DISMANTLING COLLEGE OPPORTUNITY IN CALIFORNIA

THE CSU CRISIS AND CALIFORNIA’S FUTURE

The Fourth in a Series of Reports Civil Rights Project/Proyecto Derechos Civiles at UCLA

June 2011 The CSU Crisis and California’s Future A Note On The Series

The CSU Crisis and California’s Future: A Note on the Series Š‹••‡”‹‡•‘ˆ”‡’‘”–•‹•†‡•‹‰‡†–‘ƒƒŽ›œ‡–Š‡‹’ƒ –‘ˆ–Š‡ϐ‹• ƒŽ —–„ƒ •‘‘’’‘”- –—‹–›ˆ‘”Š‹‰Š‡”‡†— ƒ–‹‘‹–Š‡ƒŽ‹ˆ‘”‹ƒ–ƒ–‡‹˜‡”•‹–›•›•–‡ǡ–Š‡Š—‰‡‡–™‘” of 23 universities that provide the greatest amount of BA level of education in the state. Š‡Šƒ•ƒ— ŠŽƒ”‰‡”—†‡”‰”ƒ†—ƒ–‡•–—†‡–„‘†›–Šƒ–Š‡‹˜‡”•‹–›‘ˆƒŽ‹ˆ‘”- nia system and educates a much larger group of Latino and African American students. ƒ›•–—†‡–•ƒ”‡ϐ‹”•–‰‡‡”ƒ–‹‘ ‘ŽŽ‡‰‡•–—†‡–••–”—‰‰Ž‹‰–‘‰‡–ƒ‡†— ƒ–‹‘ ‹†‹ˆϐ‹ —Ž––‹‡•Ǥ The studies were commissioned under the direction of the Civil Rights Project/Proyecto Derechos Civiles (CRP) at UCLA. Though the CRP is a research center at UCLA and the •›•–‡Šƒ•‹–•‘™•‡˜‡”‡ ŠƒŽŽ‡‰‡•ǡ™‡†‡ ‹†‡†–‘‘”‰ƒ‹œ‡ƒ†’—„Ž‹•Šƒ•‡”‹‡• ‘ˆ•–—†‹‡•‘ˆ–Š‡„‡ ƒ—•‡™‡Šƒ˜‡Šƒ†ƒŽ‘‰Ǧ–‡”ˆ‘ —•‘ƒ ‡••–‘ ‘ŽŽ‡‰‡ˆ‘” ƒŽŽǤŠ‹•Šƒ•„‡‡‘‡‘ˆ‘—” ‡–”ƒŽ ‘ ‡”••‹ ‡–Š‡™ƒ•ˆ‘—†‡†ͳͷ›‡ƒ”•ƒ‰‘ ƒ– ƒ”˜ƒ”†ȋ‹–‘˜‡†–‘‹ʹͲͲ͹ȌǢ–Š‡Šƒ•’”‘†— ‡†ϐ‹˜‡„‘‘•ƒ† ‘‹•- •‹‘‡†ƒ›•–—†‹‡•‘‹••—‡•‘ˆƒˆϐ‹”ƒ–‹˜‡ƒ –‹‘ƒ† ‘ŽŽ‡‰‡ƒ ‡••Ǥ‡ƒ”‡ ‘˜‹ ‡† –Šƒ–ƒŽ‹ˆ‘”‹ƒ‹•‹–Š‡‹†•–‘ˆƒˆ—ŽŽǦ„Ž‘™ ”‹•‹•‘ˆ ‘ŽŽ‡‰‡ƒ ‡••ƒ† ‘’Ž‡–‹‘ǡƒ† that this crisis threatens the future of the state and its communities. Š‡•‡”‹‡•™ƒ•’”‘†— ‡†ˆ‘”˜‡”›Ž‘™„—†‰‡–•ƒ†‹˜‘Ž˜‡† ‘•‹†‡”ƒ„Ž‡ ‘–”‹„—–‹‘ ‘ˆ‡ˆˆ‘”–„›–Š‡ƒ—–Š‘”•ƒ†‡†‹–‘”•ǤŠ‡„ƒ•‹ ‹†‡ƒ™ƒ•–‘’”‘†— ‡ƒ•‡”‹‡•‘ˆ”‡’‘”–•ƒ- ƒŽ›œ‹‰ƒ˜ƒ‹Žƒ„Ž‡†ƒ–ƒ‘”†ƒ–ƒ–Šƒ– ‘—Ž†„‡ ‘ŽŽ‡ –‡†ˆ‘”ƒŽ‘™ ‘•–ƒ†–”›–‘’”‡•‡–ƒ —„‡”‘ˆ‹†‡’‡†‡–ƒ••‡••‡–•‘ˆ‹’ƒ –•‘˜ƒ”‹‘—•ƒ•’‡ –•‘ˆ–Š‹•Žƒ”‰‡•›•–‡Ǥ ‡ˆ‘ŽŽ‘™‡†‘—” —•–‘ƒ”›’”‘ ‡†—”‡‘ˆ‹••—‹‰ƒ ƒŽŽˆ‘””‡•‡ƒ” Š‘ƒ˜ƒ”‹‡–›‘ˆ‹- portant questions, soliciting proposals from interested scholars, sending the research ’”‘’‘•ƒŽ•–‘‘—–•‹†‡‡š’‡”–•‹–Š‡ϐ‹‡Ž†ˆ‘””‡˜‹‡™ǡƒ†–Š‡ ‘‹••‹‘‹‰ƒ—–Š‘”•–‘ ’”‡’ƒ”‡”‡’‘”–•ǤŠ‡†”ƒˆ–”‡’‘”–•™‡”‡†‹• —••‡†ƒ–ƒ”‘—†–ƒ„Ž‡‘–Š‡ ƒ’—•ǡ which led to suggestions for editing. Š‡”‡•‡ƒ” Š ‘•–•™‡”‡•Š‘—Ž†‡”‡†„›–Š‡ ƒ —Ž–›••‘ ‹ƒ–‹‘ǡ–Š‡ ‘”† ‘—†ƒ- tion, and the Civil Rights Project. Though the Faculty Association has a very strong in- –‡”‡•–‹ƒ—„‡”‘ˆ–Š‡•‡‹••—‡•ǡ–Š‡••‘ ‹ƒ–‹‘Šƒ†‘”‘Ž‡‹ ‘‹••‹‘‹‰‘” evaluating the studies. They respected the traditional scholarly process we require from ƒŽŽˆ—†‡”•‘ˆ‹˜‹Ž‹‰Š–•”‘Œ‡ –”‡•‡ƒ” ŠǤŠ‹••‡”‹‡•‹•ƒ˜ƒ‹Žƒ„Ž‡ˆ‘””‡ƒ†‹‰ƒ– ‹˜‹Ž- rightsproject.ucla.edu and we grant all interested instructors or other groups the right to reproduce these reports without any payment of royalties or permissions, so long ƒ•ƒ—–Š‘”•Š‹’‹•ƒ’’”‘’”‹ƒ–‡Ž› ”‡†‹–‡†Ǥ—–Š‘”•Šƒ˜‡ϐ‹ƒŽ ‘–”‘Ž‘ˆ–Š‡‹”‘™ƒ—- scripts and the opinions expressed in them are the conclusions of those authors. ‡—†‡”•–ƒ†ǡ‘ˆ ‘—”•‡ǡ–Šƒ––Š‡•–ƒ–‡‘ˆƒŽ‹ˆ‘”‹ƒƒ†ƒ›‘ˆ‹–•‹•–‹–—–‹‘•ƒ”‡‹ ƒˆ—ŽŽǦ„Ž‘™ϐ‹ƒ ‹ƒŽ ”‹•‹•ƒ†–Šƒ–˜‡”›†‹ˆϐ‹ —Ž–ƒ††ƒƒ‰‹‰†‡ ‹•‹‘•Šƒ˜‡„‡‡ ƒ†‡ǤŠ‡”‡ƒ”‡ƒ› —–•–Šƒ––Š”‡ƒ–‡–Š‡™‡Žˆƒ”‡ƒ†–Š‡ˆ—–—”‡‘ˆ˜—Ž‡”ƒ„Ž‡ ‘- —‹–‹‡•‹ƒŽ‹ˆ‘”‹ƒǤ—”•–—†‹‡•ƒ††”‡••‘Ž›‘‡ƒŒ‘”’ƒ”–‘ˆ–Š‘•‡’”‘„Ž‡•ƒ† they arise from a clear awareness that the only secure way into the middle class of Cali- fornia’s future is higher education. Our hope is that these hard decisions will consider –Š‡†‡’–Šƒ††ƒ‰‡”‘ˆ–Š‡ —–•ǡ–Š‡‹”Ž‘‰Ǧ–‡”‹’ƒ –•ǡƒ†™Šƒ–ƒ›„‡†‘‡–‘ preserve the promise of a vital set of California institutions.

1 The CSU Crisis and California’s Future Dismantling College

PART 4:

DISMANTLING COLLEGE OPPORTUNITY IN CALIFORNIA

Remediation as a Civil Rights Issue in the California State University System ‹„‡”Ž›Ǥ‹‰ǡ—œƒ‡ ˜‘›ǡƒ†–‡˜‡‡‹š‡‹”ƒ

Economic Crisis and the California State Public University: The Institutional, Professional, and Personal Effects on Faculty and Students ƒ˜‹†‘›•ǡ›‡‹••‡ǡŽ‡šƒ†”ƒ ‡”„ƒ•‹

“You Will Have to Work Ten Times as Hard at the CSU”: Reducing Outreach and Recruitment in Times of Economic Crisis ‡„‡ ƒ ‘•‡’Š™‹–Š–Š‡ƒ••‹•–ƒ ‡‘ˆƒ”‹‘ƒ•–ƒ‡†ƒ

2 The CSU Crisis and California’s Future Dismantling College

FOREWORD

As we face the worst economic crisis since the Great Depression, college opportunity Šƒ•„‡‡‡‰ƒ–‹˜‡Ž›‹’ƒ –‡†„›†”ƒ•–‹  —–•ƒ†–Š‡”‹•‹‰ ‘•–‘ˆ‡†— ƒ–‹‘Ǥ ƒŽ‹- ˆ‘”‹ƒ•’‡ ‹ϐ‹ ƒŽŽ›ǡŠ‹‰Š‡”‡†— ƒ–‹‘‘’’‘”–—‹–›•‡‡•–‘„‡‡ƒ”Ž›‘—–‘ˆ”‡ƒ Šˆ‘” low-income students, academically underprepared students, and students of color. ‹•–‘”‹ ƒŽŽ›ǡŠ‹‰Š‡”‡†— ƒ–‹‘Šƒ•„‡‡ ‘•‹†‡”‡†ƒ‡ Šƒ‹•‘ˆ—’™ƒ”†‘„‹Ž‹–›Ǥ Considered part of the “American Dream,” parents encourage their children to strive for this goal, even if the parents themselves never attended college.  ƒ†‡‹ ƒŽŽ›—†‡”’”‡’ƒ”‡†•–—†‡–•ǡ‘”–Š‘•‡Žƒ ‹‰–Š‡„ƒ•‹ •‹ŽŽ•‘ˆƒ–Šƒ†Ȁ ‘”‰Ž‹•Š–‘„‡ƒ– ‘ŽŽ‡‰‡ǦŽ‡˜‡Žǡ”‡’”‡•‡–‘˜‡”ŠƒŽˆ‘ˆ‡–‡”‹‰ˆ”‡•Šƒƒ––Š‡Ǥ Šƒ––Š‡•‡•–ƒ”–Ž‹‰—„‡”•”‡ƒŽŽ›”‡’”‡•‡–‹•ƒ‰”‘™‹‰—„‡”‘ˆ—†‡”’”‡’ƒ”‡† •–—†‡–•‰”ƒ†—ƒ–‹‰ƒŽ‹ˆ‘”‹ƒŠ‹‰Š• Š‘‘Ž•ǡ‘ˆ–‡™‹–Š‡š ‡ŽŽ‡–‰”ƒ†‡•ǡ›‡–„‡‹‰†‡- ‹‡†ƒ†‹••‹‘–‘–Š‡•–ƒ–‡ǯ•’—„Ž‹ ‹•–‹–—–‹‘•Ǥ‡•’‹–‡ƒŽ‹ˆ‘”‹ƒǯ• ‘‹–‡––‘ —‹˜‡”•ƒŽƒ ‡••–‘ƒŽŽ™Š‘ ƒ„‡‡ϐ‹–ƒ†–—‹–‹‘Ǧˆ”‡‡‡†— ƒ–‹‘ǡ™Šƒ–™‡ƒ”‡•‡‡‹‰ ‹•ƒ‹ƒ„‹Ž‹–›–‘—’Š‘Ž†–Š‹••‘ ‹ƒŽ ‘–”ƒ –ƒ––Š‡ ‘•–‘ˆ•–—†‡–•ǯˆ—–—”‡•Ǥ Š‡‡‰ƒ–‹˜‡‹’ƒ –‘ˆ„—†‰‡– —–•Šƒ•„‡‡ˆ‡Ž–„‡›‘†–Š‡•–—†‡–•ƒ†–Š‡‹”ˆƒ‹Ž‹‡•Ǥ ‡ ‡–’ƒ› —–•ǡˆ—”Ž‘—‰Š•ǡƒ†‘–Š‡”†‡ Ž‹‡•‹ϐ‹ƒ ‹ƒŽ•—’’‘”–Šƒ˜‡ƒŽ•‘‹’ƒ –‡† faculty and staff at the CSU campuses. Increasingly, faculty and staff have feelings of unfairness, as they struggle to provide services and quality education to students, yet experience enormous cut after cut. Morale continues to plummet as faculty and staff are expected to perform the duties of educating the state’s youth, yet the value of edu- ƒ–‹‘•‡‡•’”ƒ –‹ ƒŽŽ›‘Ǧ‡š‹•–‡–™‹–Š‹–Š‡•–ƒ–‡ǯ•„—†‰‡–’”‹‘”‹–‹‡•Ǥ These studies released today call attention to the fact that the cuts to higher educa- –‹‘‹’ƒ –•–—†‡–•ǡ–Š‡‹”ˆƒ‹Ž‹‡•ǡˆƒ —Ž–›ǡƒ†•–ƒˆˆ™‡ŽŽ„‡›‘†–Š‡ Žƒ••”‘‘Ǥ Reductions in access, retention, and increases in cost are disproportionately impact- ‹‰–”ƒ†‹–‹‘ƒŽŽ›—†‡””‡’”‡•‡–‡†•–—†‡–•ǡƒ†ƒ”‡„‡‹‰†‡‡’Ž›ˆ‡Ž–™‹–Š‹–Š‡‹” ’‡”•‘ƒŽŽ‹˜‡•Ǥ–—†‡–•ƒ”‡ƒ––‡’–‹‰–‘ϐ‹†ƒ††‹–‹‘ƒŽ‡ƒ•‘ˆ‹ ‘‡–‘ ‘˜‡” –—‹–‹‘ƒ†ˆ‡‡•ǡƒ•™‡ŽŽƒ• ‘–”‹„—–‡–‘–Š‡‹”Š‘—•‡Š‘Ž†•Ǥˆƒ —Ž–›ƒ†•–ƒˆˆ•–”‹˜‡ –‘†‘–Š‡‹”Œ‘„•™‹–ŠŽ‡••ǡ™Š‹Ž‡ƒ––‡’–‹‰–‘ϐ‹†‡’Ž‘›‡–‘—–•‹†‡‘ˆƒ ƒ†‡‹ƒǤ ŽŽ–Š‡™Š‹Ž‡ǡ•–—†‡–•ǡˆƒ —Ž–›ǡƒ†•–ƒˆˆˆ‡‡ŽƒŽƒ ‘ˆ‘™Ž‡†‰‡ƒ†ƒ™ƒ”‡‡••”‡- ‰ƒ”†‹‰„—†‰‡– —–•ǡƒ†”‡’‘”––Šƒ––Š‡•‡ —–•‹†‹ ƒ–‡ Šƒ‰‡•‹•‘ ‹‡–›ǯ•˜ƒŽ—‡•‘ˆ higher education- and most importantly, who should attend. Additionally, students with remedial academic needs feel overwhelmed with an increased time to degree †—‡–‘ ‘—”•‡•–Šƒ–‘ˆ–‡Šƒ˜‡ƒƒ––ƒ Š‡†•–‹‰ƒǢ›‡– ‘•–”ƒ‹‡†„›’‘Ž‹ ‹‡•™Š‹ Š ƒ’’‡ƒ”–‘•—’’‘”–‡†— ƒ–‹‘ƒŽ‘—– ‘‡•„—–Ž‹‹––Š‡•‡•–—†‡–•ǯƒ„‹Ž‹–‹‡•–‘‘—–•‹†‡ ‘„Ž‹‰ƒ–‹‘••— Šƒ•ˆƒ‹Ž›ƒ†™‘”Ǥ Š‡„ƒ””‹‡”•–‘ ‘ŽŽ‡‰‡ ‘–‹—‡–‘‹ ”‡ƒ•‡ƒ–ƒ–‹‡™Š‡”‡•‘—” ‡•ƒ†•—’’‘”–ˆ‘” the neediest college students diminish. As a graduate of the CSU, and a student who entered college with remedial math needs, I fully understand that my success today is all an issue of timing. If I was an entering freshman today, the fact is that I may not

3 The CSU Crisis and California’s Future Dismantling College

„‡‡–‡”‹‰ƒ•›•–‡ƒ–ƒŽŽǦ„—–”ƒ–Š‡”Š‘’‡Ž‡••Ž›•‡ƒ” Š‹‰ˆ‘”Ž‘™Ǧ’ƒ›‹‰‡’Ž‘›- ment opportunities that are practically non-existent. Closing the doors to college for –Š‘•‡™Š‘•‡‡‹––Š‡‘•–‹•„‡›‘†Ž‹‹–‹‰ ‘ŽŽ‡‰‡‘’’‘”–—‹–›ǦǦ‹–‹•Ž‹‹–‹‰Ž‹ˆ‡ opportunity.

Avery Olson

4 The CSU Crisis and California’s Future Remediation

“REMEDIATION” AS A CIVIL RIGHTS ISSUE IN THE CALIFORNIA STATE UNIVERSITY SYSTEM ‹„‡”Ž›Ǥ‹‰ǡ—œƒ‡ ˜‘›ǡƒ†–‡˜‡‡‹š‡‹”ƒ

ACKNOWLEDGEMENTS: ‹ ‡”‡–Šƒ•–‘‹‡‡Š”‡ ƒ†ƒ” ‹‰—‡”‘ƒˆ‘”–Š‡‹” ‘–”‹„—–‹‘•–‘–Š‹••–—†›Ǥ INTRODUCTION

Background For many years, California State University faculty, staff, and administrators have †‡†‹ ƒ–‡†–Š‡•‡Ž˜‡•–‘Š‡Ž’‹‰Dz”‡‡†‹ƒŽdzƒ†Ȁ‘”†‡˜‡Ž‘’‡–ƒŽϐ‹”•–Ǧ›‡ƒ”‡–”ƒ–• ‹’”‘˜‡–Š‡‹”‰Ž‹•Š ‘’‘•‹–‹‘ƒ†ƒ–Š•‹ŽŽ•ǡ•‘–Š‡›ƒ›†‡˜‡Ž‘’ƒ••–—†‡–• ƒ†‰”ƒ†—ƒ–‡Ǥ‡‡†‹ƒŽ•–—†‡–•ƒ”‡†‡ϐ‹‡†ƒ••–—†‡–•™Š‘†‘‘–Šƒ˜‡ ‘ŽŽ‡‰‡Ǧ Ž‡˜‡Žƒ–Šƒ†‰Ž‹•Š•‹ŽŽ•ǡƒ•†‡–‡”‹‡†„›• ‘”‡•‘–Š‡‰Ž‹•ŠŽƒ ‡‡–‡•– (EPT) and the Entry Level Mathematics exam (ELM; Carter 1989, 1992). They have comprised the majority of CSU’s entering freshmen for many years. Since 1997, CSU leaders have issued two Executive Orders regarding remediation. ǤǤ͸͸ͷ—‹–œȋͳͻͻ͹Ȍƒ†ƒ–‡•–Šƒ–ϐ‹”•–Ǧ›‡ƒ”•–—†‡–•™Š‘†‘‘–”‡‡†‹ƒ–‡•— - ‡••ˆ—ŽŽ›™‹–Š‹–Š‡‹”ϐ‹”•–›‡ƒ”ƒ––Š‡ ƒ„‡Dz†‹•‡”‘ŽŽ‡†dz—–‹Ž–Š‡› ‘’Ž‡–‡ ”‡‡†‹ƒŽ™‘”ƒ–ƒ ‘—‹–› ‘ŽŽ‡‰‡ǢǤǤͳͲͶͺ‡‡†ȋʹͲͳͲȌ™‹ŽŽ”‡“—‹”‡ƒŽŽ”‡‡†‹ƒŽ •–—†‡–•–‘ƒ––‡†”‡‡†‹ƒŽ‹•–”— –‹‘†—”‹‰–Š‡•—‡”’”‹‘”–‘–Š‡‹”ϐ‹”•–ˆƒŽŽ‡- ”‘ŽŽ‡–ǡ•–ƒ”–‹‰‹ʹͲͳʹǤ—””‡–Ž›ǡ–Š‡‰”‡ƒ–ƒŒ‘”‹–›‘ˆDz”‡‡†‹ƒŽdzϐ‹”•–Ǧ–‹‡ˆ”‡•Š- ‡ȋƒ’’”‘š‹ƒ–‡Ž›ͺͲΨȌ•— ‡••ˆ—ŽŽ›”‡‡†‹ƒ–‡™‹–Š‹–Š‡‹”ϐ‹”•–›‡ƒ”ƒ––Š‡ƒ† ‘–‹—‡–Š‡‹”ƒ ƒ†‡‹ ’”‘‰”‡••ƒ––Š‡—‹˜‡”•‹–›Ǥ ‘™‡˜‡”ǡƒ„‘—–͵ǡͲͲͲǦ‡Ž‹‰‹„Ž‡ •–—†‡–•™Š‘‡š’‡”‹‡ ‡’”‘„Ž‡•™‹–Š”‡‡†‹ƒŽ ‘—”•‡•ƒ”‡ˆ‘” ‡†–‘Ž‡ƒ˜‡–Š‡‹- ˜‡”•‹–›‡˜‡”››‡ƒ”ȋ”‘ϐ‹ ‹‡ ›‡’‘”–•‘ˆ–—†‡–•–‡”‹‰–Š‡›•–‡ʹͲͲͻȌǤ ‡ ‡–Ž›ǡˆƒ —Ž–›ƒ†•–ƒˆˆ”‡’”‡•‡–ƒ–‹˜‡•Šƒ˜‡’—„Ž‹ Ž›‡š’”‡••‡† ‘ ‡”‘˜‡”–Š‡ ‹‡“—‹–ƒ„Ž‡‹’ƒ –‘ˆ–Š‡•‡’‘Ž‹ ‹‡•‘Ž‘™Ǧ‹ ‘‡ƒ†‡–Š‹ ‹‘”‹–›”‡‡†‹ƒŽ•–—- dents. In addition, the rate at which under-represented minority students are disen- rolled for failing to remediate on time is much higher than the rate for others who do not remediate timely. Such disparities in remediation are also associated with differ- ‡–’ƒ––‡”•‘ˆ•‡Ž‡ –‹‘‘ˆ ƒ’—•‡•„›•–—†‡–•‘ˆ˜ƒ”‹‘—••‹ŽŽŽ‡˜‡Ž•ǤŽ‡•• –Š‡•‡’ƒ––‡”•ƒ”‡†‹”‡ –Ž›ƒ††”‡••‡†„›ǡƒ’‡”‹ ‹‘—•†‡ˆƒ –‘ƒ ƒ†‡‹ •‡‰”‡‰ƒ- –‹‘ƒ›„‡ ‘‡‹–”ƒ –ƒ„Ž‡Ǥ Remedial Students in the California State University System ƒŽ‹ˆ‘”‹ƒǯ•ƒ•–‡”Žƒˆ‘” ‹‰Š‡”†— ƒ–‹‘‰ƒ˜‡‡Ž‹‰‹„‹Ž‹–›ˆ‘”–Š‡ƒŽ‹ˆ‘”‹ƒ–ƒ–‡ University system to California students who graduated from high school with

