEMBLY FLOOR: 79-0, 9/10/19 - See last page for vote

SUBJECT: College and Career Access Pathways partnerships

SOURCE: Author

DIGEST:

This bill requires the governing board of a school and community college district, as part of a career technical education College and Career Access Pathways (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.

Assembly Amendments

(1) specify that a school district governing board may present, take comments from the public on, and approve or disapprove a duel enrollment partnership agreement in the same meeting; (2) specify units completed by a pupil pursuant to a CCAP agreement may count towards enrollment priority at a community college; and (3) require the Chancellor, by July 31, 2020, to revise the special part-time student application process to allow a pupil to complete one application for the duration of the pupil’s attendance at a community college as a special part-time student participating in a CCAP partnership agreement.

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 for the purpose of offering or expanding dual enrollment opportunities for pupils 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.
20. Requires the governing board of a community college district, prior to establishing a new vocational or occupational training program, to conduct a job market study of the labor market area, and determine whether or not the results justify the proposed vocational education program.
21. Requires the governing board of a community college district to review its vocational or occupational training programs every two years to ensure they meet labor market demands.

This bill requires the governing board of a school and community college district, as part of a career technical education CCAP partnership, to:

1. Consult with, and consider the input of, the appropriate local workforce development board to determine the extent to which the pathway is aligned with regional or statewide employment needs.
2. Present, take comments from the public on, and subsequently approve or disapprove the dual enrollment partnership agreement at an open meeting of the governing board of the district.

Comments

1. Need for the bill. According to the author, “One of the most effective strategies to increase the number of students from underrepresented and low socioeconomic backgrounds who receive either a BA or AA degree is Dual Enrollment. Dual enrollment provides students with the opportunity to take community college courses along with their regular high school classes. Once enrolled, students that take even one college-level course significantly increase the likelihood that they will graduate and seek additional post-secondary education.

“AB 288 (Holden) established the CCAP authority to make it easier for students, who may not be college bound or who are underrepresented in higher education, to take advantage of dual enrollment. Through this process a governing board of the community college district can voluntarily work with the governing agency of a school district to enter in to a CCAP. However, there is no current requirement for any industry input when developing a CCAP program. Testimony received at the 2018 Select Committee on Career Technology and the New Economy informational hearing, reinforced the need to ensure that career tech offerings are reflective of labor job trends.”

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. 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 an 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).
2. Statewide workforce development system. The California Workforce Development Board was established in 1998, as outlined in the federal Workforce Investment Act (WIA). In 2014, WIA was replaced by the Workforce Innovation and Opportunity Act, outlining the vision and structure through which state workforce training and education programs are funded and administered regionally and locally. The California Workforce Development Board is responsible for the oversight and continuous improvement of the workforce system in California, including policy development, workforce support and innovation, and performance assessment, measurement, and reporting.

In addition to the California Workforce Development Board, the statewide system is comprised of 45 local workforce development areas, each with its own local board. These local boards work with their locally-elected officials to oversee the delivery of workforce services relevant to their local residents and businesses. Each local board has its own charter, organization, and context, but commonly they each oversee the Workforce Investment Act program, coordinate services among various workforce programs, and provide community leadership around workforce issues.

1. Should local workforce development boards be consulted before pathways are created? The author states that one of the most effective strategies for increasing the number of students graduating college is dual-enrollment, and CCAP agreements are aimed at making that process easier for students. Establishing successful CCAPs requires school and community college districts to dedicate funding and personnel to ensure that students seeking employment skills benefit. Generally, the first element of a successful CCAP is ensuring that the focus is on an industry with in-demand jobs, engaging employers based on occupational targets, and one that produces skills that are portable.

While existing law already requires community college districts to review their vocational or occupational programs every two years to ensure their offerings meet labor market demands, not all of these programs are of equal demand both regionally and statewide. Moreover, because the CCAP program does not provide additional funding to do this work, districts are generally limited to choosing the CCAP that would be most beneficial to students. By requiring school and community college districts to consult with their local workforce development boards prior to establishing an agreement, districts will have more information about various program offerings before selecting where to focus their efforts.

