Students who take math in the 12th grade improve their chances of enrolling and continuing in higher education, according to a new report by the Los Angeles Education Research Institute at UCLA. In partnership with the Los Angeles Unified School District, the institute’s researchers followed the educational journeys of nearly 27,000 students beginning in the 11th grade. Those who took […]
By Sheryl MacPhee The 3rd annual USC/LACCD Research-Practice Partnership Conference on AB705 brought together more than 50 researchers, faculty, staff, and administrators. Taking place in December 2021, the purpose of this year’s conference was to engage practitioners in a discussion of key findings from the implementation of AB 705 in the Los Angeles Community College District (LACCD). More than 50 […]
The University of Southern California’s Pullias Center for Higher Education at the Rossier School of Education, in collaboration with Price Center for Social Innovation, has begun work on a project with Los Angeles Southwest College, part of the Los Angeles Community College District (LACCD). The 18-month research evaluation will focus on a pilot program being conducted by the Leonetti/O’Connell Family […]
By Tatiana Melguizo The California Community Colleges (CCC) constitute the key entry point to college for the large majority of Black, Latina/o/x, and Indigenous populations as well as low-income students. As such, it is critical that they provide high-quality instruction along with a robust set of academic and wrap-around supports necessary for the students to fulfill their educational potential and […]
The Pullias Center’s Tatiana Melguizo discusses her research team’s dive into California’s historic AB705 legislation and why community colleges across the country should pay attention. The California community college system has had to deal with two major developments in the past two years. First, the state passed Assembly Bill 705 (AB705), which required colleges to place students directly in transfer-level […]
A group of researchers, policymakers, program officers, and advisory board members met in December 2020 to discuss research studies on the implementation of AB705. In January 2018, California passed AB705, a bill that requires community colleges to maximize the probability that a student will enter and complete transfer-level coursework in English and math within a one-year timeframe. In the past, […]
The Pullias Center for Higher Education has been awarded an approximately $400k Spencer Foundation grant. The grant will fund the “Examining Implementation of a State Mandate to End Remediation in Community Colleges: A Research-Practitioner Partnership” project over 2.5 years. The goal of this project is to examine how Los Angeles Community College District (LACCD) colleges are implementing the major structural […]
A substantial majority of low-income, first-generation and racially-minoritized students begin their college journeys in community colleges. Rigorous empirical research nationwide has documented that a major road block for community college students to earn a certificate, an associate degree (AA), or transfer to a four-year college, is placement in developmental math and English courses. There is a plethora of research documenting […]
In December, 2019, researchers, policymakers, and practitioners gathered at the University of Southern California for a full-day Math Equity Convening hosted by The Pullias Center for Higher Education and facilitated by the center’s own Dr. Tatiana Melguizo to discuss developmental education policies in Los Angeles community colleges and how colleges can successfully adapt to the new demands of AB705 governing […]