Whereas, the California State Legislature found that research has shown that dual enrollment can be an effective means of improving the educational outcomes for a broad range of students;

Whereas, dual enrollment has historically targeted high-achieving students, however, increasingly, educators and policymakers are looking toward dual enrollment as a strategy to help students who struggle academically or who are at risk of dropping out;

Whereas, AB 288 was enacted to allow the governing board of a community college district to enter into a College and Career Access Pathways (CCAP) partnership with the governing board of a school district for the purpose of offering or expanding dual enrollment opportunities for students who may not already be college bound or who are underrepresented in higher education, with the goal of developing seamless pathways from high school to community college for career technical education or preparation for transfer, improving high school graduation rates, or helping high school pupils achieve college and career readiness;

Whereas, allowing a greater and more varied segment of high school pupils to take community college courses could provide numerous benefits to both the pupils and the state, such as reducing the number of high school dropouts, increasing the number of community college students who transfer and complete a degree, shortening the time to completion of educational goals, and improving the level of preparation of students to successfully complete for-credit, college-level courses;

Whereas, through dual enrollment partnerships, school districts and community college districts may create clear pathways of aligned, sequenced coursework that would allow students to more easily and successfully transition to for-credit, college-level coursework leading to an associate degree, transfer to the University of California or the California State University, or to a program leading to a career technical education credential or certificate;

Whereas, to eliminate certain fiscal and policy barriers, AB 288 authorizes specified special part-time students to enroll in up to 15 units per term, waives certain college fees for those students, and allows closed courses that occur on high school campuses during the regular school day;

Whereas, at the same time, AB 288 requires that the program be for a specified purpose (e.g., cohort program for underrepresented students) and adhere to delineated state reporting requirements;

Whereas, it was the intent of the Legislature that CCAPs do not cause either party, the community college and the school district partner, to reduce staffing as a result of entering into a CCAP partnership together;

Whereas, a CCAP Agreement is a memorandum of understanding (MOU) between a community college district and a school district partner that establishes a CCAP partnership, CCAP MOUs must be approved by the governing boards of both districts, partners are required to present the MOU twice to their respective board (once as an information item, and another for public comment and board approval, and, once approved, CCAP MOUs must be filed with the California Community Colleges Chancellor’s Office (CCCCO) in order to be deemed official by the State of California;

Whereas, CCAP MOUs outline the terms of the CCAP partnership and includes, but is not necessarily limited to, the total number of high school students to be served; the total number of Full-Time Equivalent Student (FTES) projected to be claimed by the community college district for those students; the scope, nature, time, location, and listing of community college courses to be offered; criteria to assess the ability of students to benefit from those courses; and protocols for joint facilities use, parental consent for high school students, etc;

Whereas, in 2025, the Legislature enacted SB 1244 authorizing a community college district to allow an existing CCAP partnership to be amended or a new CCAP partnership agreement to be established between a local education agency and a community college district outside the primary community college district if either of the following have occurred: a) The primary community college district has declined a request from the local education agency to amend the existing CCAP agreement to include the SB 1244 Page 6 requested courses or has not answered the local education agency’s request to amend the CCAP agreement within 60 days; or, b) The primary community college district has declined a request from the local education agency to approve a new CCAP agreement with a community college district to offer dual enrollment courses or has not answered the local education agency’s request to establish the new CCAP agreement within 60 days;

Whereas, all instructors teaching a CCAP course must be approved by the community college as instructors who meet the minimum qualifications for faculty as defined by the California Community College Chancellor’s Office for the discipline they are assigned to teach;

Whereas, the community college may select instructors from the partner school district’s teaching personnel and teaching personnel selected to be a CCAP instructor shall become adjunct employees of the college;

Therefore, be it resolved that the position of CFT on dual enrollment be the following:

• the first time a specific CCAP course is offered, partnering school district personnel who meet the minimum qualifications and who are deemed acceptable by the community college, shall have first right of refusal for that course, irrespective of any seniority lists or seniority systems that might exist for other community college adjunct faculty; and
• that a community college instructor selected to teach a course at a partnering high school campus may not displace or cause the termination of an existing instructor teaching the same course on that high school campus, and school district personnel teaching a course offered for college credit at a high school campus may not displace or cause the termination of an existing community college faculty member teaching the same course at the partnering community college campus; and
• that unless there is an executed agreement between the college district and the partner school district stating otherwise, the community college shall be solely responsible for all salaries, wages, and benefits due to instructors teaching a CCAP course, unless the instructor at the high school district is teaching the college class as part of their full-time regular assignment with the high school district. In that case the high school district shall cover the salaries, wages, and benefits; and
• that if a school district partner requires its personnel teaching a course at a high school serving as college adjunct instructors to have additional contact time with CCAP students outside of designated college course hours, the partner school district shall be responsible for the salaries, wages, and benefits for this additional time; and
• that all instructors who teach CCAP courses shall be under the supervision and control of the appropriate community college dean and college department chair who have oversight for the corresponding disciplines while the instructor is teaching the course and performing any course related work or activities; and
• that all instructors who teach CCAP courses must provide the supervision and control reasonably necessary for the protection of the health and safety of students and may not have any other assigned duties during the instructional activity, and the instructor must be physically present in the classroom or laboratory or within the line-of-sight of the students at all scheduled instructional times; and
• that instructor performance shall be evaluated by the college district using the adopted evaluation process and standards currently in place for the community college faculty; and
• that the community college and the partner school district, through mutual agreement, shall determine the number of instructors, the ratio of instructors to students, the ratio of classified staff to the CCAP campuses they oversee, and the subject areas of instruction for CCAP courses offered with a focus on maintaining balanced staffing levels for support personnel governing campuses; and
• that all instructors must teach according to the official community college course outlines of record, including coverage of content and limits on instructional hours; and
• that instructors must submit final grades by both the partner school district and community college final grade deadlines each semester.

Therefore, be it finally resolved, that CFT will assist with any local to help them enforce these policies with their districts or colleges.

Submitted by Salinas Valley Federation of Teachers, AFT Local 1020, and AFT Guild, Local 1931