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

SUPPORT: (Verified 9/10/19)

California State PTA

Union Roofing Contractors Association

OPPOSITION: (Verified 9/10/19)

None received

ASSEMBLY FLOOR: 79-0, 9/10/19

AYES: Aguiar-Curry, Arambula, Bauer-Kahan, Berman, Bigelow, Bloom, Boerner Horvath, Bonta, Brough, Burke, Calderon, Carrillo, Cervantes, Chau, Chen, Chiu, Choi, Chu, Cooley, Cooper, Cunningham, Daly, Diep, Eggman, Flora, Fong, Frazier, Friedman, Gabriel, Gallagher, Cristina Garcia, Eduardo Garcia, Gipson, Gloria, Gonzalez, Gray, 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, Ting, Voepel, Waldron, Weber, Wicks, Wood, Rendon

Prepared by: Ian Johnson / ED. /

9/10/19 22:05:09

**** END ****

SENATE THIRD READING

STR Bill Id:SB 586

Author:(Roth)

As Amended Ver:September 6, 2019

Majority vote

SUMMARY:

Requires the governing board of a school and community college district, as part of a career technical education (CTE) College and Career Access Pathways (CCAP) partnership, to consult with the appropriate local workforce development board to align the pathways with the state's current and future employment needs prior to voting on a CCAP partnership agreement.

Major Provisions

1. Requires, as a condition of adopting a CCAP partnership agreement, that the governing board of a school district and community college district, consult with the appropriate local workforce development board to determine the extent to which the pathways are aligned with regional and statewide employment needs.
2. Addresses potential chaptering out issues with AB 30 (Holden).

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.

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:

"Currently, there is no requirement for a CCAP agreement to include input from local job agencies on job trends and labor market and economic trends".

Arguments in Support:

According to the Union Roofing Contractors Association, "SB 586 enhances much needed CTE pathways and further positions education, business, and government to continue working together towards providing quality training to California's future employees".

Arguments in Opposition:

There is no opposition on file.

FISCAL COMMENTS:

None. This measure is keyed non-fiscal by the Legislative Counsel.

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 HIGHER EDUCATION: 11-0-1

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

ABS, ABST OR NV: Patterson

ASM EDUCATION: 7-0-0

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

ASSEMBLY FLOOR: 76-0-3

YES: Aguiar-Curry, Arambula, Bauer-Kahan, Berman, Bigelow, Bloom, Boerner Horvath, Bonta, Brough, Burke, Calderon, Carrillo, Cervantes, Chau, Chen, Chiu, Choi, Chu, Cooley, Cooper, Cunningham, Daly, Diep, Eggman, Flora, Fong, Friedman, Gabriel, Gallagher, Cristina Garcia, Eduardo Garcia, Gipson, Gloria, Gonzalez, Grayson, Holden, Irwin, Jones‑Sawyer, Kalra, Kamlager-Dove, Kiley, Lackey, Levine, Limón, 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, Ting, Voepel, Waldron, Weber, Wicks, Wood, Rendon

ABS, ABST OR NV: Frazier, Gray, Low

UPDATED:

VERSION: September 6, 2019

CONSULTANT: Jeanice Warden / HIGHER ED. / (916) 319-3960 FN: 0001967

 UNFINISHED BUSINESS  

Bill No: SB 586

Author: Roth (D)

Amended: 8/13/19

Vote: 21

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

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

SENATE FLOOR: 38-0, 4/22/19 (Consent)

AYES: 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

ASSEMBLY FLOOR: 76-0, 8/22/19 - See last page for vote

SUBJECT: College and Career Access Pathways partnerships

SOURCE: Author

DIGEST:

This bill requires the governing board of a school and community college district, as part of a career technical education College and Career Access Pathways (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.

Assembly Amendments

specify that the governing board of a school district must present, take public comments on, and subsequently approve or disapprove the dual enrollment partnership agreement at an open public governing board meeting.

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 for the purpose of offering or expanding dual enrollment opportunities for pupils 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.
20. Requires the governing board of a community college district, prior to establishing a new vocational or occupational training program, to conduct a job market study of the labor market area, and determine whether or not the results justify the proposed vocational education program.
21. Requires the governing board of a community college district to review its vocational or occupational training programs every two years to ensure they meet labor market demands.

