Kern Master’s Upskill Program launches new English cohort

Successful dual enrollment teacher program

awarded funding for 15 more high school teachers

 

To schedule an information session:  individual OnDemand appointments

BY TOM URIBES
CVHEC Communications Coordinator

The success of the Kern Master’s Upskill Program has resulted in the creation of an additional English cohort of 15 slots that will begin in March 2025 – meaning more Kern high school teachers can obtain funding to earn a master’s degrees qualifying them to instruct dual enrollment courses at Kern County high schools as well as to become adjunct community college instructors.

The program by the Central Valley Higher Education Consortium, in partnership with the Kern Regional K-16 Education Collaborative through the Kern County Superintendent of Schools (KCSOS), provides eligible high school teachers with a grant and tuition reduction through two consortium members:  Fresno Pacific University offers a Master’s degree in Mathematics education and National University offers a Master’s degree program in English.

For this new fourth cohort, English Single Subject credential holders who are interested in pursuing a Master’s degree in English with a specialization in Rhetoric can receive a $14,400 grant from the Kern K16 Collaborative and CVHEC and a $3,978 (20%) “employee tuition reduction” per student because of National University’s partnership with CVHEC.

Jessica Gladney, program coordinator for National, said interested high school English teachers may learn more about the program and apply by attending information sessions available through individual OnDemand appointments to fit their own schedule.

Additionally, mentors are assigned to each of the 15 students to counsel them during the course of their postbaccalaureate degree studies as well as help access adjunct hiring pools at the local community colleges.

The Kern Master’s Upskill Program is part of an $18 million statewide competitive grant in June 2022 to improve student progress from high school to postsecondary education and ultimately into the workforce under KCSOS, which serves as the administrative agent for the Kern K-16 Collaborative.

CVHEC was awarded $1.7 million to produce, over three years, up to 100 qualified dual enrollment teachers to teach English and Math.  Tom Burke, a CVHEC regional coordinator and chancellor-emeritus of the Kern Community College District, was appointed the consortium’s Kern Masters Upskilling Program lead.

Burke recently reported that in the past academic year since the Kern program’s inception, 48 students earned their master’s degrees: 32 English master’s degrees have been conferred in three cohorts to date with nine still in progress and 16 math master’s degrees have been conferred from the first of three cohorts. (In the math program, cohort two currently has 11 students on course to graduate in May 2025 while cohort three commenced this current fall semester with 22 master’s candidates scheduled to complete requirements in spring 2026).

He added that this newly-funded fourth Kern English cohort, combined with the first three, will increase the number of high school teachers with a English master’s degree in Kern County by 56, just a little over half of the intended goal.

“We are appreciative that the Kern K-16 recognizes the success and value of CVHEC’s Master’s Upskill Program that inevitably supports dual enrollment opportunities for our students and professional advancement for our high school teachers,” said Burke.

KCSOS spokesperson Kimberly Graham said Kern K-16 approved the additional funding for the CVHEC Upskilling project “to support the formation of an additional cohort because it addresses limitations the first three cohorts faced in achieving maximum participant outcomes.”

She calls it a strategic move because increasing the number of qualified high school teachers who can teach dual enrollment English courses aligns with the overarching goal of the Kern K-16 program as well as a long-term strategy for educational equity and success in the region.”

“The Kern K-16 program aims for greater educational access and equity, and the continued investment in the CVHEC project will support this by upskilling teachers and expanding dual enrollment opportunities for students,” said Graham who is the chief leadership support officer for the KSOS Local, Regional and Statewide Systems of Support.

“Adding a fourth English cohort contributes to the educational development of the region by preparing students for college-level coursework earlier in their educational paths.”

She added that by collaborating with National University, the project ensures that high school teachers receive flexible and rigorous online master’s degree programs, making them eligible to teach at the community college level.

The consortium has also implemented the program in two Central Valley K-16 regions:  the Fresno/Madera K-16 Collaborative where the program was first launched in 2021 with a  $1,830,500 grant and this fall with the WE Will! K-16 Collaborative in the North Valley under two $400,000 state grants.

It includes the CVHEC Mentor Program pairing each enrolled high school teacher with an English or math professor from a local community college district to help navigate the process to becoming an adjunct community college faculty member and provide other support along the way.

In Kern, the Mentor Program coordinators are Dr. Liz Rozell (math) and Dr. Vikash Lakhani (English). Burke said the program is currently recruiting for math mentors.  English mentors will be recruited in the spring.  They receive a $2,000 stipend.

For questions about enrollment, please contact Jessica Gladney at jgladney@nu.edu or 310.968.5805.

For questions about CHVEC and its Master’s Mentor Program, Burke may be contacted at tburke5@att.net.  

 

 

 

 

See:

·  Kern Master’s Upskilling Program: 2nd cohort graduates – next cohort recruitment underway

 

CVHEC DIRECTOR’S MESSAGE (November 2024): The fall winds of change

The fall winds of change

 

Welcome to our post-election edition of the Central Valley Higher Education Consortium e-newsletter.

Each presidential election brings new changes and initiatives nationally, and this one will be no exception.  In future editions of our newsletter, we will highlight and explore changes coming to higher education from our new administration and how those impact our Central Valley colleges, universities and students in the region and similar rural regions in California.

