‘What the CV-HEC is Happening’ Blog: Dr. Kristin Clark  

This edition of the “What the CV-HEC is Happening” Blog features Dr. Kristin Clark, chancellor-emeritus of the West Hills Community College District, who in March came out of short-lived  retirement to  join the CVHEC team as dual enrollment lead, announced in our March issue by Dr. Benjamín Durán, CVHEC executive director. Here Dr. Clark provides some insight into this bold move to throw down the retirement mantle and resume her “commitment to higher education, particularly in support of those who have been marginalized and underserved.” For more information about partnering with CVHEC’s dual enrollment team, contact us at CVHECinfo@mail.fresnostate.edu.  (CVHEC blog submissions are welcome for consideration: Tom Uribes, cvheccommunications@mail.fresnostate.edu).

 Retired, but not expired: a higher ed encore

BY DR. KRISTIN CLARK

CVHEC Dual Enrollment Lead

Chancellor-emeritus, West Hills Community College District

In August 2024, after 30 years in higher education, I made the difficult decision to retire so I could focus on traveling, spending more time with family and doing things I love — like flying and gardening. Some people said I was “too young to retire,” and although I retired earlier than most, my passion for education — and my belief that it is the gateway to freedom — will never wane.

My career has been driven by a deep commitment to expanding access to education, supporting student success and promoting economic opportunity in my community. Even in retirement, I was certain I would remain engaged in this important work in a meaningful way.

After a two-month adventure across Switzerland, France, Portugal and Spain with my husband, I’m eager to re-engage in the field I love. My commitment to higher education, particularly in support of those who have been marginalized and underserved, remains unwavering. I’ve always believed that education is the key to personal freedom — it gives people the power to shape their own futures rather than having circumstances dictate them.

More broadly, education is the cornerstone of our democracy — it empowers

individuals, strengthens communities and fuels economic mobility. As a first-generation college graduate who took a non-traditional path through education and my career, I understand first-hand both the transformative power of learning and the barriers many students face in achieving their goals.

The Central Valley’s unique challenges and strengths

In the Central Valley, these challenges are especially pronounced. Many students face financial insecurity, limited access to educational opportunities, family responsibilities and even basic logistical barriers like transportation. Just as I was fortunate to have mentors who guided and encouraged me, I believe we share a responsibility to ensure that every student has the support, resources and motivation they need to succeed.

One of the greatest strengths of the Central Valley’s higher education landscape is its collaborative leadership. The region’s college and university CEOs are some of the most innovative and student-centered leaders in the country. Over the past few months, I’ve missed the dynamic exchanges and strategic problem-solving that happen when visionary leaders come together to drive student success.

As a consortium, we’ve been laser-focused on student-centered strategies that lead to degree completion and upward economic mobility — goals that remain as critical as ever. And I still want to be involved.

The power of collaboration

In today’s increasingly complex and politically charged environment, higher education leaders face immense challenges in balancing a myriad of priorities while keeping students at the center.

That’s why collaboration is more important than ever. Organizations like the Central Valley Higher Education Consortium (CVHEC) play a vital role in supporting institutional leaders by providing research, resources, and a collaborative space to drive systemic change.

I believe that by working together, we can push the envelope to pursue bold and innovative initiatives that remove barriers for students, enhance economic development, and strengthen our workforce. I want to be part of innovative initiatives that produce real, measurable outcomes.

Taking action: expanding and supporting dual enrollment

One of my first projects in this new chapter is helping expand and support dual enrollment — a proven tool for improving college access and success.  Research shows that dual enrollment increases college participation and success, and it provides students with the confidence and momentum to continue their education beyond high school.

With that in mind, I’m excited to join CVHEC as a core team member and work alongside Elaine Cash, CVHEC members, K-12 partners and other education leaders to develop a dual enrollment playbook. This resource will highlight best practices and provide much-needed guidance for our partners, helping to streamline pathways, address equity gaps and create more opportunities for students to get a head start on their college journey.

If you have ideas for this playbook, please reach out. Elaine and I are listening.

Looking ahead

The challenges ahead are significant, and as a recently retired administrator, I understand the competing demands and pressures that today’s higher education leaders face. That’s why I’m committed to playing a supporting role in regional projects — offering my experience, passion and insight to help our institutions and leaders navigate these challenges and create lasting change.

