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AB 705

About AB 705

For many years, community colleges have required students to prove, through standardized placement assessments, they have what it takes to perform at transfer-level English and math courses. Now, students have the right to choose their own path using evidence that better reflects their experiences and strengths. Pursuant to Education Code section 78213, students have the right to access transfer-level coursework in English, mathematics (or quantitative reasoning), and credit English as a Second Language. Allan Hancock College’s placement process is compliant with AB 705, which requires California Community Colleges to maximize the probability that a student who is seeking a degree/transfer will enter and complete transfer-level coursework in English and math within one year and English as a Second Language (ESL) within three years. Allan Hancock College will no longer use testing to determine placement. Instead, assessment will be based on multiple measures including high school data (i.e., GPA, course grades, advanced coursework), through transcripts indicating courses taken at another accredited institution, and/or through our new guided self-placement tool.

We use throughput rates to examine success in transfer-level English and mathematics courses. Throughput is defined as the proportion of the entire cohort of students attempting any level of English or mathematics course who successfully complete a transfer-level course in that same subject within one year at any California community college.

Below is a list of research and resources related to AB 705 statewide and local AHC resources about how are students are doing in English and math. 

AB 705 FAQs

Dashboards and Resources

Equity Placement


AB 705 requires Equitable Placement to help students enter and complete transfer-level coursework in English and math within a year, with the exception of ESL students, who have a three-year time frame.

Student Success


Milestones and accomplishments that align with Vision for Success and Student Centered Funding Formula.

Transfer Level


Provides completion rates of transfer-level English, math, and credit ESL starting from students’ first course enrollment in the discipline.

Dashboard PDF

2020-21 Statewide English Throughput

2020-21 Statewide Math Throughput

Cohort Data


Select a cohort (all first-time or students from a particular high school) to see English and math completion rates in first term and first academic year. 


Guided Pathways Data


Data relevant to support guided pathways

AB 705 State and National Reports



Stuck in the Remedial Rut:
Confronting Resistance to ESL
Curriculum Reform

This article presents a case study of a university ESL program that was highly resistant to reform, despite substantial evidence that its curriculum and policies were ineffective. The author draws on surveys, interviews, and participant observation to show how
remediation served not only as an instructional model, but as an institutional identity for the program.


Maximizing Calculus Completion for Students Seeking the Business Administration Degree

This report focuses on the largest known example of a non-STEM degree program that will be a prerequisite validation focus for many colleges, the associate degree in business administration.

May 2023

Corequisite Support for
STEM Calculus I at Mt. SAC

CAP March 16 Webinar 

March 2023

Will AB 1705 Lead to
Stronger and More Equitable
Calculus Outcomes for the
Business Major?

CAP March 2 Webinar

March 2023

Remedial Education Reform: Celebrating Progress –Finishing the Work

CCCCO Webinar

February 2023

AB 1705 Frequently Asked Questions (FAQ)

Information provided in the February 7 Webinar

February 2023

Will AB 1705 Lead to Stronger and More Equitable Calculus Completion for the Business Major?

In light of AB 1705 mandates, this report examines how prerequisite requirements, corequisite options, and the discontinuation of remedial math are currently impacting equitable access to and completion of calculus for the business major.

February 2023

Transitions in Math from High School to Community
College Before and After AB 705, Updated through Fall 2021

This brief provides a summary of this comparison, updating research previously released by The RP Group showing data through fall 2019.

January 2023

English as a Second Language at
California’s Community Colleges

An Early Examination of AB 705 Reforms

December 2022

Pathways through Community Colleges for English Learners who have Graduated from US High Schools

Regardless of EL-USHS students’ ELD intensity, high school GPA, and ethnicity, those who were placed in the English Pathway were much more likely to achieve throughput than those who were placed in the ESL Pathway

December 2022

Supporting English Learners in Mainstream Transfer-Level Composition

Strategies English instructors can use to support English learners in “mainstream” composition courses.

October 2022

ESL and Mainstream Corequisite Support for College Composition

This webinar series spotlight the collaborative work of ESL and English faculty at select colleges engaged in this transformative work.

October 2022

CAPacity Gazette Oct. 2022

This edition of the CAPacity Gazette focuses on strategies that boost transfer-level English completion for English learners who seek a college degree.

October 2022

Increasing Equity in College Student Experience

The work of the Student Experience Project (SEP) suggests ways in which faculty, institutions, and policymakers can adapt and implement these powerful tools to improve their students’ educational experience, and therefore, the likelihood of students’ success in higher education.

July 2022

Advancing Equity through ELL Program Reform — Teaching for Our Times

We highlight in this issue the federally grant-funded English language learning (ELL) program reform at Bunker Hill Community College (BHCC) with the goal of sharing the innovations, lessons and best practices that faculty and staff learned in leading it through the five-year reform process.

