2003

Whereas, The paradigm of the California community colleges has for the past four decades increasingly been one of inclusion for all populations; and both state and federal law, as well as respect for human diversity and need, call for California community colleges to provide services and programs to include students with disabilities and socioeconomic disadvantages;

Whereas, It is clear through both research and anecdotal experience that sound practices in student orienting, academic advising and educational goal-setting are key elements of success for all students;

Whereas, Legislation is being introduced in the California Legislature designed to implement the new Master Plan for Education; and

Whereas, Parts of this legislation seek to remove the authority for the approval of programs and the establishment and modification of curriculum, as well as other academic matters, away from the local level and place the authority entirely in the hands of a centralized administrative state body, such as the Board of Governors;

Whereas, Legislation is being introduced in the California Legislature designed to implement the new Master Plan for Education;

Whereas, Parts of this legislation seek to remove or amend current law with regard to the rights and responsibilities of the Academic Senate for California Community Colleges and of local senates to "assume primary responsibility for making recommendations in the areas of curriculum and academic standards," presently provided for in Education Code 70901 and 70902 and further detailed entitle 5; and

Whereas, A central core of regular, full-time faculty remains essential to the creation and maintenance of educational institutions of excellence;

Whereas, It would be imprudent to suspend the California Community College System commitment and obligation to maintain a faculty core sufficient to ensure educational programs and services of excellence for our students; and

Whereas, More than half of all students coming into community colleges need basic skills courses for college success;

Whereas, A growing proportion of students who need basic skills courses are also those who are returning to education after a number of years and for whom basic skills education provides a transition back into the classroom; and

Whereas, Legislators and policy makers have been discussing proposals to fund specific disciplines for example, exercise science/physical education and music) differentially;

Whereas, The general education of students should include exposure to a vast array of coursework intended to improve the educational experience and quality of life for the student; and

Whereas, Differential funding of courses would negatively affect students, prevent colleges from fulfilling their stated missions and create fiscal hardship for individual institutions;

Whereas, Colleges are required to submit an up-to-date student equity plan by April 2004;

Whereas, The Board of Governors has made student equity among its highest priorities for 2002-2003; and

Whereas, Many faculty and local senates may lack expertise in recommending substantive goals, actions and activities for their college's student equity plan;

Whereas, California community colleges are encountering a budget crisis and are looking for places to cut spending;

Whereas, Faculty might want to recover monies paid in dues by administrators and boards to their organizations; and

Whereas, A reduction of the Academic Senate dues would give faculty leverage in asking for a reduction of dues from administration and board organization;

Whereas, California's state budget cycles are intricately linked to partisan and interest-group politics;

Whereas, Our community colleges continue to face disproportionate budget cuts as compared to theK-12, CSU and UC systems;

Whereas, It has become clear that these other groups have generated higher levels of budgetary support, in part, by being better prepared to participate in the political process; and

Whereas, Effective educational planning depends on a predictable, multi-year income stream;

Whereas, The California Community College System has experienced great disparity in funding compared to the UC and CSU systems;

Whereas, The lack of equitable funding results in a decreased ability of California community college students to reach their education goals in a timely manner; and

Whereas, A California community college education is the most cost effective higher-education opportunity in California and addresses the needs of its diverse student population;