Renewal and Progress in California

What enduring qualities and conditions are critical to the efficacy of future college presidents?

What new qualities and conditions will be required for effectiveness in the future?

In light of these qualities and conditions, what needs to be done to strengthen the college presidency?

The three aforementioned questions inspired the work of the Aspen Institute Task Force Report on the Future of the College Presidency: Renewal and Progress: Strengthening Higher Education Leadership in a Time of Rapid Change, (May 2017).   The 35-member Task Force informing the work includes chancellors, presidents, and education leaders from community colleges, liberal arts institutions, regional and research universities.

Renewal and Progress is a timely, thought-provoking report that I recommend California trustees and CEOs take the time to read. Going beyond the familiar data of looming retirements of sitting college leaders, the report identifies specific substantive issues confronting CEOs and trustees, and presents recommendations for what higher education stakeholders can do to prepare and support those charged with overseeing and implementing institutional missions.

As an organization whose mission is to strengthen California’s Community Colleges through advocacy, leadership development, and district services, the League is uniquely positioned for this important work. With Boards that reflect and represent approximately 440 trustees and 137 CEOs statewide, we look forward to working with our institution’s leaders to enhance student success and to advance the mission of higher education’s most dynamic sector.

Beginning with our new CEO Leadership Academy taking place in Lake Tahoe June 11-13th, the League will be developing and strengthening its efforts to support CEOs, trustees, and the critical partnership they must possess for the well-being and success of our institutions.

Two Roads Diverged: Quantitative Literacy versus Algebra for All

What constitutes an efficacious academic program of study? What should an undergraduate student of political science, engineering, art history, or nursing read, do, and experience to earn a certificate or degree?

Such questions have occupied the minds of academicians, administrators, and policymakers as long as we have had organized institutions of higher education. So it’s no surprise that the effort to offer a quantitative literacy pathway largely for non-STEM (science, technology, engineering, and math) majors in place of a long-standing requirement for algebra, has generated disagreement within our public higher education community.

Recently, our state’s Intersegmental Curriculum Workgroup (ICW) chose to accept the CSU Chancellor’s Office recommendation of adding a competency in intermediate algebra to Transfer Model Curricula (TMCs) in the following disciplines:

  • Administration of Justice
  • Agriculture Animal Sciences
  • Agriculture Business
  • Agriculture Plant Science
  • Business Administration
  • Economics
  • Kinesiology
  • Psychology
  • Public Health Science.

This decision coincides with the March 2017 release of a five-year national study by the Carnegie Foundation for the Advancement of Teaching: Carnegie Math Pathways 2015-2016 Impact Report: A Five-year Review (Hoang et al., 2017), and related studies such as Capacity Unleashed: The Faces of Community College Math Pathways (October, 2016) by the California Acceleration Project and RP Group which demonstrate that students enrolled in Statway, Quantway, and similar quantitative literacy pathways have – in the words of Dr. Karon Kipple – executive director at the Carnegie Foundation for the Advancement of Teaching, “…higher completion rates, subsequent math enrollment and success, credit accumulation rates, and transfer rates from two-year to four-year colleges” (Hoang et al., p. 2, 2017).

The analytic sample in the Carnegie 2015-2016 Five-year Impact Report assessed 15,869 students from 35 colleges, including five from California State University institutions. Employing weighted average success rates over five years, students participating in these pathways achieved two and three-times the success rates of students in traditional mathematical sequences (Hoang, et al., p. 7, 2017). Additionally, transfer rates of these students averaged between 11 and 14 percent higher than those in traditional math sequences (Hoang, et al., p. 10, 2017). And in 2015-2016, 80% of the CSU students in the sample completed the full pathway with a success rate of 73% (Hoang et al., p. 5, 2017).

Despite the compelling evidence of student success in completion and transfer, and CSU institutional participation in this quantitative literacy pathway and pedagogy, the CSU Chancellor’s Office has recently recommended adding an intermediate algebra requirement for the nine aforementioned approved Associate Degrees for Transfer. This proposed change essentially ends the pathways pilot for these nine degrees by pre-empting the collection of any data concerning the efficacy of this promising and innovative work.