5 The CSU Crisis and California’s Future Remediation

‰”ƒ†‡•‹–Š‡–‘’–Š‹”†‘ˆ–Š‡‹” Žƒ••ƒ†Šƒ†•ƒ–‹•ϐ‹‡†˜ƒ”‹‘—••—„Œ‡ –”‡“—‹”‡‡–• (California State Department of Education 1960). However, well over 20,000 high school graduates entering the California State University each year—more than half ‘ˆƒŽŽϐ‹”•–Ǧ›‡ƒ”‡–”ƒ–•Ȅƒ”‡ƒ••‡••‡†ƒ•”‡“—‹”‹‰ƒ ƒ†‡‹ ƒ••‹•–ƒ ‡–‘ƒ Š‹‡˜‡ —‹˜‡”•‹–›ǦŽ‡˜‡Ž’”‘ϐ‹ ‹‡ ›‹‰Ž‹•Šǡƒ–Šǡ‘”„‘–Šȋ ”‡•Šƒ”‘ϐ‹ ‹‡ ›ƒ† Remediation at Entry and One Year Later 2009). These academically high-needs students include students of all colors and ethnicities, ƒŽ–Š‘—‰Š–Š‡›ƒ”‡‘˜‡””‡’”‡•‡–‡†ƒ‘‰Ž‘™Ǧ‹ ‘‡ǡϐ‹”•–Ǧ‰‡‡”ƒ–‹‘•–—†‡–•ǡƒ† ƒ”‡ ‘ ‡–”ƒ–‡†ƒ‘‰–Š‡”ƒ•‘ˆ•–—†‡–•‘ˆ ‘Ž‘”ˆ”‘•‡‰”‡‰ƒ–‡†Š‹‰Š• Š‘‘Ž• ‹–Š‡’‘‘”‡•– ‘—‹–‹‡•Ǥ ˆƒŽŽʹͲͲͻǡ͸ͺΨ‘ˆˆ”‹ ƒ‡”‹ ƒϐ‹”•–Ǧ–‹‡ˆ”‡•Š- men tested remedial in math, and 71% in English. For Mexican American freshmen, –Š‡”ƒ–‡™ƒ•ͷʹΨ‹ƒ–Šǡƒ†͸ͷΨ‹‰Ž‹•ŠǤ•‹ƒ‡”‹ ƒ•–—†‡–•Šƒ†•Ž‹‰Š–Ž› Š‹‰Š‡”•‹ŽŽ•ǡ„—–ʹ͸Ǥͳؐ‡‡†‡†”‡‡†‹ƒ–‹‘‹ƒ–Šƒ†ͷ͹Ψ‹‰Ž‹•ŠǤˆ™Š‹–‡•ǡ ʹͷΨ™‡”‡”‡‡†‹ƒŽ‹ƒ–Šƒ†ʹͻΨ‹‰Ž‹•Šȋ”‘ϐ‹ ‹‡ ›‡’‘”–•‘ˆ–—†‡–•- tering the CSU System 2009). At CSU campuses serving a high proportion of low-income high schools with high mi- nority populations, such as CSU Los Angeles and CSU Dominguez Hills, remediation ”ƒ–‡•ƒ”‡ƒ„‘˜‡ͺͺΨ‘ˆƒŽŽϐ‹”•–Ǧ›‡ƒ”‡–”ƒ–•Ǥ ‘™‡˜‡”ǡ„‡ ƒ—•‡™Š‹–‡•–—†‡–‡”‘ŽŽ- ‡–‹–Š‡‹••‘Š‹‰Šǡ–Š‡ƒ –—ƒŽ—„‡”‘ˆ”‡‡†‹ƒŽ™Š‹–‡•‹•‰”‡ƒ–‡”–Šƒ–Šƒ– of African Americans, and close to that of Mexican Americans. Š‡ƒ˜‡”ƒ‰‡Š‹‰Š• Š‘‘Ž ˆ‘”Dz”‡‡†‹ƒŽdz•–—†‡–•‹•ƒ„‘˜‡ƒ͵ǤͲǡƒ†–Š‡‰”‡ƒ–ƒ- Œ‘”‹–›‘ˆ”‡‡†‹ƒŽϐ‹”•–Ǧ–‹‡ˆ”‡•Š‡•— ‡••ˆ—ŽŽ›”‡‡†‹ƒ–‡™‹–Š‹–Š‡‹”ϐ‹”•–›‡ƒ”ƒ– the CSU and continue their academic progress at the University. For example, in 2006, ͺ͵Ψ‘ˆ•–—†‡–•™Š‘‡–‡”‡†–Š‡‡‡†‹‰”‡‡†‹ƒ–‹‘™‡”‡’”‘ϐ‹ ‹‡–ƒ––Š‡ ‡†‘ˆ–Š‡‹”ˆ”‡•Šƒ›‡ƒ”ȋ ”‡•Šƒ”‘ϐ‹ ‹‡ ›ƒ†‡‡†‹ƒ–‹‘ƒ––”›ƒ† ‡‡ƒ”ƒ–‡”ʹͲͲ͹ȌǤˆ”‡‡†‹ƒŽϐ‹”•–Ǧ›‡ƒ”•–—†‡–•™Š‘‡–‡”‡†‹ʹͲͲͳƒ† „‡ ƒ‡’”‘ϐ‹ ‹‡–ǡ͸ͺΨŠƒ†‡ƒ”‡†ƒ„ƒ ƒŽƒ—”‡ƒ–‡†‡‰”‡‡‘”™‡”‡•–‹ŽŽ’‡”•‹•–‹‰‹ 2006, virtually the same as the graduation rate of 69% for nonremedial 2001 entrants ȋ‰Ž‹•Šǡƒ–Š’”‘ϐ‹ ‹‡ ›ʹͲͲ͹ǡțͳͲȌǤ CSU Remediation Policies—E.O. 665 and E.O. 1048 ”‘ͳͻͻͺ–‘ʹͲͳͲǡ–Š‡ƒŽ‹ˆ‘”‹ƒ–ƒ–‡‹˜‡”•‹–›•›•–‡ǯ•„ƒ•‹ ’‘Ž‹ ›ˆ‘””‡‡†‹ƒŽ ϐ‹”•–Ǧ›‡ƒ”‡–”ƒ–•™ƒ•š‡ —–‹˜‡”†‡”͸͸ͷȋǤǤ͸͸ͷǢ—‹–œͳͻͻ͹Ȍǡ™Š‹ Šƒ†ƒ–‡† –Šƒ––Š‡› ‘’Ž‡–‡ƒŽŽƒ–Š‘” ‘’‘•‹–‹‘”‡‡†‹ƒ–‹‘†—”‹‰–Š‡‹”ϐ‹”•–ƒ ƒ†‡‹  ›‡ƒ”ǡ‘””‹•„‡‹‰Dz†‹•‡”‘ŽŽ‡†dz—–‹Ž–Š‡› ‘’Ž‡–‡†‹–ƒ––Š‡ ‘—‹–› ‘ŽŽ‡‰‡Ž‡˜‡ŽǤ Š‡‡”—’–‹‘‘ˆ–Š‡ ”‡ƒ–‡ ‡••‹‘‹ʹͲͲͺ‡šƒ ‡”„ƒ–‡†ƒŽ‹ˆ‘”‹ƒǯ•‡š‹•–‹‰„—†‰‡– †‡ϐ‹ ‹–ǡƒ†Ž‡†–‘ƒ‘— ‡Dzƒ‰‘ƒŽ–‘”‡†— ‡‘—”–‘–ƒŽ‡”‘ŽŽ‡–„›ͶͲǡͲͲͲ‘˜‡” the next two years” (Zamarripa and Turnage 2009, 1). In addition, Chancellor Charles ‡‡†‹••—‡†ƒš‡ —–‹˜‡”†‡”ȋǤǤͳͲͶͺǢ‡‡†ʹͲͳͲȌǡ”‡“—‹”‹‰ƒŽŽ”‡‡†‹ƒŽ‡- trants to attend a mandatory Early Start Program (ESP) in the summer prior to their fall classes. Students failing to enroll and participate in the program would lose their admission to the University.

6 The CSU Crisis and California’s Future Remediation

‡‡•ˆ‘”–Š‡•‡ Žƒ••‡•ƒ›„‡Š‹‰Š‡”–Šƒˆ‡‡• Šƒ”‰‡†ˆ‘””‡‰—Žƒ” ‘—”•‡•ǤŠ‡ ™‹ŽŽ„‡‰‹‹•‘‡ˆ‘”ƒ–ƒŽŽ ƒ’—•‡•„›•—‡”ʹͲͳʹǡ™‹–Šˆ—ŽŽ‹’Ž‡‡–ƒ–‹‘ •‡–ˆ‘”•—‡”ʹͲͳͶȋ‡‡†ʹͲͳͲȌǤ The higher fees and loss of employment time associated with mandatory summer ESP –Š”‡ƒ–‡–‘†‡–‡”ƒŽƒ”‰‡—„‡”‘ˆ•–—†‡–•ˆ”‘‡–‡”‹‰–Š‡‹˜‡”•‹–›Ǥ‘ƒŽŽƒ› that fear, Assistant Vice Chancellor Alison Jones assured Trustees that a process will „‡ ”‡ƒ–‡†„›™Š‹ Š•–—†‡–•™Š‘“—ƒŽ‹ˆ›ˆ‘”•–ƒ–‡ϐ‹ƒ ‹ƒŽƒ‹†ˆ”‘ˆƒŽŽ–‘•’”‹‰ ™‘—Ž†„‡ ‘‡‡Ž‹‰‹„Ž‡ˆ‘”•—’’Ž‡‡–ƒ”›ƒ••‹•–ƒ ‡ˆ‘”–Š‡•—‡”Ǥ ‘™‡˜‡”ǡ Š‡ˆƒ‹Ž‡†–‘”‡’‘”––Šƒ––Š‹•™‘—Ž†‘Ž›ƒ’’Ž›–‘ˆ‡†‡”ƒŽϐ‹ƒ ‹ƒŽƒ‹†ǡ•‹ ‡•–ƒ–‡ƒŽ ”ƒ–• ƒ‘–„‡—•‡†–‘’ƒ›ˆ‘”š–‡†‡††— ƒ–‹‘ ‘—”•‡•Ǥ—””‡–Ž›ǡ–‘“—ƒŽ‹ˆ›ˆ‘” summer Pell Grants, students must have completed twenty-four credit hours in the previous academic year, which incoming freshmen will not have. In the 2011 federal „—†‰‡–ǡ•—‡”‡ŽŽ‰”ƒ–•ƒ›„‡‡Ž‹‹ƒ–‡†Ǥ–‡ƒ‘ˆˆƒ —Ž–›ƒ†•–ƒˆˆ‡š’‡”–• ™ƒ”‡†–Šƒ–•— Šƒ‡™ǡ‡ƒ”Ž‹‡”†‡ƒ†Ž‹‡™‹ŽŽ™‘”•‡–Š‡’”‘„Ž‡™Š‡”‡„›’”‘’‘”- tionally more students from low-income and minority communities are already fail- ‹‰–‘ ‘’Ž‡–‡ƒŽŽ–Š‡•–‡’•‹–Š‡‡š‹•–‹‰ƒ’’Ž‹ ƒ–‹‘’”‘ ‡••ǡƒ† ƒ‘–„‡ƒ†‹–- ted (see Figure 7). The requirement of summer study will disparately affect low-income students who —•–”‡Ž›‘•—‡”‡’Ž‘›‡––‘„‡ƒ„Ž‡–‘‡‡––Š‡‹”Ž‹˜‹‰ ‘•–•™Š‹Ž‡‹ ‘Ž- lege. The systemwide faculty English Council wrote to the Board of Trustees that in- stead of merely proposing a summer program which remedial students could choose to utilize, this required program actually undermined California’s Master Plan (1960) „›‹’‘•‹‰ϐ‹ƒ ‹ƒŽ„—”†‡•ƒ†Dzˆ‘” ‹‰ƒ‹†‡–‹ϐ‹‡†‰”‘—’‘ˆ•–—†‡–•–‘’ƒ”–‹ ‹- pate in summer as a pre-condition of enrollment to the university, even though this •ƒ‡’‘’—Žƒ–‹‘‘ˆ•–—†‡–•‹•‘–‘Ž›ˆ—ŽŽ›“—ƒŽ‹ϐ‹‡†ˆ‘”ƒ†‹••‹‘ǡ„—–ƒ””‹˜‡•ƒ––Š‡ Šƒ˜‹‰‡ƒ”‡†Š‹‰Š• Š‘‘Ž •‘ˆ‘”„‡––‡”dzȋ‰Ž‹•Š‘— ‹ŽʹͲͳͲǡțʹȌǤ Barely two months after ESP was adopted, reports from two campuses seemed to ˜ƒŽ‹†ƒ–‡•—•’‹ ‹‘•–Šƒ–‡™”‡‡†‹ƒ–‹‘’”ƒ –‹ ‡•ƒ”‡ƒ•— Šƒ„‘—–Ž‘™‡”‹‰‡- ”‘ŽŽ‡–ƒ•ƒ„‘—–‡Šƒ ‹‰”‡‡†‹ƒŽ•–—†‡–•ǯ•‹ŽŽ•Ǥ —Ž›ͳǡʹͲͳͲƒƒ†‹‹•- –”ƒ–‘”ƒ–‘‹‰—‡œ ‹ŽŽ•™”‘–‡–Šƒ–Dzƒ•ƒ”‡•—Ž–‘ˆ–Š‡†‡ ”‡ƒ•‹‰•–ƒ–‡„—†‰‡– necessitating a system-wide decrease in enrollment, the CSUs are experiencing nu- ‡”‘—••–—†‡–”‡“—‡•–•–Šƒ– ƒ‘–„‡ƒ ‘‘†ƒ–‡†Ǥ•›‘—‘™™‡ƒ–  exceeded our targets last year and need to manage our new student enrollment very Ž‘•‡Ž›ǤdzŠ‡–Š‡”‡’‘”–‡†–Šƒ–͹ͺͷ•–—†‡–•Šƒ†ˆƒ‹Ž‡†–‘”‡‡†‹ƒ–‡ǡˆƒ ‹‰’‘–‡–‹ƒŽ †‹•‡”‘ŽŽ‡–„›–Š‡‡†‘ˆ–Š‡ʹͲͲͻǦʹͲͳͲƒ ƒ†‡‹ ›‡ƒ”ǡƒ—’”‡ ‡†‡–‡†‹ ”‡ƒ•‡ ‘’ƒ”‡†–‘–Š‡ͳͶͳ”‡’‘”–‡†ˆ‘”ʹͲͲ͹ǦʹͲͲͺǡ–Š‡Žƒ•–›‡ƒ”™Š‹ Šƒ†‡’—„Ž‹- ƒŽŽ›ƒ˜ƒ‹Žƒ„Ž‡ȋǤ”ƒ‰‰ǡ’‡”•‘ƒŽ ‘—‹ ƒ–‹‘ǡ —Ž›ͳǡʹͲͳͲȌǤ ‡••–Šƒ–Š”‡‡™‡‡•Žƒ–‡”ǡŠ‡ƒ‡”•ϐ‹‡Ž†ƒŽ‹ˆ‘”‹ƒ”‡’‘”–‡†–Šƒ–ƒ–ƒŽ‹ˆ‘”‹ƒ –ƒ–‡‹˜‡”•‹–›ǡƒ‡”•ϐ‹‡Ž†Dz–‘ —– ‘•–•ǡ–Š‡—‹˜‡”•‹–›Šƒ†‡Ž‹‹ƒ–‡†ˆ‘—”‘ˆ‹‡ math instructors, opting to move the remedial math program to a mostly online for- ƒ–ǤǤǤǤ‘”‡–ŠƒŠƒŽˆ‘ˆ–Š‡ͳǡ͸ͲͲǦ’Ž—••–—†‡–•™Š‘–‘‘–Š‡‡™Ǧ•–›Ž‡ ‘—”•‡•ǥ

7 The CSU Crisis and California’s Future Remediation

ˆƒ‹Ž‡†–Š‡ƒ–Š Žƒ••‡•ǡ†‡’ƒ”–‡–ϐ‹‰—”‡••Š‘™Ǥ –Š‡›‡ƒ”„‡ˆ‘”‡ǡƒ„‘—–͸Ͳ’‡” ‡– ‘ˆ–Š‡ͳǡͳͲͲ•–—†‡–•‹ƒ‹•–”— –‘”Ǧ„ƒ•‡†ǡ Žƒ••”‘‘•‡––‹‰’ƒ••‡†ǥŠ‡†‹•’ƒ”‹–› ‹‘—– ‘‡•‘ˆ–Š‡–™‘‹•–”— –‹‘‘†‡Ž•™ƒ•‡•’‡ ‹ƒŽŽ›•–ƒ”™Š‡ ‘’ƒ”‹‰ˆƒŽŽ ‘ˆʹͲͲͺǡ™Š‡ƒ„‘—–͹ͷ’‡” ‡–‘ˆ•–—†‡–•’ƒ••‡†ǡƒ†ˆƒŽŽ‘ˆʹͲͲͻǡ™Š‡ƒ„‘—–ͶͲ ’‡” ‡–‘ˆ•–—†‡–•™‡”‡•— ‡••ˆ—Ždzȋƒ””‹‡–‘•ʹͲͳͲǡțͷȌǤ BRIEF LITERATURE REVIEW: DOES HIGHER EDUCATION REMEDIATION HELP STUDENTS GRADUATE?

Eleven years ago, Alexander Astin, founding director of UCLA’s prestigious Higher Ed- — ƒ–‹‘‡•‡ƒ” Š •–‹–—–‡ǡ‰ƒ˜‡ƒ’”‡• ‹‡–™ƒ”‹‰ƒ„‘—––Š‡†‡„ƒ–‡‘˜‡””‡‡†‹ƒ- tion at the California State University. “The remedial issue is particularly interesting „‡ ƒ—•‡–Š‡ƒŽ–ƒ–‡’‡‘’Ž‡†‘ǯ–•‡‡–‘—†‡”•–ƒ†–Šƒ––Šƒ–ǯ•–Š‡‹”‘•–‹’‘”–ƒ– ™‘”ǤŠ‡›™ƒ––‘†—’‹–‘–Š‡•‡ ‘†ƒ”›• Š‘‘Ž•‘”–Š‡ ‘—‹–› ‘ŽŽ‡‰‡•‘” ™Šƒ–‡˜‡”Ǥǥ ‘”—•–‘•–ƒ†„ƒ ƒ††‹•ƒ˜‘™ƒ›”‡•’‘•‹„‹Ž‹–›ˆ‘”–Š‡ˆƒ ––Šƒ––Š‡•‡ ’‡‘’Ž‡‡‡†”‡‡†‹ƒ–‹‘‹•‘–‘Ž›•‡ŽˆǦ•‡”˜‹‰„—–‹–ǯ•Œ—•–‹ƒ —”ƒ–‡ǥŠ‡’‘‘” ˆ‘Ž•‹Ǧͳʹȏ‹†‡”‰ƒ”–‡–Š”‘—‰ŠŠ‹‰Š• Š‘‘ŽȐƒ”‡–ƒ‹‰–Š‡„‡ƒ–‹‰ˆ‘”’”‘„Ž‡• that are very often out of their control—either issues of funding or class size or poor ‡‹‰Š„‘”Š‘‘†•ȋ‹ŽŽ•ͳͻͻͻǡț͹Ȍǥ —•–‹ ‹‰–Š‡•‡•–—†‡–•‘—–‘ˆ–Š‡‹• ”ƒœ›Ǥ –ǯ••Š‘”–•‹‰Š–‡†‹–‡”•‘ˆ–Š‡•–ƒ–‡‹–‡”‡•–ǤŠ›†‘™‡™ƒ–ƒ„— Š‘ˆ’‡‘’Ž‡™‹–Š ƒ”‰‹ƒŽŽ‹–‡”ƒ ›ϐŽ‘‘†‹‰‹–‘ ‹–‹‡•ƒ†–‘™•‘ˆ‘—”•–ƒ–‡ǫ‡Šƒ˜‡ƒ•‡ŽˆǦ‹–‡”‡•–‹ ‡†— ƒ–‹‰–Š‡•‡’‡‘’Ž‡™‡ŽŽƒ†˜ƒŽ—‹‰–Šƒ–’ƒ”–‘ˆ‘—”™‘”dzȋ‹ŽŽ•ͳͻͻͻǡțͺȌǤ ›ʹͲͲͶǡ͹͸Ψ‘ˆƒŽŽ‡”‹ ƒŠ‹‰Š‡”‡†— ƒ–‹‘‹•–‹–—–‹‘•’”‘˜‹†‡†”‡‡†‹ƒŽ ‘—”•- es (Kreysa 2006) and it is easy to see the civil rights implications of remedial educa- –‹‘Ǥƒ”‡”ƒ†‹ Šƒ”†•‘ȋʹͲͲͷȌƒ†‘–Š‡”•ƒ”‰—‡–Šƒ––Š‡‡†‡‹ ƒ†‡†—”‹‰ issue of social inequities in the K-16 pipeline suggests a continuing, persistent need ˆ‘””‡‡†‹ƒ–‹‘ǤƒŠ”ȋʹͲͲͺȌ•–ƒ–‡•–Šƒ–Dz”‡‡†‹ƒ–‹‘‹•ǡ„›†‡ϐ‹‹–‹‘ǡƒ”‡‡†›‹- –‡†‡†–‘”‡•–‘”‡‘’’‘”–—‹–›–‘–Š‘•‡™Š‘‘–Š‡”™‹•‡ƒ›„‡”‡Ž‡‰ƒ–‡†–‘‡ƒ‰‡” ™ƒ‰‡•ǡ’‘‘”™‘”‹‰ ‘†‹–‹‘•ǡƒ†‘–Š‡” ‘•‡“—‡ ‡•‘ˆ•‘ ‹‘‡ ‘‘‹ ƒ”‰‹- ƒŽ‹œƒ–‹‘dzȋͶʹʹȌǤ Gandara and Contreras (2009) state that “class privilege is tied to social and cultur- ƒŽ ƒ’‹–ƒŽȄƒ ‡••–‘’‘™‡”ƒ†ƒ—–Š‘”‹–›ǡ–‘‡–™‘”•‘ˆ‹ϐŽ—‡–‹ƒŽƒ†‹ˆ‘”‡† ˆ”‹‡†•ƒ† ‘ŽŽ‡ƒ‰—‡•ǡ–‘–Š‡—†‡”•–ƒ†‹‰‘ˆ–Š‡™‘”‹‰•‘ˆǮ–Š‡•›•–‡ǯ–Šƒ–ƒŽ- Ž‘™–Š‘•‡™‹–Š’”‹˜‹Ž‡‰‡‹•‘ ‹‡–›–‘ƒ‹–ƒ‹‹–dzȋͷͳȌǤŠ‡•‡”‡•‡ƒ” Š‡”•’‘‹––‘ –Š‡Ž‹–‡”ƒ–—”‡–Šƒ–Šƒ• ‘•‹•–‡–Ž›ˆ‘—†•‘ ‹ƒŽ Žƒ••–‘„‡ ‘‡ –‡†–‘Š‘™™‡ŽŽ•–—- †‡–•’‡”ˆ‘”‹• Š‘‘Žǡ™‹–Š•–—†‡–•ˆ”‘Š‹‰Š‡”•‘ ‹ƒŽ Žƒ••„ƒ ‰”‘—†•–›’‹ ƒŽŽ› ’‡”ˆ‘”‹‰„‡––‡”–Šƒ–Š‡‹”Ž‘™‡” Žƒ••’‡‡”•ǤŠ—•ǡƒ’’ƒ†‘ŽŽ˜‡”–‘ƒ”‰—‡ –Šƒ–Dz•‘ ‹ƒŽ Žƒ••‹•ˆ—†ƒ‡–ƒŽ–‘—†‡”•–ƒ†‹‰–Š‡™‘”‹‰•ƒ† ‘•‡“—‡ ‡•‘ˆ ‡†— ƒ–‹‘ƒŽ‹•–‹–—–‹‘•dzȋʹͲͲͶǡ͸ͷ͹ȌǤ —”–Š‡”‘”‡ǡ•‘ ‹ƒŽ Žƒ••‹•ƒ†”‹˜‹‰ˆ‘” ‡‹ determining academic preparation and opportunities, as well as success (Balfanz and ‡‰–‡”•ʹͲͲͶǢ”ϐ‹‡Ž†ʹͲͲͶǢ ƒ†ƒ”ƒƒ†‘–”‡”ƒ•ʹͲͲͻȌǤŠ‡ —””‡–ǤǤǦͳʹ’—„- Ž‹ • Š‘‘Ž•›•–‡–”ƒ•Žƒ–‡••‘ ‹ƒŽ Žƒ••‹–‘•–”— –—”ƒŽŽ›—‡“—ƒŽƒ ‡••–‘‘™Ž‡†‰‡

8 The CSU Crisis and California’s Future Remediation

and resources for low-income students and students of color, resulting in unequal and †‹‹‹•Š‡†‡†— ƒ–‹‘ƒŽ‘’’‘”–—‹–‹‡•ȋ‘œ‘ŽͳͻͻͳǢ”ϐ‹‡Ž†ͳͻͻʹǡʹͲͲͶǢ‡”•‡ŽŽͳͻͻ͵Ǣ ‡†Žƒ ‡ ͳͻͻͺǢ ƒ’’ ƒ† ‘‘Ž˜‡”–‘ǡ ʹͲͲͶǢ ƒŽˆƒœ ƒ† ‡‰–‡”•ǡ ʹͲͲͶǢ ƒ”Ž‹‰Ǧ ƒ‘†ʹͲͲͶǢ ƒ” ‹ƒʹͲͲͶǢ—ƒ†‘”‡‘ǡʹͲͲ͸Ǣ ƒ†ƒ”ƒƒ†‘–”‡”ƒ•ǡʹͲͲͻȌǤ ˆ”‹ ƒ‡”‹ ƒƒ†ƒ–‹‘•–—†‡–• ‘•–‹–—–‡„‘–ŠƒŽƒ”‰‡’‘”–‹‘‘ˆŽ‘™Ǧ‹ ‘‡ students, as well as of students of color. ‡ ‡–Ž›ǡ–Š‡†— ƒ–‹‘‘‹••‹‘‘ˆ–Š‡–ƒ–‡•ǯʹͲͳͲ’—„Ž‹ ƒ–‹‘ǡ ‡––‹‰ƒ•– ‘ǣ ‡„—‹Ž†‹‰–Š‡‡‡†‹ƒŽ†— ƒ–‹‘”‹†‰‡–‘‘ŽŽ‡‰‡— ‡••ǡ ‹–‡†ǤǤ‡’ƒ”–‡–‘ˆ †— ƒ–‹‘”‡’‘”–••Š‘™‹‰–Šƒ–ƒ”‘—†͵ͶΨ‘ˆƒŽŽ‡™ˆ”‡•Š‡‡‡†‡†ƒ‹‹— ‘ˆ‘‡”‡‡†‹ƒŽ ‘—”•‡ȋƒ†ƒŽʹͲͳͲȌǤ ‘™‡˜‡”ǡ’”‡••‹‰ˆ‡†‡”ƒŽƒ†•–ƒ–‡ϐ‹ƒ ‹ƒŽ ‹••—‡•Šƒ˜‡ ƒ—•‡†ƒ›•–ƒ–‡•–‘„‡‰‹–‘”‡‡šƒ‹‡–Š‡‹••—‡‘ˆŠ‹‰Š‡”‡†— ƒ–‹‘ remediation. Š‡”‡ƒ”‡ —””‡–Ž›‘•–ƒ†ƒ”†‹œ‡† ”‹–‡”‹ƒˆ‘”†‡ϐ‹‹‰ ‘—”•‡•‘”•–—†‡–•ƒ•Dz”‡‡- dial, and/or developmental,” causing confusion in effectively identifying and analyz- ing such programs (Attewell, Lavin, Domina, and Levey 2006). Merisotis and Phipps ȋʹͲͲͲȌƒ”‰—‡ǡDz‡•‡ƒ” Šƒ„‘—––Š‡‡ˆˆ‡ –‹˜‡‡••‘ˆ”‡‡†‹ƒŽ‡†— ƒ–‹‘’”‘‰”ƒ•Šƒ• –›’‹ ƒŽŽ›„‡‡•’‘”ƒ†‹ ǡ—†‡”ˆ—†‡†ǡƒ†‹ ‘ Ž—•‹˜‡dzȋ͹ͷȌǤ Using National Center for Educational Statistics data from the National Educational Longitudinal Study of all U.S. students who entered ninth grade in 1988, updated in ʹͲͲͲǡ––‡™‡ŽŽ‡–ƒŽǤȋʹͲͲ͸Ȍˆ‘—†”‡‡†‹ƒŽ•–—†‡–•–‘„‡‘”‡ƒ ƒ†‡‹ ƒŽŽ›†‹˜‡”•‡ –Šƒ ‹• ‘ˆ–‡ „‡Ž‹‡˜‡†ǡ ™‹–Š ͷʹΨ ‘ˆ Ž‘™Ǧ‹ ‘‡ •–—†‡–• ”‡’”‡•‡–‡† ‹ ”‡‡†‹ƒŽ Žƒ••‡•ǡƒŽ‘‰™‹–ŠʹͶΨ‘ˆ•–—†‡–•ˆ”‘–Š‡Š‹‰Š‡•–‹ ‘‡“—ƒ”–‹Ž‡ǤŠ‡•‡”‡•‡ƒ” Š- ‡”•ƒŽ•‘ˆ‘—†–Šƒ–ͳͲΨ‘ˆŠ‹‰Š• Š‘‘Ž•–—†‡–•™Š‘• ‘”‡†‹–Š‡Š‹‰Š‡•–•‹ŽŽ•–‡•– “—ƒ”–‹Ž‡ǡƒ†ʹͷΨ‘ˆ–Š‘•‡‹–Š‡•‡ ‘†Š‹‰Š‡•–ǡ–‘‘ ‘—”•‡•Žƒ„‡Ž‡†”‡‡†‹ƒŽǤ —”- –Š‡”‘”‡ǡͳͶΨ‘ˆ•–—†‡–•’ƒ”–‹ ‹’ƒ–‹‰‹–Š‡‘•–ƒ†˜ƒ ‡†Š‹‰Š• Š‘‘Ž —””‹ —Ž— –‘‘Š‹‰Š‡”‡†— ƒ–‹‘”‡‡†‹ƒŽ ‘—”•‡•ǡƒ•†‹†͵ʹΨ‘ˆ•–—†‡–• ‘‹‰‘—–‘ˆDzˆƒ‹”Ž› demanding courses in high school.” On the other hand, of those twelfth-grade stu- †‡–•™Š‘• ‘”‡†‹–Š‡•‹ŽŽ•–‡•–Ž‘™‡•–“—ƒ”–‹Ž‡ǡ͵ʹΨ†‹†‘–‡”‘ŽŽ‹ƒ›”‡‡†‹ƒ- –‹‘ǡ‘”†‹†ͶʹΨ‘ˆ–Š‘•‡†‡•‹‰ƒ–‡†ˆ”‘–Š‡Š‹‰Š• Š‘‘Ž•‹–Š‡Ž‘™‡•–“—ƒ”–‹Ž‡‘ˆ “curricular intensity” (899). ˜‡”ƒŽŽǡ ͸ͳΨ ‘ˆ ˆ”‹ ƒ ‡”‹ ƒ •–—†‡–• ƒ† ͵ͷΨ ‘ˆ ™Š‹–‡• ™‡”‡ ‹ ”‡‡†‹ƒŽ courses. Still, when controlling for SES, high school performance, etc., African Ameri- ƒ•–—†‡–•Šƒ˜‡ƒͳ͸Ψ‰”‡ƒ–‡”’”‘„ƒ„‹Ž‹–›‘ˆ’ƒ”–‹ ‹’ƒ–‹‰‹”‡‡†‹ƒ–‹‘Ǥ ‹ƒŽŽ›ǡ when these two ethnicities are equally matched in terms of high school preparation, ǡˆƒ‹Ž›„ƒ ‰”‘—†ǡ‡– Ǥǡˆ”‹ ƒ‡”‹ ƒ•–—†‡–•ƒ”‡ͳͳ؏‘”‡Ž‹‡Ž›–‘Šƒ˜‡ –ƒ‡”‡‡†‹ƒŽ ‘—”•‡•Ǥ Š‡––‡™‡ŽŽ‡–ƒŽǤ•–—†›ȋʹͲͲ͸Ȍ”‡’‘”–‡†–Šƒ–ͷʹΨ‘ˆ”‡‡†‹ƒŽ•–—†‡–•ƒ†͹ͺΨ‘ˆ ‘”‡‡†‹ƒŽ•–—†‡–•‡ƒ”‡†ƒ„ƒ Š‡Ž‘”ǯ•†‡‰”‡‡‹ͺǤͷ›‡ƒ”•Ǥ ƒ††‹–‹‘ǡͷͲΨ‘ˆˆ- ”‹ ƒ‡”‹ ƒƒ†͵ͶΨ‘ˆƒ–‹‘”‡‡†‹ƒŽ•–—†‡–•‰”ƒ†—ƒ–‡†ǤŠ‡‰”ƒ†—ƒ–‹‘”ƒ–‡• ˆ‘”•–—†‡–•‡”‘ŽŽ‡†‹–Š”‡‡‘”‘”‡”‡‡†‹ƒŽ ‘—”•‡•™‡”‡ˆ‘—†–‘„‡ͳʹΨ–‘ͳͷΨ Ž‘™‡”–Šƒˆ‘”•‹‹Žƒ”Ž›ƒ– Š‡†•–—†‡–•™Š‘–‘‘‘•— Š ‘—”•‡•Ǥ ‘™‡˜‡”ǡ‘‡

