California community colleges – Page 5 – Public Policy Institute of California

Improving Community College Course Catalogs

Before the start of a new semester, students at California’s community colleges must sift through hundreds of courses and decide which ones will help them make progress toward their college and career goals. However, course prerequisites and program requirements can be complicated, and staff and counseling centers aren’t always readily available to help students make informed decisions. Course catalogs are a widely available resource at all 114 California community colleges—and improving these catalogs could help students better navigate their way through college.

Course catalogs contain most, if not all, of the information students need to build their college and career pathways. These resources are about 300 pages long on average and list detailed information about the college itself and the courses taught in a given academic year. They generally include degree and program descriptions, assessment and placement procedures, course prerequisites, credits earned per course, and much more. But course catalogs are often not structured in a way that makes this crucial information accessible.

Using clear flowcharts and diagrams is one way to help students understand the sequence of courses they need to take to achieve their academic goals. For instance, there is evidence that many students don’t fulfill math requirements, earn a degree or certificate, or transfer to a four-year university due to lengthy and confusing math course sequences. While most colleges depict course sequences using flowcharts and diagrams (88 out of the 114 colleges), there are still students at 26 colleges who have to figure out the appropriate sequence for themselves. San Jose City College has a good example of a flowchart that illustrates the sequence of math courses students need to take depending on their academic discipline—with different possible sequences for STEM and non-STEM majors (see p. 40 of the course catalog). Even among colleges that do provide helpful illustrations, less than half (46 colleges) provide them in a central resource like a college catalog. This adds an extra step for students who need to know which math courses will count toward their degree.

In addition, students on a vocational track may want to collect or combine different types of certificates within the same program. But only five colleges attempt to illustrate the course requirements for related degrees and certificates, and even then, the information is only available for a small number of programs. Including a diagram helps organize and distill this complicated set of information. For example, LA Trade Tech College designed a flowchart for the renewable energy program that shows how students can advance through and collect different degrees and certificates within a single program (see p. 120 of the course catalog).

There is a growing awareness that students need comprehensive tools that will allow them to make informed course selections. As part of the Guided Pathways project—which aims to better align campuses’ program structures with those of four-year colleges and the needs of the labor market—20 California community colleges are using “program maps” that include clear course sequences and academic milestones to help streamline students’ decision-making process. Leveraging the course catalog to make key information more accessible is another way that colleges can help students more efficiently achieve their college and career goals.

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High Housing Costs Hurt College Affordability

A majority of Californians say affordability is a problem in the state’s public colleges and universities, according to the PPIC Statewide Survey. In addition, three-quarters of residents in the survey agree that the price of college prevents students who are qualified and motivated from going to college. Not surprisingly, state leaders are exploring new strategies to help students and families better cope with college costs. Most current approaches, such as state and institutional financial aid, focus primarily on tuition relief. This makes sense, as tuition more than doubled at California universities from 2006 to 2012—and is on the rise again.

However, housing costs also play a significant role in the total cost of attending college. Californians are well aware of the issue: 85% of residents in the PPIC survey say colleges and universities should do more to make sure that all students have affordable housing options. Indeed, even with the rapid increases in tuition, living costs for many students exceed tuition at California’s public institutions—the state’s community colleges, California State University (CSU), and the University of California (UC). Average room and board costs also differ substantially across the three systems, from $8,509 per year at the community colleges to $13,774 at UC.

These differences in costs are related to whether students live on campus, off campus on their own, or off campus with family. Estimated average costs of housing and food for students living on campus top $13,000 per year, and those living off campus pay an average of $10,000 to $13,000 in room and board. The costs associated with living with family are not estimated in the available federal data, but most college websites suggest these costs range from $5,000 to $6,000—about half the cost of living on or off campus.

Students’ housing choices also partially depend on where they go to school. Only nine cities in California have UC campuses (excluding UCSF which only enrolls graduate students), and most UC freshmen live on campus in their first year. Historically, the 113 community colleges and 23 CSU campuses have been seen as local and low-cost options. Indeed, both systems show about 30% or more of freshmen living with their families, which helps keep average room and board costs lower than at UC. But it is worth noting that the share of CSU freshmen living on campus may grow. More dorms are being built on CSU campuses as administrators see on-campus housing as a strategy to increase graduation rates. Data on students’ living arrangements are based on institutional reporting on freshmen who receive some sort of federal financial aid, which includes more than 60% of students at most institutions.

