AB 705: Bold Policy, Implications for Equitable Student Success
Preview:
“When I first met with my advisor, I was excited to dive into my program,” says Maria, a first-generation community college student. “But when I realized there was no pre-college math course to take, I panicked. I had always struggled with math. I thought, ‘How am I going to pass this class?’” Maria’s experience is not uncommon. Since the enactment of AB 705 in California, community colleges in the state have seen an undeniable increase in the number of students enrolled in transfer-level courses. This shift is especially evident when comparing pre- and post-implementation AB 705 data. For example, the percentage of first-time students enrolling in transfer-level math and English courses within their first year of college rose dramatically between the fall 2015 and fall 2020 cohorts. This surge in access aligns with AB 705’s core objective: to remove gatekeeping mechanisms like placement tests that had historically placed California students in remedial courses, delaying their academic progress. Many other states have adopted or are implementing similar reforms and are observing comparable outcomes.
Originally published: December 3, 2024
Author: Alfred McQuarters, Denise Richardson
Position: President, President
Institution: Berkeley City College, Los Angeles Trade-Technical College
Published by: Diverse Issues in Higher Education