I care deeply about our region and believe that through collaboration, innovation and an unwavering commitment to student success, we can create a future where every learner can achieve their dreams.

I’m excited for what’s ahead and honored to be part of this work. Most of all, I’m thrilled to continue working with some of my favorite colleagues, Central Valley leaders, who share my passion for education and are dedicated to making a difference.

Let’s get to work! I hope to see many of you at the upcoming Higher Education Summit as well!

MATH BRIDGE UPDATE: providing tools for postsecondary journeys

Nathan Savig teaching  a Math Bridge prep course to students at Mariposa High School in the fall 2024 semester.  These students are part of the 332 program enrollees who will take their first Math Bridge college class this spring at their respective high schools.

EDITOR’S NOTE: Since the Central Valley Math Bridge program was funded in late 2022 in partnership with the Central Valley Higher Education Consortium, the Rand Corporation and several community college members of the consortium with funding from the California K-16 Collaborative (Central – Fresno, Madera, Kings Counties; and We Will! – North Valley), its small but energetic College Bridge team has made headway into 18 high schools in the consortium’s 10-county region. The first Math Bridge cohort at 13 of those schools began in the fall with a prep course and now the 332 high school students enrolled in the program at those schools will be taking their first college course this spring (see list below). The other five schools will start in fall 2025. This update submitted by Audra Burwell, College Bridge communication coordinator, presents the program’s 2024 progress as it moves into 2025 with its first cohorts. 

‘… facilitating meaningful discussions about

how math applies to the real world …’

As we step into spring 2025, College Bridge is making significant strides in expanding its Math Bridge project to reach more high school students across the Central Valley.

This innovative initiative aims to ease the transition from high school to college-level mathematics by offering a rigorous college-level math curriculum alongside the support of high school and college instructors. This collaboration is laying the foundation for academic success and providing students with the tools they need to succeed in their postsecondary journeys.

Across classrooms, high school math instructors are teaming up with college faculty who bring their credentials and college-level expertise to the learning environment. Together, they combine their knowledge and experience, brainstorming examples, solving problems, and facilitating meaningful discussions about how math applies to the real world.

In many classrooms, high school instructors are also dual-certified, holding credentials that allow them to teach at the college level. This professional development is often made possible through the Central Valley Higher Education Consortium’s (CVHEC) Master’s Upskilling Program, which equips educators with the tools and expertise to teach college-level material to high school students.

In 2024, thanks to the dedication of educators, counselors, and administrators, Math Bridge expanded its reach to serve 13 high schools across the Central Valley (see list below). But College Bridge isn’t stopping there—2025 marks a year of even greater growth. Five new schools will join the Math Bridge initiative, helping to expand the program’s impact across the region. Le Grand High School, El Capitan High School, Merced High School, Dos Palos High School, and Gustine High School will be the newest members of the Math Bridge network. These new partners will help ensure that even more students have access to the support they need to succeed in math, breaking down barriers to higher education.

This expansion is made possible thanks to the WE Will! K-16 Educational Collaborative grant, which helps provide additional resources for high school students preparing to enter college. The partnership between K-12 and higher education institutions is creating a more seamless transition for students into postsecondary education, and the inclusion of these new schools is expected to further enhance the success of the program.

Beyond Math Bridge, College Bridge remains committed to supporting students’ overall educational pathways. One of the key components of this broader support is the  concurrently with the Math Bridge program.

CT Bridge is designed to provide students with the tools and information they need to succeed in  their transition to college such as filling out applications; making their fall college schedule; accessing their college portal; understanding FAFSA and financial aid options; gaining career advice; and how to access college support services—all in just 10 hours of course material per year. By offering students insights into both academic and career pathways, CT Bridge is helping them prepare for success not just in their math courses, but in their future college and career endeavors.

As College Bridge continues to evolve and expand, the organization remains focused on ensuring that students have access to the resources and guidance they need to thrive. In the coming months, College Bridge will be hosting several Student Info Sessions to encourage high school students to apply for the Math Bridge program for the 2025/2026 school year. These sessions will provide students with a chance to learn more about the opportunities offered by Math Bridge and CT Bridge, as well as how they can benefit from these programs.

Additionally, College Bridge will continue hosting Planning and Strategy Sessions for Central Valley educators and counselors

Stay tuned for more updates as we continue to move forward with these vital initiatives!