As state leaders reexamine the goals in the 1960 Master Plan for Higher Education and consider changes to financial aid, they should take into account the role that living costs play in the total cost of education.

Learn moreRead the PPIC Statewide Survey: Californians and Higher Education
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Bricks and Mortarboards: Capital Investment in Colleges

PPIC has documented California’s need to increase the number of resident college graduates to meet the economy’s future needs. While the state’s public higher education systems are taking steps to increase the number of students who complete their degrees in a timely manner, these improvements alone will not fill the gap. At some point, the UC and CSU systems will have to expand their capacity, and such an expansion is likely to require long-term capital investment in buildings, technology, and campus infrastructure.

It is important to note that capital investment encompasses more than new classrooms or dormitories. Earlier this week, the College Futures Foundation released a report by Patrick Lenz in which the California Community Colleges, the University of California (UC), and the California State University (CSU) estimate that they will need a combined $47.2 billion to modernize and maintain their facilities in the next five years alone. Their needs include ensuring the safety and accessibility of aging buildings and investment in the less visible systems—heating, cooling, electrical, and water—that enable a campus to function.

A look at some historical data suggests that economic pressures and policy decisions have led California to underinvest in higher education infrastructure over the past decade compared to four other large states. From 2005 to 2015, the period for which we have data, state support for capital investment in both California and Florida dropped sharply as a consequence of the Great Recession. Interestingly, New York increased its support, while support in Pennsylvania and Texas stayed the same.

In 2000, California voters approved Proposition 39, which makes it easier for community colleges to pass bond measures. Since then, local community college districts have been relatively successful in funding their capital needs. The state’s four-year universities, however, face a different situation. To compare how much UC and CSU spent (per student) on maintaining and operating their campuses between 2005 and 2015, we separated and compared each system to a nationwide group of similar institutions. As the state cut its investment in higher education infrastructure, UC cut its infrastructure spending dramatically, while CSU’s spending remained relatively constant. But average maintenance spending by both systems was significantly below that of their peers.

These comparisons suggest that California has been systematically underinvesting in its higher education infrastructure, at least at its four-year public universities. Even if California were not facing a degree gap, it could benefit from rethinking its higher education capital finance strategy. But a new approach becomes imperative when one considers that larger shares of high school graduates are expected to complete the a–g requirements and that many of those students will seek admission to UC and CSU. Efforts by the state’s community colleges to increase the number of students who transfer to four-year institutions will also heighten the need to expand capacity, necessitating further capital investment.

Over the coming months, PPIC will be focusing on capital finance, a key component in maintaining access for all students and producing an educated workforce. We hope to inform state decision making in this critical area.

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Video: Keeping Students on Track for College

Only about 30% of California 9th graders are expected to earn a bachelor’s degree—a startling statistic in a state that faces a shortfall of college graduates. A new PPIC report finds that the vast majority fall off the path to a college degree in the last two years of high school or the first two years of college.

Report coauthor Niu Gao presented the analysis in Sacramento last week, along with recommendations for tackling the problem. Among them: updating high school graduation requirements, offering more of the college preparatory courses required for admission to California State University (CSU) or the University of California (UC), and improving placement policies in both high schools and community colleges to ensure that students take the classes needed to progress.

Gao’s presentation was followed by a panel discussion among experts who work in this area. In a conversation moderated by Hans Johnson—report coauthor, and director and senior fellow at the PPIC Higher Education Center—participants touched on challenges, as well as potential solutions.

Jorge A. Aguilar, superintendent of the Sacramento City Unified School District, noted that while more students are completing college prep courses—known as a–g courses—many aren’t making it to or through college. Part of the problem, he said, is the “fundamental disconnect between K–12 and higher education.” Having worked in both sectors, he noted there are insufficient incentives for school districts to focus on persistence in higher education and for higher education to work with K–12 on the issue.

