ethanporcaro/eric-fulltext-meta huggingface dataset:
Agents of Change: Examining the Role of Student Learning Outcomes and Assessment Coordinators in California Community Colleges
Author: Gilbert, Greg, Ed.
Date: 2007-00-00
Type: Reports - Research
Subjects: Educational Needs,Community Colleges,Teaching Load,Change Agents,Training Methods,College Governing Councils,College Faculty,Teacher Role,College Administration,Educational Policy,Guidelines,Program Evaluation,Program Effectiveness,Standards,Outcomes of Education,Educational Assessment,Student Evaluation,Evaluation Methods,Surveys,Student Personnel Services,College Libraries,College Instruction,Program Implementation,Educational Improvement,Accreditation (Institutions),Institutional Evaluation,Coordinators

Formally stating and assessing student learning outcomes (SLOs) is a new focus for California community colleges required by the 2002 Accreditation Standards. This paper, the first in a series, explores one aspect of this sea change across the state: the emergence of a new group of faculty leaders, Student Learning Outcomes and Assessment Coordinators. Responsible for guiding the SLO development and assessment efforts at their colleges, these faculty are charged with designing and implementing assessment processes for instruction, the library, and student services. In addition, they provide training for whatever assessment model the college adopts and they must organize and report assessment data for accreditation. As assessment leaders, they must balance the often differing concerns of faculty and administrators as well as deal with any college resistance. Student Learning Outcomes Coordinators act as agents of change on their campuses; not change for the sake of change, but change anchored in campus culture and targeting improved learning. Unfortunately, many are working without clear job descriptions or have not received training for this position. Some SLO Coordinators shoulder this burden without any reassigned time on top of a full teaching load. Until now, there have been few opportunities for SLO Coordinators to network together and exchange ideas; they have been undertaking their task in isolation. This paper, detailing research conducted by the Academic Senate's Ad Hoc Accreditation and Student Learning Outcomes Committee, explores the current status of California's SLO Coordinators and makes several recommendations to address the challenges they face. Appended are: (1) Annual Report Update on Student Learning Outcomes; (2) Survey Participants; (3) Survey and Non-Narrative Results; (4) Sample SLO Coordinator Job Descriptions and Expectations; and (5) Training Needs Accumulated from the SLO Survey and Regional Meetings. (Contains 9 tables.)
Issues in Basic Skills Assessment and Placement in the California Community Colleges
Author: Academic Senate for California Community Colleges
Date: 2004-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Basic Skills,English (Second Language),Evaluation Problems,Educational Assessment,Student Evaluation,Academic Support Services,Student Personnel Services,College Governing Councils,Educational Policy,Guidelines,Program Effectiveness,Developmental Studies Programs,Student Placement,Diagnostic Tests,Evaluation Methods,Measures (Individuals),Surveys,Student Attitudes

When the Academic Senate for California Community Colleges compiled best practices for serving basic skills students in 2002-2003, assessment practices were notably absent. In this paper, problems with current assessment and placement practices with regards to basic skills are explored. The paper begins with a review of the matriculation process and the most appropriate assessment instruments for use in placing basic skills students into courses. Issues confronting the assessment and placement process are presented, including the stigma of the &quot;basic skills&quot; label, the particular difficulties faced by non-native speakers of English, and the lack of resources for adequate orientation and counseling for entering basic skills students. Concerns about the disparity between the number of students assessed and the number who actually enroll in basic skills are also reviewed. The paper moves on to discuss how best to measure &quot;success&quot; in basic skills, vital to appropriate evaluation of our current assessment and placement processes. Based on the discussion in the paper, several recommendations for improving the overall success of basic skills students in the community colleges are made. Appended are: (1) California Community College Assessment Instruments, 2002-2003, with Headcount; (2) California Community College Matriculation Services Data, 2002-2003; and (3) 2004 Basic Skills Survey. (Contains 3 sources.) [Assistance in the preparation of this paper was provided by Greg Gilbert.]
What Is the Meaning of a California Community College Degree?
Author: Academic Senate for California Community Colleges
Date: 2005-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Associate Degrees,General Education,College Curriculum,Policy Analysis,Educational Quality,Education Work Relationship,Definitions,Educational Change,College Governing Councils,College Administration,State Regulation,Accountability,Educational Policy,Program Descriptions,Educational Principles

