Notably, these three issues are reflected in NCAN’s state policy priorities, where we offer resources and recommendations for states looking to advance strategies to promote equitable access,
affordability, and attainment in postsecondary education.
This past summer, NCAN members in California relayed to us the importance of, these policy priorities for their state. You can read these insights in NCAN’s recently released state policy reports, which cover six states in total. Please see here for the
summary report, which covers multiple states, and the individual California profile.
Success on Two- to Four-Year Transfer Reform
Last month, California enacted two major pieces of legislation focused on improving the process for students at two-year institutions to transfer to four-year institutions. The transfer reform bills
received unanimous support from the legislature and were signed into law by Governor Gavin Newsom shortly after the end of the legislative session.
The first bill, the Student Transfer Achievement Reform Act (AB 928), requires the University of California (UC) and California State University (CSU) systems
to consolidate their general education transfer pathways for student admission, by May 2023. Additionally, the bill requires community colleges to set their students who intend to transfer on an “Associate Degree for Transfer” pathway which confers
a guarantee to transfer. Lastly, it establishes a committee of various stakeholders – including institutional administrators, faculty, students, and the state education agency – to oversee the transfer simplification process.
The second bill (AB 1111) requires the California Community Colleges to adopt a common course numbering system for all general education requirements and
transfer pathway courses by July 2024. The new system should make it far simpler for students to understand which courses are transferrable.
Advocates celebrated the two newly enacted laws for their potential to streamline the transfer process, increase community college student transfer rates,
and ultimately boost degree attainment.
As Michele Siqueiros, president of the Campaign for College Opportunity, told EdSource: “Fixing
transfer is one of the most significant ways to improve student success, close racial equity gaps in higher education and ensure [California] can meet future workforce needs.”
California Invests in State Aid, Falls Short of Greater Overhaul
The approved 2021-22 state budget ended longstanding state aid restrictions that prevented many students from receiving Cal Grants. Previously,
community college students faced limited aid eligibility based on their age and time passed since high school graduation. The California Student Aid Commission called this change a “historic expansion of eligibility” and recently announced that it will enable almost 100,000 more community college students to receive a Cal Grant this fall.
While overdue aid changes are welcomed, a broader attempt to reform state aid recently did not survive the policy process. The Cal Grant Reform Act (AB 1456)
sought to greatly simplify state aid programs and reduce barriers to student eligibility. The changes would have expanded aid to an estimated 150,000 additional students. Despite receiving unanimous support from the state legislature, Gov. Newsom vetoed the expansion, citing the cost of the measure and the
fact that the reform was not considered in the annual budget.
After the veto, disappointed supporters of aid reform were quoted saying that they will begin anew in the next budget and legislative cycle.
Universal FAFSA Requirement
Also included in the most recent state budget is a universal FAFSA policy (making FAFSA completion a requirement for high school graduation) to begin during the 2022-23 academic year.
California is taking a different approach to universal FAFSA than other states. It is placing the “requirement” on local educational agencies (LEAs) to confirm that their seniors (those who have not opted out) complete either the FAFSA or California Dream
Act Application. The state assures that students’ ability to graduate will not be negatively impacted by opting out. Additionally, to facilitate the process, California will issue further guidance and standardized forms for LEAs.
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