Math Bridge Cohorts 2024-2025

(Breakdown of 332 students currently enrolled in the Central Valley Math Bridge Program at 13 high schools,
listed by community college partners that are CVHEC members):

DELTA COLLEGE
Stagg: 24
Weber: 26

MERCED COLLEGE
Buhach Colony: 18
Atwater: 26
Golden Valley: 36
Livingston: 33
Mariposa: 34

REEDLEY COLLEGE
Dinuba (2 sections): 34
Orosi: 23
Sanger: 30
Sanger West: 11

TAFT COLLEGE
Taft: 12
Riverdale: 25

(Five additional high schools will onboard in the fall semester: Le Grand, El Capitan, Merced, Dos Palos and Gustine).

CVHEC Notes – 2025

CVHEC Notes (January 2025)

CVHEC office changes to Zoom telephone – new number

As of Jan. 1, the Central Valley Higher Education Consortium (CVHEC)

is transitioning to Zoom phone. Our main office number is now 559.278.0576.

Click here to add your own text

CVHEC BOARD OF DIRECTORS UPDATE: New CEO at Taft College

Read more

What the CV-HEC is Happening Blog – December 2024: Year-In-Review

Read more

CVHEC’s Mid-Year Review 2024

Read more

WHAT THE CV-HEC IS HAPPENING BLOG (Summer 2024): Why some colleges are worth it

 

In the “What the CV-HEC is Happening” Blog for our summer 2024 special edition,  Dr. John Spevak presents an observation about the value of a higher education.  Dr. Spevak, who is a vice president-emeritus of Merced College and currently a regional coordinator for CVHEC, coordinates the English and Math Task Forces for the consortium — all champions for student support through such measures as dual enrollment.  Through the consortium task forces, the former English teacher and college administrator continues to work closely with educators in the field for the educational advancement of students.

Higher ed is still a good

investment … and attainable

 

BY DR. JOHN SPEVAK
CVHEC Regional Coordinator
Vice President-Emeritus – Merced College

 

According to the results of a recent poll by Gallup and the Lumina Foundation, Americans are losing faith in the value of a college education.

Overall, according to that poll as reported by the Associated Press, only 36 percent of adults say they have a “great deal” or “quite a lot” of confidence in higher education. What’s worse, the poll shows that 32 percent of Americans have little or no confidence in a college education.

That’s both misleading and misguided.

For one thing “college” can mean different things to different people. For another, having a degree from the right college can make a big difference in a person’s opportunity and income.

By “right college,” I don’t mean a prestigious private college.  A right college often means, especially in California, a two-year community college, a state university, or a small private college which provides significant financial aid.

A two-year community college degree or a certificate of completion is indeed “college.” That degree or certificate can be very valuable, especially if it’s a career-technical program that’s in demand and pays well, like nursing or welding.

A four-year degree can be even more valuable, especially in fields like communications, business, health, information technology and engineering– to name a few. Their lifetime earnings are significantly higher than those with a degree.

As the Associated Press article pointed out, “For those who forgo college, it often means lower lifetime earnings, 75 percent less compared with those who get bachelor’s degrees, according to Georgetown University’s Center on Education and the Workforce. And during an economic downturn, those without degrees are more likely to lose jobs.”

One of the reasons many Americans are doubting the  worth of a college education is the debt often incurred in getting one. As one person interviewed in the AP article put it, “You graduate out of college, you’re up to eyeballs in debt, you can’t get a job, then you can’t pay it off.

What’s the point?”

It’s true that many people over the past decades have incurred a significant debt from student loans, which is exacerbated by the exorbitant interest charged for these loans. I know several people who have long ago paid off the principal of their student loans but are still paying and paying the interest.

However — and this had to be noted, known and understood — a person today can get a college degree without going into significant debt. The cost, for example, of attending a California community college these days in terms of tuition (also known as enrollment fees) is often zero.

Many California community colleges are also working at reducing the cost of books by providing what’s called “open educational resources,” essentially free online textbooks, often created by the college’s faculty members.

Attending a California public university or small private college can also be financially available to most Californians, especially if they begin with a two-year associates transfer degree and then follow a plan of courses that get them to the bachelor’s degree in no more than two additional years.

I’m tired of so many Americans of all backgrounds thinking of “college” as only prestigious private institutions that charge $150,000 or much more for a four-year tuition. Those universities often have value for those who can afford it or who receive full scholarships. But the vast majority of people can’t afford that amount and can’t afford to take out loans to pay for it.