9 The CSU Crisis and California’s Future Remediation

‹–Š”‡‡‘ˆ–Š‡•‡Dz—Ž–‹’Ž‡Ǧ ‘—”•‡dz”‡‡†‹ƒŽ•–—†‡–•™‡”‡ƒ„Ž‡–‘‡ƒ”ƒ„ƒ Š‡Ž‘”ǯ• degree in eight years. Š‡”‡•‡ƒ” Š‡”•‘„•‡”˜‡†’‘‹–‡†Ž›–Šƒ–Dz‹ˆ–Š‘•‡•–—†‡–•™‡”‡†‡‡‡†—•—‹–ƒ„Ž‡ for college and denied entry to four-year institutions, a large proportion of the minor- ity graduates in the high school class of 1992 would never have received degrees” ȋ––‡™‡ŽŽ‡–ƒŽǤʹͲͲ͸ǡͻͳͷȌǤ Bahr (2008) concluded that “postsecondary remediation is a hotly contested topic. ‡–ǡ”‡ƒ”ƒ„Ž›ˆ‡™Žƒ”‰‡Ǧ• ƒŽ‡ǡ ‘’”‡Š‡•‹˜‡ǡ—Ž–‹Ǧ‹•–‹–—–‹‘ƒŽ‡˜ƒŽ—ƒ–‹‘•‘ˆ”‡- ‡†‹ƒ–‹‘Šƒ˜‡„‡‡’—–ˆ‘”™ƒ”†ǡŽ‡ƒ†‹‰–‘ƒƒ•–‘‹•Š‹‰Žƒ ‘ˆ‡’‹”‹ ƒŽ‡˜‹†‡ ‡ –‘‹ˆ‘”–Š‹•†‡„ƒ–‡dzȋͶͶ͸ȌǤ ‘™‡˜‡”ǡƒŠ”ƒŽ•‘ˆ‘—†–Šƒ–•–—†‡–• ƒƒ††‘•— - ‡••ˆ—ŽŽ›‰ƒ‹ ‘ŽŽ‡‰‡ǦŽ‡˜‡Ž•‹ŽŽ•„›–ƒ‹‰”‡‡†‹ƒŽ ‘—”•‡•‹ ‘ŽŽ‡‰‡ǡ‡˜‡™Š‡ –Š‡›•–ƒ”–‘—–™‹–Š†‡‡’ƒ†—Ž–‹’Ž‡†‡ϐ‹ ‹–•ȋʹͲͳͲȌǤŠ‡•–ƒ–‹•–‹ •‘ ‘’Ž‡- tion are very positive. THE CURRENT STUDY

The current research examines whether recent policy changes to remedial education ƒ––Š‡ƒŽ‹ˆ‘”‹ƒ–ƒ–‡‹˜‡”•‹–› ‘•–‹–—–‡ƒ ‹˜‹Ž”‹‰Š–•‹••—‡ǡ„›—ˆƒ‹”Ž›”‡†— ‹‰ ‡†— ƒ–‹‘ƒŽƒ ‡••ƒ†”‡–‡–‹‘ˆ‘”Ǧ‡Ž‹‰‹„Ž‡•–—†‡–•ˆ”‘ ‘—‹–‹‡•‘ˆ ‘Ž‘” ƒ†Ž‘™Ǧ‹ ‘‡ ‘—‹–‹‡•Ǥ‡ƒƒŽ›œ‡†”‡‡†‹ƒ–‹‘ƒ††‹•‡”‘ŽŽ‡–”ƒ–‡•‹ –Š‡ǡ™‹–Šƒˆ‘ —•‘–Š‡ϐ‹˜‡ ƒ’—•‡•™Š‘•‡•–—†‡–•Šƒ˜‡–Š‡Š‹‰Š‡•–‡‡† ˆ‘””‡‡†‹ƒ–‹‘ǣ‘‹‰—‡œ ‹ŽŽ•ǡ‘•‰‡Ž‡•ǡƒ‡”ƒ”†‹‘ǡƒ‡”•ϐ‹‡Ž†ǡƒ†ƒ•– ƒ›Ǥ‡ƒŽ•‘ ‘’ƒ”‡†–Š‡•‡Š‹‰ŠǦ”‡‡†‹ƒ–‹‘ ƒ’—•‡•™‹–Š–™‘–›’‡•‘ˆ ƒ’—•- ‡•ǤŠ‡ϐ‹”•– ƒ’—•‡•‹ Ž—†‡ϐ‹˜‡‘ˆ–Š‡•™‹–Š–Š‡Ž‘™‡•–”‡‡†‹ƒŽ‡‡†ǣƒ —‹•„‹•’‘ǡƒ‹‡‰‘ǡ —„‘Ž†–ǡ‘‘ƒǡƒ†‘‰‡ƒ ŠǤŠ‡•‡ ‘† ƒ’—•‡• are three low-remediation CSUs adjacent to high-remediation campuses and which ƒ––”ƒ –Š‹‰Š‡”Ǧ•‹ŽŽ‡†Š‹‰Š• Š‘‘Ž‰”ƒ†—ƒ–‡•ˆ”‘–Š‡‹”ˆ‡‡†‡”• Š‘‘Ž•ǤŠ‡•‡–Š”‡‡ low-remediation adjacent CSU campuses include Long Beach (also one of the low- est remediation), Pomona, and Northridge. For this study, we examined the following ‡–Š‹ ‰”‘—’•ǣˆ”‹ ƒ‡”‹ ƒǡ‡š‹ ƒ‡”‹ ƒǡ•‹ƒ‡”‹ ƒǡƒ†—”‘’‡ƒ ‡”‹ ƒȋ‹Ǥ‡Ǥǡ™Š‹–‡ȌǤ‘‡šƒ‹‡–Š‡‡ˆˆ‡ –•‘ˆ–Š‡”‡ ‡–„—†‰‡– ”‹•‹•‘”‡‡†‹ƒŽ ‡†— ƒ–‹‘ƒ†•–—†‡–•ǯ ‹˜‹Ž”‹‰Š–•ǡ™‡ˆ‘ —•‡†‘–Š‡–‹‡’‡”‹‘†ˆ”‘ʹͲͲͶ–‘ʹͲͲͻǡ †—”‹‰™Š‹ Š–Š‡„—†‰‡–ˆƒ ‡††‡ϐ‹ ‹–•‡ƒ Š›‡ƒ”Ǥ RESULTS AND DISCUSSION

First-Year Student Enrollment ‡‡šƒ‹‡†–Š‡—„‡”ƒ†’‡” ‡–‘ˆϐ‹”•–Ǧ–‹‡ˆ”‡•Š‡ƒ––‡†‹‰–Š‡•›•- –‡Ǧ™‹†‡‹–Š‡ˆƒŽŽ“—ƒ”–‡”„›‡–Š‹ ‹–›ˆ‘”–Š‡›‡ƒ”•ʹͲͲͶ–‘ʹͲͲͻǤ ‹‰—”‡ͳ’”‡•‡–• –Š‡‡–Š‹ †‹˜‡”•‹–›‘ˆ–Š‡•›•–‡™‹†‡‹ʹͲͲͶ ‘’ƒ”‡†–‘ʹͲͲͻǤŠ‡Žƒ”‰‡•– ‡–Š‹  ‰”‘—’ ™ƒ• ™Š‹–‡• ȋ–Š‡ ǯ• –‡” ˆ‘” —”‘’‡ƒ ‡”‹ ƒ•Ȍǡ ƒ‹‰ —’ ƒŽ- ‘•–͵͹Ψ‘ˆ–Š‡ˆ”‡•Šƒ Žƒ••ȋαͳ͹ǡͶͺʹǤͺȌǤŠ‡‡š–Žƒ”‰‡•–‰”‘—’™ƒ•‡š‹ ƒ

10 The CSU Crisis and California’s Future Remediation

‡”‹ ƒ•ƒ–ʹͳΨȋαͻǡͺ͵͹ǤͺȌǡˆ‘ŽŽ‘™‡†„›•‹ƒ‡”‹ ƒ•ƒ–ͳʹΨȋαͷǡͺͺ͵ǤʹȌ ƒ†ˆ”‹ ƒ‡”‹ ƒ•ƒ–͹Ψȋα͵ǡ͵͹ͷǤ͹ȌǤ˜‡”–Š‡›‡ƒ”•ˆ”‘ʹͲͲͶ–‘ʹͲͲͻǡ–Š‡ percentages of African American, Asian American, and white freshmen decreased sig- ‹ϐ‹ ƒ–Ž›ǤŠ‡’‡” ‡–ƒ‰‡‘ˆ‡š‹ ƒ‡”‹ ƒ•–—†‡–•‹ ”‡ƒ•‡†ǤŠ‡—„‡”‘ˆ ˆ”‹ ƒ‡”‹ ƒˆ”‡•Š‡™‡–†‘™•‹‰‹ϐ‹ ƒ–Ž›‹ˆƒŽŽʹͲͲͻǡ–Š‡›‡ƒ”–Šƒ–•‡”‹‘—• ‡”‘ŽŽ‡– ‘–”‘Ž™ƒ•‹‹–‹ƒ–‡†„›–Š‡Ǥ ‘”–Š‡›‡ƒ”•ˆ”‘ʹͲͲͶ–‘ʹͲͲͺǡ–Š‡ ‡ƒ’‡” ‡–ƒ‰‡‘ˆ„Žƒ ˆ”‡•Š‡™ƒ•͹Ψƒ†–Š‡‡ƒ—„‡”™ƒ•͵ǡͶ͸ͶǤ ‘™- ‡˜‡”ǡ‹ʹͲͲͻǡ–Š‡”‡™‡”‡‘Ž›ͷǤ͸Ψ„Žƒ •–—†‡–•ȋαʹǡͻ͵ͶȌǤ

Figure 1. Percent of First-Year Students by Ethnicity, CSU Systemwide in 2004 and 2009.

Source: First-Time Freshmen Enrollment by Campus and Ethnicity, Table 3. (CSU Analytic Studies).

11 The CSU Crisis and California’s Future Remediation

Remediation and Under-represented Students The need for remediation is higher among under-represented low-income and minor- ‹–›‰”‘—’•Ǥ ‘”‡šƒ’Ž‡ǡ‹ˆƒŽŽʹͲͲͺǡ͸ͶǤͳΨ‘ˆˆ”‹ ƒ‡”‹ ƒϐ‹”•–Ǧ–‹‡ˆ”‡•Š‡ –‡•–‡†”‡‡†‹ƒŽ‹ƒ–Šƒ†͸ͷǤͻΨ‹‰Ž‹•ŠǤ ‘”‡š‹ ƒ‡”‹ ƒˆ”‡•Š‡ǡ–Š‡ ”ƒ–‡™ƒ•ͷͳǤʹΨ‹ƒ–Šǡƒ†͸͵ǤͻΨ‹‰Ž‹•ŠǤ•‹ƒ‡”‹ ƒ•–—†‡–•Šƒ†ʹ͸ǤͳΨ ‡‡†‹‰”‡‡†‹ƒ–‹‘‹ƒ–Šƒ†ͷͶǤ͵Ψ‹‰Ž‹•Šǡƒ†™Š‹–‡•–—†‡–•†‡‘•–”ƒ–‡† –Š‡Ž‘™‡•–‡‡†ˆ‘””‡‡†‹ƒ–‹‘ǡ™‹–ŠʹͷǤͳΨ”‡‡†‹ƒŽ‹ƒ–Šƒ†ʹͺǤʹΨ‹‰Ž‹•ŠǤ Although the percentage of white students who are remedial is the smallest, the num- „‡”‘ˆ™Š‹–‡•–—†‡–•‡‡†‹‰”‡‡†‹ƒ–‹‘‹•Žƒ”‰‡Ȅ•‡ ‘†‘Ž›‹•‹œ‡–‘‡š‹ ƒ ‡”‹ ƒ”‡‡†‹ƒŽ•–—†‡–•Ǥȋƒ„Ž‡ʹ‹–Š‡’’‡†‹š’”‡•‡–•–Š‡‡‡†ˆ‘””‡‡†‹- ƒ–‹‘„›‡–Š‹ ‹–›•›•–‡™‹†‡ƒ†ƒ––Š‡–™‡Ž˜‡–ƒ”‰‡– ƒ’—•‡•‘˜‡”–‹‡‹ʹͲͲͻǤȌ Table 1. Remedial Students by Ethnicity, Systemwide Fall 2009 – Regularly Admitted First-Time Freshmen Needing Remediation in math and/or English Remedial in math % % Remedial and/or English (N) African American 2,106 83% 7% Asian American 3,329 60% 11% White ͸ǡͶ͸ͳ 39% 22% Mexican American 9,360 ͹ͶΨ 32% All First-Time Freshman 29,230 ͷͺΨ 100%

‘—” ‡ǣ”‘ϔ‹ ‹‡ ›‡’‘”–•‘ˆ–—†‡–•–‡”‹‰–Š‡͸ͶͶͿȋƒŽ›–‹ –—†‹‡•ȌǤ

12 The CSU Crisis and California’s Future Remediation

Figure 2. Number of First-Year Students Remedial by Ethnicity, CSU Systemwide in Fall 2009.

‘—” ‡ǣ”‘ϔ‹ ‹‡ ›‡’‘”–•‘ˆ–—†‡–•–‡”‹‰–Š‡›•–‡͸ͶͶͿȋƒŽ›–‹ –—†‹‡•ȌǤ

‡ ƒƒ’’”‘š‹ƒ–‡–Š‡’‡” ‡–ƒ‰‡‘ˆŽ‘™Ǧ‹ ‘‡•–—†‡–•„›‡šƒ‹‹‰–Š‡’‡”- ‡–ƒ‰‡‘ˆ‡ŽŽ ”ƒ–”‡ ‹’‹‡–•ǡ„—––Š‹•‹•ƒ—†‡”‡•–‹ƒ–‡„‡ ƒ—•‡‘ ‹–‹œ‡•ƒ† •‘‡‘–Š‡”•ƒ”‡‘–‡Ž‹‰‹„Ž‡‘”†‹†‘–ƒ’’Ž›ǤŠ‡ ‡†‡”ƒŽ‡ŽŽ ”ƒ–”‘‰”ƒ’”‘- ˜‹†‡•‡‡†Ǧ„ƒ•‡†‰”ƒ–•–‘Ž‘™Ǧ‹ ‘‡—†‡”‰”ƒ†—ƒ–‡•–—†‡–•–‘’”‘‘–‡ƒ ‡•• –‘’‘•–•‡ ‘†ƒ”›‡†— ƒ–‹‘ǤŽ‹‰‹„‹Ž‹–›‹•†‡–‡”‹‡†„›ˆƒ‹Ž›‘”’‡”•‘ƒŽ‹ ‘‡ and the cost of attending the college. In the 2008-2009 academic year, there were ͳʹͻǡ͹Ͷ͸‡ŽŽ ”ƒ–”‡ ‹’‹‡–•ƒ––Š‡•›•–‡™‹†‡ȋǤǤ‡’ƒ”–‡–‘ˆ†— ƒ–‹‘ǡ ʹͲͲͶǦͲͺǢ ‡ƒ† ‘—–”‘ŽŽ‡–„›–—†‡–‡˜‡ŽǡʹͲͲͶǦͲͺǡƒ„Ž‡͸Ȍǡ‘”͵ͶΨ‘ˆƒŽŽ —†‡”‰”ƒ†—ƒ–‡•Ǥ‹ ‡–Š‡ ‘•–‘ˆƒ––‡†‹‰–Š‡Šƒ•‹ ”‡ƒ•‡†ˆ”‘ʹͲͲͶ–‘

13 The CSU Crisis and California’s Future Remediation

ʹͲͲͺȋ–Š‡Žƒ•–›‡ƒ”ˆ‘”™Š‹ Š‡ŽŽ†ƒ–ƒ‹•ƒ˜ƒ‹Žƒ„Ž‡Ȍǡ™‡‹‰Š–‡š’‡ ––Š‡’‡” ‡–ƒ‰‡ ‘ˆ‡ŽŽ ”ƒ–”‡ ‹’‹‡–•–‘‹ ”‡ƒ•‡ƒ– ƒ’—•‡•ǤŠ‹•™ƒ•–”—‡ƒ–ƒ‡”•ϐ‹‡Ž†ƒ† ‘•‰‡Ž‡•ȋ•‡‡ƒ„Ž‡ʹȌǡ™Š‡”‡–Š‡’‡” ‡–ƒ‰‡•‘ˆ‡ŽŽ ”ƒ–”‡ ‹’‹‡–•‹ ”‡ƒ•‡† ˆ”‘ͷʹΨ–‘ͷ͸Ψƒ†ͶͷΨ–‘ͷͳΨǡ”‡•’‡ –‹˜‡Ž›Ǥ ‘™‡˜‡”ǡƒ–•‡˜‡”ƒŽ‘ˆ–Š‡• Š‘‘Ž• ™‡‡šƒ‹‡†Ȅ‘‹‰—‡œ ‹ŽŽ•ǡ —„‘Ž†–ǡ‘‘ƒǡƒ—‹•„‹•’‘ǡƒ†‘‘ƒȄ –Š‡’‡” ‡–ƒ‰‡•‘ˆ–Š‡•‡•–—†‡–•Šƒ˜‡†‡ ”‡ƒ•‡†‘˜‡”–‹‡ȋ’αǤͲͷȌǡ•—‰‰‡•–‹‰–Šƒ– ƒ•ƒŽŽ‡”’‡” ‡–ƒ‰‡‘ˆŽ‘™Ǧ‹ ‘‡•–—†‡–•Šƒ˜‡„‡‡ƒ––‡†‹‰–Š‡•‡• Š‘‘Ž•‘˜‡” –‹‡Ǥ–‘‹‰—‡œ ‹ŽŽ•ǡ–Š‡’‡” ‡–ƒ‰‡†‡ ”‡ƒ•‡†ˆ”‘ͷͳΨ‹ʹͲͲͶǦʹͲͲͷ–‘ͶʹΨ in 2008-2009. The decrease in Pell students over time was smaller at Northridge, and San Diego. Pell student percentages did not change over time at East Bay, Long Beach, ‘”ƒ‡”ƒ”†‹‘Ǥ‘‘‹‰ƒ––Š‡Ž‘™Ǧ”‡‡†‹ƒ–‹‘• Š‘‘Ž•ƒ•ƒ‰”‘—’ǡ–Š‡ƒ˜‡”ƒ‰‡ percent of Pell Grant recipients at these campuses has decreased over time, suggest- ing that fewer low-income students are attending these CSUs. Table 2. Pell Grant Recipients, Target Campuses 2004/05-2008/09 (Listed from Highest to Lowest Total Remediation) 2004/05 2005/06 2006/07 2007/08 2008/09 Dominguez Hills ͷͳΨ Ͷ͸Ψ Ͷ͹Ψ Ͷ͸Ψ ͶʹΨ Los Angeles Ͷͷ Ͷ͸ Ͷ͸ Ͷͺ ͷͳ San Bernardino ͷ͸ Ͷͻ Ͷͷ Ͷ͹ Ͷͺ ƒ‡”•ϐ‹‡Ž† ͷʹ ͷͳ ͷͳ ͷͷ ͷ͸ East Bay 32 32 33 31 ͵Ͷ Northridge ͷͷ ͶͲ 38 36 38 Long Beach 31 30 28 29 31 Pomona 37 33 32 32 32 Sonoma ʹͷ ʹͶ 23 22 22 Humboldt Ͷͺ Ͷͷ Ͷʹ Ͷʹ Ͷ͵ San Diego 28 27 27 27 27 San Luis Obisbo 19 17 17 ͳͷ 16

Source: U.S. Department of Education, Distribution of Federal Pell Grant Program Funds by Institution; Headcount Enrollment by Student Level, Table 6.

In general, the greater the percentage of students who have Pell Grants at a campus, –Š‡Š‹‰Š‡”–Š‡”‡‡†‹ƒ–‹‘”ƒ–‡‘ˆ–Š‡ ƒ’—•ȋ”αǤ͹ͷǡ’αǤͲͲȌǤ ‘”‡šƒ’Ž‡ǡƒ––Š‡ three highest-remediation campuses in 2008, Dominguez Hills, Los Angeles, and San ‡”ƒ”†‹‘ǡ–Š‡ƒ˜‡”ƒ‰‡’‡” ‡–ƒ‰‡‘ˆ‡ŽŽ”‡ ‹’‹‡–•™ƒ•Ͷ͹ΨǤ  ‘–”ƒ•–ǡƒ––Š‡ –Š”‡‡Ž‘™‡•–Ǧ”‡‡†‹ƒ–‹‘ ƒ’—•‡•ǡƒ—‹•„‹•„‘ǡƒ‹‡‰‘ǡƒ† —„‘Ž†–ǡ–Š‡ average percentage of Pell recipients was 29%. The data show more poverty and a higher percentage of African American and Mexican American students at the CSU ƒ’—•‡•™‹–Š Š‹‰Š‡””‡‡†‹ƒ–‹‘Ǥ‡ ‘’ƒ”‡†–Š‡ϐ‹˜‡ ƒ’—•‡•™‹–Š –Š‡

14 The CSU Crisis and California’s Future Remediation

Š‹‰Š‡•–‡‡†ˆ‘””‡‡†‹ƒ–‹‘–‘–Š‡•™‹–Š–Š‡Ž‘™‡•–”‡‡†‹ƒ–‹‘‡‡†„›‡–Š- ‹ ‹–›ǤŠ‡Š‹‰Š‡•–Ǧ”‡‡†‹ƒ–‹‘• Š‘‘Ž•Šƒ†•‹‰‹ϐ‹ ƒ–Ž›Š‹‰Š‡”’‡” ‡–ƒ‰‡•‘ˆŽ‘™Ǧ income students and higher percentages of African American + Mexican American students, African American students, and Mexican American students. The lowest-re- ‡†‹ƒ–‹‘ ƒ’—•‡•Šƒ†•‹‰‹ϐ‹ ƒ–Ž›Š‹‰Š‡”’‡” ‡–ƒ‰‡•‘ˆ™Š‹–‡•–—†‡–•„—––Š‡”‡ ™ƒ•‘•‹‰‹ϐ‹ ƒ–†‹ˆˆ‡”‡ ‡‹–Š‡’‡” ‡–ƒ‰‡‘ˆ•‹ƒ‡”‹ ƒ•–—†‡–•Ǥ Table 3. CSU Campuses listed by Remediation Need and Pell Grant Recipients Needing Any Remediation Mean Reg. Admit Frosh Mean Pell Recipients Fall 2004-Fall 2009 2004-2008 Dominguez Hills 91% Ͷ͸Ψ Los Angeles 87% Ͷ͹Ψ San Bernardino ͹ͷΨ ͶͻΨ ƒ‡”•ϐ‹‡Ž† ͹ͶΨ ͷ͵Ψ East Bay ͹ͶΨ 32% Northridge 73% ͶͳΨ Long Beach ͷͷΨ 30% Pomona ͷͶΨ 33% Sonoma ͷͲΨ 23% Humboldt ͶͷΨ ͶͶΨ San Diego ͶͳΨ 27% San Luis Obisbo 13% 17%

15 The CSU Crisis and California’s Future Remediation

Figure 3. Remediation Need by Pell Status and Ethnicity, 2004-2007 ‘–‡ǣ‡ƒ’‡” ‡–ƒ‰‡•‘ˆ‡ŽŽ‡ ‹’‹‡–•ƒ†‡–Š‹ ‰”‘—’•ƒ–ϔ‹˜‡Š‹‰ŠǦ˜•Ǥϔ‹˜‡ low-remediation campuses.