Kimberly Rodriguez, chief education advisor to Kevin de León, state senate president pro tempore, addressed one of the report’s key recommendations: increasing state high school graduation requirements in math. She noted that requiring a–g courses for graduation has been much discussed at the state level.

“The biggest barrier has always been money,” she said. “Because once you require it, the state is on the hook.” Implementation is also complicated, she said, requiring planning and attention to infrastructure—as districts that have already adopted these requirements have found.

The third panelist, Jim Dragna, talked about a promising initiative. Known as the “graduation czar” at CSU Sacramento, he supervises the Finish in Four program. Students are asked to pledge to take 15 credits a semester—the number needed to graduate in four years—and are provided extra resources to ensure they stay on track.

“Student progression problems have been with us so long that they’ve become part of the culture,” he said. So, he continued, “we tackled the culture.”

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Read the report Improving College Pathways in California
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Video: Californians Concerned about Cost but Give State’s Colleges Good Grades

Many Californians say the state’s public higher education system is going in the wrong direction, a new PPIC Statewide Survey shows. But they are more likely to say they are concerned about affordability than about the quality of the state’s colleges and universities. Just 18% of all adults say quality is a big problem, compared to 56% who call affordability a big problem.

Researcher Lunna Lopes presented the findings of PPIC’s annual survey on higher education to a Sacramento audience last week.

Among the survey findings underscoring Californians’ concerns about college affordability: 75% say the cost of college keeps students who are qualified and motivated from attending, 79% say students have to borrow too much money to pay for college, and 85% say colleges and universities should do more to make sure that all students have affordable housing options.

In contrast to Californians’ views on costs, solid majorities of residents give excellent or good ratings to the state’s community colleges, California State University, and the University of California.

Californians are divided on whether a college education is necessary to succeed in today’s work world, with half saying it is and 48% saying there are many ways to succeed without college. There are strong differences among demographic groups on this question. Two-thirds of Latinos say college is necessary, compared to just 35 percent of whites. And 59% of Californians with household incomes of $40,000 or less say college is necessary, compared to 42% of those whose incomes are $80,000 or more.

Despite this divide over whether college is necessary for success, 80% of Californians say the public higher education system is very important to the future quality of life and economic vitality of the state.

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Read the PPIC Statewide Survey: Californians and Higher Education
Find out more about the PPIC Statewide Survey

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Testimony: The Need for College Graduates in California’s Future Economy

Hans Johnson, director and senior fellow at the PPIC Higher Education Center, testified today, November 1, 2017, before the Assembly Select Committee on the Master Plan for Higher Education in California. The master plan defined a strategy to meet the state’s education needs in 1960—but today, California faces new challenges. The topic of today’s hearing: ensuring that the master plan meets workforce needs.

Here are his prepared remarks.

PPIC has produced a series of reports on California’s future population and economy. Our report Will California Run Out of College Graduates?, provides projections of the demand for and supply of workers by educational attainment to 2030. Our primary finding is that California faces a shortage of highly educated workers. Specifically, economic projections to 2030 show that about two in five jobs will require at least a bachelor’s degree, while demographic projections suggest only about one in three Californians will have at least a bachelor’s degree. This shortfall equates to 1.1 million workers.

In this testimony, I first describe how California’s population and economy are changing, and then identify how the state and its higher education institutions can increase college enrollment and completion to produce more college graduates.

California’s economy is increasingly demanding highly educated workers

To develop our economic projections, we apply trends in educational attainment levels within occupations to occupational projections developed by the California Employment Development Department. We examine changes in labor market demand that are occurring due to shifts in the distribution of occupations and changes in educational attainment within occupations. Our primary finding is that the state’s economy will continue along a well-established trajectory, with a growing share of jobs requiring at least a bachelor’s degree.

The two key drivers of increasing demand for college graduates are: 1) faster growth in occupations that commonly require a college degree (e.g., computer technology occupations), and 2) increases in demand for highly educated workers within occupations (e.g., nursing). While both drivers are important, in recent years most of the increased demand (74%) for highly educated workers has occurred because of faster job growth in occupations that commonly require a college degree. Among large occupations (with at least 100,000 full-time year-round workers), those with especially rapid growth rates over the past five years include software developers (56% increase between 2010 and 2015), computer scientists and systems analysts (42% increase), and managers (35% increase). These and other highly skilled occupations have experienced faster growth than most less skilled occupations.