A communication from the Academic Senate for California Community Colleges outlines the recommendation and the rationale for this sudden, unexpected change:

Eager to work with its public higher education partners in support of academic rigor, student success, and equity for underserved populations, at its April 28, 2017 meeting, the California Community College Trustees (CCCT) and Chief Executive Officers of the California Community Colleges (CEOCCC) Boards unanimously approved the following resolution:

In response to encouraging and impressive preliminary data that alternative math pathways have demonstrated the potential to dramatically increase student success and lead to greater completion of degrees, the Boards of the California Community College Trustees (CCCT) and Chief Executive Officers of the California Community Colleges (CEOCCC) are gravely concerned that the proposed recommendations from the CSU Chancellor’s Office will be a significant setback to our shared interest in closing equity gaps and increasing completion of degrees. Specifically, we are troubled that requiring demonstrated competency in intermediate algebra will disproportionally impact our historically underrepresented students and prevent colleges from gathering additional data to determine how students enrolled in alternate pathways perform in upper level courses. Accordingly, we will work with the California Community College Chancellor’s Office to share our concerns about the ill-conceived recommendations with a goal of continuing the alternative math pilot programs as previously agreed.

Compelling and relevant preliminary data illustrate that quantitative reasoning and literacy pathways have demonstrated higher completion rates, subsequent math enrollment and success, credit accumulation rates, and transfer rates from two-year to four-year colleges. Recognizing our shared interest in providing evidence-based academic pathways and fostering inclusive and equitable opportunities for student success, the California Community College Trustees (CCCT) and Chief Executive Officers of the California Community Colleges (CEOCCC) Boards urge the California State University Chancellor’s Office to immediately review and reconsider the imposition of an additional requirement for intermediate algebra for nine approved Associate Degrees for Transfer.

While important debates concerning the essential components of an academic discipline and program will always be a feature of our work, a willingness to examine and test long-held assumptions and beliefs about such requirements is a necessary condition of a healthy community of educators and students.

By Larry Galizio, Ph.D.
President/CEO, Community College League of California
Galizio@ccleague.org

Advancing Community Colleges in DC

At the 2017 Association of Community College Trustee’s (ACCT) National Legislative Summit (NLS) held February 13-16 in Washington DC, California brought a Community College delegation befitting the largest public postsecondary system in the US. Absent an exact number of those of us traveling 6,000 miles round trip on behalf of our students and institutions, our size was evident as we squeezed together for a group photo following our state’s breakfast session:

dc-delegation

Once there, I had the pleasure of advocating for our colleges on Capitol Hill with California Community College Trustee (CCCT) and League Board Chair, Doug Otto, League CEO Board Chair Brian King, Board of Governor’s President Cecilia Estolano, Vice President Tom Epstein, Board of Governor’s and CCCT Board member Pamela Haynes, Board of Governor’s member Deborah Malumed, Chancellor Eloy Oakley, Vice Chancellor of External Relations Laura Metune, and League colleagues and government relations experts Lizette Navarette and Ryan McElhinney.

Thirty meetings in three days didn’t permit much time for attendance at NLS conference events. Nevertheless, the California congressional delegation, selected members of key committees, Department of Education leadership and staff, and budget and policy committee and elected- member staff, were overwhelmingly supportive and appreciative of the work and mission of our sector.

Although there has been a flurry of activity by the new Administration, our meetings made clear that far more is unknown than known about our issues of concern. Still, face-to-face meetings on the Hill with 70-80 California Community College leaders meant pressing our case for year-round Pell, inclusion of workforce development as part of any significant infrastructure package, and protection and support of DACA and Dreamer students, among other priorities. And concerning DACA, we heard from members on both sides of the aisle, that DACA students were not likely not be targeted in Executive Orders in the near term, and there was as yet no indication that students and their families faced imminent threat. Still, the future remains uncertain, and vigilance and support for our students necessarily continues.

A meeting with Deputy Assistant Secretary Lynn Mahaffie at the Department of Education left little doubt that the postsecondary agenda of Secretary DeVos is unknown to those largely responsible for implementing and monitoring it; which is arguably an ideal time for advocates to describe the challenges and advocate for our students and institutions.