This bill requires the governing board of a school and community college district, as part of a career technical education CCAP partnership, to:

1. Consult with, and consider the input of, the appropriate local workforce development board to determine the extent to which the pathway is aligned with regional or statewide employment needs.
2. Present, take comments from the public on, and subsequently approve or disapprove the dual enrollment partnership agreement at an open meeting of the governing board of the district.

Comments

1. Need for the bill. According to the author, “One of the most effective strategies to increase the number of students from underrepresented and low socioeconomic backgrounds who receive either a BA or AA degree is Dual Enrollment. Dual enrollment provides students with the opportunity to take community college courses along with their regular high school classes. Once enrolled, students that take even one college-level course significantly increase the likelihood that they will graduate and seek additional post-secondary education.

“AB 288 (Holden) established the CCAP authority to make it easier for students, who may not be college bound or who are underrepresented in higher education, to take advantage of dual enrollment. Through this process a governing board of the community college district can voluntarily work with the governing agency of a school district to enter in to a CCAP. However, there is no current requirement for any industry input when developing a CCAP program. Testimony received at the 2018 Select Committee on Career Technology and the New Economy informational hearing, reinforced the need to ensure that career tech offerings are reflective of labor job trends.”

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. 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 an 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).
2. Statewide workforce development system. The California Workforce Development Board was established in 1998, as outlined in the federal Workforce Investment Act (WIA). In 2014, WIA was replaced by the Workforce Innovation and Opportunity Act, outlining the vision and structure through which state workforce training and education programs are funded and administered regionally and locally. The California Workforce Development Board is responsible for the oversight and continuous improvement of the workforce system in California, including policy development, workforce support and innovation, and performance assessment, measurement, and reporting.

In addition to the California Workforce Development Board, the statewide system is comprised of 45 local workforce development areas, each with its own local board. These local boards work with their locally-elected officials to oversee the delivery of workforce services relevant to their local residents and businesses. Each local board has its own charter, organization, and context, but commonly they each oversee the Workforce Investment Act program, coordinate services among various workforce programs, and provide community leadership around workforce issues.

1. Should local workforce development boards be consulted before pathways are created? The author states that one of the most effective strategies for increasing the number of students graduating college is dual-enrollment, and CCAP agreements are aimed at making that process easier for students. Establishing successful CCAPs requires school and community college districts to dedicate funding and personnel to ensure that students seeking employment skills benefit. Generally, the first element of a successful CCAP is ensuring that the focus is on an industry with in-demand jobs, engaging employers based on occupational targets, and one that produces skills that are portable.

While existing law already requires community college districts to review their vocational or occupational programs every two years to ensure their offerings meet labor market demands, not all of these programs are of equal demand both regionally and statewide. Moreover, because the CCAP program does not provide additional funding to do this work, districts are generally limited to choosing the CCAP that would be most beneficial to students. By requiring school and community college districts to consult with their local workforce development boards prior to establishing an agreement, districts will have more information about various program offerings before selecting where to focus their efforts.

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

SUPPORT: (Verified 8/22/19)

California State PTA

Union Roofing Contractors Association

OPPOSITION: (Verified 8/22/19)

None received

ASSEMBLY FLOOR: 76-0, 8/22/19

AYES: Aguiar-Curry, Arambula, Bauer-Kahan, Berman, Bigelow, Bloom, Boerner Horvath, Bonta, Brough, Burke, Calderon, Carrillo, Cervantes, Chau, Chen, Chiu, Choi, Chu, Cooley, Cooper, Cunningham, Daly, Diep, Eggman, Flora, Fong, Friedman, Gabriel, Gallagher, Cristina Garcia, Eduardo Garcia, Gipson, Gloria, Gonzalez, Grayson, Holden, Irwin, Jones-Sawyer, Kalra, Kamlager-Dove, Kiley, Lackey, Levine, Limón, 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, Ting, Voepel, Waldron, Weber, Wicks, Wood, Rendon

NO VOTE RECORDED: Frazier, Gray, Low

Prepared by: Ian Johnson / ED. /

8/23/19 12:12:20

**** END ****

SENATE THIRD READING

STR Bill Id:SB 586

Author:(Roth)

As Amended Ver:June 13, 2019

Majority vote

SUMMARY:

Requires the governing board of a school and community college district, as part of a career technical education (CTE) College and Career Access Pathways (CCAP) partnership, to consult with the appropriate local workforce development board to align the pathways with the state's current and future employment needs prior to voting on a CCAP partnership agreement.