“College” for most people should not be an expensive private institution. If it were, I would also wonder if  a college education was worth it.  However, “college,” in California and especially in the Central Valley, is accessible, affordable and worth it.

Instead of young people (and their parents) asking, “Can I afford college,” I wish they would ask, “What are my college options? What are the real costs, not just according to pundits on TV or social media, but according to the colleges themselves.”

College personnel, more than ever, are ready and willing to talk with prospective students of all ages and the parents of younger students about the real cost of a college education. And they are also ready and willing to show prospective students the extensive personal help they will receive to succeed in courses and earn their degree.

Often television and social media pundits who say college is not worth it are people who themselves have benefited from a college education. There’s some hypocrisy in that.

It’s true that there are many hard-working Americans without a college degree who can support themselves and their families, but the odds of most people doing this are long.

In California’s Central Valley, where the median family income is below the national average, it’s especially important to dispel the myth that college is not worth it. A two-year or four-year college degree is one of the best ways to achieve an income that will sustain families — enable them to pay rent or a mortgage, purchase a reliable car, buy clothes and put food on the table.

Central Valley colleges from Stockton to Bakersfield are working harder than ever to show students the value of a college education and to streamline the paths to a degree.

Community colleges in the valley, for example, are offering more dual enrollment courses than ever where students can earn college credits in high school, which reduces their time to a college degree.

These dual enrollment courses can be taken by most high school students, not just those students who in the past were steered into advanced placement (AP) courses. Community colleges are also working harder than ever, in collaboration with their high school partners, to provide the academic support needed to successfully complete dual enrollment courses.

In addition, many Central Valley community colleges, including Merced College, are partnering with the University of California Merced and local California State University campuses to provide user-friendly guides or “maps” to students and their parents. “Pathways Program Mapper” is a tool these colleges have developed that is available to anyone with a cell phone (no login or password required).

PPM will show a student what degree is needed to enter a particular career (for example, biology, business, engineering, etc.), what range of salaries people in those careers earn and then provide a map of courses from the first semester at a community college to the last semester at a university to attain that degree in the shortest possible time.

So, please, pundits, stop telling people that a college education isn’t worth it. Moreover, I hope readers of this column spread the word that here in the Central Valley a college education is not only worth it, but it’s attainable for anyone willing to pursue it.

John Spevak’s email is john.spevak@gmail.com.

Math Task Force continues AB 1705 work with April 19 convening

Secondary education voices invited to join discussion

Discussions to improve calculus pathways for STEM students amidst a pending deadline this summer continues with the third “Central Valley Way to AB1705 Success” Convening set for Friday, April 19 in Fresno that will also bring more secondary education voices to the table and a review of guidance issued by the California Community College Chancellors Office last month.

Registration is now open for the event in Fresno presented by the Central Valley Higher Education Consortium Math Task Force with the Charles A. Dana Center (University of Texas at Austin) from 9 a.m. to 3 p.m. at the DoubleTree by Hilton Hotel Fresno Convention Center, the site of two previous in-person convenings last fall and in January.

The event will re-convene community college math educators, administrators and institutional researchers working since the fall towards compliance with the final stage of AB1705: validation of equitable placement, support and completion practices for STEM programs.

Signed into law by Gov. Newsom in September 2022,  AB 1705 is an amendment to the landmark legislation AB 705 (Irwin, 2017) which transformed placement and developmental education in the California Community Colleges. AB1705 supports full and comprehensive implementation by, among other requirements, specifying that colleges must demonstrate the benefit of transfer-level math preparatory courses for STEM Calculus 1 based on the following conditions:

  • The student is highly unlikely to succeed in the first STEM calculus course without the additional transfer-level preparation.
  • The enrollment will improve the student’s probability of completing the first STEM calculus course.
  • The enrollment will improve the student’s persistence to and completion of the second calculus course in the STEM program, if a second calculus course is required.

From now until July 1, colleges have the opportunity to validate that their preparatory courses meet the aforementioned AB 1705 standards.

Since passage, the state’s community colleges have worked towards compliance of various aspects of AB1705 including 19 Central Valley community college members of CVHEC through representatives serving on the consortium’s Math Task Force consisting of math faculty and administrators.