The second key driver of demand has been an increase in educational attainment within occupations. For example, the share of registered nurses with a bachelor’s degree has grown from 57% in 2000 to 68% in 2015. Altogether, over a five year period (from 2010 to 2015) about 26% of the increase in jobs for college graduates has occurred as demand for highly educated workers has grown within specific occupations.

Are college degrees really necessary for these jobs? We examine a number of labor market outcomes to answer this question. Within and across occupations, we find higher labor force participation rates, lower unemployment rates, and higher wages for workers with a bachelor’s degree than for those without. And in general, as educational attainment increases, wages also increase. Overall, the wage premium for college graduates relative to less educated workers has grown. By 2015, the average annual wage for full-time year-round workers was more than twice as high for workers with a bachelor’s degree than for those with a high school diploma.

Within each of 51 occupational groupings we see higher wages for college graduates than for high school graduates. Among registered nurses, for example, those with a bachelor’s degree earned 12% more than those with an associate’s degree.

California’s educational institutions are not keeping up with demand

Too few Californians are graduating from college. At current college enrollment and completion rates, only 30.5% of 9th graders in California will eventually earn a bachelor’s degree either in California or elsewhere in the United States. Compared to other states, California ranks 47th in the share of high school graduates that enroll in four-year colleges and 5th in the share that go to community colleges. Low rates of transfer from community colleges to four-year colleges exacerbates the problem.

A critical challenge is the retirement of the large and relatively well-educated baby boom. Called the “silver tsunami” by some, this aging out of the labor force of millions of older adults is the first time in the history of California that such a large and well-educated group is exiting the labor force. In contrast, the number of young adults in California is projected to increase only modestly.

Not all degrees are equal

On average, college graduates have very strong labor market outcomes. While at any point in time, some college graduates are working in jobs that do not necessarily require a college degree, over the course of their careers the vast majority of college graduates will move into occupations that reward their educational training. Our estimates show that students who earn bachelor’s degree in engineering and computer science fare very well in the labor market, but even those in less remunerative majors such as education and the liberal arts will still earn far more in wages than less educated workers, even after taking into account all the costs of going to college.

How to close the degree gap

To close the gap, California and its higher education institutions will need to establish new policies and practices to enroll more students, especially in our four-year colleges and universities, and ensure greater success of students already in college. In previous testimony, PPIC has identified targets for each of the state’s public systems with respect to admission, transfer (from community colleges to four-year colleges), and improved graduation rates. Improving access and success among groups historically underrepresented in higher education, including low-income students, first-generation college students, Latinos, and African Americans is essential if we are to close the degree gap.

The good news is that new goals adopted by the California State University (CSU) system and the California Community College system are entirely consistent with PPIC’s identified targets. New initiatives, including remediation reform at the community colleges and at CSU, have the potential to substantially increase student success. CSU’s new graduation initiative aims to substantially increase graduation rates and eliminate gaps between groups of students. Strong increases in college preparation among the state’s high school graduates are also a positive sign, with the share of students completing the college preparatory requirements of UC and CSU reaching an all-time high.

Finding ways to accommodate all these students remains a central challenge, but one we must meet in order to ensure a better future for all Californians.

Learn moreVisit the PPIC Higher Education Center

Video: Reforming Remedial Math in Community College

Developmental—or remedial—education is one of the largest barriers to student success in California’s community colleges. The good news is that reforms are underway, and a new report by the Public Policy Institute of California (PPIC) looks at the effectiveness of some of these reforms in math. PPIC researcher Olga Rodriguez presented the report in Sacramento this week. One reform the researchers studied is an alternative to traditional algebra-based courses and is designed for students in majors—particularly those in the liberal arts and humanities—that require only statistics. The report finds that students in this statistics sequence substantially outperform their peers who take traditional developmental math.