The Associate Degree has been subjected to numerous demands and external pressures and, as a result, has evolved somewhat independently at each California community college to meet local needs. Most colleges in the system have developed Associate Degrees based on completion of a general education curriculum. However, current Title 5 language limits the award of the Associate Degree to programs of study which include in-depth study in a specific field. Colleges are not consistent in the application of the titles Associate of Arts and Associate of Science to degree awards. This creates confusion within and outside of the system as to the meaning of the various Associate degrees. This paper reviews these two topics in depth, providing a discussion of the benefits and possible ramifications of changes to Title 5 and the establishment of a uniform application of titles to degrees. The value of the Associate Degree is reviewed and emphasized. The paper concludes with a recommendation calling for the creation of a task force that will develop formal proposals to address these and other issues related to the Associate Degree for future consideration by the Academic Senate. (Contains 8 footnotes.)
Qualifications for Faculty Service in the California Community Colleges: Minimum Qualifications, Placement of Courses within Disciplines, and Faculty Service Areas
Author: Academic Senate for California Community Colleges
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Qualifications,Governing Boards,College Governing Councils,State Legislation,College Faculty,Teacher Role,Intellectual Disciplines,College Administration,Faculty College Relationship,Faculty Organizations,Governance,Collective Bargaining,Faculty Workload,Teacher Selection,Teacher Competencies,Educational Legislation

The Education Code and Title 5 Regulations clearly lay out the requirements for faculty members hired to teach courses and perform other services in the California Community Colleges. Since passage of the Community College Reform Act (AB 1725) in 1988, faculty have had the primary role in determining who is hired to their ranks and specifically which courses each faculty is qualified to teach. This paper explains the various roles faculty play in this area. It outlines the duties of the statewide Academic Senate in determining minimum qualifications for faculty in disciplines and support services expressed in the Disciplines List. It also explains two important responsibilities of local academic senates: (1) developing policies and practices for determining equivalencies when applicants do not possess the exact minimum qualifications for hire specified by the Disciplines List, and (2) placing each course the college offers (except for not-for-credit) in a discipline. Finally, it explains the ways by which Faculty Service Areas (FSAs) are established by the governing board and the bargaining agent, in consultation with the local academic senate, and how these may affect &quot;competency&quot; to teach particular courses. Appended are: (1) Education Code Sections on Minimum Qualifications; and (2) Single Course Equivalencies. (Contains 3 footnotes.)
ESL Students in California Public Higher Education. ICAS ESL Task Force Report
Author: Academic Senate for California Community Colleges
Date: 2006-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Statistical Data,English (Second Language),School Surveys,Second Language Instruction,Questionnaires,Glossaries,Profiles,Governing Boards,College Faculty,College Instruction,College Administration,Educational Policy,Program Effectiveness,Educational Improvement,Educational Assessment,Academic Support Services,Student Personnel Services,Public Colleges,Identification,Student Placement,Program Descriptions

This report responds to some of the key questions raised by educators and legislators about ESL practices, programs and support services across the three California postsecondary systems: the California Community Colleges (CCC), the California State University (CSU), and the University of California (UC). While this report was produced to address the particular concerns of the California Community College Board of Governors, the concerns of the board are shared by a great many others, both within the CCC system and beyond it. This report is based on an online survey, statistical data from education web pages and the collective knowledge of the task force members. The online survey used to gather information for this report was designed in extensive consultation with the director of the University of California, Santa Barbara, Social Science Survey Center. For each college and University campus, the ESL task force identified and contacted respondents whom they believed would be qualified to answer the survey questions. Faculty and administrators who responded included professors, instructors, lecturers and program directors or coordinators. The findings of this survey support the belief of many educators involved in ESL and English programs that the identification, assessment and placement of ESL learners is a critical issue on campuses. Appended are: (1) Survey Instrument; (2) Survey Respondent Information; and (3) Campus Profiles. A glossary is included. (Contains 7 tables and 6 footnotes.)
Minimum Qualifications for Faculty and Administrators in California Community Colleges [Eighth Edition]
Author: Academic Senate for California Community Colleges
Date: 2010-03-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Community Colleges,Academic Degrees,Administrators,State Regulation,Governing Boards,College Governing Councils,College Faculty,Intellectual Disciplines,College Instruction,College Administration,Educational Legislation,Educational Policy,Administrator Qualifications,Teacher Qualifications