Major Provisions

This measure requires, as a condition of, and before adopting, a CCAP partnership agreement, that the governing board of a school district and community college district, consult with the appropriate local workforce development board to determine the extent to which the pathways are aligned with regional and statewide employment needs.

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 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) 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.

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:

"Currently, there is no requirement for a CCAP agreement to include input from local job agencies on job trends and labor market and economic trends."

Arguments in Support:

According to the Union Roofing Contractors Association, "SB 586 enhances much needed CTE pathways and further positions education, business, and government to continue working together towards providing quality training to California's future employees."

Arguments in Opposition:

There is no opposition on file.

FISCAL COMMENTS:

None. This measure is keyed non-fiscal by the Legislative Counsel.

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 HIGHER EDUCATION: 11-0-1

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

ABS, ABST OR NV: Patterson

ASM EDUCATION: 7-0-0

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

UPDATED:

VERSION: June 13, 2019

CONSULTANT: Jeanice Warden / HIGHER ED. / (916) 319-3960 FN: 0001292

Date of Hearing: July 10, 2019

ASSEMBLY COMMITTEE ON EDUCATION

Patrick O'Donnell, Chair

SBPCA Bill Id:SB 586

Author:(Roth) – As Amended Ver:June 13, 2019

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

SENATE VOTE: 38-0

SUBJECT: College and Career Access Pathways partnerships

SUMMARY: Requires the governing board of a school district and community college district to consult and seek specified input prior to voting on a College and Career Access Pathways (CCAP) partnership agreement. Specifically, this bill:

1. Requires the governing board of a school district and a community college district, as part of a career technical education (CTE) CCAP partnership, to consult with the appropriate local workforce development board to determine the extent to which the pathways are aligned with regional and statewide employment needs prior to voting on a CCAP partnership agreement.
2. Requires the governing board of a school district and a community college district to present, take comments from the public on, and subsequently approve or disapprove the dual enrollment partnership agreement at an open public meeting of the governing board of the district.
3. Extends the sunset of CCAP partnerships statute from January 1, 2022, until January 1, 2027.

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. (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 California Community College (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 CTE 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: This bill has been keyed non-fiscal by the Office of Legislative Counsel.

COMMENTS:

Need for the bill. According to the author, “Currently, there is no requirement for a CCAP agreement to include input from local job agencies on job trends and labor market and economic trends.”

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. 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.

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.

Recommended committee amendments. As currently drafted, this measure requires school and community college governing boards to consult with the appropriate local workforce development boards to determine the extent to which the pathways are aligned with regional and statewide employment needs. While this seems like a laudable goal, it is unclear as to what the workforce development boards role would be, particularly if there are differences of opinion between the governing board and the local workforce development board. That is to say, what if the CCAP partnership agreement does not align with the local workforce development boards’ view of workforce demands in the region? Who would make the final determination? Would the CCAP partnership agreement still be eligible for a vote by the school and community college district governing boards? Staff recommends that this bill be amended to state that school and community college governing boards must consider the input of the local workforce investment board, and clarify that the final decision making authority regarding the CCAP partnership agreement is with the school and community college governing boards.

Arguments in support. According to the California State Parent Teachers Association, “The California State PTA believes that every child should graduate from high school with the knowledge and skills needed to succeed in the ever-changing world and be prepared for life-long learning. Career counseling and guidance in making informed educational and occupational choices are needed to meet individual student needs. By providing the most comprehensive and diversified education possible for all children, districts have the opportunity to give students choices that will encourage maximum development.”

Related legislation. AB 30 (Holden), which is pending in the Senate Education Committee, streamlines the process for developing CCAP partnerships 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 2891 (Holden) of 2017-18 Session would have authorized 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. This bill was held on the Assembly Appropriations Committee Suspense File.