In this edition, please enjoy articles that feature some of the ongoing work that is taking place and the introduction of local research that gives a more intimate look at the performance of our students from underpromoted communities in the region.

Our Math Task Force has been working in a collaborative manner to address issues and concerns surrounding the implementation of AB 1705, its impact on our students, and how Central Valley math faculty have taken on the task of ensuring the legislation is implemented in an equitable and fair manner.  The findings and outcomes of these efforts were highlighted at the “CV Way to AB1705 Success and Beyond” convening held at the Clovis Community College Herndon Center Oct. 25, 2024. Many of these math faculty worked through the summer to prepare for the convening of colleagues from throughout the valley.

You will also be introduced to a research initiative at UC Merced funded by the Bill & Melinda Gates Foundation and led by Principal Investigator Dr. Zenaida Aguirre-Muñoz and Dr. Orquidea Largo: the UC Merced Advancing Educational Opportunity in the Central Valley Project.  This team of researchers is taking a deeper more nuanced look at the performance of Central Valley students and their performance in courses designed to prepare them for entrance into the college or university of their choice.

In addition to that article summarizing completion pf phase one of this project last month, you can read more about these efforts in Dr.  Aguirre-Muñoz’s “What in the CV-HEC is Happening” blog this month.  As the research team continues with the next phases of their work, we are hoping to see evidence that the work by CVHEC colleges and universities in recent years is reflected in the data that emerges.

We also invite you to enjoy news entries about some of our member institutions and other related news articles. With Veterans Day just behind us, we also pay tribute to the men and women of our nation’s military who have selflessly served to build a nation liberty and equality.

Now, as we approach the end of the fall semester and welcome the Thanksgiving holiday season, we wish you well!

Math Task Force AB1705 collaborations to continue

Central Valley’s math professionals go above and beyond  

 

BY TOM URIBES
CVHEC Communications Coordinator

A “unique collaboration” was the vibe for more than 60 community college math educators and other education officials who met last month at the third meeting of the “Central Valley Way to AB1705 Success and Beyond” convening where they shared ideas and perspectives addressing implementation of Assembly Bill 1705 curriculum.

Presented by the Central Valley Higher Education Consortium Math Task Force with the Charles A. Dana Center (University of Texas at Austin), the Oct. 25 convening continued two years of discussion as Central Valley community colleges and their counterparts statewide prepare to meet the requirements of the state law related to equitable placement, support and completion practices for STEM programs.

Plans are already underway for the next math gathering in spring 2025 with a tentative March 28 date, said Dr. John Spevak, CVHEC regional coordinator who oversees the consortium’s Math Task Force and co-facilitator with Dr. Tammi Perez-Rice, Dana Center course program specialist.

“At that 2025 meeting, we will continue the vibrant conversation for even more intersegmental collaboration related to improving success for students in STEM math courses,” Spevak said.

In three virtual and three in person sessions beginning in early 2023, the task force addressed the various options available to the state’s community colleges for AB1705 implementation, a unique situation that the consortium has dubbed “The Central Valley Way” because of its innovative approach of bringing the region’s math community together for the first time.

“This confluence of thought and individuals of math faculty and math professionals is unique to California,” said Dr. Benjamín Durán, CVHEC executive director and president-emeritus of Merced College.

“This was truly a boots-on-the-ground campaign, and we commend the folks who rolled up their sleeves and crossed territorial lines to collaborate for a great impact on our students,” Durán said. “As many excellent educators are driven to do, some went above and beyond the call of duty, even working through the summer, to prepare for this culmination and beyond.”

After the various previous sessions leading up to the Oct. 25 gathering, which was held at the Clovis Community College Herndon campus, the task force narrowed its focus to three strands with cross-institution teams developing reports regarding:

  • calculus 1 corequisite design and implementation,
  • designing and implementing an innovative pre-calculus course,
  • evaluating the efficacy of the courses in the path to calculus as reported out by strand leads.

Spevak said each community college has worked on its own plan to comply with the new legislation, for implementation in fall 2025, but the collaboration gave them the opportunity to see what sister Central Valley campuses were doing and feed off each other.

“Each college benefitted from the ideas presented by fellow college math educators,” Spevak said. “The comment most frequently heard was ‘I appreciated the opportunity to learn what other community colleges are doing and to share what my college is doing’.”

Joan M. Zoellner, the Dana Center’s Launch Years Initiative lead who also delivered a presentation, “National Best Practices in Math Student Success,” at the event summarized the outcome.

“Despite taking different approaches, all of the participants displayed dedication to student success, discussing a wide variety of topics including active learning, flipped classrooms, scheduling with other STEM departments and creatively leveraging existing campus resources such as MESA programs,” she said.

Spevak also noted that the spirit of collaboration extended to math educators from other segments who participated in the math gathering, including three Central Valley high schools and representatives from the California State University System and the University of California as well from UC campuses at Merced and Davis.

Dr. Erik Cooper of the California Community College Chancellors Office briefly discussed the AB1705 guidance.