In a discussion following the presentation, panelists addressed the issue of why this math alternative is not more widely available. Myra Snell, math professor at Los Medanos College and cofounder of the California Acceleration Project, said the reasons range from the logistical to the cultural. Most math professors are not trained in statistics. Further, there is a deeply held belief among faculty that intermediate algebra is essential. She said that this “gets in the way of them rethinking what might be best for students.”

Laura Metune, vice chancellor of external relations at the California Community Colleges Chancellor’s Office, noted the necessary shift in emphasis from encouraging campuses to try multiple interventions to investing in alternatives with the best chance of helping more students achieve their academic goals.

Nikki Edgecombe, senior research scientist at the Community College Research Center at Teachers College, Columbia University, noted: “If we know that students who are completing a statistics-level pathway are completing their transfer-level math at a significantly higher rate, but we hold on to the old system as well, it’s safe to say we’re doing a lot of students a disservice.”

She continued: “To be honest, there are a lot of bad ideas out there. We need to have the moral courage to identify what those are and fashion solutions for students.”

Learn more

Read the report Reforming Math Pathways at California Community Colleges
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Testimony: Cybersecurity Needs and Higher Education

Hans Johnson, director of the PPIC Higher Education Center and PPIC senior fellow, testified at the Joint Legislative Oversight Hearing on Cybersecurity Education and the Needs of the Workforce before the Assembly Committee on Higher Education in Sacramento today (October 10, 2017). Assemblymember Jose Medina chairs the Higher Education Committee and Assemblymember Jacqui Irwin chairs the Select Committee on Cybersecurity. Here are Johnson’s prepared remarks.

Thank you Chair Medina, Chair Irwin, and committee members. My name is Hans Johnson, and I am the director of the Higher Education Center at the Public Policy Institute of California. My role today is to provide a brief overview of cybersecurity labor market needs in the state. First, I’ll define cybersecurity occupations, next I’ll provide data on labor market trends, and finally I will discuss educational awards related to cybersecurity. Sources of information and data used in this testimony include the United States Department of Labor, the California Employment Development Department, the United States Census Bureau, and reporting by California colleges and universities to the United States Department of Education.

As an occupation, cybersecurity is identified by the US Department of Labor as “information security analyst” and resides within a broader set of computer and mathematical occupations. In this testimony, I will focus on the information security (IS) analyst occupation. However, it is important to note that other computer and information technology occupations include individuals who work at least partly on security issues. According to the US Department of Labor: “Information security analysts plan and carry out security measures to protect an organization’s computer networks and systems. Their responsibilities are continually expanding as the number of cyber attacks increases.”

The IS analyst occupation is a high wage, high demand occupation. It is growing but still relatively small. Increasingly, employers are hiring workers with at least a bachelor’s degree to fill IS analyst jobs, but a notable share of jobs are still filled by workers with less than a four-year degree. California colleges and universities have substantially increased the capacity of their institutions to award degrees in computer science and related fields. Even so, unemployment rates remain very low—an indication that employers could be having a hard time finding workers.

In California, EDD estimates the state was home to about 8,000 IS analysts in 2014, with that number projected to increase to 10,100 by 2024, a growth rate (26%) slower than other computer occupations (29%) but much faster than the state’s overall employment growth rate (15%). Still, it is important to note that IS analysts make up less than 1% of employment in computer occupations in California and less than 2% in the nation (see chart below). IS analysts work in a broad range of industries, including technology, banks, higher education, insurance, and health.

EDD estimates that IS analysts in California had a median wage of $53 per hour in the first quarter of 2017, which amounts to $110,000 on a full-time annual basis. Nationwide, the unemployment rate for IS analysts has been around 2% for several years now (based on my analysis of American Community Survey data from 2012 through 2015), with similarly low unemployment rates in California. Unemployment rates that low are a sign of high labor market demand.

Of critical concern for workers, and for these committees, are the education and training requirements for IS analysts. According to the U.S. Department of Labor:

Information security analysts usually need at least a bachelor’s degree in computer science, programming, or a related field. As information security continues to develop as a career field, many schools are responding with information security programs for prospective job seekers. These programs may become a common path for entry into the occupation. Currently, a well-rounded computer education is preferred.

