[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583427-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-583427-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","noncredit-education-policy-brief-april-2014","NonCredit Education Policy Brief - April 2014","","Noncredit education funding in California community colleges is analyzed through nine state-eligible categories under Education Code §84757. Five categories are highlighted for improving student enrollment into credit programs, job market entry, and citizenship skills for New Americans. The brief compares FTES funding rates for credit versus regular and enhanced noncredit (CDCP) and explains how disparities limit supports, faculty, and student success resources, proposing equalization at full credit levels when feasible.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/noncredit-education-policy-brief-april-2014/583427/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/noncredit-education-policy-brief-april-2014/583427.png","ImageObject",300,407,{"name":42,"@type":43},"Jake","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Which noncredit education categories are eligible for community college funding?","Question",{"text":63,"@type":64},"The brief lists nine eligible categories established in Education Code §84757, including basic skills, English as a second language, immigrant education, adults with disabilities, short-term career technical education, parenting, older adult programs, health and safety, and home economics.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why are five noncredit categories considered especially important?",{"text":68,"@type":64},"They create pathways into credit enrollment, support job entry or re-entry, and build citizenship and workforce skills for New Americans. The focus aligns with an Assembly Bill 86 adult education planning process.",{"name":70,"@type":61,"acceptedAnswer":71},"What funding disparity does the brief address, and what change does it recommend?",{"text":72,"@type":64},"It compares credit FTES funding with enhanced noncredit (CDCP) and regular noncredit rates, arguing the lower CDCP funding prevents additional supports shown to improve completion and success. It supports equalizing CDCP funding rates with credit instruction when funds are available.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583427,1792906653,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":55,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","NonCredit Education  \nPolicy Brief  \nApril 2014  \nCommunity College League of California  \nBackground  \nCurrently, the nine noncredit education categories eligible for community college funding established in Education Code §84757 are:  \n• Elementary and secondary basic skills  \n• English as a second language  \n• Immigrant education (citizenship and workforce preparation)  \n• Programs for adults with disabilities  \n• Short-term career technical education  \n• Parenting  \n• Older adult programs  \n• Health and safety  \n• Home economics  \n\n| Funded FTES\u003Cbr>Credit | 2008-09 Final\u003Cbr>1,109,057 | 92% | 2013-14 P1\u003Cbr>1,049,137 | 94% | Decline\u003Cbr>(59,920) | -5% |\n| --- | --- | --- | --- | --- | --- | --- |\n| Non Credit | 51,656 | 4% | 28,266 | 3% | (23,390) | -45% |\n| Non Credit CDCP | 45,028 | 4% | 34,874 | 3% | (10,154) | -23% |\n|  | 1,205,741 |  | 1,112,277 |  |  |  |\n\nLast year in the May Revision, the Governor proposed that five noncredit categories (elementary and secondary basic skills, English as a second language, immigrant education, adults with disabilities, short-term career technical education) be funded by a new “Adult Education Partnership” program; however, a community college district could still be funded through the regular apportionment for all nine noncredit categories.  \nCourses and Goals  \nFive of the categories are of particular importance for the success of students because these courses provide a demonstrated pathway to enrollment in credit programs, entry or re-entry into the job market, and critical citizenship and workforce skills for New Americans. It should be noted that these five categories are the focus of the Assembly Bill 86 adult education planning process currently underway. Specifically, these areas of noncredit instruction provide:  \n• Students in need of remedial coursework with basic skills in reading, writing and computation to enable them to be successful in college-level coursework. (Data show that 71% of those who are prepared for college work at entry to community colleges are successful in meeting their goals; while very few are successful if they arrive with less-adequate preparation.) These noncredit courses can provide the essential “bridge” to enable students to be ready for college-level work and ultimately increase the numbers of Californians who receive certificates and degrees.  \n• Immigrants with English language skills needed to gain employment, become citizens or pursue further academic study.  \n• Basic skills or vocational education for students with disabilities to enable them to achieve maximum independence.  \n• Short-term career technical education to provide students with the skills needed for job entry or re-entry, as well as career advancement or change. Noncredit CTE programs enable students to enter gainful employment while pursuing their long-term educational goals.  \nFunding  \nIn 2013-14, community colleges received $4,636 per FTES for credit courses; $3,282 per FTES for “enhanced” noncredit (noncredit courses in Career Development and College Preparation [CDCP]), and $2,788 per FTES for regular noncredit instruction. The disparity in funding between the noncredit CDCP rate and the credit rate means that districts which offer essential noncredit programs are unable to provide the additional supports which have been shown to lead to greater student success .  \nThese include: full-time faculty, faculty office hours, and other critical supports for increasing the successful completion of these courses and programs. These supportive services are currently missing from CDCP programs but particularly important for this  \nsegment of the population because these are students who are not academically prepared for credit college level work or need vital English skills to fully engage in American society. In addition, noncredit programs need professional development resources, the finalization of metrics to evaluate noncredit programs, and dedicated Student Success and Support ","cbCaid9WiVk2u5Vc","https://ap.wps.com/l/cbCaid9WiVk2u5Vc","pdf",243997,"English","# Background\n## Courses and Goals\n## Funding\n## Rationale","[{\"question\":\"Which noncredit education categories are eligible for community college funding?\",\"answer\":\"The brief lists nine eligible categories established in Education Code §84757, including basic skills, English as a second language, immigrant education, adults with disabilities, short-term career technical education, parenting, older adult programs, health and safety, and home economics.\"},{\"question\":\"Why are five noncredit categories considered especially important?\",\"answer\":\"They create pathways into credit enrollment, support job entry or re-entry, and build citizenship and workforce skills for New Americans. The focus aligns with an Assembly Bill 86 adult education planning process.\"},{\"question\":\"What funding disparity does the brief address, and what change does it recommend?\",\"answer\":\"It compares credit FTES funding with enhanced noncredit (CDCP) and regular noncredit rates, arguing the lower CDCP funding prevents additional supports shown to improve completion and success. It supports equalizing CDCP funding rates with credit instruction when funds are available.\"}]","NonCredit Education Policy Brief - April 2014 | PDF",1792047183]