Zoellner said of the vice chancellor’s Zoom appearance, “Attendees had the opportunity to pose several logistical questions that are still ambiguous.”

Sharing updates on work in progress throughout the Central Valley as well as statewide to enhance math education research, teacher training and student support were Dr. Lynn Cevallos of College Bridge, Dr. Ted Coe of the California Mathematics Education Collaborative, Dr. Fred Uy from the CSU Chancellors Office, Dr. Liz Rozell of the Kern Master’s Teacher Upskilling Project. Rolin Moe of UC Online sent comments presented to the group by Spevak.

Several high school officials and other higher education representatives also offered input throughout the day, highlighting the impression the Central Valley Way has made on the Dana Center representatives who work with several education organizations throughout the nation on math issues. In California, they have worked with CVHEC since 2018, when AB705 was initially being implemented and more recently into the current partnership focusing on the AB1705 implementation.

“We have been honored to work with the dedicated math faculty in the Central Valley over the course of these past years,” Zoellner said. “We have witnessed the thoughtful and intentional work by the faculty to design corequisite supports that will best support their local student populations, even when buy-in to the overall guidance was mixed.”

She echoed Duran’s assessment saying the cross-sector collaborative work happening in the Central Valley — including high schools, community colleges, CSUs and UCs — is unique in the state and in the country.

“The collaboration of many Central Valley community colleges, including small rural colleges, to share ideas, strategies and data will help identify and make the case for scaling effective ways of implementing AB1705 for similar schools in the state,” Zoellner said.

Perez-Rice said that this collaboration will be highlighted in a presentation by the Dana Center at the annual conference of the American Mathematical Association of Two-Year Colleges (AMATYC) in Atlanta Nov. 14-17 that will include two of the three CVHEC Math task Force strand leads who will share the CVHEC story addressing AB 1705 the past two years.

Set to participate in that national presentation are math professors Jeremy Brandl of Fresno City College and Shelley Getty of Taft College.

“So really the nation is seeing what is happening in the Central Valley of California and how CVHEC is leading the way showing what it means to convene like this; what it means to work across sectors to this caliber,” Perez-Rice said.  “We hope the story behind the ‘Central Valley Way to Math Success’ collaboration will serve as a template for similar regional collaboration throughout the state and nation. It’s quite exciting.”

This national attention is possible “thanks to all the math professionals in our region for their dedication to math success for our Central Valley students,” Durán said in a recorded welcome for the group.

“You are all doing something unique — a collaboration of math educators working closely together to create the ‘Central Valley Way to Math Success.’ Now the work of your partnerships is being noticed nationally.”

SPOTLIGHT – CVHEC on the road

Executive Director Benjamín Durán (third from left) led the CVHEC delegation at the Strategic Transfer Summit with Transfer Project Lead Stan Carrizosa, Jennifer Johnson of California Community Colleges Foundation and Dr. James Zimmerman of UC Merced. (Photo below): The California Economic Summit in October was attended by Ángel Ramírez, Elaine Cash, Tom Uribes (back), Priscilla Arrellano posing with Assemblyman Joaquin Arambula.

Strategic Transfer Summit provides showcase for

CVHEC’s Transfer Project as reps make the rounds

Central Valley Higher Education Consortium delegations are making the rounds this fall at several state and national conferences including the recent Strategic Transfer Summit presented by the California Community Colleges Nov. 8 at UC Merced.

Other destinations include the Complete College America National Conference in Indianapolis Nov. 18-20; the American Mathematical Association of Two-Year Colleges (AMATYC) in Atlanta Nov. 14-17 through the Dana Center with CVHEC Math Task Force members Jeremy Brandl of Fresno City College and Shelley Getty of Taft College; and the Community Colleges League of California Nov. 22 in Sacramento.

CVHEC also attended the California Economic Summit held Oct. 8-10 in Sacramento.

At the recent Transfer Summit, CVHEC’s Transfer Project team presented an update on its progress in partnering with the consortium’s 15 community college members using the Program Pathway Mapper software for a smoother transfer process for students. Leading the CVHEC delegation at the UC Merced event was Executive Director Benjamín Durán and Transfer Lead Stan Carrizosa along with James Zimmerman vice chancellor of UC Merced and Jennifer Johnson California Community Colleges Foundation.

Carrizosa said the summit, attended by the chief executive officers of the state’s three public higher ed segments – the University of California, the California State University and the California Community Colleges – provided a prime opportunity to showcase the consortium’s Transfer Project.

“The participation of the statewide CEOs of CCC, CSU & UC — coupled with powerful student testimony — makes this event an inflection point that sets our Transfer Project on its next upward trajectory,” Carrizosa said.

CVHEC’s Transfer Project has been designated as a California Community Colleges Demonstration Project by Chancellor Sonya Christian to serve as a model systemwide.

This month, Duran will also attend the CLCC in Sacramento as well as lead the CVHC delegation to the CAC national conference in Indiana. Attending the CAC with him will be Angel Ramirez, operations/finance director; Elaine Cash, grants coordinator; and Tom Uribes, communications/media coordinator.

For the CA Economic Summit in October, Ramirez, Cash and Uribes were joined by Priscilla Arrellano, administrative specialist.