The number of IS analysts has increased nationwide in the last five years and so has their educational attainment. In the US, 67% of IS analysts had at least a bachelor’s degree in 2015 compared to 56% in 2010. In California, about two-thirds of analysts have at least a bachelor’s degree. The share of IS analysts in the US with an associate’s degree has declined from about 15% to less than 10%. The vast majority with a bachelor’s degree majored in one of three fields: computer science (including information systems), engineering (including electrical engineering and computer engineering), and business (including management information systems). In California, annual average earnings for IS analysts with a bachelor’s degree are about 70% higher than for those with some college or an associate’s degree, who in turn earn about 20% more than those with only a high school diploma. Unemployment rates are low for IS analysts, especially those who have some postsecondary education and those who have a bachelor’s or graduate degree.

California is home to dozens of colleges and universities that offer degrees in computer and information sciences. The state’s universities, especially the University of California, have quickly responded to the strong demand for these degrees (see chart below). The total number of bachelor’s degrees awarded increased from less than 3,000 in 2010 to 6,000 by 2016, with UC and CSU accounting for 65% of the total in 2016. The most common major is computer science, followed by computer and information science.

California’s community colleges also offer postsecondary training in computer and information sciences, ranging from short-term certificate programs to associate’s degrees. Importantly, they also provide lower division courses necessary for transfer to a four-year college or university. The total number of associate’s degrees in computer and information sciences and support services doubled between 2010 and 2016, from 719 to 1,490. The number of short-term certificates (completed in less than one academic year) increased from 1,605 in 2010 to 1,838 in 2016, and the number of longer-term certificates (completed in at least one but less than two academic years) increased from 225 to 321. In all, the number of postsecondary awards totaled more than 3,600 by 2016. PPIC is currently developing research that explores information technology awards at the community colleges and is working with the Employment Development Department and the Chancellor’s Office of the California Community Colleges to secure access to student and wage data.

In thinking through the roles of the different segments of higher education in California, it is important to keep in mind that the segments are designed to work as a system. The strong demand, both on the part of students and employers, in technology fields should be met by each institution and by the segments working together. For example, improving transfer from community colleges to UC and CSU in technology fields through better articulation—including Associate Degrees for Transfer—is necessary if students are going to fully realize the economic benefits of these fields. Moreover, cybersecurity occupations are but one part of a larger technology sector. Developing a larger industry-wide and cross-system approach to meeting demand is necessary. Innovations—such as locating some CSU bachelor’s degree programs at community college campuses—offer the promise of reaching more students, including those underrepresented at our four-year colleges. California can best serve the growing number of students who want to pursue technology jobs by taking advantage of the strengths of each segment of its public higher education system—and helping those segments work together to meet the economic need for these highly skilled workers.

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Reforming Remedial Education in Community College

Reforming developmental, or remedial, education is essential to improving student outcomes in community colleges. Why? Developmental education is supposed to help underprepared students, but currently it may be one of the largest impediments to success. As PPIC research has shown, 80 percent of incoming California community college students—and a disproportionate share of students of color—enroll in at least one developmental course, but relatively few successfully move on to complete a college-level course. The good news is that over the last few years, there has been a tremendous amount of support for reform.

Reforming Assessment and Placement
Assessment and placement reforms generally involve moving away from the traditional reliance on standardized tests and toward a more holistic measure of prior achievement such as high school course grades. Research finds that test-based assessment and placement policies assign many students into remediation unnecessarily. Indeed, students’ high school performance as measured by GPA and course grades—even when self-reported by students—is a much more accurate indication of student readiness. A recent report by the California Acceleration Project shows that the use of high school measures has dramatically broadened access to and completion of college-level math and English courses, significantly reduced equity gaps, and has had little impact on course success rates.

But implementation is key. Several decisions will determine the impact of new policies in increasing access to college-level courses and reducing unnecessary remediation: What GPA or course grades will qualify a student for access to college-level courses? If a college uses multiple measures, how will they be combined into a single placement decision? Will colleges accept students’ self-reports of their GPA and grades? Furthermore, as campuses expand access to college-level courses, it is critical that they provide supports to students who need to brush up on their math or English skills. Guidance provided by the Multiple Measures Assessment Project, the California Acceleration Project, and others will be central to helping colleges make these important decisions.

