Subject-Specific Information

Below, please find the major impacts to assessment and placement through AB 705 by subject area. It is expected that districts and colleges will continue to improve assessment and placement practices by examining student performance  past the implementation deadline of AB 705 in Spring 2019. 

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ESL

  • Instruction in English as a second language (ESL) is distinct from remediation in English. Students enrolled in ESL credit coursework are foreign language learners who require additional language training in English, require support to successfully complete degree and transfer requirements in English or require both of the above.
  • Colleges shall use evidence-based multiple measures for placing students into ESL coursework. For those students placed into credit ESL coursework, their placement should maximize the probability that they will complete degree and transfer requirements in English within three years.
  • Under AB 705, a student enrolled in ESL instruction will maximize the probability that the student will enter and complete degree and transfer requirements in English within three years.
  • Additional guidance for ESL placement is in development by an ESL Subcommittee of the AB 705 Implementation Committee.  
 

Math and English

  • Community college districts and colleges will maximize the probability that the student will enter and complete transfer-level coursework in English and math within one year
  • Districts and colleges may not require students to enroll in remedial English or math coursework that lengthens their time to complete a degree unless placement research that includes consideration of high school grade point average and coursework shows that those students are highly unlikely to succeed in transfer-level coursework. 
  • Districts and colleges are empowered to require students to enroll in additional concurrent support, including additional language support for ESL students, during the same semester that they take the transfer-level English or math course, but only if it is determined that the support will increase their likelihood of passing the transfer-level English or math course.
  • The community college district or college shall minimize the impact on student financial aid and unit requirements for the degree by exploring embedded support and low or noncredit support options.