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AB 705 in the Los Angeles Community College District: Results from Fall 2019

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Title: AB 705 in the Los Angeles Community College District: Results from Fall 2019
Language: English
Authors: Melguizo, T., Ching, C. D., Ngo, F., Harrington, D., University of Southern California, Pullias Center for Higher Education
Source: Pullias Center for Higher Education. 2021.
Availability: Pullias Center for Higher Education. University of Southern California Rossier School of Education, Waite Phillips Hall Room 701, 3470 Trousdale Parkway, Los Angeles, CA 90089. Tel: 213-740-7218; Fax: 213-740-3889; e-mail: pullias@usc.edu; Web site: http://pullias.usc.edu
Peer Reviewed: N
Page Count: 17
Publication Date: 2021
Sponsoring Agency: Spencer Foundation
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Educational Legislation, State Legislation, Educational Change, Community Colleges, Two Year College Students, College Transfer Students, Enrollment, African American Students, Hispanic American Students, Graduation Rate, College English, College Mathematics
Geographic Terms: California (Los Angeles)
Abstract: Assembly Bill 705 (AB705) is one of the most ambitious reforms in California higher education to date, as it directs all community colleges in the state to maximize the number of students completing transfer-level math and English courses in one year's time. This report describes outcomes in the Los Angeles Community College District after Fall 2019 -- the first semester of full AB705 implementation -- and the only "pre-COVID" semester. The authors examine enrollment and completion of transfer-level courses among first-time-in-college (FTIC) students entering in Fall 2017, Fall 2018, and Fall 2019, finding increased access and completion of transfer-level math and English courses, but significant variation by race/ethnicity. The report highlights seven primary findings and concludes with a discussion of implications and future research. [This research was conducted in a research-practitioner partnership between the University of Southern California and the Los Angeles Community College District.]
Abstractor: ERIC
Entry Date: 2021
Accession Number: ED612640
Database: ERIC
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  Data: AB 705 in the Los Angeles Community College District: Results from Fall 2019
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  Data: Pullias Center for Higher Education. University of Southern California Rossier School of Education, Waite Phillips Hall Room 701, 3470 Trousdale Parkway, Los Angeles, CA 90089. Tel: 213-740-7218; Fax: 213-740-3889; e-mail: pullias@usc.edu; Web site: http://pullias.usc.edu
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  Data: Assembly Bill 705 (AB705) is one of the most ambitious reforms in California higher education to date, as it directs all community colleges in the state to maximize the number of students completing transfer-level math and English courses in one year's time. This report describes outcomes in the Los Angeles Community College District after Fall 2019 -- the first semester of full AB705 implementation -- and the only "pre-COVID" semester. The authors examine enrollment and completion of transfer-level courses among first-time-in-college (FTIC) students entering in Fall 2017, Fall 2018, and Fall 2019, finding increased access and completion of transfer-level math and English courses, but significant variation by race/ethnicity. The report highlights seven primary findings and concludes with a discussion of implications and future research. [This research was conducted in a research-practitioner partnership between the University of Southern California and the Los Angeles Community College District.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: State Legislation
        Type: general
      – SubjectFull: Educational Change
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      – SubjectFull: Community Colleges
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      – SubjectFull: Two Year College Students
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      – SubjectFull: College Transfer Students
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      – SubjectFull: Enrollment
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      – SubjectFull: African American Students
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      – SubjectFull: Hispanic American Students
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      – SubjectFull: Graduation Rate
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      – SubjectFull: College English
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      – SubjectFull: College Mathematics
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      – SubjectFull: California (Los Angeles)
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