AB 705

Transition in Math from High School to Community College Before and After AB 705

This brief compares high school to community college transitions in California in fall 2016, before AB 7053
came into effect in 2018 and post-implementation in fall 2019. Data included in this analysis were obtained from the Cal-PASS4
data system using Multiple Measures Assessment Project (MMAP) data file methodology.5
Data were limited to students with four years of high school data. To determine the highest level of high school math successfully completed by these students, the analysis included a student’s last high school math course completed with a grade of C- or better.

Community College Math in California’s New Era of Student Access Report

Brief

Technical Appendix

California’s community colleges first began implementing Assembly Bill 705 (AB 705) in fall 2019, making
major reforms to assess and place students away from prerequisite remediation courses for English and math
and into transfer-level courses. In this report, we examine the progress colleges and students have made around transfer-level math courses through fall 2020.

Equitable Placement and Completion: English and Math Validation of Practices and Improvement Plans

As we continue to work toward fulfillment of the Vision for Success and the diversity, equity, and inclusion at the heart of  the Call to Action, effective implementation of  Assembly Bill 705 (AB 705) is essential and remains a primary priority of the Board of Governors and all California Community Colleges. The California Community College system has reached a major milestone in our implementation and evaluation of AB 705, which is detailed in this memo.

Maximizing Math Throughput of Students Who Did Not Complete Algebra 2 in High School

PowerPoint Presentation

Math Pathways: The Way Forward

This report looks at lessons learned from research and innovation in math instruction to make recommendations that can help effectively scale new, more effective math pathways at the federal, state, district, and institution levels.

Bright Spots - Colleges Doing Math Right

Math Best Practices

The Role of Higher Education in High School Math Reform

A range of schools and organizations are in the process of rethinking high school
math course sequences, content, and instruction. This reconsideration of secondary
math is the result of widespread concern that many students, especially those who
are traditionally underserved by the U.S. education system, encounter math as an
obstacle rather than an opportunity to learn and meet their education goals.

Learning Mindsets Matter for Students in Corequisite Courses

The current project investigates how learning mindsets – students’ beliefs and perceptions about learning – impact academic outcomes, particularly among students enrolled in corequisite courses.

Assessing the Effect of Corequisite English Instruction Using a Randomized Controlled Trial

This is the first study to provide experimental evidence of the impact of corequisite remediation for students underprepared in reading and writing.

Constructing Corequisites: How Community Colleges Structure Corequisite Math Coursework and the Implications for Student Success

Results illustrate:
(a) how colleges structured corequisite courses in response to the statewide mandate and (b) how corequisite coursework characteristics predicted student outcomes. Our results suggest that some corequisite coursework elements—including mixed ability college-level classes, higher credits for the developmental education (dev-ed) corequisite support course, and using the same instructor across both the college-level and dev-ed course—improve students’ probability of passing college-level math,
though these course design elements do not appear to predict long-term outcomes like persistence in college.

Student Success & Equity in Math

An interview with Michael Wangler, veteran community college educator and former dean at Citrus College where transformational change in math resulted in positive student outcomes. 

Featured on Continuous Learning Institute

An analysis of Co-requisite Instructional Strategies

This technical brief will present the results of a detailed analysis of these approaches, making
clear which combinations of strategies prove most and least beneficial in co-requisite English
and in mathematics.

No Room for Doubt: Moving Corequisite Support from Idea to Imperative

Every student enrolled in a development
education program that is not built with the intention of removing barriers to success is one student too many. It’s on us as institutional leaders to create the conditions that lead to early academic momentum - and lay the foundation for college and career
success.

No Room for Doubt: Moving Corequisite Support from Idea to Imperative Checklist

This action checklist is the result of that work and offers guidance for leaders implementing the corequisite model for the
first time or those who are looking to deepen their practices to address challenges that stand in the way.

Building Equity-Mindedness in Math Faculty

IN 2017, CUE EMBARKED ON a two-year project that
involved six Colorado community colleges and over
27 math faculty. Funded by the Teagle Foundation,
CUE set out to see how instructors might foster
equity-mindedness via race-conscious inquiry.

Community College Students Assessed as Needing Mathematics Remediation: Seven-Year Impacts of Corequisite Remediation with Statistics

Corequisite remediation, which places students directly into college-level work with
additional academic support, has emerged as a robust alternative to stand-alone,
prerequisite, developmental education.

Withstanding the Backlash

Conceptualizing and Preparing for Coercive Reactions to Placement Reform and Corequisite Support Models in California

A Changing Paradigm in High School Mathematics

In this paper, we explore existing approaches to high school mathematics curricula as well as new developments in the field.

Improving Developmental and College-Level Mathematics: Prominent Reforms and the Need to Address Equity

Informed by relevant research literature, this paper argues that the majority of reforms to developmental math education seek to remedy general barriers to student progress but are not typically designed to address equity gaps and, perhaps unsurprisingly, do little to reduce them.

Creating More Inclusive Learning Environments in Mathematics

Insights from research for practice from the
Mindset Scholars Network’s Inclusive Mathematics Environments Early Career Fellowship

Improving Equity Through Corequisite Support

This report highlights key findings from a multi-year, mixed-methods research study of the corequisite model at Houston Community College (HCC), one of the nation’s largest and most racially/ethnically diverse community college systems. Our goal was to better understand the effect of corequisite coursework – the benefits and potential areas for improvement – on the academic success of a student body that is predominately Black and Latinx.

The Mathematics of Opportunity

Rethinking the Role of Math in
Educational Equity

Leading the Way: Cuyamaca College Transforms Math Remediation

“The data is clear that traditional placement and remediation strategies are failing
the vast majority of California community college students. Through courageous
conversations and leadership, Cuyamaca College transformed a challenging
problem into meaningful action. The early results from this model provide a strong
endorsement for implementing these and similar reforms across the system.” Eloy Ortiz Oakley

Summer coursework and completing college

This paper examines one long-standing feature of college life – summer school – that is not usually viewed by policy makers and education administrators in terms of retention and degree completion.

Just Equations Math Facts Sheet

The Mathematics of Opportunity:
New Directions for Math in Educational Equity

Corequisite Math Toolkit

Every student deserves a strong start in their first year of college. This toolkit is part of a SSTF three-part series, providing resources to assist postsecondary leaders design and implement reform strategies that support equitable outcomes for students who are
marginalized.

Equitable Placement & Completion

Template

Improvement Plan Template for Reference

Equitable Placement and Completion: English and Math Validation of Practices and Improvement Plans

Improvement Plan Template

Equitable Placement Required

MIS Data Submission