In an effort to reduce the number of transfer-bound students placed into developmental education, California passed Assembly Bill 705 in 2017, which requires community colleges to use multiple measures to place students into transfer-level courses in their first year of enrollment.
In response to AB705, many colleges are adopting corequisite support strategies to increase students’ likelihood of course completion. RFA is working with the Foundation for California Community Colleges to collect data on transfer-level math and English courses across the 114 California community colleges, including the support strategies aligned to these courses, with the ultimate goal of creating a dataset that can be merged on Chancellor’s Office student-level data to identify student outcomes associated with these placements and supports.