Source: U.S. Department of Education, 2004/05-2008/09. Distribution of Federal Pell Grant Program Funds by Institution; Headcount Enrollment by Student Level, Table 6.

As the proportion of white students increases, the poverty rate goes down. The per- centage of Asian American students at a campus is not related to the percentage of ‡ŽŽ”‡ ‹’‹‡–•ǡ•—‰‰‡•–‹‰–Šƒ––Š‡”‡‹•‘–ƒ ‘‡ –‹‘„‡–™‡‡’‘˜‡”–›ƒ†•‹ƒ American ethnicity in the CSU. It is important to note that white students attending high-remediation CSU campuses have remediation rates much higher than other whites at low-remediation CSU cam- puses—and sometimes even higher remedial rates than those for African Americans ‘”‡š‹ ƒ‡”‹ ƒ•ƒ–Ž‘™Ǧ”‡‡†‹ƒ–‹‘ ƒ’—•‡•Ǩ ‘”‡šƒ’Ž‡ǡͷ͹Ψ‘ˆ™Š‹–‡ˆ”‡•Š- ‡ƒ–‘‹‰—‡œ ‹ŽŽ•ƒ†ͷͶΨƒ–‘•‰‡Ž‡•‡‡†‡†”‡‡†‹ƒ–‹‘‹ƒ–Š‹ʹͲͲͻ ‘’ƒ”‡†–‘ͳͷΨƒ–‘‰‡ƒ Šƒ†ͳͶΨƒ–ƒ‹‡‰‘Ǥ‡ƒ™Š‹Ž‡ǡ–Š‡ˆ”‹ ƒ‡”‹- ƒƒ†‡š‹ ƒ‡”‹ ƒ”‡‡†‹ƒ–‹‘”ƒ–‡•ƒ–‘‘ƒƒ†ƒ—‹•„‹•’‘™‡”‡ lower than the rates for whites at Dominguez Hills and Los Angeles. The campuses with the highest levels of poverty tend to serve disadvantaged students of all ethnicities.

16 The CSU Crisis and California’s Future Remediation

Trends in Remediation Rates ›•–‡™‹†‡ǡ–Š‡—„‡”‘ˆ•–—†‡–•‡‡†‹‰”‡‡†‹ƒ–‹‘‹ƒ–Šƒ†–Š‡—„‡” ‡‡†‹‰”‡‡†‹ƒ–‹‘‹‰Ž‹•Š„‘–Š‹ ”‡ƒ•‡†‘˜‡”–‹‡ǡ„—––Š‡‹”’‡” ‡–ƒ‰‡ƒ‘‰ ϐ‹”•–Ǧ›‡ƒ”•–—†‡–•†‹†‘–•‹‰‹ϐ‹ ƒ–Ž› Šƒ‰‡ǤŠ‡ƒ˜‡”ƒ‰‡’‡” ‡–ƒ‰‡‘ˆ•–—†‡–• ‡‡†‹‰”‡‡†‹ƒ–‹‘ˆ”‘ʹͲͲͶ–‘ʹͲͲͻ‹‰Ž‹•Š™ƒ•ƒ„‘—–Ͷ͹Ψǡƒ†‹ƒ–Š™ƒ• ƒ„‘—–͵͹ΨǤƒ›‘ˆ–Š‡•‡•–—†‡–•™‡”‡”‡‡†‹ƒŽ‹„‘–Š‰Ž‹•Šƒ†ƒ–ŠǤƒ˜- ‡”ƒ‰‡ǡͷ͸ǤͷΨ‘ˆˆ”‡•Š‡•›•–‡™‹†‡‡‡†‡†”‡‡†‹ƒ–‹‘‹ƒ–Šǡ‰Ž‹•Šǡ‘”„‘–Š ˆ”‘ʹͲͲͶ–‘ʹͲͲͻǤ ˜‡”–Š‡›‡ƒ”••–—†‹‡†ǡ–Š‡—„‡”‘ˆ‡š‹ ƒ‡”‹ ƒˆ”‡•Š‡‡‡†‹‰”‡‡- †‹ƒ–‹‘‹ƒ–Šƒ†‰Ž‹•Š‹ ”‡ƒ•‡†ǡƒ•†‹†–Š‡—„‡”‘ˆ—”‘’‡ƒ‡”‹ ƒ•–—- †‡–•‡‡†‹‰‰Ž‹•Š”‡‡†‹ƒ–‹‘ǡ™Š‹Ž‡–Š‡—„‡”•‘ˆ•‹ƒ‡”‹ ƒ•ƒ†ˆ”‹- can Americans needing remediation did not show a linear change. The percentage of Asian American students in the CSU that needed remediation in math and in English decreased over time. The percentage of regularly admitted African American, Mexi- can American, or European American freshmen needing remediation did not change at the CSU as a whole during these years. In addition to systemwide data, we also examined the percentage of students needing ”‡‡†‹ƒ–‹‘ƒ––™‡Ž˜‡ ƒ’—•‡•ǣ–Š‡ϐ‹˜‡™‹–Š–Š‡Š‹‰Š‡•–‘˜‡”ƒŽŽ”‡‡†‹ƒ–‹‘”ƒ–‡ ȋ‘‹‰—‡œ ‹ŽŽ•ȏ Ȑǡ‘•‰‡Ž‡•ȏȐǡƒ‡”ƒ”†‹‘ȏȐǡƒ•–ƒ›ȏȐǡƒ† ƒ‡”•ϐ‹‡Ž†ȏȐȌǡϐ‹˜‡ ƒ’—•‡•™‹–ŠŽ‘™”‡‡†‹ƒ–‹‘”ƒ–‡•ȋƒ—‹•„‹•’‘ȏȐǡ ƒ‹‡‰‘ȏȐǡ —„‘Ž†–ȏ Ȑǡ‘‘ƒȏȐǡƒ†‘‰‡ƒ ŠȏȐȌƒ†–Š”‡‡DzƒŽ- –‡”ƒ–‡ ƒ’—•‡•dz–Šƒ–ƒ––”ƒ –‡†Žƒ”‰‡—„‡”•‘ˆ•–—†‡–•ˆ”‘Š‹‰Š• Š‘‘Ž•–Šƒ– were geographically closer to high-remediation CSU campuses (one of which, Long Beach, is also one of the low-remediation campuses). The remedial student percent- ƒ‰‡‹ ”‡ƒ•‡†‹„‘–Šƒ–Šƒ†‰Ž‹•Šƒ–ƒ•–ƒ›ǡ‹ ”‡ƒ•‡†‹‰Ž‹•Šƒ–‘‘ƒǡ and increased in math and English at San Diego. The percentage of remedial freshmen †‡ ”‡ƒ•‡†ƒ–‘‘ƒȋȌ‹„‘–Šƒ–Šƒ†‰Ž‹•Šƒ†ƒ–‹ƒ–ŠǤ Disenrollment of Remedial Students ǯ• ”‡‡†‹ƒ–‹‘ ’‘Ž‹ ‹‡• Šƒ˜‡ ƒ †‹•’ƒ”ƒ–‡ ‹’ƒ – —’‘ ƒ’—•‡• „ƒ•‡† ‘ –Š‡ ƒ‡—’‘ˆ–Š‡‹”•–—†‡–„‘†›Ǥƒ‹‰–Š‡ƒ˜‡”ƒ‰‡ƒ ”‘••‘—”–ƒ”‰‡– ƒ’—•‡•ȋǡ ǡ ǡǡǡǡǡǡǡ ǡǡȌˆ”‘ʹͲͲͶ–‘ʹͲͲ͹ȋ–Š‡‘•–”‡ ‡–›‡ƒ”• ˆ‘”™Š‹ Š†‹•‡”‘ŽŽ‡–†ƒ–ƒ‹•ƒ˜ƒ‹Žƒ„Ž‡ˆ”‘–Š‡Ȍǡ–Š‡Š‹‰Š‡”–Š‡’‡” ‡–ƒ‰‡‘ˆ African American freshmen on a campus, the higher the percentage of remedial fresh- men who were disenrolled (r = .78, p = .00). As the percentage of African Americans on a campus increases, so does the percentage of remedial students disenrolled within –Š‡‹”ϐ‹”•–›‡ƒ”‘ˆ ‘ŽŽ‡‰‡ȋ•‡‡ƒ„Ž‡ͶȌǤ  ‘–”ƒ•–ǡ–Š‡Žƒ”‰‡”–Š‡’‡” ‡–ƒ‰‡‘ˆ™Š‹–‡ students on a campus, the lower the disenrollment rate (r = -.61, p = .03). For example, the two campuses in the CSU with the highest African American student population, Domiguez Hills and Northridge, also have the highest disenrollment rates.

17 The CSU Crisis and California’s Future Remediation

Table 4. CSU Disenrollment of Students by Ethnic Makeup of Campus % Af % Mex % Af Am + % Euro Campus % Disenrolled* Am Am Mex Am** Am** Dominguez Hills ʹͶǤͺ 30.7 ͵ʹǤͶ 63.2 ͷǤͳ Northridge 18.3 11.6 21.9 33.1 ʹͶǤͷ Los Angeles ͳͷǤͺ 7.6 ͶʹǤͲ Ͷ͹Ǥ͸ ͶǤ͹ Cal Poly Pomona ͳ͵Ǥͷ 3.7 ʹͶǤ͸ ʹ͹Ǥͷ ʹͷǤͷ Long Beach 12.8 ͷǤͺ 22.7 27.0 29.6 San Diego ͳʹǤͷ ͶǤͲ ͳͻǤͷ 20.8 ͶͺǤͳ San Bernardino 11.3 10.7 37.0 ͶͷǤͳ ʹͶǤʹ Sonoma 11.3 2.1 8.6 10.2 69.8 East Bay 8.3 11.8 ͳͶǤͷ 23.9 17.8 Humboldt 6.3 ͵Ǥͷ 9.7 12.0 ͷͶǤͺ ƒ‡”•ϐ‹‡Ž† ͶǤͷ 7.7 ͵͸ǤͶ ͶͶǤͳ 29.6 Cal Poly San Luis 2.8 1.0 6.8 ͹Ǥͷ 66.6 Obisbo ȗ˜‡”ƒ‰‡’‡” ‡–‘ˆ”‡‡†‹ƒŽˆ”‡•Šƒ™Š‘™‡”‡†‹•‡”‘ŽŽ‡†ǡʹͲͲͶǦʹͲͲ͹ ȗȗ˜‡”ƒ‰‡’‡” ‡–‘ˆˆ”‡•Šƒ™Š‘™‡”‡ˆ”‹ ƒ‡”‹ ƒǡ‡š‹ ƒ‡”‹ ƒǡ—”‘’‡ƒ‡”‹ ƒʹͲͲͶǦʹͲͲ͹

‘—” ‡ǣ ”‡•Šƒ”‘ϔ‹ ‹‡ ›ƒ†‡‡†‹ƒ–‹‘ƒ––”›ƒ†‡‡ƒ”ƒ–‡”͸ͶͶͿǤ

In addition, the higher the remediation rate on a campus, the higher the disenroll- ‡–”ƒ–‡ǤŠ‡”‡‹•ƒ•‹‰‹ϐ‹ ƒ– ‘””‡Žƒ–‹‘„‡–™‡‡ ƒ’—•”‡‡†‹ƒ–‹‘”ƒ–‡ƒ† †‹•‡”‘ŽŽ‡–”ƒ–‡‡ƒ Š›‡ƒ”ˆ”‘ʹͲͲͶ–‘ʹͲͲ͹ǡƒ• ƒ„‡•‡‡‹ƒ„Ž‡͵‹–Š‡ ’’‡†‹šǤ ‘”‡šƒ’Ž‡ǡ–Š‡ƒ˜‡”ƒ‰‡’‡” ‡–ƒ‰‡‘ˆǦ‡Ž‹‰‹„Ž‡”‡‡†‹ƒŽˆ”‡•Š‡‘– ƒŽŽ‘™‡†–‘”‡–—”–‘‘‹‰—‡œ ‹ŽŽ•„‡–™‡‡ʹͲͲͶƒ†ʹͲͲ͹™ƒ•ʹͷΨǡ™Š‹Ž‡–Š‡ƒ˜- ‡”ƒ‰‡”ƒ–‡ƒ–ƒ‹‡‰‘™ƒ•͵ǤͻΨǤ––Š‡ϐ‹˜‡ ƒ’—•‡•™‹–Š–Š‡Š‹‰Š‡•–”‡‡†‹ƒ–‹‘ ‡‡†ǡƒƒ˜‡”ƒ‰‡‘ˆͳ͵Ψ‘ˆ”‡‡†‹ƒŽˆ”‡•Š‡™‡”‡†‹•‡”‘ŽŽ‡†Ǥ––Š‡ϐ‹˜‡ ƒ’—•‡• with the lowest remediation, an average of only 9% remedial freshmen were disen- rolled. If we focus only on the top three most remedial campuses, 17% of all remedial freshmen were disenrolled compared to 7% of all remedial freshmen for the three Ž‘™‡•–”‡‡†‹ƒ–‹‘ ƒ’—•‡•ǤŠ‹•ǡ‘ˆ ‘—”•‡ǡ‹•”‡Žƒ–‡†–‘–Š‡†‹ˆˆ‡”‹‰„ƒ ‰”‘—†• of students enrolling. Š‡”ƒ–‡ƒ–™Š‹ Š•–—†‡–•ƒ”‡„‡‹‰†‹•‡”‘ŽŽ‡†‹•‹ ”‡ƒ•‹‰†—”‹‰–Š‡ —””‡–’‡- ”‹‘†‘ˆ„—†‰‡– ”‹•‹•Ǥ–‘—”•–—†›ǯ•–ƒ”‰‡– ƒ’—•‡•ǡ–Š‡”ƒ–‡‘ˆ†‹•‡”‘ŽŽ‡– ‘ˆ”‡‡†‹ƒŽ•–—†‡–•™‡–—’„‡–™‡‡ʹͲͲͶƒ†ʹͲͲ͹ƒ–ƒ‡”ƒ”†‹‘ƒ†ƒ —‹•„‹•’‘Ǥ –™‡–†‘™ƒ– —„‘Ž†–ǤŠ‡’‡” ‡–‘ˆƒŽŽ”‡‰—Žƒ”Ǧƒ†‹–ˆ”‡•Š‡ who entered college needing remediation and were disenrolled the next year went —’ƒ–ƒ‡”•ϐ‹‡Ž†ǡ‘”–Š”‹†‰‡ǡƒ‡”ƒ”†‹‘ǡƒ†ƒ‹‡‰‘Ǥ•‘–‡†ƒ„‘˜‡ǡ ‘‹‰—‡œ ‹ŽŽ•Šƒ•ƒ‘— ‡†ƒ‡‘”‘—•‹ ”‡ƒ•‡‹–Š‡—„‡”ˆƒ‹Ž‹‰–‘”‡‡- †‹ƒ–‡‹ʹͲͲͻǦͳͲǡ™Š‹ Š•Š‘—Ž†•‹‰‹ϐ‹ ƒ–Ž›‹ ”‡ƒ•‡†‹•‡”‘ŽŽ‡––Š‡”‡Ǥ

18 The CSU Crisis and California’s Future Remediation

Given that the CSU’s remedial population contains a higher proportion of low-income, ‹‘”‹–›ǡƒ†™‘‡•–—†‡–•–Šƒ–Š‡•›•–‡™‹†‡’‘’—Žƒ–‹‘†‘‡•ǡ‹–‹•”‡ƒ•‘ƒ„Ž‡ to infer that a more punitive application of remediation policy has resulted in propor- –‹‘ƒŽŽ›‰”‡ƒ–‡”†‹•‡”‘ŽŽ‡–‘ˆŽ‘™Ǧ‹ ‘‡ǡ‹‘”‹–›ǡƒ†ˆ‡ƒŽ‡ϐ‹”•–Ǧ›‡ƒ”•–—†‡–•Ǥ ‡ ƒ‘–†‡ϐ‹‹–‹˜‡Ž›•–ƒ–‡–Š‹•„‡ ƒ—•‡–Š‡Šƒ•”‡ˆ—•‡†”‡“—‡•–•„›‡’Ž‘›‡‡•ǡ and journalists, and the Civil Rights Project’s freedom of information request to pro- vide disenrollment data for ethnic and gender groups (Silverstein 2003). š‡ —–‹˜‡”†‡”͸͸ͷ—‹–œȋͳͻͻ͹Ȍ™ƒ••—’’‘•‡†–‘‡•–ƒ„Ž‹•Š‘‡•–ƒ–‡™‹†‡’‘Ž‹ › governing remediation at all twenty-three CSU campuses, and the fact of a persis- tent ethnic disparity in the rates of disenrollment inherently raises a civil rights issue. ‘”‡‘˜‡”ǡ–Š‡ƒ‘— ‡‡–‘ˆƒ—’”‡ ‡†‡–‡†‹ ”‡ƒ•‡‹–Š‡—„‡”‘ˆϐ‹”•–Ǧ year students at CSU Dominguez Hills who failed to remediate and were disenrolled ‹ʹͲͳͲ”ƒ‹•‡•–Š‡“—‡•–‹‘‘ˆ™Š‡–Š‡”–Š‡ —””‡–„—†‰‡– ”‹•‹•‹•—†—Ž›‹ϐŽ—‡ ‹‰ the application of remediation policy.

Figure 4: Percentage of First-Time Freshmen by Campus

19 The CSU Crisis and California’s Future Remediation

Special Admit Students ’‡ ‹ƒŽ ƒ†‹–• ȋƒŽ•‘ ‹†‡–‹ϐ‹‡† „› –Š‡ –‡” Dz‡š ‡’–‹‘ƒŽŽ› ƒ†‹––‡†dzȌ ƒ”‡ •–—†‡–• ™Š‘™‡”‡‹‹–‹ƒŽŽ›†‡‹‡†ƒ†‹••‹‘„›–Š‡‹•–‹–—–‹‘„‡ ƒ—•‡‘ˆ‘‡‘”‘”‡‘ˆ–Š‡ ˆ‘ŽŽ‘™‹‰ǣŽ‘™Š‹‰Š• Š‘‘Ž ȋ„‡Ž‘™ʹǤͲȌǢŽ‘™‘”• ‘”‡•Ǣƒ†Ȁ‘”ˆƒ‹Ž—”‡ –‘ ‘’Ž‡–‡–Š‡ƒ’’”‘’”‹ƒ–‡Š‹‰Š• Š‘‘Ž ‘ŽŽ‡‰‡’”‡’ƒ”ƒ–‘”› ‘—”•‡–ƒ‹‰’ƒ––‡” ȋǦ  ‘—”•‡ ‘’Ž‡–‹‘”‡“—‹”‡†ˆ‘”‡Ž‹‰‹„‹Ž‹–›Ǣ—ƒ†‘”‡‘ʹͲͲ͸Ǣ ƒ”ƒ•ƒ† McEvoy 2007). However, the University admits a small percentage of such students, deemed to have the potential for success in university studies, as “exception” or “spe- ‹ƒŽdzƒ†‹–•ǡƒ ‘‘’”ƒ –‹ ‡‹ƒ†‹••‹‘•ƒ–ƒ›—‹˜‡”•‹–‹‡•„‡ ƒ—•‡‘ˆ–Š‡ Ž‹‹–•‘ˆ–‡•–•–‘ˆ—ŽŽ›‡˜ƒŽ—ƒ–‡•–—†‡–•ǯ’‘–‡–‹ƒŽǤ ”‘ʹͲͲͶ–‘ʹͲͲͻǡƒƒ˜‡”ƒ‰‡ ‘ˆ͸Ψ‘ˆϐ‹”•–Ǧ›‡ƒ”•–—†‡–•™‡”‡Dz‡š ‡’–‹‘ƒŽŽ›ƒ†‹––‡†dz‡ƒ Š›‡ƒ”ȋš ‡’–‹‘†- ‹–  ›•–‡™‹†‡ ʹͲͲͶǦʹͲͲͻȌǤ Š‡ ’‡” ‡– ‘ˆ ˆ”‹ ƒ ‡”‹ ƒ ˆ”‡•Š‡ ™Š‘ were exceptionally admitted during this time period was higher than other ethnic ‰”‘—’•ǡƒŽ‘•–ͳͻΨ‘ˆƒŽŽϐ‹”•–Ǧ›‡ƒ”ˆ”‹ ƒ‡”‹ ƒ•‹–Š‡Ǥˆ‡š‹ ƒ‡”‹- can freshmen from California high schools, 9% were exceptional admits. The propor- –‹‘‘ˆ•‹ƒ‡”‹ ƒ•™ƒ•ͷΨƒ†‘ˆ™Š‹–‡•ƒŽ‘•–͵ΨǤ•–Š‡—„‡”•‹ƒ„Ž‡ͷ †‡‘•–”ƒ–‡ǡ–Š‡’‡” ‡–ƒ‰‡‘ˆ•’‡ ‹ƒŽƒ†‹–••–‡ƒ†‹Ž›‹ ”‡ƒ•‡†ˆ”‘ʹͲͲͶ–‘ʹͲͲ͹ǡ ƒ†–Š‡†”‘’’‡†•‹‰‹ϐ‹ ƒ–Ž›‹ʹͲͲͺǡƒ†ƒ‰ƒ‹‹ʹͲͲͻǤ Table 5. CSU Special Admit Freshmen from California High Schools, Systemwide from 2004 to 2009 2004 2005 2006 2007 2008 2009 ʹǡͳʹʹȋͷǤ͵Ȍ ʹǡ͸ͺͷȋ͸ǤͳȌ ͵ǡ͹ͷ͹ȋ͹ǤͺȌ Ͷǡͳ͸ͻȋͺǤͳȌ ͵ǡͷͳ͵ȋ͸ǤͺȌ ʹǡͲ͹ͲȋͶǤͳȌ

Source: Exception Admit CSU Systemwide 2004-2009. Note: Number (and percentage) of students exceptionally admitted.

The need for remediation is higher at campuses serving more special admits (see ƒ„Ž‡͸ȌǤŽ–Š‘—‰Š‹–‹•‘–’—„Ž‹•Š‡†‘–Š‡‹”ƒŽ›–‹ –—†‹‡•™‡„•‹–‡ǡ–Š‡”‡- ported the remediation need of exceptional admits from fall 2009 to the California Legislature as required under AB 1182. Freshmen who were exceptionally admitted ‹ˆƒŽŽʹͲͲͻ–‘–ƒŽ‡†ʹǡʹͺ͸ǡ‘ˆ™Š‹ Š͹ͶǤ͸Ψ™‡”‡”‡‡†‹ƒŽ‹ƒ–Šƒ†ͺͲΨ‹‰Ž‹•Š ȋ—‹ŽŽ‹ƒʹͲͳͲȌǤŠ‹•”ƒ–‡‹•— ŠŠ‹‰Š‡”–Šƒ–Š‡”ƒ–‡‘ˆ͵͹Ǥ͸Ψ‹ƒ–Šƒ†ͶͻǤͳΨ‹ English reported for regular admit students in fall 2009.

20 The CSU Crisis and California’s Future Remediation

Table 6. Fall 2009 Exceptional Admit Rates at High-Remediation, Low-Remediation, and “Alternate Campuses,” Fall 2009 Study Campuses from % of Exceptional Admits High- to Low-Remediation from CA High Schools Domiguez Hills ͳͶǤ͸Ψ Los Angeles ͻǤͷΨ San Bernardino ͶǤ͹Ψ ƒ‡”•ϐ‹‡Ž† 12.9% East Bay 28.2% Northridge 3% Long Beach ͲǤͶΨ Pomona ͲǤͶΨ Sonoma 3.2% Humboldt 6% San Diego 0.3% San Luis Obisbo 0.1% CSU System Average ͶǤͳΨ

Source: Exception Admit CSU Systemwide 2004-2009.