June 2022

Literacy Skills Among Academically Underprepared Students

The main finding of the review is that, because of the lack of a sustainedresearch agenda to date, as well as methodological flaws in existingstudies, there is still much to be learned about the literacy skills ofunderprepared students.

June 2022

Community College Math in Claifornia's New Era of Student Success

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 pre-requisite 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.

June 2022

CAPacity Gazette Feb. 2022

Leading for Strong and Equitable Completion

February 2022

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.

January 2022


AHC AB 705 Reports and Presentations

English and Math Equitable Placement Infographic Report November 2021
English and Math Historical Timeline Report November 2021
AB 1805 Report Report June 2021
AB 705 High School Roundtable Presentation Presentation by Erica Biely Spring 2021
AB 705 Math Presentation Presentation by Erica Biely Spring 2021

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.

February 2022

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.

January 2022

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.


Chancellor's Office Memorandums


AB 1705 Validation of Non-STEM Transfer-level Prerequisities

This guidance memorandum provides additonal direction on the validation process for placememt and enrollment practices described for Required Action 1

May 2023

Required Action - Equitable Placement AB 1705 Funding Allocation

The purpose of this memorandum is to announce the California Community College Equitable
Placement, Support and Completion funding allocation that was included in the 2022 Budget Act
and to provide guidance on the use of the funds, and the required funding allocation plans.

May 2023

AB 1705 Implementation

This guidance memorandum addresses:

  • The beneficial impact of AB 705 and the real progress the system has made to date, and
  • Implementation of AB 1705, including the key provisions of the law, recommended action items, and implementation resources.

AB 1705 Implementation Guide

December 2022

Equitable Placement & Completion



Improvement Plan Template for Reference

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

Improvement Plan Template

November 2021

Equitable Placement Required

Equitable Placement: Required AB 1805 Reporting May 2021

MIS Data Submission

MIS Data Submission March 2021

Archived Content

A New Era of Student Access At California's Community Colleges This report examines how AB 705 transformed student access, outcomes, and racial equity in fall 2019, the deadline for implementation. November 2020
Corequisites Supports MMAP Webinar April 2020
Evaluating AB 705 MMAP Webinar April 2020
What Happens When Colleges Broaden Access to Transfer-Level Courses? Evidence from California’s Community Colleges October 2019
English as a Second Language in California’s Community Colleges This report aims to fill the gap in research on ESL programs at California’s community colleges and the effectiveness of reforms aimed at improving student success. April 2019

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


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.
December 2021
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. November 2021
Equitable Placement and Completion Goal: Maximize Student Success 2021-2022
Invalid Placement Practices Widespread in CA Community Colleges Reports from 114 Community Colleges Show that Enrolling Students in Remedial Courses Does Not Meet the Standards of California’s Remediation Reform Law AB 705 October 2021
Emerging Practices and Resources to Support ESL Placement Throughput Webinar October 2021
AB 705 Update on Student Outcomes Review of Student Outcomes for the 2020-21 Academic Year September 2021

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

PowerPoint Presentation

In this paper we investigate how the one-year math throughput rate of community college students varies according to the highest level of math completed in high school, with a particular focus on the implications of successfully completing Algebra 2 while in high school. August 2021
Mapping Equitable Access to Math at California's Community Colleges This post is part of a series examining how educational opportunities and outcomes differ across California. May 2021
A Qualitative Exploration of AB 705 Webinar February 2021
Enrollment and Success in Transfer-Level English and Math in the California Community Colleges System The Research and Planning Group for California Community Colleges (RP Group) conducted a
statewide analysis of student outcomes from fall 2015 to fall 2019. The areas of inquiry in this report include enrollment in transfer-level English and math courses and success in these courses, both as a proportion of those who enroll in them and as a proportion of the general math- and English-course-taking population overall.
January 2021


Final AB 705 Validation Template Report December 2020
AB 705 English Presentation Presentation by Erica Biely Fall 2020
AB 705 Presentation Presentation by Erica Biely Fall 2020

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.

November 2020

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.

November 2020

Creating More Inclusive Learning Environments in Mathematics

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

May 2020

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

November 2018

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

September 2017

MPS Program Evaluation

In this report, Hanover Research evaluates the academic performance of students in De Anza College’s Math Performance Success (MPS) program. We describe MPS student trends over time and use regression analysis to estimate the effect of the program on academic outcomes after controlling for student observable characteristics.

October 2015

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.

June 2013

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


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

December 2021

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

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.


Classroom Strategies to Support ESL Students in College Composition

Composition course development, assessment of needs, and strategies to address ESL students.


Window Into ESL-Designated Models Of Freshman Composition

What is an ESL corequisite?


A Window into a Corequisite Classroom

Course outlines of record for three writing courses.