AB 2364 (Holden), Chapter 299, Statutes of 2016, requires 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.

AB 288 (Holden), Chapter 618, Statutes of 2015, until January 1, 2022, authorizes 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.

AB 1451 (Holden) of the 2013-14 Session was similar in nature to AB 288 of 2015, and was held on 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 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. 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.

AB 160 (Portantino) of the 2011-12 Session would have 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. This bill was held in the Senate Appropriations Committee.

AB 230 (Carter), Chapter 50, Statutes of 2011, exempts 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.

SB 1303 (Runner), Chapter 648, Statutes of 2006, exempts 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 State PTA
Union Roofing Contractors Association

Opposition

None on file

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

Date of Hearing: June 11, 2019

ASSEMBLY COMMITTEE ON HIGHER EDUCATION

Jose Medina, Chair

SBPCA Bill Id:SB 586

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

[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.]

SENATE VOTE: 38-0

SUBJECT: College and Career Access Pathways partnerships.

SUMMARY: Requires the governing board of a school and community college district, as part of a career technical education (CTE) College and Career Access Pathways (CCAP) partnership, to consult with the appropriate local workforce development board to align the pathways with the state’s current and future employment needs prior to voting on a CCAP partnership agreement.

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: None. This measure is keyed non-fiscal by the Legislative Counsel.

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.

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.

Purpose of the measure. According to the author, “Currently, there is no requirement for a CCAP agreement to include input from local job agencies on job trends and labor market and economic trends”.

This measure requires, as a condition of, and before adopting, a CCAP partnership agreement, that the governing board of a school district and community college district, consult with the appropriate local workforce development board to determine the extent to which the pathways are aligned with regional and statewide employment needs.

Committee comments and amendments. Assembly Bill 30 (Holden), as referenced below, seeks to streamline the CCAP partnership process in order to increase the amount of school and community college districts entering into agreements. One of the streamlining methods contained in AB 30 is to remove the requirement that school and community college districts’ governing boards have to first hold an informational hearing on the CCAP agreement prior to a vote on the agreement at a subsequent hearing of the governing boards.

SB 586 is in direct conflict with the goals of AB 30, which have been approved by the Assembly. SB 586 seeks to require an informational item on the board agendas prior to a subsequent vote of the governing boards before a school and community college district can enter into a CCAP partnership agreement.

Committee Staff recommends, in order to align with the goals and intent of AB 30, the following amendment:

Section 76004 (2) Present the dual enrollment partnership agreement as an informational item at an open public meeting of the governing board of the district. The governing board of each district, at a subsequent open public meeting of that board, shall take comments from the public and approve or disapprove the proposed agreement.

(2) At an open public meeting of that board, present the dual enrollment partnership agreement, take comments from the public, and approve or disapprove the proposed agreement.

Additionally, this measure maintains the CCAP sunset of January 1, 2022; however, AB 30 (Holden) extends the sunset of the CCAP to January 1, 2027. Committee Staff recommends, in order to align with the goals and intent of AB 30, the following amendment:

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

(z) This section shall remain in effect only until January 1, 2027, and as of that date is repealed.

Further, as presently drafted, this measure requires the school and community college governing boards to consult with the appropriate local workforce development boards to determine the extent to which the pathways are aligned with regional and statewide employment needs. While this seems like a laudable goal, it is unclear as to when the governing boards would need to seek input from the workforce development boards and what the workforce development boards input should entail.

The author may wish to provide more clarity as to the timetable of the school and community college district, and local workforce development boards interaction and the role the local workforce development boards will play prior to the vote of the CCAP partnership agreement. That is to say, what if the CCAP partnership agreement does not align with the local workforce development boards’ view of necessary CTE jobs in the region? Who would make the final determination? Would the CCAP partnership agreement still be eligible for a vote by the school and community college district governing boards?

Related legislation. AB 30 (Holden), which is pending in the Senate Education Committee, 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.

SB 563 (Roth), which is pending action in the Assembly, establishes the CCAP Grant Program.