Disparity in High School “Feeders” to CSU Campuses –—†‡–•ƒ–Š‹‰ŠǦ”‡‡†‹ƒ–‹‘ ƒ’—•‡•ƒ”‡Ž‹‡Ž›–‘Šƒ˜‡ƒ––‡†‡†DzŠ‹‰Š‡‡†•dz lower-performing high schools. The top two feeder high schools to the twelve CSUs •–—†‹‡†™‡”‡‡šƒ‹‡†–‘†‡–‡”‹‡–Š‡‹””ƒ‹‰•ˆ‘”ƒ ƒ†‡‹ “—ƒŽ‹–›ǡŽ‘™Ǧ‹ ‘‡ student population, second language student population, and African American-plus- ƒ–‹‘’‘’—Žƒ–‹‘ǤŠ‡•‡†ƒ–ƒ’”‘˜‹†‡ƒ”‘—‰Š•‘ ‹‘‡ ‘‘‹ ’”‘ϐ‹Ž‡‘ˆ–Š‡•–—†‡–• at these schools, for comparison with data the CSU uses to identify low-income stu- dents on its campuses (i.e., Pell Grant population, African American plus Mexican American population). ”‘‹ ƒŽŽ›ǡƒ†‹•–‹ –‹‘‹ƒ‡•ƒ —”ƒ–‡Ž›•›„‘Ž‹œ‡•–Šƒ––Š‡ϐ‹˜‡Ž‘™Ǧ”‡‡†‹ƒ–‹‘ ƒ’—•‡••‡”˜‡ƒ˜‡”›†‹ˆˆ‡”‡–•–—†‡–’‘’—Žƒ–‹‘–Šƒ†‘–Š‡ϐ‹˜‡Š‹‰ŠǦ”‡‡†‹ƒ–‹‘ •ǤƒŽ‹ˆ‘”‹ƒ‘Ž›–‡ Š‹ –ƒ–‡‹˜‡”•‹–›ǡƒ—‹•„‹•’‘Ǣ —„‘Ž†––ƒ–‡‹˜‡”- sity; Long Beach State University; San Diego State University; and Sonoma State Uni- versity do not use the more common designation for CSU campuses, in which “CSU” ’”‡ ‡†‡•–Š‡ ƒ’—•Ž‘ ƒ–‹‘ƒ‡ȋ‡Ǥ‰Ǥǡ‘•‰‡Ž‡•Ȍǡƒ†‡•‹‰ƒ–‹‘—•‡†„›ƒŽŽ ϐ‹˜‡Š‹‰ŠǦ”‡‡†‹ƒ–‹‘ ƒ’—•‡•Ǥ•ƒ„Ž‡͹•Š‘™•ǡ–Š‡–‘’–™‘ˆ‡‡†‡”Š‹‰Š• Š‘‘Ž• –‘–Š‡•‡ϐ‹˜‡Šƒ˜‡— ŠŠ‹‰Š‡” • ‘”‡•ƒ†— ŠŽ‘™‡””ƒ–‡•‘ˆ’‘˜‡”–›ǡ‰Ž‹•Š Learners, and African American + Latino students than do the feeder schools to the ϐ‹˜‡Š‹‰Š‡•–Ǧ”‡‡†‹ƒ–‹‘ ƒ’—•‡•ǤŠ‹•”‡ϐŽ‡ –•ƒ†‡˜‡Ž‘’‹‰†‡ˆƒ –‘ƒ ƒ†‡‹ 

21 The CSU Crisis and California’s Future Remediation

segregation of many low-income and minority students into high-remediation CSU ƒ’—•‡•™Š‡”‡–Š‡›Šƒ˜‡ƒ‰”‡ƒ–‡”Ž‹‡Ž‹Š‘‘†‘ˆ†‹•‡”‘ŽŽ‡–Ǥ‡‡ƒ„Ž‡ͷ‹–Š‡ ’’‡†‹šˆ‘”†ƒ–ƒ‘–Š‡–‘’–™‘ˆ‡‡†‡”Š‹‰Š• Š‘‘Ž•ˆ‘”‡ƒ Š‘ˆ–Š‡ϐ‹˜‡Š‹‰Š‡•–Ǧ ”‡‡†‹ƒ–‹‘ǡ–Š‡ϐ‹˜‡Ž‘™‡•–Ǧ”‡‡†‹ƒ–‹‘ǡƒ†–Š‡–™‘ƒŽ–‡”ƒ–‡ ƒ’—•‡•Ǥ First, of the twenty-four feeder high schools to the twelve CSUs which were studied, ˆ‘—” ‘ˆ –Š‡ ˆ‡‡†‡”• –‘ –Š‡ Š‹‰ŠǦ”‡‡†‹ƒ–‹‘ ƒ’—•‡• ™‡”‡ ƒ‘‰ –Š‡ ϐ‹˜‡ ˆ‡‡†‡” schools with the lowest scores in campus academic quality (i.e., API). Nine of the top ten feeders to the high-remediation CSUs had among the ten lowest API scores for feeders to the any of the twelve CSUs studied. In addition, four of the feeders to the Š‹‰ŠǦ”‡‡†‹ƒ–‹‘•™‡”‡ƒ‘‰–Š‡ϐ‹˜‡ˆ‡‡†‡”• Š‘‘Ž•™‹–Š–Š‡Š‹‰Š‡•–”ƒ–‡•‘ˆ ’‘˜‡”–›ȋ‹Ǥ‡Ǥǡ’‡” ‡–‘ˆ•–—†‡–•‡Ž‹‰‹„Ž‡ˆ‘”ˆ”‡‡‘””‡†— ‡†Ǧ’”‹ ‡‡ƒŽ•Ȍǡƒ†‡‹‰Š– were among the ten with the highest rates of poverty. Furthermore, four of the ten ˆ‡‡†‡”•–‘–Š‡Š‹‰ŠǦ”‡‡†‹ƒ–‹‘•™‡”‡ƒ‘‰–Š‡ϐ‹˜‡Š‹‰Š‡•–‹‰Ž‹•ŠŽ‡ƒ”‡”•ǡ and seven were among the ten highest in English learners. Finally, of the top ten feed- ‡”•–‘–Š‡Š‹‰ŠǦ”‡‡†‹ƒ–‹‘ ƒ’—•‡•ǡϐ‹˜‡™‡”‡–Š‡Š‹‰Š‡•–‹ˆ”‹ ƒ‡”‹ ƒΪ Latino student population (CPEC n.d.; this data from California Postsecondary Educa- –‹‘‘‹••‹‘†‘‡•ǯ–•Š‘™†ƒ–ƒˆ‘”Dz‡š‹ ƒ‡”‹ ƒdzƒ•†‘‡•ǡ„—–—•‡•–Š‡ grouping, “Latino”), and eight were among the top ten in African American + Latino students. Feeder high schools with low API “academic quality” scores were associated with large populations of African Americans + Latinos, higher poverty, more English Ž‡ƒ”‡”•ǡƒ†™‹–Š„‡‹‰ƒ–‘’Ǧ–™‘ˆ‡‡†‡”–‘ƒŠ‹‰ŠǦ”‡‡†‹ƒ–‹‘ ƒ’—•Ǥ Table 7: Characteristics of Top Two Feeder High Schools for High- and Low-Remediation Campuses, 2007-2008

Feeder HS for Feeder HS for Feeder HS for High- Remediation “Alternate Campuses” Low- Remediation Campuses (Average) (Average) Campuses (Average) Statewide 3.3 7.3 8.3 API Rank % Eligible for Free ͷͺΨ 36% 19% or Reduced Price Meals % English 21% ͳͶΨ 7% Learners % African American + ͹ͶΨ ͶͷΨ 28% Latino

22 The CSU Crisis and California’s Future Remediation

Figure 5. Academic Performance Index Rank of Feeder High Schools to High- vs. Low-Remediation Campuses

Figure 6. Demographic Characteristics of Feeder High Schools to High- v. Low-Remediation Campuses

Š‡”‡ƒ”‡†‹•–—”„‹‰‹†‹ ƒ–‹‘•–Šƒ–‰”ƒ†—ƒ–‡•ˆ”‘–Š‡•ƒ‡Š‹‰Š• Š‘‘Ž•ǡ„—–™‹–Š differing levels of remedial need, attend different CSU campuses. Though CSU’s data does not reveal how many entrants from a particular high school were remedial, data ‘’‡ ‹ƒŽ†‹–•‹•ƒ˜ƒ‹Žƒ„Ž‡„›Š‹‰Š• Š‘‘ŽǢƒ••Š‘™ƒ„‘˜‡ǡƒŠ‹‰Š’”‘’‘”–‹‘‘ˆ ’‡ ‹ƒŽ†‹–• ƒ„‡‡š’‡ –‡†–‘ƒŽ•‘‡‡†”‡‡†‹ƒ–‹‘Ǥ‘‡–‘’ˆ‡‡†‡”• Š‘‘Ž•–‘ high-remediation CSUs actually sent more of their graduates to “alternate CSUs” than –‘–Š‡‹” Ž‘•‡”„—–Š‹‰ŠǦ”‡‡†‹ƒ–‹‘Ǥ ‘”‡šƒ’Ž‡ǡ‘‹‰—‡œ ‹ŽŽ•ǯ–‘’ˆ‡‡†‡” ȋ ƒ”†‡ƒ ‹‰ŠȌ•‡–‹––™‡–›Ǧˆ‘—”‰”ƒ†—ƒ–‡•ǡ‘ˆ™Š‘ˆ‘—”–‡‡ȋͷͺΨȌ™‡”‡’‡ ‹ƒŽ•Ǣ

23 The CSU Crisis and California’s Future Remediation

Gardena also sent a total of thirty-nine graduates to Long Beach and Northridge, none of whom were Specials. The second top feeder to Dominguez Hills in 2008 (Fremont) •‡––™‡–›Ǧ–™‘‰”ƒ†—ƒ–‡•–‘‘‹‰—‡œ ‹ŽŽ•ǡ‘ˆ™Š‘–™‡Ž˜‡ȋͷͷΨȌ™‡”‡’‡ ‹ƒŽ•ǡ ƒ†ϐ‹ˆ–›Ǧ–™‘–‘‘‰‡ƒ Šƒ†‘”–Š”‹†‰‡ǡ‘ˆ™Š‘‘Ž›–™‘™‡”‡’‡ ‹ƒŽ•ȋͶΨȌǤ CSU Los Angeles’s top feeder (Roosevelt, 87% math remedial) sent it sixty-eight stu- dents, of whom fourteen (21%) were Specials, and also sent a total of thirty-eight to ȋ‘‡’‡ ‹ƒŽ•Ȍƒ†ȋ‘ˆ™Š‘‘‡ǡ‘”ͶΨǡ™ƒ•’‡ ‹ƒŽȌǤ‘•‰‡- Ž‡•ǯ••‡ ‘†–‘’ˆ‡‡†‡”ȋ‹Ž•‘ǡ͹ͺ؏ƒ–Š”‡‡†‹ƒŽȌ•‡–‹–ϐ‹ˆ–›Ǧˆ‘—”‰”ƒ†—ƒ–‡•ȋʹͺΨ of whom were Specials) and a total of twenty-four to Long Beach (0 Specials) and ‘”–Š”‹†‰‡ȋͳͷΨ’‡ ‹ƒŽ•Ȅ͵‘ˆʹͲȌǤ‡ϐ‹ƒŽˆƒ –Š‹–•ƒ––Š‡ƒ–—”‡‘ˆ–Š‡†‹•’ƒ”‹–› „‡–™‡‡ ƒ’—•‡•ǡƒ†Š‘™‹–‹’ƒ –••–—†‡– Š‘‹ ‡•Ǥ™‘Š‹‰Š• Š‘‘Ž•ƒ”‡ –Š‡ƒ‡•ƒ‡‘ˆ–Š‡ ‹–›‹™Š‹ Š–Š‡Š‹‰ŠǦ”‡‡†‹ƒ–‹‘ ƒ’—•‡•ƒ”‡Ž‘ ƒ–‡†‹ ‘—–Š‡”ƒŽ‹ˆ‘”‹ƒǣ‘•‰‡Ž‡• ‹‰Šȋ–‡‹Ž‡•ˆ”‘‘•‰‡Ž‡•Ȍƒ†ƒ”•‘ ‹‰Šȋˆ‘—”‹Ž‡•ˆ”‘‘‹‰—‡œ ‹ŽŽ•ǡ™Š‹ Š‹•‹ƒ”•‘ȌǤ‡–„‘–Š•‡–ƒˆƒ” „‹‰‰‡”—„‡”‘ˆ•–—†‡–•–‘DzƒŽ–‡”ƒ–‡dz•ǡ™Š‹ Šƒ”‡–™‹ ‡ƒ•ˆƒ”ƒ™ƒ›Ǥ‹‰‹ϐ‹- cantly, of graduates from these two feeders that did enter CSU Los Angeles and CSU Dominguez Hills, a much greater proportion were Special Admits. Table 8. Number of Regular and Special Admit Students from High School Feeder Schools Feeder High School CSUDH CSULA CSULB CSUN 1.Gardena # Regulars 10 0 23 16 CSU # Specials ͳͶ 0 0 0 Dominguez Hills Top Two 2.Fremont # Regulars 10 22 20 32 # Specials ͳͶ Ͷ 0 2 1.Roosevelt # Regulars 0 ͷͶ 11 26 CSU # Specials 0 ͳͶ 0 1 Los Angeles Top Two 2.Wilson # Regulars 0 39 Ͷ 17 # Specials 0 ͳͷ 0 3

24 The CSU Crisis and California’s Future Remediation

Table 8. Continued 1.Granada # Regulars 0 0 0 ͳͳͷ CSU # Specials 0 1 0 2 Northridge Top Two 2.Los Angeles (20 miles to CSU Northridge, 10 to CSULA) # Regulars 0 18 0 90 # Specials 0 ͷ 0 17 1.Wilson # Regulars 3 0 121 0 CSU # Specials 3 0 1 0 Long Beach Top Two 2.Polytechnic # Regulars 3 0 110 0 # Specials Ͷ 0 0 0

Disparity in Incomplete Applications, and Impact of “Early Start” Remediation Examination of data documenting the processing of applications to the California State University reveals that while the rate of applications denied is not higher for high-remediation campuses, there was a de facto “denial” in the form of applications –Šƒ–™‡”‡”‡Œ‡ –‡†ˆ‘”„‡‹‰‹ ‘’Ž‡–‡’”‹‘”–‘–Š‡‹”ƒ ‡’–ƒ ‡Ȁ†‡‹ƒŽǤŠ‡—„‡” ‘ˆƒ’’Ž‹ ƒ–‹‘•”‡Œ‡ –‡†ˆ‘”„‡‹‰‹ ‘’Ž‡–‡™ƒ•ˆƒ”Š‹‰Š‡”ƒ‘‰–Š‡ϐ‹˜‡Š‹‰ŠǦ”‡- mediation campuses than in the CSU systemwide, and was also higher for applicants ‘ˆ ‘Ž‘”–Šƒˆ‘”™Š‹–‡ƒ’’Ž‹ ƒ–•ȋ‡™–—†‡–•ȏ—’Ž‹ ƒ–‡†Ȑ’’Ž‹ ƒ–‹‘•ƒ† Admissions By Campus and Student Level 2009). †‡”š‡ —–‹˜‡”†‡”ͳͲͶͺ‡‡†ȋʹͲͳͲȌƒŽŽ”‡‡†‹ƒŽ•–—†‡–•™‹ŽŽŠƒ˜‡–‘‡‡–‡™ ‡ƒ”Ž‹‡”†‡ƒ†Ž‹‡•–‘ƒ’’Ž›ˆ‘”•—‡”ƒ”Ž›–ƒ”–”‡‡†‹ƒ–‹‘‘””‹•Ž‘•‹‰–Š‡‹”ƒ†- ‹••‹‘–‘ǤŠ‘•‡‡‡†‹‰ϐ‹ƒ ‹ƒŽƒ‹†™‹ŽŽŠƒ˜‡–‘‡‡–‡™ǡ‡ƒ”Ž‹‡”†‡ƒ†Ž‹‡• –‘“—ƒŽ‹ˆ›ˆ‘”ƒ‹†‹–Š‡•—‡”„‡ˆ‘”‡–Š‡‹”ϐ‹”•–ˆƒŽŽ Žƒ••‡•ǤŠ‹• ƒ„‡‡š’‡ –‡†–‘ worsen the existing disparity in incomplete applications, raising civil rights issues –Šƒ–Šƒ•ˆƒ‹Ž‡†–‘‘–‡ǡ‘”–‘ƒ††”‡••ǤŠ‡ —–„ƒ ‹ ‘—•‡Ž‹‰”‡•‘—” ‡•‹„‘–Š Š‹‰Š• Š‘‘Ž•ƒ†•‹•Ž‹‡Ž›–‘ƒ‡–Š‹•’”‘„Ž‡™‘”•‡Ǥ

25 The CSU Crisis and California’s Future Remediation

Figure 7. Disparity in Incomplete Applications Under Current Deadlines

Source: CSU New Students (Duplicated) Applications and Admissions by Campus and Student Level 2009.

Problems With CSU Remediation Data The university system’s data undercounts remediation in two ways. First, it does not include the remediation rate of Special Admit students in the data it reports, though –Š‡›ƒ‡—’ƒ„‘—–ͺΨ‘ˆ–Š‡•–—†‡–„‘†›Ǥ‡ ‘†ǡ†—”‹‰•–—†‡–•ǯˆ”‡•Šƒ›‡ƒ”ǡ ‘Ž›”‡Ž‡ƒ•‡•†ƒ–ƒ‘”‡‡†‹ƒ–‹‘”ƒ–‡•ˆ‘”ƒ–Š‘”‰Ž‹•Šǡ„›‰‡†‡”ƒ†‡–Š- ‹ ‹–›ǡ„—–†‘‡•‘–’”‘˜‹†‡–Š‡‘˜‡”ƒŽŽ”‡‡†‹ƒ–‹‘”ƒ–‡ǡ™Š‹ Š‹•ƒŽ™ƒ›•Š‹‰Š‡”–Šƒ either. One year later, CSU does report the overall remediation rate for that year and –Š‡—„‡”‘ˆ•–—†‡–•†‹•‡”‘ŽŽ‡†ǡ„—––Šƒ–”‡’‘”–‡š Ž—†‡•ƒ›‹ˆ‘”ƒ–‹‘ƒ„‘—– ethnicity. No report connects the data for ethnicity to the overall remediation rate, nor to the disenrollment rate. ƒ —Ž–› ƒ† ’”‘ˆ‡••‹‘ƒŽ •–ƒˆˆ ™‘”‹‰ ˆ‘” –Š‡  Šƒ˜‡ ”‡’‡ƒ–‡†Ž› ƒ•‡† –Šƒ– –Š‡ ƒ†‹‹•–”ƒ–‹‘”‡Ž‡ƒ•‡ ”— ‹ƒŽ‹ˆ‘”ƒ–‹‘ƒ„‘—–‡“—ƒŽƒ ‡••ƒ†”‡–‡–‹‘ǡ•— Šƒ• –Š‡”ƒ–‡•‘ˆ†‹•‡”‘ŽŽ‡–‘ˆ—”‡‡†‹ƒ–‡†•–—†‡–•„›‡–Š‹ ‹–›ǡ‰‡†‡”ǡ‹ ‘‡ǡƒ† special admission status. In 2003, the Los Angeles Times reported that “Cal State of- ϐ‹ ‹ƒŽ••ƒ‹†–Š‡›†‹†‘–›‡–Šƒ˜‡ƒ„”‡ƒ†‘™„›‡–Š‹ ƒ†”ƒ ‹ƒŽ‰”‘—’•ˆ‘”ˆ”‡•Š- men who were ousted from the system’s campuses last year” (Silverstein 2003). Such †ƒ–ƒ‡˜‡”†‹†‰‡–’—„Ž‹•Š‡†ǡƒ†•‡˜‡›‡ƒ”•Žƒ–‡”ǡ‹’”‹ŽǡʹͲͳͲǡ–Š‡”‡’‘”–‡† –Šƒ–•–ƒˆˆŽƒ›‘ˆˆ•ƒ†ˆ—”Ž‘—‰Š•‹’Ž‡‡–‡†‹–Š‡™ƒ‡‘ˆʹͲͲͺǯ•ϐ‹• ƒŽ ”‹•‹•Šƒ† ’”‡˜‡–‡†‹–•–‹‡Ž› ‘’Ž‹ƒ ‡™‹–Š”‡‡†‹ƒ–‹‘”‡’‘”–‹‰”‡•’‘•‹„‹Ž‹–‹‡•–‘–Š‡ Legislature under AB 1182 (Quillian 2010).

26 The CSU Crisis and California’s Future Remediation

CONCLUSIONS

CSU data show that high-remediation campuses serve proportionally more low-in- come students and students of color than do the campuses with the lowest remedia- tion rates. It is also clear that these students tend to come from segregated feeder high schools of relatively poor academic performance and high poverty. Students at Š‹‰ŠǦ”‡‡†‹ƒ–‹‘ ƒ’—•‡•ƒ”‡Ž‡••Ž‹‡Ž›–‘ ‘’Ž‡–‡–Š‡‹””‡‡†‹ƒ–‹‘ ‘—”•‡• •— ‡••ˆ—ŽŽ›‹–Š‡‹”ϐ‹”•–›‡ƒ”ƒ†ƒ”‡‘”‡ˆ”‡“—‡–Ž›†‹•‡”‘ŽŽ‡†–Šƒ–Š‘•‡™Š‘ ƒ––‡†Ž‘™Ǧ”‡‡†‹ƒ–‹‘ ƒ’—•‡••‡”˜‹‰‘”‡ƒˆϐŽ—‡–ƒ†™Š‹–‡•–—†‡–•ǤŠ‡”‡‹• a reproduction of economic and racial inequality occurring in the CSU. Low-income Ǧ‡Ž‹‰‹„Ž‡•–—†‡–•ƒ”‡„‡‹‰—ˆƒ‹”Ž›’—‹•Š‡†„›”‡ ‡–”‡‡†‹ƒ–‹‘’‘Ž‹- ‹‡•ˆ‘”„‡‹‰„‘”‹–‘–Š‡‹”‡ ‘‘‹ „ƒ ‰”‘—†•ƒ†ƒ––‡†‹‰• Š‘‘Ž•‹–Š‡‹” communities. Our results on increased disenrollment of remedial CSU students are particularly perilous for the educational opportunities of African American students, who tend to test highest in remediation and attend high schools and CSU campuses ™‹–ŠŠ‹‰Š’‘˜‡”–›”ƒ–‡•ǤŠ‡†‡ ”‡ƒ•‡‹„Žƒ ‡”‘ŽŽ‡–‹ʹͲͲͻ‹• ƒ—•‡ˆ‘” ‘- cern. These civil rights implications of the application of remedial policy have hardly ‡˜‡”„‡‡’—„Ž‹ Ž›‡šƒ‹‡†„›–Š‡‹˜‡”•‹–›Ǥ

27 The CSU Crisis and California’s Future Remediation

RECOMMENDED ACTIONS

Ȉ•Š‘—Ž† ‘˜‡‡ƒƒ ƒ†‡‹  ‘ˆ‡”‡ ‡–‘ƒ††”‡••–Š‡”‡ƒ•‘•ˆ‘”‡–Š‹  ƒ† Žƒ••†‹•’ƒ”‹–‹‡•‹”‡‡†‹ƒ–‹‘ǡ’”‘ϐ‹ ‹‡ ›ǡƒ††‹•‡”‘ŽŽ‡–”ƒ–‡•‹–Š‡ •›•–‡ǡƒ†–‘”‡’‘”––Š‡„‡•–’”ƒ –‹ ‡•ˆ‘”‹‹‹œ‹‰’—‹–‹˜‡‹’ƒ –•‘ high-remediation campuses serving large ratios of low-income and minority stu- †‡–•ǤŠ‹•—•–‹ Ž—†‡ƒƒŽ›•‹•‘ˆ˜ƒ”‹ƒ–‹‘•‹’”‘ϐ‹ ‹‡ ›Ž‡˜‡Ž•‘ˆ•–—†‡–• from various feeder high schools, and measures to ensure that no CSU campuses „‡ ‘‡ǡ†‡ˆƒ –‘ǡ–Š‡†‡•‹‰ƒ–‡† ƒ’—•‡•ˆ‘””‡‡†‹ƒŽϐ‹”•–Ǧ›‡ƒ”•–—†‡–•Ǥ ȈŠ‡•›•–‡•Š‘—Ž†ϐ‹ƒ ‹ƒŽŽ›•—’’‘”––Š‘•‡”‡‡†‹ƒ–‹‘ ‘•–•”‡’”‡•‡–- ing that share of a campus’s remediation rate which is greater than the previ- ‘—•›‡ƒ”ǯ••›•–‡™‹†‡ƒ˜‡”ƒ‰‡Ǥ––Š‡˜‡”›Ž‡ƒ•–ǡ•— Šϐ‹ƒ ‹ƒŽƒ••‹•–ƒ ‡ •Š‘—Ž†„‡’”‘˜‹†‡†–‘ ƒ’—•‡•™Š‘•‡”‡‡†‹ƒ–‹‘”ƒ–‡‹•ƒ–‘”ƒ„‘˜‡͸͸Ψ‘ˆ ƒŽŽϐ‹”•–Ǧ›‡ƒ”•–—†‡–•ǡ ƒ’—•‡•™Š‹ ŠƒŽŽ†‹•’”‘’‘”–‹‘ƒ–‡Ž›•‡”˜‡Ž‘™Ǧ‹ ‘‡ ƒ†‹‘”‹–›•–—†‡–•Ǥ‡™ Šƒ‰‡•‡Ž‹‹ƒ–‹‰•—‡”‡ŽŽ ”ƒ–•ƒ‡–Š‹• more urgent. ȈŠ‡‡™ƒ”Ž›–ƒ”–•—‡””‡‡†‹ƒ–‹‘”‡“—‹”‡‡–•Š‘—Ž†„‡ƒ‡†‡†–‘ ƒŽŽ‘™•–—†‡–•–‘„‡‡š‡’–‡†‹ˆ–Š‡‹”ϐ‹ƒ ‹ƒŽ ‹” —•–ƒ ‡•”‡“—‹”‡‹–ǤŠ‘•‡ •–—†‡–•™‘—Ž†„‡‰‹”‡‡†‹ƒŽ ‘—”•‡•‹–Š‡ˆƒŽŽ‘ˆ–Š‡‹”ϐ‹”•–›‡ƒ”Ǥ ȈŽ‹‡–‡ Š‘Ž‘‰›•Š‘—Ž†„‡ƒ†‘’–‡†ƒ•ƒ•—’’Ž‡‡––‘–Š‡‡ ‡••ƒ”›ƒ‘—– ‘ˆ•‡”˜‹ ‡’”‘˜‹†‡†„›ˆƒ —Ž–›ƒ†ƒ ƒ†‡‹ •—’’‘”–’”‘ˆ‡••‹‘ƒŽ•ǡ”ƒ–Š‡”–Šƒ ‡”‡Ž›–‘’”‘˜‹†‡–Š‡ Š‡ƒ’‡•–’‘••‹„Ž‡‡ƒ•‘ˆ‹•–”— –‹‘ǡ™Š‹ ŠŠƒ•’”‘˜‡ –‘„‡ˆƒ”Ž‡••‡ˆˆ‡ –‹˜‡ƒ–”‡‡†‹ƒ–‹‰•–—†‡–••— ‡••ˆ—ŽŽ›Ǥ Ȉƒ’—•‡••Š‘—Ž†‘–‹’‘•‡–Š‡’‡ƒŽ–›‘ˆDz†‹•‡”‘ŽŽ‹‰dz•–—†‡–•—Ž‡••–Š‡ “—ƒŽ‹–›‘ˆ”‡‡†‹ƒ–‹‘ ‘—”•‡•ƒ†•‡”˜‹ ‡• ƒ„‡‰—ƒ”ƒ–‡‡†„›–Š‡ ƒ’—• faculty and academic support staff experts, and especially not where cost-cut- ting methodologies have resulted in increased student failure rates. Ȉ—•–’—„Ž‹•Š†ƒ–ƒƒ•–‘–Š‡’”‘ϐ‹ ‹‡ ›ƒ†”‡‡†‹ƒ–‹‘”ƒ–‡•ƒ††‹•‡- ”‘ŽŽ‡–ǡƒ•™‡ŽŽƒ•–Š‡ϐ‹”•–Ǧ›‡ƒ”’‡”ˆ‘”ƒ ‡ǡ‘ˆ•–—†‡–•„›‡–Š‹ ‹–›ǡ‰‡†‡”ǡ income, and special admission status. Ȉ—•–†‡–‡”‹‡–Š‡•‘—” ‡‘ˆ–Š‡†‹•’ƒ”‹–›‹–Š‡”ƒ–‡‘ˆ‹ ‘’Ž‡–‡ƒ’’Ž‹ ƒ- –‹‘•„›‡–Š‹ ‹–›ǡƒ†–ƒ‡•–‡’•–‘”‡†”‡••‹–Ǥ Ȉ ƒ’—•‡•—•–‘–„‡”‡Ž‹‡˜‡†‘ˆ–Š‡‹””‡•’‘•‹„‹Ž‹–›–‘’”‘˜‹†‡ƒ†‹••‹‘ priority to those applicants whose residence is most proximate to each campus.

