Summary of ICAS Actions on Assembly Bill 928 (Berman, 2021)

June 15, 2022

Read the Summary of ICAS Actions on Assembly Bill 928 – PDF

Transfer Issues

ICAS’ concern with promoting transfer is evident in several ICAS initiatives, including the competency statements, the IGETC Standards, support for the IMPAC Project, a range of documents on transfer, and many of the items that appear on ICAS agendas from year to year.

Current 2008 – 09

  • Draft ICAS Transfer White Paper
  • ASCCC Positions Regarding Transfer
  • A Transfer Discussion Document, Revised July 2005 

Facilitating Community College Transfer: A Master Plan Mandate April 2009 (Word)
The 1960 California Master Plan for Higher Education established the principles of universal access and choice, employing the differentiation of admissions pools for the California Community Colleges (CCCs), the California State University system (CSU), and the University of California system (UC). The transfer function is an essential component of California’s commitment to access.

A Transfer Discussion Document July 2005 (PDF)
“A Transfer Discussion” discusses the complex relationship of the transfer-oriented programs each segment has. While the segments have actively created programs intended to help facilitate the transfer of students within California, these programs are rarely created with a clear vision of how it will interact with its fellow transfer-oriented programs. The ICAS faculty began this document by identifying ten functions that must be present for transfer to occur smoothly. Using those functions to guide the discussion, the faculty then reviewed the initial needs for those functions, which programs currently attempt to respond to those needs, and what limitations currently remain under the existing structure. Additionally, the group also identified a component which is essentially for successful transfer and ultimately the area in which faculty have the least impact:

Students must be provided with accurate information about financial aid and other supportive resources available to them throughout their undergraduate career, both before and after transfer.

ICAS feels that with these things taken into account, and continuing the earnest effort to collaboratively work together already underway, that California’s educational systems will be able to greatly reduce the confusion its collective students sometimes endure.