CVHEC DIRECTOR’S MESSAGE (October 2024)

Fall momentum: creating rich learning

environments for successful collegiate experiences

 

Greetings CVHEC friends and colleagues …

We are delighted to share the October CVHEC e-newsletter with you and welcome you to enjoy the content we have prepared as this fall 2024 semester moves into high gear.

In this edition, we congratulate and welcome Dr. Vernon Harper as the newly installed president of California State University, Bakersfield.  Please join us in reaching out to him with well wishes.

We also congratulate and welcome Dr. Todd Hampton as the newly appointed interim superintendent/president of the West Kern Community College District/Taft College.  Both Dr. Harper and Dr. Hampton bring strong leadership to the students in Kern County and to our CVHEC Board of Directors.

You will also see the continuing efforts in the Central Valley by our member institutions to create a rich learning environment to make our students successful as they strive to complete their post-secondary education.  You will see references to two upcoming convenings that will highlight these efforts the “The Central Valley Way to AB 1705 Success and Beyond” later this month and the Central Valley Dual Enrollment for Equity and Prosperity (CVDEEP) Task Force Convening next month.

For the first convening Oct. 25, read about the CVHEC Math Task Force bringing together regional mathematics faculty to continue addressing challenges and barriers resulting from Assembly Bill 1705.  These math professionals have worked through the summer and into the fall semester to develop strategies for delivering math solutions for many students and sharing them with their colleagues in the region for compliance with the state legislation.

We are especially proud that two of these faculty members have been invited to represent the Central Valley by delivering a session at a national mathematics convention in Atlanta, Georgia this November.  It is so good to see our region receiving national attention for the good work of our faculty. Congratulations Jeremy Brandl of Fresno City College and Shelley Getty of Taft College.

For the CVDEEP Task Force convening Nov. 14, we will see college and university professionals highlighting their work around delivering college level courses to high school students from rural high schools using an online dual enrollment strategy as a vehicle to reach populations that do not typically have the opportunity to benefit from taking college level courses while still in high school.  This is a great way to infuse equity and inclusion into our partner institutions for those students who will benefit from getting a jump-start on gateway college courses that are essential for the successful completion of their degrees and certificates.

We will also be participating in some conferences of our own. CVHEC representatives will be at the California Economic Summit Oct. 8-10 in Sacramento and the Complete College America National Conference Nov. 18-20 in Indianapolis where we hope to re-connect with many of our partners across the state and nation and meet new ones.

This month’s “What the CV-HEC is Happening Blog” is by guest blogger Marni Cahoon, a Taft College math professor, reflecting on the successful dual enrollment venture our consortium member in the West Kern Community College District has implemented

Lastly, enjoy highlights of CVHEC member institutions and other topics we thought would be of interest.

North Valley Masters Upskilling Program begins recruiting — info sessions set

The WE Will! K-16 Educational Collaborative held its “All Partner Collaboration Convening” at Stanislaus State Sept. 26 including partners in two CVHEC initiatives funded for the North Valley: the Masters Upskilling Project, which is now recruiting high school teachers and the Central Valley Math Bridge Program.

WE Will! funding helps North Valley high school teachers

offset tuition for Masters Upskilling Program  

[UPDATE 10/31/24: Additional information sessions have been added Nov. 5 and 19 — both at 4:30 p.m. REGISTER]

Recruitment is now underway for a cohort of North Valley high school teachers interested in earning a master’s degree that will qualify them to teach college dual enrollment. Information sessions are available this month.

The North Valley Master’s Upskilling Program is presented by the  Central Valley Higher Education Consortium (CVHEC)  thanks to a $400,000 grant by the WE Will! K-16 Workforce and Education Collaborative. 

In partnership with two CVHEC-members — Fresno Pacific University and National University along with CVHEC member community colleges and their service-area high schools — the program recruits and helps fund tuition for existing high school math and English teachers to earn a master’s so they can teach dual enrollment courses in those subjects on their high school campuses.

The grant is one of two awarded to CVHEC that will serve northern CVHEC member counties over the next three years. It  supports 12 high school English and 12 high school math teachers to offset much of the cost of this upskilling coursework and provide them with community college mentors to support them in their role as college instructors, said Tom Burke, CVHEC’s  Master’s Upskilling Program coordinator.

CVHEC is now working with Merced, San Joaquin and Stanislaus Counties Superintendent of Schools Offices to recruit high school teachers seeking this opportunity as well as with regional community colleges to identify mentors for the participating teachers.

The first cohorts are set to begin in spring 2025 and high school teachers may learn more about admission at these upcoming information sessions:

For its online MA degree program in Mathematics Education, FPU has set information sessions for Oct. 8 and 22 from 4:40-5:40 p.m. each session: Math Info Session registration. [UPDATE 10/31/24: Additional information sessions have been added Nov. 5 and 19 — both at 4:30 p.m. REGISTER]

Courses cover a range of mathematics topics such as advanced algebra, geometry and calculus. The program includes courses like Math for Social Justice and Data Science. Students will read the research in math education and complete a series of three comprehensive exam papers embedded in the coursework.