28 The CSU Crisis and California’s Future Remediation

REFERENCES

Attewell, P. A., D. E. Lavin, T. Domina, and T. Levey, 2006. New evidence on college remediation. The Journal of Higher Education, 77ȋͷȌǣͺͺ͸ǦͻʹͶǤ ƒŠ”ǡǤǤʹͲͲͺǤ‘‡•ƒ–Š‡ƒ–‹ •”‡‡†‹ƒ–‹‘™‘”ǫ ‘’ƒ”ƒ–‹˜‡ƒƒŽ›•‹•‘ˆ academic attainment among community college students. Research in Higher Education, ͶͻǣͶʹͲǦͶͷͲǤ ƒŠ”ǡǤǤʹͲͳͲǤ‡˜‹•‹–‹‰–Š‡‡ˆϐ‹ ƒ ›‘ˆ’‘•–•‡ ‘†ƒ”›”‡‡†‹ƒ–‹‘ǣŠ‡ ‘†‡”ƒ–‹‰‡ˆˆ‡ –•‘ˆ†‡’–ŠȀ„”‡ƒ†–Š‘ˆ†‡ϐ‹ ‹‡ ›ǤThe Review of Higher Educationǡ͵͵ȋʹȌǣͳ͹͹ǦʹͲͷǤ ƒŽˆƒœǡǤǡƒ†ǤǤ‡‰–‡”•ǤʹͲͲͶǤ‘ ƒ–‹‰–Š‡†”‘’‘—– ”‹•‹•ǣŠ‹ ŠŠ‹‰Š• Š‘‘Ž• ’”‘†— ‡–Š‡ƒ–‹‘ǯ•†”‘’‘—–•ǫ Dropouts in America: Confronting the graduation rate crisisǡ‡†Ǥ Ǥ”ϐ‹‡Ž†ǡͷ͹ǦͺͶǤƒ„”‹†‰‡ǡǣ ƒ”˜ƒ”† Education Press. ƒ””‹‡–‘•ǡ ǤʹͲͳͲǤƒ‹‰–‡ƒ Š‡”•‘—–‘ˆ‡“—ƒ–‹‘ˆƒ‹Ž•ƒ–Š•–—†‡–•ǡ ϐ‹‰—”‡••Š‘™ǤŠ‡ƒ‡”•ϔ‹‡Ž†ƒŽ‹ˆ‘”‹ƒǡ —Ž›ʹͳǤŠ––’ǣȀȀ™™™Ǥ„ƒ‡”•ϐ‹‡Ž†Ǥ ‘Ȁ‡™•ȀŽ‘ ƒŽȀšͳͻ͹ͶͶʹͶͺ͹ͶȀƒ‹‰Ǧ–‡ƒ Š‡”•Ǧ‘—–Ǧ‘ˆǦ‡“—ƒ–‹‘Ǧˆƒ‹Ž•ǦǦ ƒ–ŠǦ•–—†‡–•Ǧϐ‹‰—”‡•Ǧ•Š‘™ȋƒ ‡••‡† —Ž›ʹͶǡʹͲͳͲȌǤ California Postsecondary Education Commission (CPEC). n.d.. Freshmen pathways. Š––’ǣȀȀ ’‡ Ǥ ƒǤ‰‘˜Ǥ‘‹‡ƒ–ƒȀȀ ”‡•Š‡ƒ–Š™ƒ›Ǥƒ•’ȋƒ ‡••‡† ƒ›ͳͷǡʹͲͳͲȌǤ California Postsecondary Education Commission (CPEC). n.d. High school character- istics and outreach programsǤŠ––’ǣȀȀ ’‡ Ǥ ƒǤ‰‘˜ǤȀ‘Ž‹‡ƒ–ƒȀ outreachsearch.asp (accessed May 12, 2010). California State Department of Education. 1960. A master plan for higher education in California, 1960-1975Ǥƒ ”ƒ‡–‘ǡǣƒŽ‹ˆ‘”‹ƒ–ƒ–‡‡’ƒ”–‡–‘ˆ Education. California State University English Council. 2010. Mandatory Early Start (Position –ƒ–‡‡–ȏ’”‹ŽȐȌǤŠ––’ǣȀȀ •—‡‰Ž‹•Š ‘— ‹ŽǤ™‘”†’”‡••Ǥ ‘ȀʹͲͳͲȀͲͶȀʹͳ (accessed July 20, 2010). ƒ”–‡”ǡ ǤǤͳͻͺͻǤ‘’‡–‡ ›‹•–—†‡–™”‹–‹‰•‹ŽŽ•ǡ‡˜‹•‹‘‘ˆƒ††‡†—ǡ š‡ —–‹˜‡”†‡”ͷͳͶǡ—‰—•–ͳͲǤŠ‡ƒŽ‹ˆ‘”‹ƒ–ƒ–‡‹˜‡”•‹–›ǡ‘‰‡ƒ Šǡ ǣˆϐ‹ ‡‘ˆ–Š‡Šƒ ‡ŽŽ‘”Ǥ Carter, H. L. 1992. Determination of competency in entry level mathematics, š‡ —–‹˜‡”†‡”ͷͺʹǡ ƒ—ƒ”›͸ǡŠ‡ƒŽ‹ˆ‘”‹ƒ–ƒ–‡‹˜‡”•‹–›ǡ‘‰‡ƒ Šǡ ǣˆϐ‹ ‡‘ˆ–Š‡Šƒ ‡ŽŽ‘”Ǥ

29 The CSU Crisis and California’s Future Remediation

ˆ”‡•Šƒ’”‘ϐ‹ ‹‡ ›ƒ†”‡‡†‹ƒ–‹‘ƒ–‡–”›ƒ†‘‡›‡ƒ”Žƒ–‡”ǤʹͲͲͻǤ California State University, Analytic Studies. www.asd.calstate.edu/ ’‡”ˆ‘”ƒ ‡Ȁ’”‘ϐ‹ ‹‡ ›ȀʹͲͲͻȀ‹†‡šǤ•Š–Žȋƒ ‡••‡† —‡ʹͺǡʹͲͳͲȌǤ ‡™•–—†‡–•ȋ†—’Ž‹ ƒ–‡†Ȍƒ’’Ž‹ ƒ–‹‘•ƒ†ƒ†‹••‹‘•„› ƒ’—•ƒ†•–—†‡– level. 2009. (Fall). California State University, Analytic Studies. www.calstate.edu/as/stat_reports/00app.html (accessed 28, 2010). ƒ”Ž‹‰Ǧ ƒ‘†ǡǤʹͲͲͶǤŠƒ–Šƒ’’‡•–‘ƒ†”‡ƒ†‡ˆ‡””‡†ǫŠ‡ ‘–‹—‹‰ quest for equal educational opportunity. In Handbook of research on multicultural educationǡ‡†Ǥ ǤǤƒ•ƒ†ǤǤƒ•ǡ͸Ͳ͹Ǧ͸͵ͲǤ ƒ ”ƒ ‹• ‘ǣ ‘••‡›Ǧƒ••Ǥ ‰Ž‹•Šǡƒ–Š’”‘ϐ‹ ‹‡ ›‘ˆˆ”‡•Š‡”‡ƒ‹••–‡ƒ†›ǤʹͲͲ͹ǤƒŽ‹ˆ‘”‹ƒ–ƒ–‡ ‹˜‡”•‹–›ǡ—„Ž‹ ˆˆƒ‹”•ˆϐ‹ ‡ǡƒ” Šͳ͵Ǥ™™™Ǥ ƒŽ•–ƒ–‡Ǥ‡†—Ȁ’ƒȀ‡™•ȀʹͲͲ͹Ȁ results.shtml (accessed July 18, 2010). š ‡’–‹‘ƒ†‹–•›•–‡™‹†‡ǤʹͲͲͶǦʹͲͲͻǤƒŽ‹ˆ‘”‹ƒ–ƒ–‡‹˜‡”•‹–›ǡƒŽ›–‹  Studies. www.calstate.edu/as/stat_reports/new_students.shtml (accessed June 28, 2010). ‹”•–Ǧ–‹‡ˆ”‡•Š‡‡”‘ŽŽ‡†„› ƒ’—•ƒ†‡–Š‹ ‹–›ǡƒ„Ž‡͵ǤʹͲͲͶƒ†ʹͲͲͻǤƒŽ‹- fornia State University, Analytic Studies, CSU New Student Enrollments. www.calstate.edu/as/stat_reports/f_nsetoc.shtml (accessed June 28, 2010). Gandara, P., and F. Contreras, F. 2009. The Latino education crisis: The consequences of failed social policiesǤƒ„”‹†‰‡ǡǣ ƒ”˜ƒ”†‹˜‡”•‹–›”‡••Ǥ ƒ” ‹ƒǡǤǤʹͲͲͶǤ†— ƒ–‹‰‡š‹ ƒ‡”‹ ƒ•–—†‡–•ǣƒ•––”‡ƒ–‡–ƒ† recentdevelopments in theory, research, policy, and practice. In Handbook of research on multicultural educationǡ‡†Ǥ ǤǤƒ•ƒ†ǤǤƒ•ǡͶͻͳǦͷͳͶǤ ƒ ”ƒ ‹• ‘ǣ ‘••‡›Ǧƒ••Ǥ ƒ”ƒ•ǡǤǡƒ†Ǥ ˜‘›ǤʹͲͲ͹Ǥƒ‹‰–Š‡„”‹†‰‡ǣ‡•–‹‰ƒŽ‹„”ƒ”›™‘”•Š‘’ˆ‘”ƒ •—‡”„”‹†‰‡Ž‡ƒ”‹‰ ‘—‹–›ǤResearch StrategiesǡʹͲȋ͸Ȍǡʹͷ͹Ǧʹ͹ͲǤ ‡ƒ† ‘—–‡”‘ŽŽ‡–„›•–—†‡–Ž‡˜‡Žǡƒ„Ž‡͸ǤʹͲͲͶǦʹͲͲͺǤƒŽ‹ˆ‘”‹ƒ–ƒ–‡ ‹˜‡”•‹–›ǡ—†‰‡–ˆϐ‹ ‡Ǥ™™™Ǥ ƒŽ•–ƒ–‡Ǥ‡†—Ȁ„—†‰‡–Ȁ‡”‘ŽŽ‡–̴•—ˆ”‡˜Ȁ index.shtml (accessed June 28, 2010). ƒ’’ǡǤǤǡƒ†‘‘Ž˜‡”–‘ǡǤʹͲͲͶǤ‘ ‹ƒŽ Žƒ••ƒ†• Š‘‘Ž‹‰Ǥ Handbook of research on multicultural educationǡ‡†Ǥ ǤǤƒ•ƒ†ǤǤƒ•ǡ͸ͷ͸Ǧ͸ͺͳǤ ƒ ”ƒ ‹• ‘ǣ ‘••‡›Ǧƒ••Ǥ Kozol, J. 1991. Savage inequalities: Children in America’s schoolsǤ‡™‘”ǣ”‘™Ǥ Kreysa, P. G. 2006. The impact of remediation on persistence of college students. Journal of College Student Retentionǡͺȋ͸ȌǣʹͷͳǦʹ͹ͲǤ

30 The CSU Crisis and California’s Future Remediation

Merisotis, J. P., and R. A. Phipps. 2000. Remedial education in colleges and universi- –‹‡•ǣŠƒ–ǯ•”‡ƒŽŽ›‰‘‹‰‘ǫThe Review of Higher EducationǡʹͶȋͳȌǣ͸͹ǦͺͷǤ Mills, K. 1999. The freshman mind yields its secrets to a dedicated sleuth. Los Angeles Timesǡ’”‹ŽͳͺǤŠ––’ǣȀȀƒ”–‹ Ž‡•ǤŽƒ–‹‡•Ǥ ‘ȀͳͻͻͻȀƒ’”ȀͳͺȀ ‘’‹‹‘Ȁ‘’ǦʹͺͶͻͺȋƒ ‡••‡†ƒ›ͳʹǡʹͲͳͲȌǤ Munitz, B. 1997. Determination of competency in English and mathematics, š‡ —–‹˜‡”†‡”͸͸ͷǡ ‡„”—ƒ”›ʹͺǤŠ‡ƒŽ‹ˆ‘”‹ƒ–ƒ–‡‹˜‡”•‹–›ǡ ‘‰‡ƒ Šǡǣˆϐ‹ ‡‘ˆ–Š‡Šƒ ‡ŽŽ‘”Ǥ ”ϐ‹‡Ž†ǡ ǤͳͻͻʹǤ‘‡›ǡ‡“—‹–›ǡƒ† ‘ŽŽ‡‰‡•— ‡••ǤHarvard Educational Review, ͸ʹȋ͵Ȍǣ͵͵͹Ǧ͵͹ʹǤ ”ϐ‹‡Ž†ǡ ǤʹͲͲͶǤ‘•‹‰‘—”ˆ—–—”‡ǣ‹‘”‹–››‘—–ŠŽ‡ˆ–‘—–Ǥ Dropouts in America: Confronting the graduation rate crisisǡ‡†Ǥ Ǥ”ϐ‹‡Ž†ǡͳǦͳͳǤƒ„”‹†‰‡ǡǣ Harvard Education Press. ƒ”‡”ǡǤǤǡƒ†ǤǤ‹ Šƒ”†•‘ǤʹͲͲͷǤ†‹‰”‡‡†‹ƒ–‹‘ƒ–ǣ ’Ž‹ ƒ–‹‘• for access and excellence. Journal of Educational Research and Policy Studies, ͷȋʹȌǣͳǦʹʹǤ Persell, C. H. 1993. Social class and educational equality. In Multicultural education: Issues and perspectivesǤʹ†‡†Ǥǡ‡†Ǥ ǤǤƒ•ƒ†ǤǤ ‡‡ƒ•ǡ͹ͳǦͺͻǤ ‡‡†Šƒ ‡‹‰Š–•ǡǣŽŽ›ƒ†ƒ ‘Ǥ ”‘ϐ‹ ‹‡ ›”‡’‘”–•‘ˆ•–—†‡–•‡–‡”‹‰–Š‡›•–‡ʹͲͲͻǤƒŽ‹ˆ‘”‹ƒ–ƒ–‡ University, Analytic Studies. www.asd.calstate.edu/performance/ ’”‘ϐ‹ ‹‡ ›Ǥ•Š–Žȋƒ ‡••‡† —‡ʹͺǡʹͲͳͲȌǤ —‹ŽŽ‹ƒǡǤ ǤʹͲͳͲǤ‡ƒ†‹‰ǡ™”‹–‹‰ǡƒ†ƒ–Š‡ƒ–‹ •’”‘ϐ‹ ‹‡ ›‘ˆƒŽŽϐ‹”•–Ǧ–‹‡ freshmen. Memo to State Legislature, April 22. California State University, ‘‰‡ƒ Šǡǣˆϐ‹ ‡‘ˆ–Š‡Šƒ ‡ŽŽ‘”Ǥ ‡‡†ǡǤǤʹͲͳͲǤŠ‡‡ƒ”Ž›•–ƒ”–’”‘‰”ƒǡš‡ —–‹˜‡”†‡”ͳͲͶͺȋ —‡ȌǤŠ‡ ƒŽ‹ˆ‘”‹ƒ–ƒ–‡‹˜‡”•‹–›ǡ‘‰‡ƒ Šǡǣˆϐ‹ ‡‘ˆ–Š‡Šƒ ‡ŽŽ‘”Ǥ ‡†Žƒ ‡ǡǤǤͳͻͻͺǤ†‹••‹‘•‹Š‹‰Š‡”‡†— ƒ–‹‘ǣ‡ƒ•—”‹‰ ‘‰‹–‹˜‡ƒ† ‘ ‘‰‹–‹˜‡˜ƒ”‹ƒ„Ž‡•Ǥ Minorities in higher education, Sixteenth Status ‡’‘”–ǡ‡†Ǥ ǤǤ‹Ž†•ƒ†Ǥ‹Ž•‘ǡͶ͹Ǧ͹ͳǤƒ•Š‹‰–‘ǡǤǤǣŠ‡‡”‹ ƒ Council on Education. ‹Ž˜‡”•–‡‹ǡǤʹͲͲ͵Ǥ‘—•–•ͺǤʹΨ‘˜‡”™‡ƒ•‹ŽŽ•ǤLos Angeles Times, January 29, B1. ǤǤ‡’ƒ”–‡–‘ˆ†— ƒ–‹‘ǤʹͲͲͶȀͲͷǦʹͲͲͺȀͲͻǤDistribution of Federal Pell Grant Program Funds by InstitutionǤŠ––’ǣȀȀ™™™ʹǤ‡†Ǥ‰‘˜Ȁϐ‹ƒ‹†Ȁ’”‘ˆȀ”‡•‘—” ‡•Ȁ data/Pell-institution.html (accessed May 10, 2010).

31 The CSU Crisis and California’s Future Remediation

ƒ†ƒŽǡǤʹͲͳͲǤ ‡––‹‰’ƒ•–‰‘ǣ‡„—‹Ž†‹‰–Š‡”‡‡†‹ƒŽ‡†— ƒ–‹‘„”‹†‰‡–‘ ‘ŽŽ‡‰‡ success. Education Commission of the States (May). Š––’ǣȀȀ™™™Ǥ‰‡––‹‰’ƒ•–‰‘Ǥ‘”‰Ȁ†‘ •Ȁ  ’ƒ’‡”Ǥ’†ˆ —ǡ ǤǤǡƒ† Ǥ Ǥ‘”‡‘ǤʹͲͲ͸ǡ‘ŽŽ‡‰‡ƒ ‡••ǣǦͳʹ ‘ ‡–”ƒ–‡††‹•ƒ†˜ƒ–ƒ‰‡ǡ ƒ†–Š‡‡š–ʹͷ›‡ƒ”•‘ˆ‡†— ƒ–‹‘ƒŽ”‡•‡ƒ” ŠǤEducational Researcher, ͵ͷȋͳȌǣͳʹǦͳͻǤ ƒƒ””‹’ƒǡǤǡƒ†—”ƒ‰‡ǡǤʹͲͲͻǤ„—†‰‡–”‡’‘”–ǣ’†ƒ–‡ǡ‘˜‡„‡”ͷǤ ‡‘–‘–ƒ–‡‡‰‹•Žƒ–—”‡ǡƒŽ‹ˆ‘”‹ƒ–ƒ–‡‹˜‡”•‹–›ǡ‘‰‡ƒ Šǡǣ ˆϐ‹ ‡‘ˆ–Š‡Šƒ ‡ŽŽ‘”Ǥ

32 The CSU Crisis and California’s Future Remediation

APPENDIX

6.2 ʹǤͷ 1.0 3.3 7.0 ͶǤͳ 9.2 ͵ǤͶ 7.2 33.7 ͳͶǤ͹ ʹͶǤͺ Ͷ͵Ǥͳ ͳͶǤͷ 21.7 ͳ͵Ǥͷ 13.1 ͶͻǤ͵ 11.2 ͶͺǤͳ ͳͷǤͶ 10.3 28.8 20.2 2009

Ǥͷ 1.9 1.9 3.9 ͹ǤͶ 3.7 3.8 7.7 39.8 ͳͷǤ͹ ͵ͷǤ͵ 33.3 ͳͺǤͶ 12.0 17.9 ͳͶǤͲ ͶͶǤͷ 10.7 12.9 ͵ͻǤͶ ʹͲǤͶ ͳ͵Ǥͷ 23.9 20.8 2008

2.3 2.0 ͶǤͲ 9.0 3.7 ͷǤͳ ͹ǤͶ 10.2 ͶͲǤʹ ʹͶǤͶ 37.2 31.7 ͳͷǤ͵ 13.9 13.1 12.0 ͶͲǤͻ 13.1 13.6 ͵ͶǤ͹ 20.0 ͳͷǤͲ ʹͲǤͷ 23.9 2007

2.7 3.0 ͶǤʹ 8.8 ͶǤͻ ͶǤͳ 8.2 10.1 ͵ͷǤͷ ʹͷǤ͵ 36.6 33.3 18.0 11.3 18.9 ͳͶǤͷ 39.6 13.3 ͳͶǤͳ 31.7 22.9 12.6 ʹͳǤͶ ʹ͵ǤͶ 2006

3.0 ʹǤͶ ͷǤ͵ ͷǤʹ 6.0 ͳʹǤͶ ͶͳǤͷ 30.7 ͶͳǤ͹ 31.1 18.9 ͳͶǤ͵ ʹͲǤͷ 22.8 10.2 ͶͳǤ͵ 17.8 ͳͶǤʹ 39.0 27.3 ͳͷǤͷ ʹͶǤͶ ͳͲǤͶ 27.7 2005

9.7 ͶǤʹ 3.2 6.1 ͸ǤͶ ͷǤͲ 37.7 37.8 37.7 ͵ͶǤͺ ͳͷǤ͹ ͳʹǤͷ 23.3 22.6 10.6 ͶͳǤͻ 17.6 ͳͶǤ͹ 39.6 ʹͶǤͺ 13.0 ʹͶǤ͵ 11.1 ʹͺǤͶ 2004

First-Time Freshmen at the CSU by Ethnicity Percentages, Fall 2004-Fall 2009

1.

ngeles A Campus A orthridge ast Bay os an Bernardino able ƒ‡”•ϐ‹‡Ž† Af Am Mex Am Asian Am Euro Am Dominguez Hills Af Am Mex Am Asian Am Euro Am E Af Am Mex Am Asian Am Euro Am L Af Am Mex Am Asian Am Euro Am S Af Am Mex Am Asian Am Euro Am N Af Am Mex Am Asian Am Euro Am T (Systemwide and Target Campuses)

33 The CSU Crisis and California’s Future Remediation

3.2 ʹͻǤͶ 16.7 ʹͷǤͷ ͶǤͶ 28.7 ͳͷǤͺ 22.2 1.6 11.7 ʹǤͷ 62.2 ͵ǤͶ 16.9 2.7 ͷͷǤͶ ͶǤ͵ 27.2 ͸ǤͶ ͵͸ǤͶ 0.6 7.9 ͻǤͶ ͸ͶǤͳ

3.8 19.2 ʹͶǤ͸ ʹ͸ǤͶ ͷǤ͵ ͳͷǤͶ ʹͶǤ͹ 29.1 2.2 ʹǤͶ 9.2 ͸ͻǤͶ ͶǤͶ ʹǤͶ 9.3 Ͷ͹Ǥ͸ ͶǤ͵ ͹Ǥͷ 21.8 ͶͲǤ͸ 1.2 ͺǤͶ 7.2 67.3

͵Ǥͷ ʹͷǤͶ ʹͳǤͷ 22.1 6.9 22.1 ͳ͸Ǥͷ 27.3 2.7 8.0 3.2 68.8 ͷǤ͵ 9.1 3.0 ͶͷǤͷ ͶǤ͹ 18.1 7.9 ͶͷǤ͹ 1.0 7.6 9.8 ͸ͷǤͳ

ͶǤʹ 23.7 22.1 ʹͶǤʹ ͷǤ͹ 39.6 ͳͷǤ͹ 29.8 2.9 10.0 ͶǤͶ ͸ͷǤͲ 6.9 8.2 ʹǤͶ ͷͲǤͳ ͶǤͷ 16.2 7.2 Ͷ͸Ǥͻ 1.3 ͸ǤͶ 9.1 66.0

ͶǤͳ ʹͷǤ͵ ʹͷǤͺ ʹ͹ǤͶ 7.1 21.3 ͳͷǤͻ ͵ͶǤ͹ 3.2 ͳͲǤͶ ͵Ǥͷ ͹ͷǤͷ ͹Ǥͷ 13.7 3.1 ͸ͷǤʹ ͶǤͳ ͳ͹Ǥͷ 8.0 ͷ͵Ǥʹ 0.9 6.0 9.6 ͹ͷǤͺ

ͶǤͺ 22.3 27.1 30.7 7.6 23.2 ͳͷǤ͹ ͵͵Ǥͷ 2.6 8.3 3.3 78.1 7.8 ͺǤͷ ͷǤ͸ ͹ͲǤͶ 3.8 ͳ͸Ǥͷ 8.0 ͷ͸Ǥ͵ 1.2 7.0 10.2 ͹ͶǤ͵

bispo

O

Continued

1.

uis A L omona ong Beach onoma an Diego an able P Af Am Mex Am Asian Am Euro Am L Af Am Mex Am Asian Am Euro Am S Af Am Mex Am Asian Am Euro Am Humboldt Af Am Mex Am Asian Am Euro Am S Af Am Mex Am Asian Am Euro Am S Af Am Mex Am Asian Am Euro Am Source: CSU Analytic Studies Table 3. First-Time Freshmen Enrollment by Campus and Ethnicity. T

