Response to Proposed Policy Changes and Actions
Related to Basic Skills Preparation for Admission to and
Continuous Enrollment in the CSU

AS-2302-95/AA/TEKR - November 2-3, 1995

RESOLVED:That the Academic Senate of the California State University, now as in the past, support and assume responsibility for enhancing and facilitating student learning in the CSU from entrance through graduation; and be it further

RESOLVED:That the Academic Senate CSU commend the Board of Trustees for engaging the people of California in an open dialogue about the writing and quantitative competencies of students in all segments of education, and support adoption of policies and programs by the CSU that would contribute directly to student achievement of competencies in writing and quantitative reasoning; and be it further

RESOLVED:That the Academic Senate CSU affirm its commitment to admit and educate the upper one-third of the California high school graduating class as envisioned in the State Master Plan for Higher Education and oppose any changes to Title 5 at the present time which would establish new requirements for admission to the CSU based on specified levels of achievement in writing and quantitative reasoning as recommended in the Subcommittee's Report; and be it further

RESOLVED:That the Academic Senate CSU urge the Board of Trustees not to adopt approaches to remedial education that are likely to reduce access to the CSU in particular for underrepresented and economically disadvantaged student groups; and be it further

RESOLVED:That the Academic Senate CSU encourage campuses to continue and strengthen efforts to ensure that students needing remedial/ developmental work are enrolled in appropriate courses in a timely and sequential manner, and oppose the recommendations contained in the Subcommittee Report to revise Title 5 that would disqualify students from continued enrollment in the CSU if they have not completed remedial/developmental or General Education breadth English and mathematics requirements within a specified time frame; and be it further

RESOLVED:That the Academic Senate CSU endorse the nine principles for remedial/developmental education adopted by the Workgroup on Underprepared Students in its Final Report, June 1995 (see attachment); and be it further

RESOLVED:That the Academic Senate CSU urge the Board of Trustees to incorporate in any policy that it may adopt on basic skills preparation for admission to and continuous enrollment in the CSU, the nine principles for remedial/developmental education adopted by the Workgroup on Underprepared Students in its Final Report, June 1995; and be it further

RESOLVED:That the Academic Senate CSU urge the Chancellor to work with the Academic Senate CSU to develop a comprehensive multi-year plan to improve the writing and quantitative reasoning competencies of CSU students which implements the nine principles of the Workgroup on Underprepared Students in its Final Report, June 1995; and be it further

RESOLVED:That the Academic Senate CSU urge the Chancellor to include, in this comprehensive multi-year plan to improve the writing and quantitative reasoning competencies of CSU students, strategies that enhance the subject matter and professional education of preservice and inservice teachers in ways that prepare them to teach mathematics, reading, and writing effectively; and be it further

RESOLVED:That the Academic Senate CSU urge the Chancellor and the Board of Trustees to work collaboratively with the Academic Senate CSU, faculties in K-12 schools, the California Community Colleges, and the University of California, in efforts to review and standardize basic skill competencies and methods of assessment of these basic skill competencies; and be it further

RESOLVED:That the Academic Senate CSU urge the Board of Trustees to join with the governing boards of the other educational segments to engage state government in efforts to identify the costs and provide adequate support for education in California.

APPROVED -- November 2-3, 1995



 
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