Student Enrollment and Success in Transfer-Level English and Math: Analysis of AB 705 Impact in the California Community Colleges (CCC) through 2023-2024
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| Title: | Student Enrollment and Success in Transfer-Level English and Math: Analysis of AB 705 Impact in the California Community Colleges (CCC) through 2023-2024 |
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| Language: | English |
| Authors: | Katie Brohawn, Mallory Newell, Loris Fagioli, RP Group, California Community Colleges, Chancellor's Office |
| Source: | RP Group. 2025. |
| Availability: | RP Group. 369-B Third Street Suite 397, San Rafael, CA 94901. Tel: 510-527-8500; e-mail: info@rpgroup.org; Web site: https://rpgroup.org |
| Peer Reviewed: | N |
| Page Count: | 32 |
| Publication Date: | 2025 |
| Intended Audience: | Policymakers; Administrators |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Community College Students, Community Colleges, State Legislation, Educational Legislation, College English, College Mathematics, College Enrollment, Equal Education, Racial Differences, Underserved Students |
| Geographic Terms: | California |
| Abstract: | California community colleges have been implementing the requirements of Assembly Bill (AB) 705 since fall 2019. AB 705 focuses on maximizing students' timely completion of transfer-level English and math--a key milestone known to support student attainment of associate's degrees and transfer. This updated statewide analysis of related student outcomes in the period leading up to and since the launch of AB 705 conducted by The RP Group's Multiple Measures Assessment Project (MMAP) offers policymakers and college leaders insights into how this historic legislation is affecting longstanding equity gaps in students' enrollment and success in these English and math courses. Data for this analysis were from the California Community Colleges Chancellor's Office Management Information System (COMIS). The data included students who started in a fall term tracked through summer 2024. Findings suggest this landmark legislation has catalyzed dramatic improvement in direct enrollment in transfer-level English and math across the board. Similarly, data also show throughput rates increased substantially in the period immediately following AB 705's implementation. Certainly, opening the doors to these courses has allowed more students to complete them. Positively, the COVID-19 pandemic does not appear to have had a significant negative impact on these trends. The report concludes with future considerations for both policy and practice that can further move the needle on equitable student achievement of this critical step in their college journey. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED676275 |
| Database: | ERIC |
| Abstract: | California community colleges have been implementing the requirements of Assembly Bill (AB) 705 since fall 2019. AB 705 focuses on maximizing students' timely completion of transfer-level English and math--a key milestone known to support student attainment of associate's degrees and transfer. This updated statewide analysis of related student outcomes in the period leading up to and since the launch of AB 705 conducted by The RP Group's Multiple Measures Assessment Project (MMAP) offers policymakers and college leaders insights into how this historic legislation is affecting longstanding equity gaps in students' enrollment and success in these English and math courses. Data for this analysis were from the California Community Colleges Chancellor's Office Management Information System (COMIS). The data included students who started in a fall term tracked through summer 2024. Findings suggest this landmark legislation has catalyzed dramatic improvement in direct enrollment in transfer-level English and math across the board. Similarly, data also show throughput rates increased substantially in the period immediately following AB 705's implementation. Certainly, opening the doors to these courses has allowed more students to complete them. Positively, the COVID-19 pandemic does not appear to have had a significant negative impact on these trends. The report concludes with future considerations for both policy and practice that can further move the needle on equitable student achievement of this critical step in their college journey. |
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