34 The CSU Crisis and California’s Future Remediation 81.0 72.3 73.1 ͵ͺǤͶ 66.2 ͺͷǤͳ 89.0 90.0 ͷͶǤ͵ 86.2 ͹ͶǤͺ 76.3 67.6 Ͷ͸ǤͲ ͸ͻǤͶ 82.7 ͺʹǤͶ 71.2 ͸ͶǤͷ ͷ͸Ǥͻ 28.7 ͶͻǤͳ 78.3 ͷʹǤʹ 80.1 English English English English English ͹ͷΨ 93% 78% 88% ͷͺΨ 2009/10 ͹ͷǡͻ ͷʹǤ͸ ͷͲǤͲ 33.8 ͷʹǤ͵ 89.1 79.9 60.0 ͷ͹Ǥͳ 79.9 ͹͹ǤͶ ͷͷǤ͹ ͶͷǤͳ ͶͶǤͳ ͷͶǤͻ 81.8 76.6 67.9 ͷͳǤͺ 26.2 ʹͶǤ͸ 37.6 32.9 ͷ͵Ǥ͸ ͸ͺǤͷ Math Math Math Math Math ͹ͷǤͻ 68.8 ͶͳǤͲ 67.0 77.2 ͺͷǤͶ 80.0 ͶͶǤͺ 78.8 76.0 ͹ͷǤͺ 67.0 ͵ͶǤͶ ͸͸ǤͶ 73.0 ͺ͵ǤͶ ͸ͷǤͻ 63.9 ͷͶǤ͵ 28.2 Ͷ͹ǤͲ 76.3 Ͷ͸ǤͶ 79.2 100.0 English English English English English 77% 90% 77% 89% ͷ͹Ψ 2008/09 ͷ͸Ǥ͵ ͵͹Ǥͷ ͶͲǤ͵ ͷʹǤ͵ ͺͶǤͶ 81.3 60.0 ͷͺǤ͸ 80.1 76.0 63.8 Ͷ͸Ǥ͸ 39.1 ͷ͵Ǥ͸ 76.0 78.8 ͸ͶǤͳ ͷͳǤʹ 26.1 ʹͷǤͳ 37.2 ͶͲǤͺ ͶʹǤͻ 71.9 Math Math Math Math Math 100.0 79.0 72.3 78.9 ͶͷǤͷ ͸ͷǤͳ 87.8 ͺͺǤͷ 80.0 ͷͳǤͻ 83.8 73.9 ͸ͻǤͷ 72.3 31.3 ͸ͶǤͷ 80.9 83.7 ͸ͷǤͶ 62.9 ͷ͸Ǥͳ 26.7 Ͷ͸Ǥʹ ͺͲǤͶ ͷͲǤͲ 80.2 English English English English English ͹ͷΨ 91% ͹ͷΨ 89% ͷ͸Ψ 2007/08 67.7 ͸ͶǤͲ 63.2 ͶʹǤͶ ͷͷǤ͹ 80.6 ͺͲǤͷ 70.0 ͷͷǤ͸ 78.3 ͹ʹǤͷ ͸ͷǤ͵ Ͷ͹ǤͲ 39.8 ͷͷǤͶ ͺͶǤ͵ 78.9 63.9 ͷͳǤͺ 26.7 ʹͷǤͶ 37.2 ͶͺǤ͹ ͵ͷǤʹ 71.6 Math Math Math Math Math ͺͷǤ͹ 70.1 69.6 ͶʹǤ͸ 62.0 ͺͶǤͶ ͺ͸Ǥͷ 80.0 ͷͻǤͶ ͺͶǤͷ 67.1 ͷͶǤ͹ ͷͷǤͶ 30.9 ͷͻǤ͵ ͹ͺǤͶ 78.0 63.2 62.0 ͷͺǤʹ 26.0 ͶͷǤ͵ 83.3 ͶͲǤ͸ ͹ͷǤ͹ English English English English English ͹ͷΨ 92% 72% 86% ͷ͸Ψ 2006/07 ͺͲǤͶ ͸ͷǤʹ Ͷ͵Ǥͷ Ͷ͵Ǥͳ ͷ͹Ǥ͵ 87.7 86.1 ͶͷǤͲ ͹ͷǤͲ 83.1 73.7 68.8 ͶͲǤʹ 33.0 ͷͳǤͷ 80.2 ͹͵Ǥͷ ͸ͷǤ͵ ͷʹǤ͸ 29.1 26.0 ͵͹Ǥͷ ͵ͺǤͷ ͷͲǤͲ 67.3 Math Math Math Math Math 70.6 ͹ͶǤͶ 81.0 37.7 61.2 83.3 ͺͳǤͷ 70.0 29.6 78.8 63.6 61.8 ͹ͳǤͶ 32.0 ͷ͹Ǥ͵ 70.3 81.3 ͺͳǤͶ ͸ͶǤʹ 62.3 ͷͺǤͻ 26.0 ͶͷǤʹ ʹͻǤͷ ͹͸ǤͶ English English English English English 70% 89% 69% ͺͷΨ ͷͷΨ 2005/06 ͹ʹǤͷ ͷʹǤ͵ ͶʹǤͻ 36.3 Ͷ͹Ǥͺ 82.7 ͹ͶǤ͹ 30.0 ͶͶǤͶ ͹ͶǤʹ ͹ͶǤʹ ͷͶǤͶ 37.8 ͵ͺǤͷ ͶͻǤͲ ͹ͶǤ͵ 73.8 ͶͶǤ͹ 62.7 ͷʹǤͲ 29.6 ʹͶǤͻ 36.2 37.7 ͸ͶǤͻ Math Math Math Math Math 78.0 80.9 67.9 39.7 61.8 ͺͷǤʹ 86.0 ͺͶǤʹ ͷͶǤͳ ͺ͵Ǥͷ ͸ͺǤͷ ͹ͶǤͲ ͹ͷǤͶ ͶͲǤͷ 63.2 77.3 ͺͷǤͳ 78.8 ͸͹ǤͶ ͸ͷǤͳ ͸ͳǤͷ 28.0 Ͷ͸Ǥ͸ ͵ͶǤ͵ 77.8 English English English English English 73% 91% ͹ͶΨ 86% ͷ͹Ψ 2004/05 ͹ͶǤͲ 68.1 Ͷ͸ǤͶ 39.7 ͷͶǤ͸ 81.9 ͹͹Ǥͷ ͷ͹Ǥͻ ͶͲǤͷ ͹ͶǤ͸ ͹͸ǤͶ 72.6 ͶͻǤ͵ ͵ͲǤͶ ͷͲǤͺ 78.2 76.9 ͶͻǤ͹ ͸ͶǤͻ ͷ͵Ǥʹ 30.2 ʹͷǤͶ 36.8 ͶͳǤͺ 70.1 Math Math Math Math Math Af Am Af Am Af Am Af Am Af Am Mex Am Mex Am Mex Am Mex Am Mex Am Euro Am Euro Am Euro Am Euro Am Euro Am Asian Am Asian Am Asian Am Asian Am Asian Am All Freshmen All Freshmen All Freshmen All Freshmen All Freshmen Students needing any remediation Students needing any remediation Students needing any remediation Students needing any remediation Students needing any remediation - Percentages of Regularly Admitted First-Time Freshmen Needing Remediation in Mathematics and/or English, 2. ean nge A M A

ast Bay SU os able ƒ‡”•ϐ‹‡Ž† Dominguez Hills E L les C T 2004-2009 by Ethnicity (Systemwide and Target Campuses)

35 The CSU Crisis and California’s Future Remediation 70.8 72.2 ͹ͶǤʹ ͶͻǤͺ 66.7 80.2 72.8 ͷͺǤ͸ 39.9 ͸͵ǤͶ ͶͷǤ͸ ͷͶǤ͵ ͶͶǤͳ 21.8 ͶͳǤͲ ͸ͲǤͶ ͷ͹Ǥ͸ ͶͷǤͶ 21.8 ͶͷǤͳ 66.7 ͷͻǤ͵ ͶͷǤͷ 32.2 37.9 English English English English English 76% ͹ͶΨ Ͷ͹Ψ ͷ͵Ψ ͶͻΨ 70.8 ͷ͹Ǥ͵ Ͷ͹ǤͲ Ͷ͵ǤͲ ͷ͵Ǥ͹ 73.0 66.6 ʹͷǤͻ ͵ͻǤͶ ͷͶǤ͹ 36.7 37.1 ͳͲǤͷ ͳͳǤͷ 22.8 ͷͷǤͺ ͶͳǤʹ 16.3 ͳͷǤ͹ 29.0 66.7 Ͷ͵Ǥʹ ͵͸ǤͶ 27.2 30.1 Math Math Math Math Math ͹ͶǤͶ 76.6 ͸͵Ǥͷ Ͷ͵Ǥͳ ͸ͷǤͶ ͹ͷǤʹ 72.0 63.1 ͶͳǤͲ 63.3 ͶͺǤͷ ͷͶǤͻ ͶͷǤͲ ʹͶǤͶ ͶʹǤͺ ͷʹǤ͵ ͷ͹ǤͶ ͶͷǤͻ 21.9 ͶʹǤ͹ ͷ͵Ǥͳ ͷ͹ǤͲ ͷͷǤ͸ ͵ͶǤʹ 38.3 English English English English English 77% ͹ͷΨ ͶͻΨ ͷ͵Ψ ͷʹΨ ͹ͷǤ͸ 67.1 ͶʹǤͻ ͶͶǤͺ ͷ͹Ǥ͹ 79.9 ͸͹ǤͶ ͵ͶǤͻ 38.7 29.0 30.9 ͵ͶǤͳ ͳͶǤʹ ͳͷǤͷ ʹ͵Ǥͷ ͶͺǤͷ Ͷ͹Ǥ͸ 16.3 19.7 31.7 ͸ʹǤͷ ͶͺǤͻ ʹͷǤͲ 32.3 ͵ͷǤʹ Math Math Math Math Math ͹ͺǤͷ ͹ͶǤʹ 66.7 ͶͳǤͻ ͸͹ǤͶ 69.7 70.1 60.1 37.3 ͷͻǤ͸ ͷͺǤͳ 61.3 ͷͳǤͻ 28.0 ͶͻǤͷ ͷ͹Ǥʹ ͷͷǤ͹ ͶͻǤʹ ʹʹǤͷ ͶͶǤͷ ͷͺǤͺ ͷ͵ǤͶ ͷ͸Ǥ͵ 33.0 ͵͸ǤͶ English English English English English ͹ͷΨ 73% ͷ͸Ψ ͷͶΨ ͷ͵Ψ 70.8 ͸ͲǤͷ ͷͲǤͺ ͶͳǤͻ ͷ͹ǤͶ 73.9 ͸ͶǤͶ ͵ͻǤͷ 39.6 ͷͷǤͻ Ͷ͵Ǥͷ ͶͲǤͲ 13.0 18.9 27.2 ͷ͹Ǥʹ ͶͻǤʹ ͳͷǤ͹ 20.0 ͵͵ǤͶ 61.8 Ͷ͸Ǥ͸ ͵ͷǤͶ ͵͸Ǥͷ 38.2 Math Math Math Math Math 69.8 73.1 ͹ͷǤͶ ͶͳǤͷ ͸͵ǤͶ ͹ʹǤͶ ͹ʹǤͷ ͸͵ǤͶ ͵ͷǤʹ ͷͻǤͻ Ͷ͸Ǥͻ 61.0 ͷ͹Ǥ͹ 30.7 ͷͲǤͺ ͷͳǤͺ ͷ͸Ǥ͵ ͷͳǤʹ 23.7 Ͷ͵Ǥͷ ͷͶǤͷ ͷͲǤ͹ ͶͳǤ͵ 28.3 32.6 English English English English English ͹ͷΨ 72% ͷͺΨ ͷͷΨ ͶͻΨ ͹͹Ǥͷ 62.7 ͷ͸Ǥͳ ͶʹǤ͹ ͷ͹Ǥͺ 78.9 ͸ͷǤ͹ 38.6 37.3 ͷͶǤͶ ͶͷǤͶ ͶͷǤͳ 16.9 ʹʹǤͶ 29.9 ͷͶǤͻ ͷͳǤ͹ 22.2 22.3 ͵ͷǤͳ 69.7 ͷ͵ǤͲ 30.2 32.7 36.7 Math Math Math Math Math 71.0 ͹ͶǤ͹ 70.1 ͶʹǤ͹ 63.6 ͹ͶǤͳ 69.6 61.3 ͶͲǤͷ 60.7 Ͷ͹Ǥͺ 62.9 ͷ͹Ǥͷ 27.6 ͶͻǤͶ ͷͷǤʹ ͷ͹Ǥ͸ ͷͲǤ͸ 23.8 Ͷ͵Ǥͷ ͶͷǤͷ ͷͳǤͺ ͷͻǤͶ 26.6 31.1 English English English English English 73% 71% ͷ͸Ψ ͷͷΨ ͶͺΨ ͹ʹǤͶ 62.3 ͶͻǤ͵ ͶͳǤͳ ͷ͵ǤͲ ͹ͶǤͳ 63.3 32.9 ͵ͷǤͳ 29.0 ͶͲǤ͹ Ͷ͵ǤͲ ͳͺǤͶ 20.0 28.8 ͷͻǤʹ ͷʹǤ͸ 21.0 23.6 ͵ͶǤ͸ ͶͲǤͻ 60.2 ͷ͵Ǥͳ ͵ͳǤͶ ͵ͷǤͶ Math Math Math Math Math ͹ͶǤ͹ ͹ͶǤͺ ͺͶǤͷ ͶͳǤ͸ ͸ͶǤͺ 73.6 71.2 ͸ͷǤ͵ ͶͳǤ͵ 61.7 ͸ͲǤͷ 16.8 ͸͵Ǥͷ 31.0 ͶͺǤͷ 63.2 ͸ͷǤʹ ͷͺǤͺ 28.1 ͶͻǤ͹ 63.6 ͷͶǤ͹ ͶʹǤͶ 29.7 33.3 English English English English English ͹ͶΨ 73% ͷ͸Ψ ͷͻΨ Ͷ͸Ψ ͸͹Ǥͷ ͷ͹Ǥ͸ ͷͺǤ͸ 37.8 ͷͳǤ͸ 76.8 66.7 29.9 ͶͳǤ͵ ͷ͵Ǥͷ ͷͳǤʹ Ͷ͸ǤͲ ͷͺǤ͵ 23.7 29.1 61.0 ͷ͹ǤͲ 27.3 ʹͷǤͲ 38.6 ͷͶǤͷ ͶʹǤ͹ 21.2 29.1 ͵ͲǤͶ Math Math Math Math Math Af Am Af Am Af Am Af Am Af Am Mex Am Mex Am Mex Am Mex Am Mex Am Euro Am Euro Am Euro Am Euro Am Euro Am Asian Am Asian Am Asian Am Asian Am Asian Am All Freshmen All Freshmen All Freshmen All Freshmen All Freshmen Students needing any remediation Students needing any remediation Students needing any remediation Students needing any remediation Students needing any remediation Continued 2. A

orthridge omona ong Beach an onoma able S Bernardino N P L S T

36 The CSU Crisis and California’s Future Remediation ͺǤͶ 60.0 ͷ͸ǤͶ Ͷ͵Ǥ͵ 20.9 ͵ͲǤͷ ͵͹Ǥͷ 19.1 17.2 10.7 ͷͻǤ͹ ͷ͸Ǥͷ ͷ͵Ǥ͵ 19.0 ͵ͺǤͶ English English English Ͷ͹Ψ Ͷ͸Ψ 13% ͷǤ͵ 0.3 3.9 3.8 68.6 ͷ͸ǤͶ ͷͲǤͲ 27.0 ͵ͷǤͺ 20.8 ͷͷǤ͹ 39.6 ʹͳǤͷ ͳͶǤʹ ʹ͸ǤͶ Math Math Math 6.6 63.6 Ͷ͵Ǥʹ ͵ͲǤͶ ʹͲǤͶ 26.0 30.0 28.2 ͳͶǤʹ 10.0 ͷͷǤͳ ͷ͹Ǥͳ ͶͷǤͶ 19.9 36.8 English English English ͶͶΨ ͶͶΨ 12% ͹Ǥͷ ͺǤͷ ʹǤͶ ͵ǤͶ ͶǤͳ 66.7 ͷ͵Ǥͳ 39.1 29.6 ͵ͶǤ͸ ͶͷǤͶ 36.9 ʹͶǤͺ ͳͶǤ͹ ʹͶǤͻ Math Math Math 8.0 80.0 ͷͺǤͳ ͳͲǤͷ ʹͳǤͶ 30.2 ʹͶǤ͹ 29.2 ͳͻǤͶ 11.9 ͷͲǤͺ ͷ͵Ǥͻ ͶͲǤͺ 17.3 32.3 English English English ͶͶΨ ͶʹΨ ͳͶΨ ͷǤ͵ 8.2 1.9 ͶǤͶ ͶǤͷ ͸ͶǤͲ ͶͺǤͶ ʹ͸ǤͶ 31.1 20.0 ͷͲǤͲ ͶͳǤͲ ͳͻǤͶ 16.2 ʹͷǤʹ Math Math Math 7.8 66.7 ͷͲǤͲ ͵͹Ǥͷ 20.7 28.6 27.7 ʹ͵ǤͶ 21.0 11.3 Ͷ͹Ǥͷ ͷͶǤ͵ 39.9 17.1 31.3 English English English Ͷ͵Ψ ͶͳΨ ͳͶΨ 7.8 ʹǤͶ ͷǤ͹ ͷǤ͹ ͷʹǤͶ ͶͷǤ͹ 18.8 ʹͶǤͲ 27.6 21.3 ͶͺǤͻ ͵ͺǤͷ 21.0 17.0 ʹͶǤͺ Math Math Math 7.1 9.0 Ͷ͵Ǥ͵ ͷͳǤ͵ 27.8 ʹ͵Ǥͷ 29.8 ͳͶǤͺ 16.9 13.1 ͷͲǤͲ ͶͷǤ͸ ͶͳǤͺ 17.1 28.7 English English English ͶͷΨ 37% 12% 3.7 2.7 ͶǤ͹ ͷǤͲ Ͷ͸Ǥ͹ ͶͷǤͲ 16.7 31.6 ͵ͶǤ͹ ͳͳǤͷ 32.6 ͵ͲǤͶ ͳ͹ǤͶ ͳͶǤͳ 19.8 Math Math Math 8.8 72.0 ͶͲǤͷ ͷͷǤʹ ʹ͹ǤͶ 30.9 31.3 23.2 12.8 10.8 ͵ͷǤͲ ͶʹǤ͹ 39.9 16.7 ʹ͸Ǥͷ English English English ͶͷΨ ͵ͷΨ 13%

ͷǤͻ 2.2 ͶǤͳ ͶǤͶ 68.0 ͵ͷǤ͹ ͵ͶǤͷ 27.1 30.7 21.9 31.9 18.9 13.7 19.6 Math Math Math Af Am Af Am Af Am Mex Am Mex Am Mex Am Euro Am Euro Am Euro Am Asian Am Asian Am Asian Am All Freshmen All Freshmen All Freshmen Students needing any remediation Students needing any remediation Students needing any remediation Continued 2. uis A L bispo an an able Humboldt S Diego S O T

37 8 -

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a i g d 6 n i - e % % % % % % % % % 5 % d % % % 9 2 0 1 6 1 4 4 m 2 0 1 e 4 3 6 1 1 1 1 1 1 2 1 e 1 0 1 e 2 R N

t n o a N

m 5 d - h i % % % % % % s % 4 % % % % % % D 4 0 0 7 8 2 e 5 0 0 3 0 8 7 8 1 1 1 1 1 1 r 1 0 1 2 F 8 - % % % % % % % % % % % % 7 % 3 5 5 4 4 9 4 3 1 6 4 5 0 6 7 7 7 1 5 8 4 5 9 5 5 7 0 5 2 n o i t a i d 7 e - % % % % % % % % % % % % 6 % m 2 2 5 4 5 6 3 9 2 8 5 5 0 6 e 7 7 7 1 5 8 4 4 9 5 5 7 0 5 2 R

g n i d 6 e - e % % % % % % % % % % % % 5 % 1 9 3 2 7 5 5 8 9 6 N 5 0 0 5

7 6 7 1 3 8 4 4 8 5 5 7 0 5 n 2 a m h s e 5 - r % % % % % % % % % % % % 4 % F 3 4 4 3 5 6 5 6 1 6 9 3 0 7 7 7 7 1 3 8 4 4 9 5 5 7 0 5 2 a s l n o l i o M n i O H E m d

s h r L o z Disenrollment Rate at High-Remediation, Low-Remediation, and “Alternate Campuses,” 2004-2008 T d e c l e a l S o t e P S

a e g n e 3. s g d u i y r y l y e d g a Y f l e g l i u a A e i o s n r o n o S B r p b i m

B h B D

P A P e t

o g t

U m r l m m l k s n n s n n a o a u o a S a a a a o o o able C N E S C S L H D S C C L B ‘—” ‡ǣƒŽ›–‹ –—†‹‡•ǡ ”‡•Šƒ”‘ϔ‹ ‹‡ ›ƒ†‡‡†‹ƒ–‹‘ƒ––”›ƒ†‡‡ƒ”ƒ–‡”ǡ͸ͶͶͿǤ T

38 The CSU Crisis and California’s Future Remediation

2% ͹ͶΨ ͻͷΨ 63% 92% 99% 39% ͷͶΨ 99% ͻͶΨ ͸ͷΨ Ͷ͵Ψ 28% 18% 16% 12% 11% ͷʹΨ ͷͶΨ ͸ͶΨ ͷͻΨ frican atino L A merican & A %

7% 9% ͷΨ 7% ͷΨ 1% ͶΨ 8% 0% 21% ͵ͶΨ 17% ͶʹΨ ͳͶΨ ͳͶΨ ͶͲΨ 28% 11% 12% ͳͷΨ 10% nglish E earners L % 0% 9% 8%

ͷͺΨ 87% ͶͲΨ ͸ͷΨ 80% 26% Ͷ͵Ψ ͺͶΨ 80% ͶͻΨ ʹͶΨ 19% 18% ͶͶΨ 10% Ͷ͸Ψ ͷͻΨ ͳͶΨ eals M ree or educed ligible for F E R rice P %

2 3 1 1 7 ͷ 1 1 Ͷ 8 9 7 7 9 7 7 7 8 10 3.3 8.3 API ank R tatewide S ) 1 ) verages 2 verages A A bispo O eeder High bispo ) bispo F an Bernardino) O uis O S L wo uis uis T an L L S ngeles) op ast Bay) A an an T ong Beach) S E an Diego) ngeles) S L ong Beach) S A os L emedial Campus L ast Valley ( chools, 2007-2008 an Diego) emedial Campus bispo ( R S S E os R ark ( O B ( ast Bay) Feeder High School Demographics for Top Two Feeder High Schools for High- and Low-Remediation CSUs, and L an Bernardino) P L E S 4. anch ( ow- eandro ( uis A R L L L Campus & tay rcata (Humboldt) ardena (Dominguez Hills) oosevelt ( edlands olytechnic ( astlake ( ureka (Humboldt) ive High- ogan ( ive remont (Dominguez Hills) an an able F ”˜‹ȋƒ‡”•ϐ‹‡Ž†Ȍ ‹†‰‡˜‹‡™ȋƒ‡”•ϐ‹‡Ž†Ȍ G F L S R Wilson ( Cajon ( R F S Campolindo ( College E A Wilson P O E ƒ—‹•„‹•’‘Šƒ†–™‘Š‹‰Š• Š‘‘Ž•–Šƒ––‹‡†ˆ‘”ʹ†–‘’ˆ‡‡†‡”Š‹‰Š• Š‘‘Žǣƒ’‘Ž‹†‘Ƭ‘ŽŽ‡‰‡ƒ” ƒ—‹•„‹•’‘Šƒ†–™‘Š‹‰Š• Š‘‘Ž•–Šƒ––‹‡†ˆ‘”ʹ†–‘’ˆ‡‡†‡”Š‹‰Š• Š‘‘Žǣƒ’‘Ž‹†‘Ƭ‘ŽŽ‡‰‡ƒ” T “Alternate Campuses,” 2007-08 1 2

39 The CSU Crisis and California’s Future Remediation 10% 10% ͶͷΨ ͷʹΨ ͷͶΨ 33% 87% 3% 2% 7% ͳͶΨ 11% 12% ͶͶΨ 3% 2% 36% Ͷ͸Ψ ͷͻΨ 30% 68% 7 7 9 1 10 10 7.3 verages A onoma) S orthridge) ong Beach) N L ong Beach) onoma) L orthridge) S N B ( Continued L lternate Campuses” 4. A ngeles ( A A mador Valley ( ranada ( wo “ olytechnic ( os able A California ( T Wilson P G L T

40

The CSU Crisis and California’s Future Remediation Average SAT Total SAT Average

1639 1438 1401 1554 1684 1626 1766 1681 1534 1442 1480 1488 1595 1524 1561 1593 1607 1467 1621 1693 1650 1193 1580 1555 1511 1514

Credentials Emergency

0% 0% 1% 3% 0% 2% 0% 0% 4% 0% 8% 0% 2% 4% 1% 3% 5% 2% 1% 2% 1%

25% 15% 10% 14% % Teachers with Teachers % 4.0%

Learners % English Language English %

1% 6% 5% 4% 6% 4% 9% 9% 6% 8% 0% 2% 5% 7% 3% 2% 4%

18% 13% 15% 10% 50% 12% 11% 12% 8.7%

Reduced Price Meals Price Reduced % Eligible for Free or Free for Eligible %

4% 9% 1% 9% 8% 3% 2% 4% 44% 60% 18% 25% 14% 27% 29% 16% 44% 10% 13% 30% 29% 50% 12% 46% 59%

21.9% Statewide API Rank API Statewide 6 4 9 7 7 7 8 8 7 7 7 9 7 3 5 9 4 7 7 10 10 10 10 10 n/a 7.4 Los Alamitos Lakewood Millikan AVERAGE Top 5 Feeder High Schools San Luis Obispo College Park Los Gatos Poway Paso Robles Otay Ranch Eastlake Mira Mesa University City Steele Canyon Eureka Arcata McKinleyville Fortuna Union Berkeley Amador Valley California Roseland Charter Castro Valley Rancho Cotate Wilson Polytechnic

LOW REMEDIATION CAMPUSES Feeder High School Profiles for Campuses with Lowest Remediation Needs (2008) Campus San Luis Obispo San Diego Humboldt Sonoma Long Beach Average SAT Total SAT Average

n/a

1289 1195 1360 1320 1228 1344 1601 1519 1315 1189 1095 1153 1130 1481 1379 1349 1411 1263 1180 1225 1218 1421 1394 1412 1519

Credentials Emergency

7% 5% 1% 3% 5% 1% 1% 1% 9% 8% 0% 5% 7% 2% 3%

32% 23% 14% 13% 13% 13% 19% 33% 17% 14% 9.8%

Learners % English Language English %

7% 3% 1% 8% 9% 5% 28% 39% 28% 34% 41% 17% 42% 28% 47% 12% 14% 14% 23% 21% 40% 28% 37% 17% 15%

21.0%

Reduced Price Meals Price Reduced % Eligible for Free or Free for Eligible %

63% 84% 50% 87% 40% 14% 10% 77% 65% 80% 37% 99% 60% 26% 44% 47% 21% 76% 84% 80% 90% 54% 61% 49% 24%

53.4% Statewide API Rank API Statewide 2 2 3 2 3 8 6 4 1 1 1 1 1 7 5 3 6 2 1 1 1 5 6 4 8 3.36 Rialto Arroyo Valley Fontana AB Miller AVERAGE Top 5 Feeder High Schools Arvin Ridgeview Stockdale Libert Delano Gardena Fremont Junipero Dominguez Inglewood Logan San Leandro Mt. Eden Arroyo Oakland Roosevelt Wilson Garfield Schurr Eagle Rock Cajon Redlands E Valley ‡‘‰”ƒ’Š‹ ƒ† ƒ†‡‹ ‡”ˆ‘”ƒ ‡”‘ϔ‹Ž‡•‘ˆ‘’ ‹˜‡ ‡‡†‡” ‹‰Š Š‘‘Ž•ˆ‘” ‹˜‡•™‹–Š ‹‰Š‡•– 5. A able HIGH REMEDIATION CAMPUSES Feeder High School Profiles for Campuses with Highest Remediation Needs (2008) Campus Bakersfield Dominguez Hills East Bay Los Angeles San Bernardino T Remedial and Five CSUs with Lowest Remedial

41 The CSU Crisis and California’s Future Economic Crisis

ECONOMIC CRISIS AND THE CALIFORNIA STATE PUBLIC UNIVERSITY: THE INSTITUTIONAL, PROFESSIONAL, AND PERSONAL EFFECTS ON FACULTY AND STUDENTS ƒ˜‹†‘›•ǡ›‡‹••‡ǡƒ†Ž‡šƒ†”ƒ ‡”„ƒ•‹

ACKNOWLEDGEMENTS: Š‹••–—†›™ƒ••—’’‘”–‡†„›‰”ƒ–•ˆ”‘–Š‡‹˜‹Ž‹‰Š–•”‘Œ‡ –ƒ†–Š‡ ˆϐ‹ ‡‘ˆ‡•‡ƒ” Šƒ†’‘•‘”‡†”‘Œ‡ –•Ǥ‡™‘—Ž†Ž‹‡–‘–Šƒ ‡”ƒ‡‘•‡ for his support and grant administration as well as Katherine Sohn and Daniele Loprieno for their assistance with the research. EXECUTIVE SUMMARY