Reforming Developmental Courses
Changes to developmental coursework can also help more students progress to college-level courses. Some colleges are transforming traditional developmental education into accelerated pathways that are relevant to students’ programs of study using the design principles of guided pathways introduced by Bailey, Jaggars, and Jenkins, which allow colleges to cluster hundreds of programs of study into a handful of broad areas (e.g., liberal arts, STEM, business, and health). For example, in math, there are statistics, quantitative reasoning, and STEM/precalculus pathways. In English, reforms often entail integrating reading and writing courses and contextualizing classes within broad fields of study. Additionally, colleges have shortened developmental pathways or offered concurrent support courses instead of requiring students to take prerequisites. This reduces the number of students who drop out because they fail to reenroll in long developmental course sequences, while providing just-in-time support to help students succeed in college-level work.

Across the state, PPIC has found that a growing number of developmental education reforms are underway—led by the California Acceleration Project and the Carnegie Foundation, among others. These initiatives are well positioned to implement reforms using the guided pathways framework. Emerging research suggests that providing accelerated math pathways that are more aligned with students’ programs of study helps improve early academic outcomes, including completion of college-level math. Less is known about the impact of developmental English reforms on student outcomes, but recent evidence on compressed and co-requisite English courses is encouraging.

Research and Policy Opportunities
Support for developmental education reform and guided pathways at community colleges has been spearheaded by the multimillion-dollar investments made through the Community College Chancellor’s Office, the governor’s annual budget, and legislative proposals, including AB 705 and SB 539. As colleges continue to adopt and scale placement and course reforms, it will be imperative to assess students’ perspectives and outcomes to determine if new policies improve student success and reduce equity gaps.

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Read the report Preparing Students for Success in California’s Community Colleges
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California’s Partisan Divide on Higher Education

New national polling shows a big divide has opened up between Democrats and Republicans on higher education. A Pew Research Center poll taken in June shows that a majority of Republicans and those who lean Republican (58%) think colleges and universities have a negative effect on the way things are going in the country, while a vast majority of Democrats and those who lean Democrat (72%) think colleges and universities have a positive impact. This is a big change from two years ago, when majorities in both parties said higher education institutions had a positive impact on the direction of the nation.

Is there a similar partisan divide over higher education in California? The PPIC Statewide Survey found a similar divergence over the past few years when we asked a different question: Is the state’s public higher education system generally going in the right or wrong direction? In 2016, California Republicans were far more likely than Democrats to say the system is headed in the wrong direction. This marked a change in the five years since we’d last asked this question. When we asked the question in 2011—toward the end of the recession and after large tuition increases—Californians in both parties overwhelmingly said higher education was moving in the wrong direction. Unlike national polling, which shows a shift in Republican opinion, PPIC surveys show a shift in the opinions of Democrats, who have become more positive, while Republicans have remained about the same.

Californians’ responses to other survey questions about higher education point to longer-term partisan divisions. Republicans have generally been more likely than Democrats to say that the overall quality of education in California’s public colleges and universities is a big problem or somewhat of a problem. Views about the direction and overall quality of public higher education are reflected in attitudes about California’s three public higher education systems. Currently about half of Republicans say that each of the systems—community colleges, California State University, and University of California—are doing an excellent or good job. More Democrats—about three-fourths—express this view.

Partisans have also historically differed on higher education funding. Compared to Republicans, Democrats are more likely to say that higher education does not receive enough funding, and Democrats are generally willing to pay higher taxes to support higher education.

Interestingly, there is some evidence that Californians’ views about the importance of college for individual success differ along party lines. A majority of Democrats (68%) say a college education is necessary for a person to be successful in today’s working world, while a majority of Republicans (72%) say there are other pathways to success. It is also true, however, that Californians in both parties have become more optimistic about the chances of success without a college degree since 2011—when the state was recovering from recession.

Finally, there are some areas of agreement. We find that members of both parties generally think that college affordability is a problem and students have to borrow too much money. Perhaps most significant is our finding that overwhelming majorities of both Republicans and Democrats say that the state’s system of higher education is important to California’s economic future and quality of life.

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