The cohort will take two courses per semester for completion in summer 2026 with synchronous Zoom meetings on Wednesdays from 5:15 to 9 p.m.

The We Will!/CVHEC funding provides $12,500 per student and AIMS Education foundation provides an additional $5,000 per student. Students are also eligible to apply for the Federal TEACH grant.

Contact: Manjula Joseph, Ph.D., program director at manjula.joseph@fresno.edu or 559s.453.2096. (Also: Graduate.Studies@fresno.edu or 559.453.3690).

For its online Master of Arts degree program in English, National University has set information sessions for Oct. 8 and 23 from 5:00-6:00 p.m. each session:  English Info Session registration

The program curriculum covers major approaches to literature, including theoretical, historical, comparative, thematic, multicultural and genre studies. Coursework provides students with the critical vocabulary, tools and research ability to produce literary scholarship of professional quality and to participate in ongoing scholarly discussions of issues in literary study.

The Rhetoric specialization offers a program of graduate study in literature, as well as a wide range of cultural productions—from classical oration to contemporary cinema—with a particular emphasis on how language and image are used to produce various effects and meanings. The curriculum contains several variable-topic courses, allowing students to pursue broad program goals in topic areas matched to their interests.

With 12 students per cohort, the program offers 10 courses (45 quarter units) in a one course per month format with fully online, asynchronous instruction for program completion in 12-months or less.

The WE Will!/CVHEC funding provides $12,500 per student and a $3,978 (20%) tuition reduction scholarship per student from National University due to its partnership with  CVHEC.

Each cohort student will be paired with an English professor from a local community college district.

Contact: Jessica Gladney, program director, at jgladney@nu.edu or text 310.968.5805.

CVHEC and its partners are aiming to accomplish the success it has already had throughout the valley with the Master’s Upskilling Program which is the result of CVHEC’s dual enrollment task force, Central Valley Dual Enrollment for Equity and Prosperity (CVDEEP).

The innovative program has produced over 160 master’s graduates qualified to teach dual enrollment college courses in partnership with the Fresno-Madera K-16 Collaborative in the mid-valley region and the Kern K-16 Collaborative in the south valley area.

 

 BACKGROUND

Established in 2019 to identify and establish the best elements of an intentional and sustainable strategy for dual enrollment, the Central Valley Dual Enrollment for Equity and Prosperity (CVDEEP) Task Force is made up of more than 150 Central Valley secondary and postsecondary education leaders who gather annually for CVHEC dual enrollment convenings.

The Master’s Upskilling Program was the outcome of CVDEEP’s second convening in 2022 where participants from member colleges throughout the 10-county region identified an urgent need showing that many high schools, especially rural schools, are unable to offer dual enrollment courses on their campuses because they lack teachers who meet the community college minimum qualifications – a master’s degree.

(NOTE: CVDEEP’s valley-wide convening is set for Nov. 14 in Fresno open to educators, administrators with free registration [reg link to come ] now available).

The other $400,000 state grant CVHEC received from the WE Will! Collaborative will expand the Central Valley Math Bridge Program presented in partnership with College Bridge which has established the imitative that involves in the mid-valley area.

Funding for both consortium projects, which involve improving access to dual enrollment college courses for high school students, is from a $18 million grant the WE Will! Collaborative received from the Regional K-16 Education Collaboratives Grant Programs last fall as part of the statewide drive to strengthen the K-16 education-to-career pipeline.

The dual enrollment aspect supports CVHEC’s mission to increase college degree and certificate attainment rates for valley students throughout the nine-county Central Valley region as well as helps fulfill the collaborative’s education-to-career pipeline goal, said Dr. Benjamín Durán, consortium executive director.

ABOUT The North Valley Tri-County Workforce and Education (WE Will!) K-16 Collaborative

 The North Valley Tri-County Workforce and Education (WE Will!) K-16 Collaborative is a multi-sector and intersegmental collaboration uniting Merced, San Joaquin and Stanislaus Counties with CVHEC-member University of California, Merced as the lead agency and includes four other fellow CVHEC members: Merced College, Modesto Junior College, San Joaquin Delta College and California State University, Stanislaus. The collaborative also includes K-12 school districts, county offices of education, economic development agencies and local and regional employers.

CVHEC DIRECTOR’S MESSAGE (September 2024)

PPIC report/panel, CVHEC

board meeting kick off fall 2024

Greetings CVHEC friends and colleagues …

The CVHEC Board of Directors held its quarterly meeting Sept. 4 and heard a detailed report about the region’s equity and student success work from the previous spring semester, as well as the introduction of three new initiatives that are being launched valley wide.

One of the highlights of the meeting was the welcoming of nine presidents and chancellors who are new to their positions that automatically places them on the CVHEC board.  You will have an opportunity to meet them as you read through this edition.

This issue, we are also unveiling a new logo for the Consortium, the next step of a brand refresh which will be followed by an updated website this winter!

Though the summer break provided an opportunity for rest, reflection and rejuvenation for some, a pool of dedicated math professors of our CVHEC Math Task Force worked throughout the break on the implementation of AB 1705, a piece of legislation designed to redesign the way calculus and other college math courses are delivered to incoming college freshmen.  The work of this group will culminate in the Central Valley Math Convening of math professionals in the region on Oct. 25.  This convening is a testimony to the dedication of the math educators and other education professionals in our valley serving our students.

