CMC3 Presentation

​How Can We Meet the Requirements of AB1705 (and AB705) Without Compromising Student Learning and Achievement?

​Dustin Acres
Ian Onizuka

Imagine, if you can…

2

Imagine, if you can…

• A law so important it is passed with nobody certain how to implement it…

3

Imagine, if you can…

• A law so important it is passed with nobody certain how to implement it…

• Where faculty are expected to create new coursework to be implemented within a year, requiring new ideas, new solutions, and with the rules changing every month (or sooner)…

4

Imagine, if you can…

• A law so important it is passed with nobody certain how to implement it…
• Where faculty are expected to create
new coursework to be implemented
within a year, requiring new ideas, new solutions, and with the rules changing
every month (or sooner)…

• In the midst of this new
implementation, let’s also add a pandemic…

5

Imagine, if you can…

• A law so important it is passed with nobody certain how to implement it…
• Where faculty are expected to create
new coursework to be implemented
within a year, requiring new ideas, new solutions, and with the rules changing
every month (or sooner)…
• In the midst of this new implementation, let’s also add a pandemic…

• And another law….

6

About us

Dustin Acres, EdD, Math Faculty,

Curriculum Chair, Puente Coordinator

Ian Onizuka, Math Faculty, Curriculum

Rep, Department Chair

Faculty, administrators, legislatures, other?

7

Who are you?

Poll

How would you classify your school?

• Low implementation of AB705

• High implementation of AB705

Draw

How would you draw your attitude towards AB705?

Open Ended

Did AB705 change your perception of students?

Word Cloud

What was your perception of administration at the time of AB705 became a law?

The Research Stuff

Interviewed Faculty from 9 Campuses

Central valley, majority minority populations,

coded as high implementers and low

implementers (>10% remedial classes). Ended

up with four high and 5 low implementers.

8

The Research Stuff

Interviewed Faculty from 9 Campuses

Central valley, majority minority populations,

coded as high implementers and low

implementers (>10% remedial classes). Ended

up with four high and 5 low implementers.

Research Questions

1) Has the climate of math faculty impacted the

implementation of AB 705, and if so, how?

2) Did the implementation of AB 705 affect

faculty attitudes, and if so, how?

9

The Research Stuff

Interviewed Faculty from 9 Campuses

Survey Questions

Central valley, majority minority populations,

coded as high implementers and low

implementers (>10% remedial classes). Ended

up with four high and 5 low implementers.

13 questions, focusing on Personal

Perspectives, Perspectives on Students,

Understanding of AB 705, and Perspectives on

Other Faculty

Research Questions

1) Has the climate of math faculty impacted the

implementation of AB 705, and if so, how?

2) Did the implementation of AB 705 affect

faculty attitudes, and if so, how?

10

The Research Stuff

Interviewed Faculty from 9 Campuses

Survey Questions

Central valley, majority minority populations,

coded as high implementers and low

implementers (>10% remedial classes). Ended

up with four high and 5 low implementers.

13 questions, focusing on Personal

Perspectives, Perspectives on Students,

Understanding of AB 705, and Perspectives on

Other Faculty

Research Questions

Analysis

1) Has the climate of math faculty impacted the

implementation of AB 705, and if so, how?

2) Did the implementation of AB 705 affect

faculty attitudes, and if so, how?

Answers were coded into themes, and levels

(individual, group, and institutional).

Attitude towards AB 705, Faculty Efficacy,

Perception of Students, Group Pressures,

Campus Leadership.

11

The Research Stuff- Theoretical Model

12

The Research Stuff- Theory Personalized

13

What do you
think happened?

Did the high or low level
implementers differ on:

1. Attitudes toward the law?

2. Attitudes toward the students?

3. Attitudes toward administration?

5. Did campus climate impact
implementation?

20XX

14

4. Attitudes of self-efficacy?

Attitudes towards
the law?

15

Attitudes towards
the law?

16

Attitudes towards
students?

17

Attitudes towards
students?

18

Attitudes towards
admin?

19

Attitudes towards
self-efficacy?

20

Attitudes towards
self-efficacy?

21

What about climate?

22

Climate is defined as elements of teacher
attitudes including teacher efficacy (Forsythe,
DiPaola, & Hoy, 2014), as well as patterns or
experiences of an individual that impact norms,
goals, values, interpersonal relationships,
teaching and learning practices, and
organizational structures (National School
Climate Council, 2007).

What about climate?

23

•Perception of Benefits

•Self-Image

•Emotional Reactions

•Group Membership

•Information

•Campus Leadership

What made a
difference?

Growth Mindset

Relatability of the
data.

Desire to get ahead or
comply with the law.

Administrative
involvement.

25

27

Why does is matter?

• We care about students!

• Attitude Impacts Success

27

Draw

How would you draw your attitude towards AB1705?

Poll

Required Action #1 (Transfer-level math/English placement and enrollment) By July 1, 2023, all United States high school graduates, and those who have received a high school equivalency certificate, regardless of background or special population status, who plan to pursue a certificate, degree, or transfer program, shall be directly placed into, and, when beginning coursework in English or mathematics/quantitative reasoning, enrolled in, transfer-level English and mathematics/quantitative reasoning courses. Pretransfer-level enrollment is only an option for students described in §78213 (j) as exceptions to transfer-level placement and enrollment and for whom enrollment in pretransfer-level math or English maximizes their likelihood of completing transfer-level coursework as described in §78213 (d). Statute references: §78213(d), (i), (j)

• Fully compliant

• Not fully compliant currently

Poll

Required Action #2 (Gateway math/English placement and enrollment for non-STEM) Students shall begin in the transfer-level English and math/quantitative reasoning coursework that satisfies a course requirement for the student’s intended certificate or associate degree or a requirement for transfer within the intended major. Statute references: §78213 (e), (f), (g) and (i)(2)

• Fully compliant

• Not fully compliant currently

Poll

Required Action #3 (No repeats of high school math) By July 1, 2023, a community college shall not require students to repeat coursework that they have successfully completed in high school or college or take coursework that repeats competencies that the student has demonstrated through other methods of credit for prior learning. Statute references: §78213 (i)(3), also in §78213 (c)(3)(D)

• Fully compliant

• Not fully compliant currently

Poll

Required Action #4 (Appropriate use of non-credit) By July 1, 2023, a community college shall not enroll into non-credit coursework students who have graduated from a United States high school or been issued a high school equivalency certificate, as a substitute or replacement for direct placement and enrollment into transfer-level English and mathematics coursework. Statute references: §78213 (i)(4)

• Fully compliant

• Not fully compliant currently

Conclusion

Questions for us?

Dustin Acres,
[e-mail]

Ian Onizuka,
[e-mail]

33