The task force has held several virtual and in-person work sessions since October designed to collaborate in unity for compliance. At the last convening Jan. 26, more than 82 math and administrative representatives from the community colleges — including several campus research professionals — and one high school principal met with the task force to explore five strands of curriculum planning:

  • Validating Prerequisites;
  • Designing Precalculus for 2025;
  • Math Support Outside and Inside the Classroom;
  • Building an AB 1705 Campus Team; and
  • Guided Self-Placement.

Since the Jan. 26 meeting, the strand leads have been preparing summaries of their breakout discussions held that day, said Dr. John Spevak, CVHEC regional coordinator who oversees the consortium’s Math Task Force.

Member college teams are also preparing summaries of the tentative plans they developed in the afternoon breakout sessions for oral reports. Additionally, the workgroups have been meeting and will report out on their progress in April regarding the strands.

A good portion of the April 19 meeting will be devoted to the data collection underway by CVHEC community college research professionals related to student success in math, part of the valleywide Data Collection Project under development by the consortium, said Spevak, who will again co-facilitate the April event with Dana Center colleague Dr. Tammi Perez-Rice.

 

Secondary ed voices 

This next convening will also include representatives of K-12 school districts, including several high school principals who have already worked with CVHEC through the Central Valley Math Bridge Program.

“It’s important to bring into the conversation high school leaders and our colleagues who care as much about the future math success of students as community college math educators do,” said Dr. Benjamín Durán, CVHEC executive director.

That conversation was begun at the January convening of community college math professors and administrators when Marlena Celaya, principal of Orosi High School and former high school math teacher, told the group that Central Valley high school educators would very much like to participate in future discussions about math success for Central Valley students.

Spevak said this development will also foster additional learning about the high school math landscape as it pertains to college readiness.

Any Central Valley secondary education officials interested in attending the April 19 convening are welcome, he added.  

 

CCC ‘validation memo’

Also up for discussion will be a Feb. 27 validation memorandum by the California Community College Chancellors Office entitled AB 1705 Validation of Equitable Placement, Support and Completion Practices for STEM Programs.

The Chancellor’s Office also presented a webinar March 4 to further discuss the details of this guidance and address questions.

The Dana Center and CVHEC teams are presently reviewing the CCC memo to provide analysis that will help guide the Math Task Force’s five strands committees and will be presenting its memo assessment in the coming weeks, said Joan Zoellner, M.A., who is the lead for the Dana Center’s Launch Years Initiative;

In a preliminary review of the memo, Zoellner noted that while the CCC memo provides direction on the validation process for transfer­ level math placement and enrollment practices for STEM programs, it indicates that no more than one transfer-level prerequisite shall be offered prior to calculus.

“The options for that prerequisite course are limited by the memo and validation options as well,” Zoellner said.

She recommended that consortium community colleges review the chancellor’s office memo and some of the findings presented to determine how it affects their respective campus.

“If possible, work with your IR department to confirm those numbers and results prior to the April 19 convening,” Zoellner advises.

 

For more info: centralvalleyhec@gmail.com

For media inquiries: Tom Uribes – cvheccommunications@mail.fresnostate.edu (or text 559.348.3278).

 

See also: 

 

 

MATH TASK FORCE: ‘Something extraordinary’ (Jan. 26 wrap)

Modesto Junior College math professor Tina Akers-Porter discusses her strand group’s deliberations at “The Central Valley Way to AB1705 Success” Convening Jan. 26 where a call for a “principals task force” by Orosi High School Principal Marlena Celaya would bring more secondary education voices to the table.

‘Something extraordinary is happening in math in California’s Central Valley’

Math Task Force latest AB1705 session leads to calls

for more data, high school input, re-convene April 19

BY TOM URIBES
CVHEC Media/Communications Coordinator

Realizing that state guidance surrounding Assembly Bill 1705 remains elusive, valley community college math educators and officials forged ahead at “The Central Valley Way to AB1705 Success” convening Jan. 26 in Fresno with a determined and unified mindset to develop implementation plans that will serve the best interests of their students including a follow-up session set for April.

In addition, the Central Valley Higher Education Consortium (CVHEC) Math Task Force discussion centered around five strands of curriculum planning for implementation before the law goes into effect July 1, two aspects emerged at the lively day-long work session: the increased participation of institutional researchers for pertinent data-collecting and a call for a “principal’s task force” to bring upper secondary education voices to the table.