Finally, let me call your attention to a report delivered by the Public Policy Institute of California (PPIC) that speaks to the college going rates in our region and some of the efforts that CVHEC and other partners throughout the valley are engaged in to address issues around enrollment, transfer and completion rates.  The PPIC hosted a statewide virtual panel to showcase the report and invited me to join my colleagues Dr. Orquidea Largo from UC Merced and Tressa Overstreet from the Fresno Unified School District to discuss the report from both the higher education and K-12 perspectives.

As always, thank you for taking the time to read about the terrific work that our Central Valley colleges and universities are doing to advance the economic and social wellbeing of this import part of California.

PHOTO GALLERY: CVHEC Board of Directors – Sept. 4, 2024 (Lemoore College)

Photos by Antonio Aguilar, West Hills Community College District photographer, and Tom Uribes, CVHEC. Special thanks to Amber Myrick, WHCCD director of Marketing, Communications and Public Information.

AB 1705: Math Task Force sets Oct. 25 reconvene with 3 strands

Math Task Force ‘Central Valley Way’

gains national math attention

 

REGISTER

As a July 1, 2025 deadline approaches regarding implementation of Assembly Bill 1705, the Central Valley Higher Education Consortium Math Task Force prepares for its next convening of valley math minds Friday, Oct. 25 in Clovis amidst several new developments.

The group has now met five times since October 2022 – three in person and two virtually – as Central Valley community colleges prepare to meet the requirements of AB 1705 related to  equitable placement, support and completion practices for STEM programs.

The free convening Oct. 25, again co-facilitated by John Spevak, Ph.D., CVHEC regional coordinator who oversees the consortium’s Math Task Force, and Tammi Rice-Perez, Ed.D., of the Charles A. Dana Center (University of Texas at Austin), will be from 9 a.m. to 3 p.m. at the Clovis Community College Herndon campus (390 W. Fir Ave. in Clovis).

At the April 19 gathering attended by about 70 that Spevak described as “filled with energy, synergy and productivity,” math professors and deans shared ideas about how best to meet AB 1705 requirements.

That conversation will continue on Oct. 25 with the focus narrowed to three strands and discussion of a new direction provided recently by the California Community Colleges Chancellor’s Office.  

Spevak said the task force, with the help of the Dana Center, has been working over the summer to present reports on these three updated strands:

  • “Developing a Single-Course Prerequisite to Calculus,” led by Professor Jeremy Brandl of Fresno City College
  • “Developing a Calculus 1 Course with a Corequisite,” led by Professor Shelley Getty of Taft College
  • “Verifying the New Prerequisite Course,” led by Professor Nathan Cahoon of Taft College.

“The Oct. 25 math gathering in Clovis will continue to focus on the Central Valley Way to Math Success in light of AB 1705,” said Dr. Spevak. “Math professors will be giving updates on the development of new courses that will be taught starting in fall 2025, including a new calculus prerequisite course and a calculus with corequisite course.”

Spevak said another group of professors is working on ways to deal with the challenges presented in the Chancellor’s Office guidelines to implementing AB 1705.

He added that the Central Valley’s pursuit of best math practices is gradually expanding as representatives from the California State University and the University of California are expected to attend on Oct. 25 and provide updates.

That gathering will also include expanding representation from K-12 partners, who are also working on finding the best paths to math success in the Central Valley.

Dr. Spevak also announced that this collaborative endeavor by CVHEC, the Dana Center and consortium member institutions of higher education – convening community college math educators, administrators and researchers as well as K-12 representatives to address AB1705 – is getting national attention with the invitation of two strand leads of the Math Task Force, Jeremy Brandl and Shelley Getty, to present at a national math conference in Georgia this fall.

They will join Rice-Perez of the Dana Center to make a presentation about the “Central Valley Way to Math Success” collaboration at the annual conference of the American Mathematical Association of Two-Year Colleges (AMATYC) in Atlanta I Nov. 14-17.

“We continue to thank all the math professionals in our region for their dedication to math success for our Central Valley students,” said Dr. Benjamín Durán, CVHEC executive director and president-emeritus of Merced College.

“You are all doing something unique — a collaboration of math educators working closely together to create the Central Valley Way to Math Success. Now the work of your partnerships is being noticed nationally.”

He noted the AB1705 collaboration on the Central Valley front is providing an added benefit: the establishment of an ongoing network between the consortium’s math community.

“This is one of the primary purposes of our consortium, to convene our members on issues of higher education affecting our region and to unify as one voice when needed,” Dr. Duran said. “That’s why we call this CVHEC Math Task Force endeavor ‘the Central Valley Way.’”

Registration for the event is now open.

See also: 

 

HIGHER ED NEWS: PPIC Pathways Report

 

Screenshot

A sweeping new report, “Pathways to College Completion in the San Joaquin Valley,” by the Public Policy Institute of California (PPIC) found a multitude of factors contributing to lower college attainment rate in the region, compared to the rest of the state, including a lack of preparation in high school, low university application rates (especially to the UC system), financial constraints, campus proximity, and a perception of less access. That’s a problem for the state, as well as the region.