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 State PTA

Opposition

None on file.

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

 CONSENT  

Bill No: SB 586

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

SUBJECT: College and Career Access Pathways partnerships

SOURCE: Author

DIGEST:

This bill requires the governing board of a school and community college district, as part of a career technical education College and Career Access Pathways (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.

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 for the purpose of offering or expanding dual enrollment opportunities for pupils 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.
20. Requires the governing board of a community college district, prior to establishing a new vocational or occupational training program, to conduct a job market study of the labor market area, and determine whether or not the results justify the proposed vocational education program.
21. Requires the governing board of a community college district to review its vocational or occupational training programs every two years to ensure they meet labor market demands.

This bill requires 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 or statewide employment needs.

Comments

1. Need for the bill. According to the author, “One of the most effective strategies to increase the number of students from underrepresented and low socioeconomic backgrounds who receive either a BA or AA degree is Dual Enrollment. Dual enrollment provides students with the opportunity to take community college courses along with their regular high school classes. Once enrolled, students that take even one college-level course significantly increase the likelihood that they will graduate and seek additional post-secondary education.

“AB 288 (Holden) established the CCAP authority to make it easier for students, who may not be college bound or who are underrepresented in higher education, to take advantage of dual enrollment. Through this process a governing board of the community college district can voluntarily work with the governing agency of a school district to enter in to a CCAP. However, there is no current requirement for any industry input when developing a CCAP program. Testimony received at the 2018 Select Committee on Career Technology and the New Economy informational hearing, reinforced the need to ensure that career tech offerings are reflective of labor job trends.”

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. 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 an 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).
2. Statewide workforce development system. The California Workforce Development Board was established in 1998, as outlined in the federal Workforce Investment Act (WIA). In 2014, WIA was replaced by the Workforce Innovation and Opportunity Act, outlining the vision and structure through which state workforce training and education programs are funded and administered regionally and locally. The California Workforce Development Board is responsible for the oversight and continuous improvement of the workforce system in California, including policy development, workforce support and innovation, and performance assessment, measurement, and reporting.

In addition to the California Workforce Development Board, the statewide system is comprised of 45 local workforce development areas, each with its own local board. These local boards work with their locally-elected officials to oversee the delivery of workforce services relevant to their local residents and businesses. Each local board has its own charter, organization, and context, but commonly they each oversee the Workforce Investment Act program, coordinate services among various workforce programs, and provide community leadership around workforce issues.

1. Should local workforce development boards be consulted before pathways are created? The author states that one of the most effective strategies for increasing the number of students graduating college is dual-enrollment, and CCAP agreements are aimed at making that process easier for students. Establishing successful CCAPs requires school and community college districts to dedicate funding and personnel to ensure that students seeking employment skills benefit. Generally, the first element of a successful CCAP is ensuring that the focus is on an industry with in-demand jobs, engaging employers based on occupational targets, and one that produces skills that are portable.

While existing law already requires community college districts to review their vocational or occupational programs every two years to ensure their offerings meet labor market demands, not all of these programs are of equal demand both regionally and statewide. Moreover, because the CCAP program does not provide additional funding to do this work, districts are generally limited to choosing the CCAP that would be most beneficial to students. By requiring school and community college districts to consult with their local workforce development boards prior to establishing an agreement, districts will have more information about various program offerings before selecting where to focus their efforts.

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

SUPPORT: (Verified 4/9/19)

None received

OPPOSITION: (Verified 4/9/19)

None received

Prepared by: Ian Johnson / ED. /

4/10/19 14:26:42

**** END ****

SENATE COMMITTEE ON EDUCATION

Senator Connie Leyva, Chair

2019 - 2020 Regular

Bill No: SB 586 Hearing Date: April 3, 2019

Subject: College and Career Access Pathways partnerships.

SUMMARY

This bill requires the governing board of a school and community college district, as part of a career technical education College and Career Access Pathways (CCAP) partnership, to consult with the appropriate local workforce development board to align the pathways with the state’s current and future employment needs.