Presented by CVHEC, the convening — the latest in a series of deliberations since fall — was attended by 82 representatives from the consortium’s 19-member community colleges, one high school principal and campus research professionals.

They agreed to reconvene April 19 for reports on follow-up work that will occur as a result of this most recent event. Registration for that event will open next month with additional details forthcoming.

Facilitated by the Charles A. Dana Center at the University of Texas at Austin, the session last month reviewed five strands of curriculum planning: Validating Prerequisites; Designing Precalculus for 2025; Math Support Outside and Inside the Classroom; Building an AB 1705 Campus Team; and Guided Self-Placement.

“With tensions high and little guidance surrounding AB1705, the 19 community colleges and districts that comprise the CVHEC nine-county region are rolling up their sleeves and getting to work on this math movement the ‘Central Valley Way’,” summarized Tammi Perez-Rice of the Dana Center.

Perez-Rice, who co-facilitated the event, said the convening was solely dedicated to working and planning at a regional and institutional level in two parts. The first part was dedicated to expanding the five work groups that emerged from the Nov. 17 webinar and creating a plan to move forward.  The second half of the convening was devoted to institutional planning.

“The fruits produced from these convenings are already being felt around the region,” Perez-Rice said.  “The plans and implementations emerging from these convenings are more than just a response to AB705 and AB1705; they cultivate systemic reforms that will benefit all students in the CVHEC region and beyond.”

John Spevak, CVHEC regional coordinator who oversees the consortium’s Math Task Force and co-facilitator of the Jan. 26 gathering, said in the short-term, the five strands work groups will continue to communicate and provide updates in preparation for the April 19 convening. The strand leads are preparing summaries of their Jan. 26 breakout discussions and member college teams are preparing summaries of the tentative plans they developed in the afternoon breakout sessions for oral reports in April.

“In the longer term, our Math Task Force will continue to monitor what the California Community College Chancellor’s Office says, while mainly going forward with our own Central Valley approach to the five strands.”

That “Central Valley Way” stems from the work undertaken by the CVHEC Math task Force, first formed in 2019, in the past year that was intensified with four work sessions beginning Oct. 6 in a virtual convening with CCC vice-chancellor Eric Cooper. The first in-person session followed Oct. 13 in Fresno and another virtual session was held in two parts Nov. 17 before the Jan. 26 session.

These sessions may represent the only concerted effort by a region’s community college math community actively meeting to collaborate across campus boundaries for ways to unite as one voice and determine a curriculum course of action that meets the law’s intent, Spevak said.

“We at CVHEC, along with the Dana Center representatives and our College Bridge partners in the Math Bridge Program, feel that something extraordinary is happening in math in the Central Valley of California,” Spevak said.

After the Jan. 26 session ended, Perez-Rice reiterated a point she made the first time she visited Fresno for the first in-person convening last fall:

“This collaboration today was amazing. As I travel and talk to math faculty all over the country, what I see pulsating from the CVHEC community here in Central California is just compassion; caring about their students; putting their students first; understanding what their students need; and more importantly collaborating with each other working across institutions to make things happen.”

Inviting secondary ed voices to ‘align syllabi’

A key development of the convening was the assertion and agreement that a crucial next step is “to involve high schools in the discussion and determine how to breakdown barriers between systems for a cohesive collaborative effort to put students first across the state of California,” a message delivered by Marlena Celaya, principal of Orosi High School who was the only secondary education official in attendance.

Celaya’s comments, first in a strand session and later in general comments before the assembled group, resonated with the community college professionals as she offered to lead a task force of principals/administrators who would unify with the CVHEC community college math educators for implementation strategy — to listen and hear what the needs are and how to meet those needs.

“I’m willing to lead this work because I don’t want people to go through the wars I went through teaching algebra and volunteering all my time,” said Celaya, a former math teacher at Dinuba High School. “We would want to  hear from community colleges and say to them ‘what do you need?’

“We heard something from you today: ‘I want to know what courses are offered at the high school and what does that course description look like?’ Aligning syllabi is what I’d like to do,” Celaya said. “Mathematics is my passion.”

Perez-Rice said the April 19 convening promises more high school representation, with over twelve principals who are part of the Math Bridge Program by CVHEC and College Bridge being invited. Other secondary education officials from throughout the valley are welcome she said.  