This eighth edition of &quot;Minimum Qualifications for Faculty and Administrators in California Community Colleges&quot; is an update of the disciplines lists including those adopted by the Board of Governors of the California Community Colleges at their regularly scheduled meeting on November 2, 2009. It incorporates changes that resulted from recommendations from the Academic Senate for California Community Colleges and its delegates, and a comprehensive review of regulations regarding the minimum qualifications and disciplines lists. This change amends the previous edition. It is intended to be effective immediately and should be employed as appropriate in each community college district. A summary of the changes to the &quot;Master's List&quot; and the new category of disciplines requiring a &quot;Specific Bachelor's or Associate Degree List&quot; are noted.
California Community Colleges: Principles and Leadership in the Context of Higher Education
Author: Academic Senate for California Community Colleges
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Community Colleges,Elementary Secondary Education,Instructional Leadership,College Governing Councils,College Administration,College Role,Educational History,Accountability,Outcome Based Education,Outcomes of Education,Academic Standards,Colleges,State Legislation,Court Litigation

Resolution 13.04, &quot;A Document in Support of an Academic Culture,&quot; adopted at the Fall 2007 plenary session, asked the Academic Senate for California Community Colleges (Academic Senate) to &quot;create a document that sets out the basic elements of a higher education institution, particularly within California's community college system.&quot; Addressing this resolution prompts a wider reflection on the role of educational institutions within their historical and social contexts. Describing the elements of a higher education institution also prompts a discussion of similarities and differences between California's community colleges and K-12 institutions on the one hand, and California's public baccalaureate-granting entities on the other. While this paper makes no new recommendations, it makes explicit the assumptions that underlie a range of existing Academic Senate positions, resolutions, and recommendations in a broader context than has sometimes been the case. This broader context is especially relevant given the ongoing need of modern societies for an educated and highly skilled citizenry in spite of boom and bust economic cycles incapable of supporting all levels of education consistently. The issues addressed in this paper are also relevant to ongoing debates about &quot;standards-based&quot; and &quot;outcomes-based&quot; education and the fear that calls for accountability and external oversight of higher education suggest an ultimate goal of standardizing higher education curriculum and its delivery. Appended are: (1) Seven Selected Academic Senate Papers; and (2) Selected Political Landmarks. (Contains 19 footnotes.)
Minors on Campus: Underage Students at Community Colleges
Author: Academic Senate for California Community Colleges
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,Enrollment,College Faculty,College Governing Councils,Teacher Role,College Role,College Administration,State Legislation,Educational Legislation,State Regulation,Educational Policy,Age Differences,School Entrance Age,Legal Responsibility,School Law,School Responsibility,Safety

Fall 2005 enrollment data show approximately 73,000 students under the age of 18 enrolled in California community colleges. Given that students under the age of 18 are legally considered minors, community college faculty and staff are often uncertain about their roles and responsibilities for these students. Laws governing the opportunities for minors on community college campuses and the responsibilities colleges have for them while they are enrolled come from California Education Code, California Penal Code, and California Welfare and Institutions Code. Issues related to minors on community college campuses can be divided into three areas: parental, health and safety, and curricular issues. This paper begins with a discussion of Education Code, Title 5 Regulation, and legal advisories issued by the California Community College System Office. The paper then raises issues related to the presence of minors on campus, which leads to a section on the local senate's role in discussion on campuses and the creation of policies and procedures that will support the presence of minors on campus while providing campuses with policies and procedures that should be in place. The next section takes the form of &quot;frequently asked questions&quot; (FAQs) to provide faculty and staff with an easy way to find answers to common questions. This paper concludes with recommendations for dealing with issues concerning minors that remain ambiguous. Appended are: (1) Resources; (2) Recommendations from the Minors in Higher Education Task Force--for consideration by the Consultation Council (April 2003); and (3) Code and Regulation. (Contains 1 footnote and 6 sources.)
Enrollment Management Revisited
Author: Academic Senate for California Community Colleges
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Enrollment Management,College Governing Councils,College Faculty,Enrollment Trends,Faculty College Relationship,Teacher Role,Educational Change,School Policy,Faculty Organizations,Policy Formation,Statewide Planning,Strategic Planning

The 1999 Academic Senate for California Community Colleges paper, &quot;The Role of Academic Senates in Enrollment Management&quot;, presented principles for effective faculty participation in developing policies and making decisions that affect course offerings. In 2007, an Academic Senate resolution called for an update to that paper, to provide senates with information that reflects various changes in the colleges and their operations since the earlier paper. This paper responds to that resolution by highlighting what has changed in the colleges in the last decade and providing guidance to local senates and faculty in general about issues and options when they participate in the development and implementation of enrollment management policies and procedures. This paper is not intended to replace the earlier paper, but rather to supplement it. Appended are: (1) Recommendations from &quot;The Role of Academic Senates in Enrollment Management&quot; (1999); and (2) Title 5 Sections pertaining to Apportionment. (Contains 4 figures and 5 footnotes.) [For &quot;The Role of Academic Senates in Enrollment Management&quot;, see ED437987.]
Equivalence to the Minimum Qualifications
Author: Academic Senate for California Community Colleges
Date: 2006-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,College Faculty,Teacher Selection,Employment Qualifications,Part Time Faculty,Criteria,State Legislation,State Regulation,Expertise,Responsibility