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 for the purpose of offering or expanding dual enrollment opportunities for pupils 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.
20. Requires the governing board of a community college district, prior to establishing a new vocational or occupational training program, to conduct a job market study of the labor market area, and determine whether or not the results justify the proposed vocational education program.
21. Requires the governing board of a community college district to review its vocational or occupational training programs every two years to ensure they meet labor market demands.

ANALYSIS

This bill requires the governing board of a school and community college district, as part of a career technical education College and Career Access Pathways (CCAP) partnership, to consult with the appropriate local workforce development board to align the pathways with the state’s current and future employment needs.

STAFF COMMENTS

1. Need for the bill. According to the author, “One of the most effective strategies to increase the number of students from underrepresented and low socioeconomic backgrounds who receive either a BA or AA degree is Dual Enrollment. Dual enrollment provides students with the opportunity to take community college courses along with their regular high school classes. Once enrolled, students that take even one college-level course significantly increase the likelihood that they will graduate and seek additional post-secondary education.

AB 288 (Holden) established the CCAP authority to make it easier for students, who may not be college bound or who are underrepresented in higher education, to take advantage of dual enrollment. Through this process a governing board of the community college district can voluntarily work with the governing agency of a school district to enter in to a CCAP. However, there is no current requirement for any industry input when developing a CCAP program. Testimony received at the 2018 Select Committee on Career Technology and the New Economy informational hearing, reinforced the need to ensure that career tech offerings are reflective of labor job trends.”

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 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 an 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).
2. Statewide workforce development system. The California Workforce Development Board was established in 1998, as outlined in the federal Workforce Investment Act. In 2014, WIA was replaced by the Workforce Innovation and Opportunity Act, outlining the vision and structure through which state workforce training and education programs are funded and administered regionally and locally. The California Workforce Development Board is responsible for the oversight and continuous improvement of the workforce system in California, including policy development, workforce support and innovation, and performance assessment, measurement, and reporting.

In addition to the California Workforce Development Board, the statewide system is comprised of 45 local workforce development areas, each with its own local board. These local boards work with their locally-elected officials to oversee the delivery of workforce services relevant to their local residents and businesses. Each local board has its own charter, organization, and context, but commonly they each oversee the Workforce Investment Act program, coordinate services among various workforce programs, and provide community leadership around workforce issues.

1. Should local workforce development boards be consulted before pathways are created? The author states that one of the most effective strategies for increasing the number of students graduating college is dual-enrollment, and College and Career Access Pathways (CCAP) agreements are aimed at making that process easier for students. Establishing successful CCAPs requires school and community college districts to dedicate funding and personnel to ensure that students seeking employment skills benefit. Generally, the first element of a successful CCAP is ensuring that the focus is on an industry with in-demand jobs, engaging employers based on occupational targets, and one that produces skills that are portable.

While existing law already requires community college districts to review their vocational or occupational programs every two years to ensure their offerings meet labor market demands, not all of these programs are of equal demand both regionally and statewide. Moreover, because the CCAP program does not provide additional funding to do this work, districts are generally limited to choosing the CCAP that would be most beneficial to students. By requiring school and community college districts to consult with their local workforce development boards prior to establishing an agreement, districts will have more information about various program offerings before selecting where to focus their efforts.

1. Technical amendments. As currently drafted, this bill would create a new section of law outside of the existing CCAP statute, which could create ambiguity about when the local workforce development board consultation must take place. Given that this bill is intended to help school and community college districts decide which pathways to establish under a CCAP agreement, the bill should be amended to embed the consultation requirement within the existing CCAP statute and make it clear that the consultation must be completed before adopting a CCAP agreement. Specifically, staff recommends that the bill be amended to strike Education Code Section 76005 as proposed and instead amend subdivision (b) of ECS 76004 as follows:

“(b) A participating community college district may enter into a CCAP partnership with a school district 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, shall:

(1) For career technical education pathways, consult with the appropriate local workforce development board to determine the extent to which the pathway is aligned with regional or statewide employment needs.

(2) pPresent the dual enrollment partnership agreement as an informational item at an open public meeting of that board. The governing board of each district, at a subsequent open public meeting of that board, shall take comments from the public and approve or disapprove the proposed agreement.”

SUPPORT

None received

OPPOSITION

None received

-- END --