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.
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.
Dashboards and Resources
EQUITY PLACEMENT TOOLKIT
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 METRICS
Milestones and accomplishments that align with Vision for Success and Student Centered Funding Formula.
TRANSFER LEVEL GATEWAY COMPLETION DASHBOARD
Provides completion rates of transfer-level English, math, and credit ESL starting from students’ first course enrollment in the discipline.
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.
AB 705 State and National Reports
TITLE | DESCRIPTION | DATE |
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 |
January 2022 |
Community College Math in California’s New Era of Student Access Report
|
California’s community colleges first began implementing Assembly Bill 705 (AB 705)
in fall 2019, making |
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 |
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 |
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 |
AHC AB 705 Reports and Presentations
TITLE | DESCRIPTION | DATE |
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 |
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 |
Best Practices
TITLE | DESCRIPTION | DATE |
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. |
June 2022 | |
Math Best Practices |
February 2022 | |
A range of schools and organizations are in the process of rethinking high school |
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. |
2022 |
Results illustrate: |
2022 | |
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 | |
This technical brief will present the results of a detailed analysis of these approaches,
making |
2021 | |
No Room for Doubt: Moving Corequisite Support from Idea to Imperative |
Every student enrolled in a development |
2021 |
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 |
2021 |
IN 2017, CUE EMBARKED ON a two-year project that |
2020 | |
Corequisite remediation, which places students directly into college-level work with |
2020 | |
Conceptualizing and Preparing for Coercive Reactions to Placement Reform and Corequisite Support Models in California |
2020 | |
In this paper, we explore existing approaches to high school mathematics curricula as well as new developments in the field. |
November 2020 | |
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 |
May 2020 |
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. |
2019-2020 | |
Rethinking the Role of Math in |
November 2018 | |
Leading the Way: Cuyamaca College Transforms Math Remediation |
“The data is clear that traditional placement and remediation strategies are failing |
September 2017 |
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 | |
The Mathematics of Opportunity: |
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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 |
Chancellor's Office Memorandums
TITLE | DESCRIPTION | DATE |
Equitable Placement & Completion
|
Equitable Placement and Completion: English and Math Validation of Practices and Improvement Plans
|
November 2021 |
Equitable Placement: Required AB 1805 Reporting | May 2021 | |
MIS Data Submission | March 2021 |