In 1988 the Community College Reform Act (AB 1725) began a phase out of credentials  in favor of a process for establishing minimum qualifications and the determination  of equivalencies that are at least equal to the state-adopted minimum qualifications  for a particular discipline. According to Education Code sections 87359 and 87360, someone who does not possess the minimum qualifications for service may be hired as a faculty member if he or she is judged to possess &quot;qualifications that are at least equivalent to the minimum qualifications&quot;. The Disciplines List, a list of Board of Governors adopted minimum qualifications for hiring faculty was established. District equivalency policies recognize three ways of demonstrating equivalency: (1) course work; (2) work experience; and (3) eminence in the field (a sub-set of experience). Whatever the means are for making determinations, equivalency should never mean less than the qualifications specified on the Disciplines List. Establishing equivalency through coursework is often relatively simple, as transcripts are concrete documents that can be compared to concrete criteria. A somewhat more difficult case would occur when the name of a degree is close to that specified on the Disciplines List but the course work is slightly different. Other more difficult cases occur when work experience is proposed as the equivalent of academic work. Knowledge acquired in a course could also be gained in other ways. The problem lies in obtaining convincing evidence to establish that an applicant has enough necessary educational preparation through an alternative means to be judged as knowledgeable as someone with the appropriate degree. This paper concludes with recommendations for the determination of equivalencies, including who determines equivalency, that equivalency is granted for a discipline (not for courses or subject areas with disciplines), that polices and procedures must be consistent, objective, evidence based, mindful of general education and specialization, and that local governing boards include action on the equivalency as part of their subsequent hiring action. Following the recommendations, this paper provides a proposed equivalency model as well as the results of an equivalency survey and a legal opinion stating that local districts are not authorized to establish a single course equivalency. Appended are: (1) Equivalency Policy: A Proposed Model; and (2) Legal Opinion on Single Course Equivalency. (Contains 1 footnote
The Evaluation of Charter School Impacts: Final Report. NCEE 2010-4029
Author: Gleason, Philip
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Charter Schools,Middle Schools,Urban Areas,Context Effect,Admission (School),Admission Criteria,Competitive Selection,Mathematics Tests,Reading Tests,Weighted Scores,Academic Achievement,Program Effectiveness,Outcomes of Education,Longitudinal Studies,Parent Attitudes,Student Attitudes,Satisfaction,Institutional Characteristics,Small Schools,Ability Grouping

Adding to the growing debate and evidence base on the effects of charter schools, this evaluation was conducted in 36 charter middle schools in 15 states. It compares the outcomes of 2,330 students who applied to these schools and were randomly assigned by lotteries to be admitted (lottery winners) or not admitted (lottery losers) to the schools. Both sets of students were tracked over two years and data on student achievement, academic progress, behavior, and attitudes were collected. The study is the first large-scale randomized trial of the effectiveness of charter schools in varied types of communities and states. Among the key findings were that, on average, charter middle schools that held lotteries were neither more nor less successful than traditional public schools in improving math or reading test scores, attendance, grade promotion, or student conduct within or outside of school. Being admitted to a study charter school did significantly improve both students' and parents' satisfaction with school. Charter middle schools' impact on student achievement varied significantly across schools. Charter middle schools in urban areas--as well as those serving higher proportions of low-income and low achieving students--were more effective (relative to their nearby traditional public schools) than were other charter schools in improving math test scores. Some operational features of charter middle schools were associated with less negative impacts on achievement. These features include smaller enrollments and the use of ability grouping in math or English classes. There was no significant relationship between achievement impacts and the charter schools' policy environment. Because the study could only include charter middle schools that held lotteries, the results do not necessarily apply to the full set of charter middle schools in the U.S. Appended are: (1) Selecting the Charter School and Student Samples; (2) Calculation of Sample Weights; (3) Outcome Measures for the Impact Analysis; (4) Analytic Methods; (5) Supplemental Materials for Chapter III; (6) Supplemental Tables for Chapter IV; and (7) Supplemental Tables for Chapter V. (Contains 78 tables, 29 figures, and 164 footnotes.) [For the study snapshot of this full report, see ED510574.]