It was encouraging that the new Education Secretary addressed community college leaders at the closing session of the conference. In Secretary DeVos’s eight and one-half minute address (without an opportunity for questions and answers), there were references to the success of early college programs, the flexibility and nimbleness of the nation’s community colleges, and the importance of our workforce and developmental education missions. Still, those present hoping for a substantive policy speech would have to wait for another occasion. And concerns about the vocationalization of community colleges were likely considering the sparse recognition of liberal arts and transfer education.

At Wednesday morning’s California Delegation breakfast, we heard from Kamal Essaheb, Director of Policy & Advocacy at the National Immigration Law Center, who opened with a personal reflection on his experience as a Moroccan immigrant living in New York and being subjected to extensive questioning following the September 11th attacks. He also offered to assist districts and colleges concerned with a variety of issues including DACA and the legal status of colleges and undocumented students.

Although the League’s advocacy will focus on the budget and policy emanating from our state Capitol in Sacramento, it is clear that a more consistent and muscular presence in Washington, D.C. The League will be offering more updates and information as information concerning federal issues becomes available.

Quality Public Community Colleges for all Californians

The January 27, 2017 Executive Order suspending entry of nationals from seven majority Muslim countries serves to renew and reinforce the League’s commitment to the multinational, multiethnic, and extraordinarily diverse student body attending California’s 113 Community Colleges.

Indeed, California’s community colleges and the states’ pioneering tripartite system of public higher education represents a powerful countervailing argument to an overly broad policy premised on sweeping generalizations of entire national populations and religions.

With approximately one of every five community college students in the U.S. attending a California community college and more than 67% of California community college students from diverse ethnic backgrounds, the League remains steadfast in its commitment to supporting and advocating for investment, policies, evidence-based educational practices, and campus environments that advance upward social mobility and a more democratic and prosperous California.

League Strategy 2021

“Quality public community colleges for all Californians.”

The League’s recently crafted organizational vision statement appears especially apt in this post-election environment; both for its mention of all Californians, and its considered use of the modifier public.

Similar to districts and colleges, the League’s reconceptualized Strategic Plan maintains fundamental elements of its mission, however important changes reflect deliberate and considered choices emerging from the planning process.

The CEO, Trustee, and League Boards affirmed and approved the 2016-2021 Strategic Plan presented here.

The strategic planning process began in April of this year when the League engaged the Sacramento-based Weiss Group to facilitate the work.  Following an extensive review of the League’s organizational background, historical planning materials, and strategic planning documents, we created the planning process and working agenda for a League Staff planning retreat.

League Staff appreciate that many of you responded to the surveys that we sent in June and July.  The surveys sought to identify the most significant challenges confronting districts and colleges; perceived satisfaction with the work of the League; the most valued League services and programs; what League priorities should be, and how the League might provide the greatest value to our primary constituencies.

Budget volatility and inadequacy, and student remediation and completion emerged as the top concerns in our surveys of CEOs and Trustees.  The Weiss Group met with the CEO and Trustee Boards to discuss issues and concerns to inform the Strategic Plan.

In late July, League Staff met for a two-day retreat to analyze and deliberate upon the evidence collected from the surveys and discussions with League stakeholders, and to identity the central elements and principles for the new Strategic Plan.  Following the retreat and the identification of five primary strategic goals, League Staff broke into five “Goal Groups” to create action plans and indicators of achievement to facilitate implementation and assessment of the work.

While proud of the vision and values inherent in the 2016-2021 League Strategic Plan, our most important task is to work strategically and relentlessly to advance our mission to achieve the vision co-created by all of us engaged in the critical work of California’s Community Colleges.

As always, League Staff invite your continued input and feedback on our efforts, and we look forward to supporting and serving you in these interesting and challenging times.

By Larry Galizio, President/CEO
Community College League of California

Advancing the Community College Baccalaureate Degree

Senate Bill 850 – the Community College Baccalaureate Degree Pilot Program:
An Informational Hearing on SB 850 Implementation by the Senate Budget and Fiscal Review Subcommittee No. 1
By Larry Galizio, President/CEO, Community College League of California

On November 1st, I participated in an Informational Hearing of the Senate Budget and Fiscal Review Subcommittee on the status and implementation of Senator Marty Block’s 2014 legislation establishing the community college baccalaureate degree pilot program. The hearing took place at San Diego City College’s Corporate Education Center and was hosted by Chancellor Constance Carroll and the San Diego Community College District.