Central Valley struggles to produce college grads;

key programs are turning that around

 

By EMMA GALLEGOS
(EdSource – Aug. 20, 2024)

 

A new report delivers bad and good news for the Central Valley.

The bad news: The vast majority of parents, 79%, want their children to get a bachelor’s degree, but just 26% of students in the region are on pace to achieve that.

The good news: Central Valley educators in both K-12 and higher education are pioneering strategies that could transform the region’s low college attainment rates. That includes broadly expanding dual enrollment opportunities; increasing the number of students meeting requirements to graduate from high school; and creating regional partnerships to smooth key transitions between high school, community college and four-year universities.

A sweeping new report, “Pathways to College Completion in the San Joaquin Valley,” by the Public Policy Institute of California (PPIC) found a multitude of factors contributing to lower college attainment rate in the region, compared to the rest of the state, including a lack of preparation in high school, low university application rates (especially to the UC system), financial constraints, campus proximity, and a perception of less access. That’s a problem for the state, as well as the region.

“When we look to the state’s future, the San Joaquin Valley is especially important,” said Hans Johnson, one of the report’s authors.

That’s because the Central Valley is populous, young and growing rapidly — 4 million and counting — compared with other parts of the state. But it is also a region that requires attention, because, over the last 50 years, it has fallen behind the rest of the state economically. In 1974, residents in the Central Valley made 90% of the state’s per capita income. In 2020, that number had fallen to 68%.

“When you increase the educational attainment rate here in the Central Valley, it lifts the entire region socioeconomically and culturally as well,” said Benjamin Duran, executive director of the Central Valley Higher Education Consortium.

He said that too few students obtaining any kind of degree — associate, bachelor’s or advanced — means the valley will continue to have too few people in critical professions, such as nursing, medicine and teaching.

“It’s way below what our economy in general demands,” said Johnson, a senior fellow with PPIC. “We know the value of a college degree statewide is incredibly strong — and in the Valley as well. So, not everybody has to go (to college), but more people and more students should be going than are going right now.”

The report finds that students in the Central Valley tend to graduate from high school at nearly the same rate as other students in the state, but show a sharp decline during the critical juncture of transitioning from high school to college and, for students who register at community colleges, which a majority of Valley college students do, transferring to a four-year university or college.

High school students lack preparation

According to the PPIC report, students in the Valley have wildly different experiences based simply on which school districts they attend.

“That’s both encouraging and kind of discouraging that we have such a wide variation that where you go to school, to not a small extent, is going to determine what kind of possibilities you have for going on to college,” Johnson said.

School districts that do a good job preparing socioeconomically disadvantaged students tend to also prepare their wealthier peers well, the report shows.

Two of the Valley’s largest districts, for example, demonstrate this. The college-going rate for Fresno Unified’s socioeconomically disadvantaged students is 64%, compared with 67% of their more advantaged peers. Those same rates for the Kern High School District are 48% and 53% respectively.

The problem is that many Central Valley students are not graduating from high school with the preparation that they need to succeed in college, according to Olga Rodriguez, one of the report’s authors.

One important metric is how many students have taken the full college preparatory sequence — known as A-G — required for admission to California’s public universities. In the Central Valley, 4 out of 10 high school graduates met the A-G requirements, compared with 6 out of 10 for Los Angeles and Bay Area students.

“If you want to increase the number of college graduates, that’s where we have so much potential,” said Rodriguez, director of the PPIC Higher Education Center.

Students who do not meet A-G requirements are not able to begin their college career at a CSU or UC school. Additionally, this lack of preparation makes it more challenging for students at community colleges to successfully transfer to a four-year university, Rodriguez said.

To improve their rates, some school districts have shifted to mandating that students graduate with A-G requirements; others have simply dropped classes that are not A-G eligible. However, many other districts are not prioritizing A-G classes.

“A-G policies often seemed centered on politics and local industry needs — as opposed to being focused on students’ needs and aspirations,” the report states.

An analysis by EdSource found that 56% of high school seniors do not complete the A-G requirements. EdSource found that the problem is particularly dire among Black and Latino students, as well as in certain regions, such as Northern California and the Central Valley.

For many communities in the Central Valley, higher education is considered more “aspirational” than realistic, Duran said, adding that it’s the job of all educators across the spectrum to educate both students and parents about how to make college a reality.

The default choice for many Central Valley students is to stay at home and attend a local community college, rather than attend a CSU or UC — even for students who have the grades. The perception is that it ends up being cheaper and maybe a safer option, but that’s not always the case.

“When you look at the net price, it’s actually more affordable to go to a CSU than it is to stay at a community college,” said Rodriguez. “Especially when you think about the likelihood of completion and how long it’s going to take you.”

 

Partnerships make the difference

Because the transitions between institutions is where students tend to fail, the report says that partnerships between high schools, community colleges, CSU campuses and the region’s only UC campus, in Merced, are important for Central Valley students.

In this area, the region is “ahead of the game,” said Rodriguez.