Participant feedback: ‘great to see we’re not alone in this …’

After the event, several participants shared their assessment of the Jan. 26 convening.

“The conversations were amazing and we really appreciated being here,” said Joshua Lewis, chair of the Bakersfield College Mathematics Dept.

“There have been so many legislative changes and so many unknowns it’s nice to see the work that other campuses are doing and realize that we’re not alone, that we have shared values; that we have shared emphasis on student learning and really care about doing right by all of our students,” he added.

Nathan Cahoon, Taft college math professor, felt that the efforts of CVHEC’s Math Task Force as exhibited at the convening is strengthening the voice of the valley’s math community which will have an impact.

“It was amazing to work with incredible professionals who have some really amazing ideas,” he said. “I know I took many good notes about ideas to implement at our college.  The connections we are building here with each other will be powerful down the road as we build a cohesive effort to get some good research together that we can send to the state as one voice from all the colleges.”

Modesto Junior College math professor Marina Hernandez said coming together within the region is relished because when attending other statewide or national conferences, the focus is not as localized.

“It was very helpful to learn what other colleges in the Central Valley are doing because we share similar student population and resources characteristics and their best practices are applicable to us here in our region,” Hernandez said.

Tina Akers-Porter, Modesto Junior College math professor, said the Math Task Force work has helped her better understand what AB1705 is and what it means for her students.

“I feel like I have a better understanding of some of the challenges of the legislation and what others are worried about,” she said.  “We share some of those worries but it’s great to hear different points of view on that. A byproduct of this is we are seeing how we need to support underprepared students more, inside and outside the classroom, and sharing ideas to do that.”

Shelly Getty, Taft college math faculty and a strand leader, echoed Akers-Porter: “We left knowing we are going to start some specific tutoring and targeting students for tutoring. We will try to advertise it better and recruit so students get more access to the services we already provide which will greatly impact them.  We shared some good ideas on how to do that effectively.”

Marissa Martinez, Taft college math professor, said, “We have our work cut out for us. There’s a lot of things that we have to address with a lot of moving parts. Everything keeps changing but it was great to be able to see that we’re not alone in this, that we’re working together to better serve our students.”

She said this intercollegial collaboration and the feedback from the colleges helps “so we don’t have to reinvent the wheel — what worked, what didn’t work.”

Next steps? Data research

“I would say the next step is collecting our data to see how the numbers show where we are so we can prove that these courses are important for our student success,” Martinez said.

This data aspect was also a key part of the convening as institutional research professionals were invited and directly participated such as Arooj Rizvi, research analyst in the Office of Institutional research and Effectiveness at San Joaquin Delta College.

“Researchers have a monumental role in the implementation of AB 1705 because policymakers are going to depend a lot on what we are able to produce as a group or even as an institution,” Rizvi said. “Being a part of these conversations helps us to see the bigger picture, the context and the requirements of what exactly it is that we are looking for in the data.”

She said it was exciting to hear at the convening what area colleges are going through.

“I realized how similar our challenges are from institution to institution, “she said.  “Working through that together and being solution-oriented is something that’s going to take all of us towards a beneficial direction. Seeing us all here today was a defining moment in history.”

Owynn Lancaster, vice president of academic strategy for CVHEC partner College Bridge, said the event was “a huge success seeing folks come together from math to talk about math and really pool their resources to address actual challenges.

“The most powerful focus of change in education is always the educator,” Lancaster said. “I know everything’s heaped on them but in a lot of ways they have the greatest power of the greatest agency for this.”

For more info: centralvalleyhec@gmail.com

For CVHEC media inquiries: Tom Uribes – cvheccommunications@mail.fresnostate.edu (or text 559.348.3278).

See also:

Math Task Force

https://bit.ly/MTFconveneKSEE24

Valley’s math ed experts unite to address AB 1705 challenge for student success

The CVHEC Way to Math Success — Implementing AB1705

Math Task Force begins discussion of AB1705 implementation – Nov. 17 next
CVHEC Math Task Force meets in-person Oct. 13 for AB 1705 follow-up

NEWS RELEASE – CVHEC Math Task Force: Impactful legislation (AB 1705) Convenings Oct. 6 & 13

CVHEC Website Feature: Math Task Force Page

PHOTO GALLERY  

What the CV-HEC Is Happening Blog: Math Bridge Update

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