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The 2018 law, AB 705, and the partner bill AB 1805, required colleges to restructure placement processes to maximize timely entry into transfer-level English and math, using high school information rather than placement tests as sole or primary criteria. Credit ESL students were initially excluded, prompting ESL faculty advocacy for statutory language amendments, an ESL subcommittee, and clarified treatment of ESL as foreign-language learning distinct from English remediation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ab-705-where-weve-been-and-where-were-headed-editors-note/598129/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ab-705-where-weve-been-and-where-were-headed-editors-note/598129.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the primary policy change introduced by AB 705?","Question",{"text":112,"@type":113},"AB 705 required colleges to restructure placement processes for English and mathematics to increase the probability that students can enter and complete transfer-level coursework within specified timelines, prioritizing high school information rather than placement tests as the sole or primary basis.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did AB 705 and AB 1805 affect ESL students’ inclusion and rights?",{"text":117,"@type":113},"Credit ESL students were not included in the original text of AB 705 or AB 1805, but advocacy by ESL faculty led to language amendments and the creation of an ESL subcommittee to ensure ESL students’ needs were met during implementation.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article describe the distinction between ESL and English remediation?",{"text":121,"@type":113},"The law defines instruction in English as a second language (ESL) as distinct from remediation in English, characterizing ESL credit students as foreign language learners needing additional language training and support to complete degree and transfer requirements.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598129,1792193118,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","AB 705: Where We’ve Been, and Where We’re Headed  \nEditors’ Note. The CATESOL Journal is republishing this CATESOL blog article about AB 705 given the importance of this topic to community colleges across California. Our next issue will include a theme section on how teachers, program directors, and other staff are responding to compliance requirements.  \nBetween 2012 and 2018, the California Community Colleges system underwent significant changes in policy and practice to address student success rates; this article chronicles policies affecting ESL students and how ESL faculty worked to ensure equitable, appropriate implementation for students enrolled in credit ESL courses. The 2018 California law, AB 705 (Irwin) and its partner bill, AB 1805 (Irwin), changed placement processes; impact was greatest in the disciplines of English and mathematics, which were mandated to primarily use high school information for direct placement into transfer-level course work. Credit ESL students were not included in the original text of either bill. However, advocacy by three community college ESL faculty led to language amendments in both laws on behalf of ESL students. Further advocacy resulted in an ESL subcommittee to ensure that the needs of ESL students would still be met in the implementation ofAB 705.  \nJanuary 10, 2019. In October of 2017, AB 705 (Irwin) was chaptered into  \nCalifornia state law and became effective on January 1, 2018. The historic law made changes to many things, but chiefly, it altered how colleges place students into English, mathematics, and academic English as a second language (ESL) course pathways. Now, colleges are mandated to restructure their placement processes to maximize the probability that a student will be able to enter and complete transfer-level composition and transfer-level math within a year, and within three years for students beginning in credit ESL. While the use of placement tests in the California Community Colleges  \nThe CATESOL Journal 30.2 • 2018 • 77  \nsystem has not been made illegal with this law, the use of placement tests as the sole or primary basis for placement into course work is not compliant with the law. A partner bill, AB 1805 (Irwin) was chaptered the following year, mandating that as of January 1, 2019, all students at a California community college be made aware of their rights to enter into transfer-level composition and transfer-level math as well as academic credit ESL coursework.  \nEarly Days of AB 705  \nWhen the law was in its draft stages, its broad-sweeping text caught the attention of three ESL faculty. Kathy Wada of Cypress College, Sydney Rice of Imperial Valley College, and Leigh Anne Shaw of Skyline College had presented together for years on the topic of accurate data reporting for credit ESL via the California Chancellor’s Office data tools; their work was largely focused on increasing engagement of ESL faculty with policies that affect equity for ESL students. At the time, the key issue of the day was the need to define credit ESL as separate from Basic Skills, as it was defined in the state data metrics. Therefore, it was surprising to these three faculty that the draft of AB 705 in 2017 had no mention of ESL anywhere in it, and that omission meant either that credit ESL students could potentially be swept into transfer-level composition along with native English speakers or that the implementation of the law would be applied inconsistently to English language learners (ELLs) across the 114-college system. Working with Jeff Frost, legislative advocate for California Teachers of English to Speakers of Other Languages (CATESOL), these three faculty worked to amend the language of the law to allow a three-year timeline for English language learners. However, the most critical and defining language amendment for the ESL discipline was that ESL is now called out in California law as being akin to foreign language learning and distinct from “remediation in Englis","cbCaitJRveE7Xwfe","https://ap.wps.com/l/cbCaitJRveE7Xwfe","pdf",162114,"English","# Editors’ Note\n## Impact of AB 705 and AB 1805\n## Early Days of AB 705\n## Implementation Work Groups\n## ESL Subcommittee Role","[{\"question\":\"What was the primary policy change introduced by AB 705?\",\"answer\":\"AB 705 required colleges to restructure placement processes for English and mathematics to increase the probability that students can enter and complete transfer-level coursework within specified timelines, prioritizing high school information rather than placement tests as the sole or primary basis.\"},{\"question\":\"How did AB 705 and AB 1805 affect ESL students’ inclusion and rights?\",\"answer\":\"Credit ESL students were not included in the original text of AB 705 or AB 1805, but advocacy by ESL faculty led to language amendments and the creation of an ESL subcommittee to ensure ESL students’ needs were met during implementation.\"},{\"question\":\"How does the article describe the distinction between ESL and English remediation?\",\"answer\":\"The law defines instruction in English as a second language (ESL) as distinct from remediation in English, characterizing ESL credit students as foreign language learners needing additional language training and support to complete degree and transfer requirements.\"}]","AB 705: Where We’ve Been, and Where We’re Headed - Editors’ Note | PDF",1792086342]