The Associate Degree for Transfer (ADT) is a program that guarantees community college students who meet certain requirements a spot at a CSU campus, but the UC system has not joined in. However, UC Merced — the only UC in the Central Valley — is unique in having its own version of an ADT guarantee for regional community colleges, Johnson notes. The university also has a similar guarantee program aimed at high school students in regional districts.

There are similar partnerships throughout the Valley that are trying to ease those transitions. For instance, Fresno State has a new Bulldog Bound Program that guarantees admission to high school students in over 40 school districts who meet requirements — and also gives them support during their high school career.

The region has three K-16 collaboratives that focus on making sure that schools are able to prepare students for college at a young age — whether that is through educating parents or helping high school teachers, particularly in English and math, get master’s degrees so they can teach dual enrollment courses.

Dual enrollment has thrived in the Central Valley, thanks to partnerships largely between community colleges and K-12 schools in the region. Dual enrollment allows students to take college credit courses during high school, which makes them more likely to continue on to college after high school.

The work being done in the Central Valley serves as an incubator for what can happen in the rest of the state, said Duran.

“The work we do is collaborative,” said Duran. “We try to bring projects and initiatives that can not only be replicated here, but in the rest of the state.”

If these changes lead to a swell of enrollment, the report notes that there is plenty of higher education infrastructure in the region. Few colleges or universities have programs that are impacted — unlike in other parts of the state. Both CSU and UC are banking on growth in this region.

Emma Gallegos covers equity issues in education and is based in California’s Central Valley.

See:

EdSource article

PPIC Panel Aug. 20 story 

 

 

 

 

 

 

 

 

SPOTLIGHT: Pathways to College Completion in the San Joaquin Valley

 

California’s San Joaquin Valley (SJV) has the lowest college enrollment and completion rates in the state, which both reflects and perpetuates the region’s economic challenges. Yet it could be on the verge of dramatic improvements. How can institutions, educators, and policymakers expand support for its college-going pathways?

Last month, PPIC senior fellow and director of the Higher Education Center Olga Rodriguez presented new findings and led a discussion with valley higher education leaders Aug. 20 to answer this question including Dr. Benjamín Durán, executive director, of the Central Valley Higher Education Consortium. They were joined by Tressa Overstreet, Fresno Unified School District’s executive director of college and career readiness, and Dr. Orquidea Largo—associate vice chancellor and chief outreach officer at UC Merced’s Center for Educational Partnership

“The single largest obstacle for SJV youth is the transition from high school to college,” Rodriguez said. “The second is the transfer from community college to four-year institutions.” She stressed that districts with the best outcomes have expanded access to dual enrollment courses and made the A–G coursework needed to qualify for California’s public four-year colleges an integral part of high school curricula. Even so, only 39% of valley high school graduates complete the requirement.

Most SJV high school graduates who go on to postsecondary education start out in community college, but their transfer rates are 5 percentage points lower than in the rest of the state. “Parents and students in the valley see a college education as a key to a brighter future,” Rodriguez said, “including greater career and economic opportunities. Ensuring they have access to the information they need is critical to their success.”

Tressa Overstreet, Fresno Unified School District’s executive director of college and career readiness, agreed. Citing the importance of introducing college and career readiness well before ninth grade, she said, “We need to spend time with our families and our youngest students, to develop the mindset that I am college material.” To facilitate student success, Fresno Unified made A–G its default high school curriculum, expanded access to dual-enrollment courses, prioritized data, and last year added transition counselors. “We have a full department focused on monitoring and meeting the needs of every student,” Overstreet said. “This year our students earned over 12,000 credits through dual enrollment.”

Asked what advice she had for students, Orquidea Largo—associate vice chancellor and chief outreach officer at UC Merced’s Center for Educational Partnerships—said that improved policies and procedures have rendered today’s students more aware and assertive than in the past. But more needs to be done to ensure they arrive at high school academically well prepared, with a sense of where they are going. “I want to remind them we are working for them. It is not an inconvenience to approach their teachers, their counselors, their principals and declare what path they want to follow and how they expect our educational system to support them in pursuing their college aspirations.”

Benjamin Duran, executive director of the Central Valley Higher Education Consortium, addressed the challenge of improving transfer rates. As an example, he talked about the Central Valley Transfer Project—a collaborative effort between his organization, valley community college and California State University (CSU) campuses, and UC Merced. Among other improvements, an associate degree can now qualify students for the region’s public four-year colleges. Duran is especially excited about the Pathways Mapper application. “We think it’s going to have a huge impact on the transfer numbers we already see,” he said. “Youngsters involved are transferring at greater numbers than those seeking their own pathways.”

All the panelists pointed to data sharing as an essential aspect of such collaboration. Largo emphasized the importance of real-time district-level data in making adjustments to policies and practices that might be creating barriers for students. Overstreet agreed, noting that data is essential not only to building Fresno Unified’s master schedule but also to monitoring student progress in such a way that interventions can be made. She emphasized the need to break out of silos of all kinds: “We truly believe we are stronger together. This is going to take a community lift, to shift our regional socioeconomic status. Our students deserve pathways to hope.”

 

SeeL

NEWS RELEASE: Durán joins Aug. 20 panel examining new PPIC findings

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