In addition to Chair Block, present were Subcommittee members and Senators Benjamin Allen (26th District) and Jerry Hill (13th District), as well as the Chair of the Assembly’s Higher Education Committee, Jose Medina (61st District).

The hearing included updates and perspectives on California’s demand for the baccalaureate degree, the status and next steps of SB 850 implementation and discussion of San Diego workforce needs.

Subcommittee members were engaged throughout the two and one-half hour hearing peppering panelists with questions on a wide variety of pertinent issues. Questions included: “What obstacles do colleges and districts face in establishing baccalaureate degree programs?” “Are we accurately defining duplication when considering where and when to launch community college baccalaureate degree programs?” “Why 15 pilot programs, why not 30”?

Dr. Patrick Murphy, Director of Research and Senior Fellow with the Public Policy Institute of California (PPIC), presented data and the analysis leading to the projection that by 2030 California will have a deficit of 1.1 to 1.4 million baccalaureate degree-holders needed to meet the demands of industry. PPIC policy papers detailing this information are available here: http://www.ppic.org/content/pubs/report/R_409HJR.pdf

http://www.ppic.org/main/publication_quick.asp?i=1166

PPIC cites demographic trends rather than technological and/or industry changes as the most significant factor driving this education attainment gap. With the most highly educated generation of US workers poised to retire over the next 20 years, the less-educated 25- to 34 year-olds following those born between 1946 and 1964 represents an historic and dramatic shift in California’s workforce population. PPIC estimates that should current trends persist, 38 percent of all jobs will depend on workers with at least a bachelor’s degree, however only 33 percent of workers will possess such a degree in 2030 (Johnson, Cuellar Mejia, Bohn, 2015).

Dr. Murphy and PPIC posit three “scenarios” to confront this education attainment gap: 1) Increase transfer rates from community colleges to CSU and UC; 2) Increase overall college degree attainment at all levels; 3) Increase completions at CSU and UC. Still, PPIC and Murphy admit that even if all three scenarios produce moderate increases in degrees in the coming years, California will still be approximately 600,000 short of the bachelor-degree educated individuals required to meet statewide demand.

In my own testimony considering our state’s need for bachelor degrees, I suggested that a necessary fourth approach includes establishment of the community college baccalaureate degree in our state. By joining the more than 20 states in the US that permit community colleges to confer baccalaureate degrees, California’s largest system of public higher education (as well as the nations), can more effectively confront the demographic and economic challenges that we face.

Moreover, concomitant to California’s industry demand for a more educated workforce is the necessity for our colleges and universities to offer students and families affordable, practical, quality baccalaureate degrees. California’s demand for the baccalaureate degree includes student and family demand for affordable, accessible, quality career technical education programs.

As demonstrated in UCLA’s Cooperative Institutional Research Program data from 2015, today’s students are more price sensitive in their choices to attend particular colleges and universities and more focused on securing a better financial future than incoming freshman have been in the past 50 years. https://www2.drcsurveys.com/heriregistration/landingpage.aspx.

Following the discussion of the state’s demand for bachelor’s degrees, we heard from, among others, Grossmont President Nabil Abu-Ghazaleh, who described the educational and economic context and the need for a community college bachelor’s degree in Nursing; a fact reiterated by Chancellor Carroll in response to a question about the most needed community college baccalaureate programs.

Vice Chancellor Pam Walker provided a densely packed and highly informative overview of the process leading to the selection of the 15 pilot programs under SB 850, the required work at the Chancellor’s Office to assist colleges in implementing them, and a host of pertinent issues concerning the nuts and bolts of implementation – including ongoing and future requirements of the pilot.

Finally, Chancellor Carroll, Superintendent/President Sunny Cook, and CSU Fullerton Distinguished Faculty member Ding-Jo Currie, offered their perspectives and experiences on a variety of significant issues surrounding the past, present, and future of SB 850 and the community college baccalaureate. The discussion included information on San Diego Mesa College’s experience with their Health Information Management Baccalaureate Pilot Program, as well as further evidence of the needs and benefits of a community college baccalaureate in California.

As it was likely the final hearing on SB 850’s chief sponsor, Senator Marty Block, the hearing also offered an opportunity for constituencies supportive of this work to extend gratitude to this legislative champion for the community college baccalaureate.