Š‹••–—†›ˆ‘ —•‡•—’‘–Š‡™ƒ›•–Šƒ–ˆƒ —Ž–›ƒ†•–—†‡–•Šƒ˜‡„‡‡†‹ˆˆ‡”‡–‹ƒŽŽ›ƒˆ- ˆ‡ –‡†„›–Š‡‡ ‘‘‹  ”‹•‹•ƒ––Š‡ǡƒ†Š‘™–Š‡„—†‰‡– —–•Šƒ˜‡ Šƒ‰‡†–Š‡ ™ƒ›•–Šƒ–‡„‡”•‘ˆ–Š‡ ‘—‹–›’‡” ‡‹˜‡–Š‡ƒŽ‹ˆ‘”‹ƒ’—„Ž‹ —‹˜‡”•‹–›ƒ† its future. The study examines faculty and student respondents on the campus of Cali- fornia State University, Northridge (CSUN) during the spring 2010 academic semester. Methods This investigation documents how CSUN faculty and students have experienced dras- –‹  —–•–‘’—„Ž‹ Š‹‰Š‡”‡†— ƒ–‹‘‹ƒŽ‹ˆ‘”‹ƒǤ—ƒŽ‹–ƒ–‹˜‡ƒ†“—ƒ–‹–ƒ–‹˜‡‡–Š- ods are employed. The qualitative component of the study examines focus group data from sixteen CSUN faculty and seventeen students. Quantitative methods utilize online questionnaires of 128 faculty and 1,120 students. Overall, the study explores ‹••—‡•”‡Žƒ–‡†–‘–Š‡„—†‰‡– —–•‹ Ž—†‹‰ǣˆ”ƒ‹‰‘ˆ–Š‡ ”‹•‹•Ǣ‹•–‹–—–‹‘ƒŽ ‘ϐ‹- dence and engagement in the context of the crisis; resistance strategies in response –‘–Š‡ ”‹•‹•Ǣ’‡” ‡‹˜‡†’”‘ ‡†—”ƒŽŒ—•–‹ ‡‹ƒ‹‰†‡ ‹•‹‘•ƒ„‘—––Š‡„—†‰‡– —–•ǡ ƒ†–Š‡’”‘ˆ‡••‹‘ƒŽƒ†’‡”•‘ƒŽ‹’ƒ –‘ˆ–Š‡„—†‰‡– —–•Ǥ Results Š‡ ”‡•—Ž–• •Š‘™ –Šƒ– –Š‡ „—†‰‡– ”‹•‹• Šƒ• Šƒ† ƒ ’”‘ˆ‘—† ‹’ƒ – ‘ –Š‡ ‡- „‡”• ‘ˆ –Š‡  ‘—‹–›Ǥ ƒ–ƒ ƒƒŽ›•‹• ”‡˜‡ƒŽ• ϐ‹˜‡ ’”‹ƒ”› –Š‡‡• –Šƒ– ƒ”‡ †‹• —••‡†„‡Ž‘™Ǥ The question of procedural justice. ƒ›ˆƒ —Ž–›ƒ†•–—†‡–•ˆ‡Ž––Šƒ––Š‡„—†‰‡– —–•ƒ†‡–‘™‡”‡’‘‘”Ž›’Žƒ‡† with information inadequately disseminated. Many faculty and students arrived on

42 The CSU Crisis and California’s Future Economic Crisis

ƒ’—•ˆ‘”–Š‡ˆƒŽŽʹͲͲͻ•‡‡•–‡”™‹–ŠŽ‹––Ž‡‘™Ž‡†‰‡‘ˆ–Š‡„—†‰‡– —–•ƒ†–Š‡ ’‘Ž‹ ‹‡•–Šƒ–Šƒ†„‡‡‹’Ž‡‡–‡††—”‹‰–Š‡•—‡”‘–Š•ȋ‹’ƒ”–‹ —Žƒ”–Š‡ –™‘Dz Ǧ™‘”†•dzǣ•–—†‡–Dzˆ‡‡ǦŠ‹‡•dzƒ†Dzˆƒ —Ž–›ˆ—”Ž‘—‰Š•dzȌǤ ‘”ƒ›ˆƒ —Ž–›ƒ†•–—- †‡–•ǡ–Š‹•ƒ„‹‰—‹–›”‡‰ƒ”†‹‰†‡ ‹•‹‘Ǧƒ‹‰ƒ„‘—––Š‡„—†‰‡– —–•”ƒ‹•‡†‹••—‡• ‘ˆ’”‘ ‡†—”ƒŽŒ—•–‹ ‡ƒ„‘—–Š‘™–Š‡„—†‰‡– —–•™‡”‡’Žƒ‡†ƒ†‹’Ž‡‡–‡†Ǥ ‘” example, only 6.3% of faculty and 11.2% of students agreed that the CSU Chancellor’s ˆϐ‹ ‡Šƒ†–”‡ƒ–‡†–Š‡™‹–Š”‡•’‡ –ǡƒ†‘Ž›ͳ͹ǤͷΨ‘ˆˆƒ —Ž–›ƒ†ͳ͸Ǥ͵Ψ‘ˆ•–—†‡–• ˆ‡Ž––Š‡•‡‘ˆϐ‹ ‹ƒŽ•Šƒ†„‡‡–”—–Šˆ—ŽǤŠ‡ƒŒ‘”‹–›‘ˆˆƒ —Ž–›ƒ‰”‡‡†–Šƒ––Š‡ ƒ’—•ƒ†‹‹•–”ƒ–‹‘Šƒ†–”‡ƒ–‡†–Š‡”‡•’‡ –ˆ—ŽŽ›ȋͷ͸ǤͷΨȌǡŠ‘‡•–Ž›ȋ͸ͲǤͺΨȌǡ•‡- •‹„Ž›ȋͷͷǤʹΨȌǡƒ†™‹–Š ‘ ‡”ˆ‘”‹†‹˜‹†—ƒŽ”‹‰Š–•ȋ͸ʹǤ͹ΨȌǤ–—†‡–•ǡ‘–Š‡‘–Š‡” hand, were less optimistic regarding the CSUN campus administration, with a smaller •‡–‘ˆ•–—†‡–•„‡Ž‹‡˜‹‰–Šƒ––Š‡›Šƒ†„‡‡–”‡ƒ–‡†™‹–Š”‡•’‡ –ȋʹ͵ǤͺΨȌǡ•‡•‹–‹˜- ‹–›ȋͳͷǤ͹ΨȌǡŠ‘‡•–›ȋʹͷǤͺΨȌǡ•‡•‹„‹Ž‹–›ȋʹʹǤͺΨȌǡƒ† ‘ ‡”ˆ‘”–Š‡‹”‹†‹˜‹†—ƒŽ ”‹‰Š–•ȋʹͶǤͲΨȌǤ –Š‡‹–‡”˜‹‡™•ǡ‘•–ˆƒ —Ž–›ƒ†•–—†‡–•‡š’”‡••‡† ‘•‹†‡”ƒ„Ž‡ ƒ„‹‰—‹–›”‡‰ƒ”†‹‰‘™Ž‡†‰‡‘ˆ–Š‡•’‡ ‹ϐ‹ †‡–ƒ‹Ž•‘ˆ–Š‡ —–•ƒ†Š‘™–Š‡›™‘—Ž† „‡‹’Ž‡‡–‡†Ǥ‹‡ ”‡‰‘”›ǡ1ƒˆ—ŽŽ–‹‡Ž‡ –—”‡”ǡƒ›ˆƒ —Ž–›”‡‡„‡”‡†“a lot of confusion” and “feeling a lot of disappointment.” The neglect of education. ƒ›ˆƒ —Ž–›ƒ†•–—†‡–•’‡” ‡‹˜‡†–Š‡ —–•–‘„‡ƒ’”‘†— –‘ˆƒ‰‡‡”ƒŽ†‹•”‡‰ƒ”† ˆ‘”‡†— ƒ–‹‘Ǥ –Š‡‹–‡”˜‹‡™•‘‡–‡—”‡†ˆƒ —Ž–›‡„‡”ǡƒ”Žǡ‡š’”‡••‡†Š‹••—”- prise at how neglected education is in the United States and his “shock … to see that the state [of California] spends more on prisons than education.” Seventy-seven percent ‘ˆ„‘–Šˆƒ —Ž–›ƒ†•–—†‡–•”‡’‘”–‡†–Šƒ––Š‡„—†‰‡– ”‹•‹•“deserved more me- dia attention.”††‹–‹‘ƒŽŽ›ǡͷͳΨ‘ˆˆƒ —Ž–›ƒ†ͷͺΨ‘ˆ•–—†‡–•„‡Ž‹‡˜‡†–Šƒ––Š‡„—†- ‰‡– —–•Šƒ†•‹‰‹ϐ‹ ƒ–Ž›ƒˆˆ‡ –‡†“CSUN’s reputation,” and 73% of faculty and 76% of students agreed that it had “reduced the quality of education at CSUN.” Š‡ ‹•–‹–—–‹‘ƒŽ ‹’ƒ –Ȅƒ’‘•–”‘’Š‡ǯ† †‡‰”‡‡•ǡ •‡––Ž‹‰ ˆ‘” •Ǥ Š‡  „—†‰‡– —–•ƒŽ•‘Šƒ†•‹‰‹ϐ‹ ƒ–’”‘ˆ‡••‹‘ƒŽƒ†’‡”•‘ƒŽ‹’ƒ –•‘ˆƒ —Ž–›ƒ†•–—†‡–•Ǥ Both faculty and students agreed that the cuts had a negative impact on the institu- tion, and on the quality of education it provided. In the questionnaire data, 97% of ˆƒ —Ž–›ƒ†ͺͻΨ‘ˆ•–—†‡–•ƒ‰”‡‡†–Šƒ––Š‡„—†‰‡– —–•Šƒ†ƒ‡‰ƒ–‹˜‡‹’ƒ –‘ CSUN, and 90% of faculty and 80% of students perceived a decrease in the quality of education at CSUN. In addition, 88% of faculty and 76% of students agreed that they Šƒ†„‡‡’‡”•‘ƒŽŽ›ƒ†ƒ†˜‡”•‡Ž›ƒˆˆ‡ –‡†„›–Š‡„—†‰‡– —–•ǤŠ‡‹’ƒ –™ƒ•ƒ†‡ †‹”‡ –Ž›ƒ’’ƒ”‡–‹–Š‡‹–‡”˜‹‡™•™‹–Šˆƒ —Ž–›Ǥ”‹•–ƒǡƒ–‡—”‡†ˆƒ —Ž–›‡„‡”ǡ†‡- • ”‹„‡†–Š‡„—†‰‡– —–•ƒ†Š‘™–Š‡›Šƒ†”‡•—Ž–‡†‹ƒ’ƒ”ƒ†‘š‹ ƒŽ•‹–—ƒ–‹‘™Š‡”‡ “we are asked to do and have the same results but with less [money].” Victoria, a tenured ˆƒ —Ž–›‡„‡”ǡ™ƒ•–”‘—„Ž‡†„›–Š‡ˆƒ ––Šƒ–•Š‡ˆ‡Ž–•Š‡‡‡†‡†–‘“put an apostro- phe on my students’ diploma … saying, ‘Oh, sorry, you [only] had 90% of this work.’” Š‡Dzƒ’‘•–”‘’Š‡ǯ†dz†‹’Ž‘ƒ™ƒ•‘–Ž‘•–‘•–—†‡–•ǡŽ‹‡ ‡‘”‰‡ǡƒŒ—‹‘”‹‘ ‹‘Ž- ogy, who stated that “you pay more for less.” Keisha, a CSUN senior, also expressed

1 The names of all participants in this study are replaced with pseudonyms.

43 The CSU Crisis and California’s Future Economic Crisis

–Š‡ †‘™•‹†‡ ‘ˆ ”‡†— ‡† Žƒ•• –‹‡ ƒ– Š‡† ™‹–Š –Š‡ †‹ˆϐ‹ —Ž–› ‘ˆ ‰‡––‹‰ Žƒ••‡•ǣ Dz‡ǯ”‡ϔ‹‰Š–‹‰Ž‹‡’‹‰•Ǩǥ‘—‰‘–ƒ–—‹–‹‘”ƒ‹•‡ƒ†›‘—ǯ”‡ϔ‹‰Š–‹‰Ž‹‡ƒ’‹‰–‘‰‡– ‹–‘ Žƒ••‡•Ǩdz The professional and personal impact. Š‡ —–•ƒˆˆ‡ –‡†ˆƒ —Ž–›™‘”Ž‘ƒ†ǡ™‹–ŠͶͺΨ”‡’‘”–‹‰–Š‡›Šƒ†•’‡–‘”‡–‹‡ –Šƒ‡š’‡ –‡†‡‰ƒ‰‹‰‹ Žƒ••’”‡’ƒ”ƒ–‹‘Ǥ‘‰•–—†‡–•ǡ͸ͷΨ‡š’”‡••‡†ƒŽƒ”‰‡” –‹‡‹˜‡•–‡–‹•‡ —”‹‰ϐ‹ƒ ‹ƒŽƒ‹†ǡƒ†ͺͳΨ•’‡–‘”‡–‹‡–”›‹‰–‘‡”‘ŽŽ‹ Žƒ••‡•Ǥ–”‹‹‰Ž›ǡʹͺΨ‘ˆˆƒ —Ž–›ƒ†͵͹Ψ‘ˆ•–—†‡–•”‡’‘”–‡†–Šƒ––Š‡›•’‡–‘”‡ time pursing non-academic interests, and almost one-half of faculty and nearly three- fourths of students found themselves searching for additional sources of income. In –Š‡‹–‡”˜‹‡™•ǡˆƒ —Ž–›ƒ†•–—†‡–•†‡• ”‹„‡†–Š‡’‡”•‘ƒŽ–‘ŽŽ–Šƒ––Š‡„—†‰‡– —–• Šƒ†‘–Š‡‹”Ž‹˜‡•Ǥ‡•’‹–‡–Š‹•ǡˆƒ —Ž–›‡„‡”•Ž‹‡‡‹•‡ƒ‰”‡‡†–Šƒ–“the biggest tragedy about the furlough [and other education cuts] is cheating the students out of an education, because I know I’m not giving them the same.” Affordability, accessibility, and underrepresented students. There was a common perception that traditionally underrepresented students might †‹•’”‘’‘”–‹‘ƒ–‡Ž›•—ˆˆ‡”–Š‡‘•–‡‰ƒ–‹˜‡‡ˆˆ‡ –•Ǥ –Š‡“—‡•–‹‘ƒ‹”‡†ƒ–ƒǡͶͳΨ‘ˆ ˆƒ —Ž–›ƒ†ͷ͵Ψ‘ˆ•–—†‡–•Dz•–”‘‰Ž›ƒ‰”‡‡†dz–Šƒ––Š‡„—†‰‡– —–•Šƒ†“caused more students to be excluded from CSUN.” The student data offers a more nuanced per- •’‡ –‹˜‡ƒ†•—‰‰‡•–•–Šƒ––Š‡†‹•’”‘’‘”–‹‘ƒ–‡„—”†‡•‡‡•–‘Šƒ˜‡ˆƒŽŽ‡‘–Š‡ •Š‘—Ž†‡”•‘ˆ•–—†‡–•‘ˆ ‘Ž‘”ƒ†ϐ‹”•–Ǧ‰‡‡”ƒ–‹‘ ‘ŽŽ‡‰‡•–—†‡–•ǤŠ‡“—ƒŽ‹–ƒ–‹˜‡ †ƒ–ƒ”‡ϐŽ‡ –••‹‹Žƒ” ‘ ‡”•”‡Žƒ–‡†–‘—†‡””‡’”‡•‡–‡†•–—†‡–•Ǥƒ›•–—†‡–• ’”‡†‹ ––Šƒ––Š‡—‹˜‡”•‹–›™‹ŽŽ„‡ ‘‡‘”‡’”‹˜‹Ž‡‰‡†ǡ™Š‹–‡ǡƒ†—’’‡”‘”‹††Ž‡ Žƒ••ǡƒ•ƒ”‡•—Ž–‘ˆ‹ ”‡ƒ•‹‰‡†— ƒ–‹‘ƒŽ ‘•–•Ǥ ƒ —Ž–›‡„‡”•ƒŽ•‘”ƒ‹•‡† ‘- ‡”•ƒ„‘—––Š‡•–—†‡–ˆ‡‡‹ ”‡ƒ•‡•ǡ ”‹–‹ ‹œ‹‰–Š‡•‹œ‡‘ˆ–Š‡‹ ”‡ƒ•‡ƒ•™‡ŽŽƒ•‹–• ‹’Ž‡‡–ƒ–‹‘Ǥ–—†‡–••‡‡‡†–‘„‡‰‡—‹‡Ž›†‹•Š‡ƒ”–‡‡†ƒ†‘˜‡”™Š‡Ž‡†ǡ ƒ†ˆ‡Ž––Šƒ––Š‡ Šƒ‰‡•„”‘—‰Š–ƒ„‘—–„›–Š‡„—†‰‡– ”‹•‹•™‘—Ž†ƒ‡–Š‡—‹˜‡”- •‹–›Ž‡••ƒ ‡••‹„Ž‡ƒ†ƒˆˆ‘”†ƒ„Ž‡ˆ‘”Ž‘™‡”Ǧ‹ ‘‡•–—†‡–•ƒ†•–—†‡–•‘ˆ ‘Ž‘”Ǥ Conclusions In the context of recent changes, faculty and students perceive a larger institutional shift in the CSU system. Faculty and particularly students feel they have relatively lit- –Ž‡ƒ‰‡ ›‹‹•–‹–—–‹‘ƒŽ†‡ ‹•‹‘Ǧƒ‹‰ƒ†—‹˜‡”•‹–›ƒ†‹‹•–”ƒ–‹‘Ǥ ƒ††‹–‹‘ǡ –Š‡›’‡” ‡‹˜‡™ƒ‹‰’—„Ž‹ ƒ™ƒ”‡‡••ƒ†•—’’‘”–‘ˆ–Š‡—‹˜‡”•‹–›–Šƒ– ‘‹ ‹†‡• ™‹–Š–Š‡†‡ Ž‹‡‹ϐ‹ƒ ‹ƒŽ•—’’‘”–ǤŠ‡‹’ƒ –‘–Š‡“—ƒŽ‹–›‘ˆ‡†— ƒ–‹‘ƒ†’”‘- ˆ‡••‹‘ƒŽƒ†’‡”•‘ƒŽŽ‹˜‡•‘ˆ–Š‡ˆƒ —Ž–›ƒ†•–—†‡–•‹•ƒ„—†ƒ–Ž› Ž‡ƒ”Ǥƒ”‰‡” class sizes, fewer course offerings, reduced class meetings, fewer faculty, and fewer •–—†‡–•ƒ‡ˆ‘”ƒ•‘„‡” ƒ’—•‡˜‹”‘‡–ǤŠ‡‹’ƒ –‘˜—Ž‡”ƒ„Ž‡‰”‘—’•ǡ •— Šƒ•ϐ‹”•–Ǧ‰‡‡”ƒ–‹‘•–—†‡–•ǡŽ‘™‡”Ǧ‹ ‘‡•–—†‡–•ǡƒ†•–—†‡–•‘ˆ ‘Ž‘”ǡ‹•‡š- ’‡ –‡†–‘„‡’”‘‘— ‡†Ǥ ‰‡‡”ƒŽǡ•–—†‡–•ƒ†ˆƒ —Ž–›ˆ‡ƒ”–Šƒ––Š‡’—„Ž‹ —‹˜‡”- •‹–›‹ƒŽ‹ˆ‘”‹ƒŠƒ•„‡ ‘‡Ž‡••ƒ ‡••‹„Ž‡ǡŽ‡••ƒˆˆ‘”†ƒ„Ž‡ǡƒ†Ž‡••’—„Ž‹ Ǥ

44 The CSU Crisis and California’s Future Economic Crisis

INTRODUCTION

Š‡’—”’‘•‡‘ˆ–Š‹••–—†›‹•–‘‹˜‡•–‹‰ƒ–‡–Š‡‹’ƒ –‘ˆ–Š‡–™‡–›Ǧϐ‹”•–Ǧ ‡–—”›‡ ‘- ‘‹  ”‹•‹•ƒ––Š‡ƒŽ‹ˆ‘”‹ƒ–ƒ–‡‹˜‡”•‹–›ȋȌ•›•–‡ǡƒ†–Š‡•’‡ ‹ϐ‹ ‡ˆˆ‡ – ‘ˆˆ‡‡‹ ”‡ƒ•‡•ǡˆ—”Ž‘—‰Š•ǡƒ†„—†‰‡–”‡†— –‹‘•‘ˆƒ —Ž–›ƒ†•–—†‡–•ǤŠ‡‰‡- ‡”ƒŽƒ’’”‘ƒ Š‘ˆ–Š‹•‹˜‡•–‹‰ƒ–‹‘‹•–‘‡šƒ‹‡–Š‡„—†‰‡– —–•— Š‹–Š‡•ƒ‡ way that social scientists study natural disasters—how they disrupt everyday activ- ity; distort and invigorate local communities; create strategies for resistance; destroy infrastructure and superstructure; effect commitment to institutions, identities, and ‘—‹–‹‡•Ǣƒ†’”‘†— ‡Š‘’‡ƒ†˜‹•‹‘ˆ‘””‡„—‹Ž†‹‰ƒ†”‡‡™ƒŽǤ Š‡•–—†›ˆ‘ —•‡•—’‘–Š‡ˆ‘ŽŽ‘™‹‰”‡•‡ƒ” Š“—‡•–‹‘•ǣ ‘™ƒ”‡†‹• ”‡–‡•–ƒ‡- Š‘Ž†‡”‰”‘—’•†‹ˆˆ‡”‡–‹ƒŽŽ›ƒˆˆ‡ –‡†„›–Š‡‡ ‘‘‹  ”‹•‹•ƒ––Š‡ǫ ‘™Šƒ˜‡–Š‡ „—†‰‡– —–• Šƒ‰‡†–Š‡™ƒ›•–Šƒ–‡„‡”•‘ˆ–Š‡ ‘—‹–›’‡” ‡‹˜‡–Š‡ƒŽ‹- ˆ‘”‹ƒ’—„Ž‹ —‹˜‡”•‹–›ƒ†‹–•ˆ—–—”‡ǫŠ‹ Š‰”‘—’•ƒ”‡’‡” ‡‹˜‡†–‘„‡‘•–˜—Ž‡”- ƒ„Ž‡ƒ•ƒ”‡•—Ž–‘ˆ–Š‡‡ ‘‘‹  ”‹•‹•ƒ†™Š›ǫ Š‹•‹˜‡•–‹‰ƒ–‹‘†‘ —‡–•Š‘™„‘–Šˆƒ —Ž–›ƒ†•–—†‡–•Šƒ˜‡‹–‡”’”‡–- ‡†ƒ†‡š’‡”‹‡ ‡†–Š‡„—†‰‡– —–•ǢŠ‘™–Š‡›Šƒ˜‡’‡” ‡‹˜‡†ˆƒ‹”‡••ƒ†Œ—•–‹ ‡ ‹ƒ‹‰†‡ ‹•‹‘•ƒ„‘—––Š‡ —–•Ǣƒ†Š‘™–Š‡›Šƒ˜‡„‡‡ƒˆˆ‡ –‡†„›–Š‡ —–•‘ institutional, professional, and personal levels. Overall, the results of the investigation •—‰‰‡•––Šƒ––Š‡‡ˆˆ‡ –•‘ˆ–Š‡„—†‰‡– ”‹•‹•ƒ–Šƒ˜‡Šƒ†ƒ’”‘ˆ‘—†‹’ƒ –‘ –Š‡ ƒ’—• ‘—‹–›ǡ™Š‹ ŠŠƒ•‘–‘Ž›„‡‡ϐ‹ƒ ‹ƒŽŽ›ƒˆˆ‡ –‡†ǡ„—–™Š‹ ŠƒŽ•‘ Šƒ•‡š’‡”‹‡ ‡†ƒ ”‹•‹•‘ˆ ‘ϐ‹†‡ ‡‹–Š‡ƒŽ‹ˆ‘”‹ƒ’—„Ž‹ —‹˜‡”•‹–›ǡ™Š‹ Š‹••‡‡ ƒ•„‡ ‘‹‰Ž‡••ƒ ‡••‹„Ž‡ǡŽ‡••ƒˆˆ‘”†ƒ„Ž‡ǡƒ†‘ˆŽ‘™‡”“—ƒŽ‹–›Ǥ THE RESEARCH SITE: CALIFORNIA STATE UNIVERSITY, NORTHRIDGE

The institutional context for this study is the campus of California State University, ‘”–Š”‹†‰‡ȋȌǤ•–ƒ„Ž‹•Š‡†‹ͳͻͷͺǡ‹•–Š‡–Š‹”†Žƒ”‰‡•–‘ˆ–Š‡ ƒ- puses, is the fourth-largest university in California, and is located in Southern Califor- ‹ƒ‹–Š‡ƒ ‡”ƒ†‘ƒŽŽ‡›ǡƒŽƒ”‰‡•—„—”„ƒƒ”‡ƒ–Šƒ–‹•‰‡‘‰”ƒ’Š‹ ƒŽŽ›Ž‘ ƒ–‡† †‹”‡ –Ž›ƒ†Œƒ ‡––‘„—–‘”–Š‘ˆ–Š‡‘•‰‡Ž‡•ƒ•‹Ǥ‡’Ž‘›•ƒ’’”‘š‹ƒ–‡Ž› 1,600 faculty, maintains an enrollment of approximately 36,000 students, and each year awards more California teaching credentials than all of the other CSU campuses ‘„‹‡†Ǥ‹•‘–‡†ˆ‘”„‡‹‰•‡ ‘†‹–Š‡‹–‡†–ƒ–‡•‹ƒ™ƒ”†‹‰„ƒ Š‡Ž‘”ǯ• degrees to Hispanic students, a large and often underrepresented population in the southwestern United States. ƒŽ‹ˆ‘”‹ƒǡ‹ƒ‡ˆˆ‘”––‘”‡†— ‡–Š‡•–ƒ–‡†‡ϐ‹ ‹–ǡ”‡†— ‡†–Š‡‘˜‡”ƒŽŽ‘’‡”ƒ–‹‰„—†‰‡– ‘ˆ–Š‡„›̈́ͳ„‹ŽŽ‹‘‘˜‡”–Š‡ʹͲͲͺǦʹͲͳͲϐ‹• ƒŽ›‡ƒ”•Ǥ‘ˆϐ‹ ‹ƒŽ•”‡•’‘†‡†„› ’—––‹‰–Š‡ˆ‘ŽŽ‘™‹‰ƒ‡Ž‹‘”ƒ–‹˜‡‡ Šƒ‹••‹’Žƒ ‡ǣ 1. Reduced the overall state allocation to the general funds of the CSU campuses

45 The CSU Crisis and California’s Future Economic Crisis

ʹǤ  ”‡ƒ•‡†•–—†‡–ˆ‡‡•ȋ™Š‹ Šǡˆ‘”ƒŽ‹ˆ‘”‹ƒ”‡•‹†‡–•ǡ‹ ”‡ƒ•‡†„›‘˜‡”͵ͲΨ †—”‹‰ʹͲͲͺǦʹͲͳͲǡƒ†„›ʹͳͲΨ•‹ ‡ʹͲͲʹȌ 3. Instituted two-day per month, mandatory employee furloughs for campus faculty and staff, the equivalent of a 10% reduction in income ͶǤ‹‹–‡†‡”‘ŽŽ‡–ˆ‘”‹ ‘‹‰ˆ”‡•Šƒ•–—†‡–•ǡ Šƒ‡Ž‹‰ƒ›‘ˆ them into the California Community College (CCC) general education pipeline ͷǤ  ”‡ƒ•‡†–Š‡–‹‡Ǧ–‘Ǧ‰”ƒ†—ƒ–‹‘ˆ‘”•–—†‡–•ƒ†ˆ‘” ‹„Ž›‰”ƒ†—ƒ–‡†Ž‘‰Ǧ–‹‡ “super seniors” ͸Ǥ‡†— ‡†ƒ ‡••–‘ϐ‹ƒ ‹ƒŽƒ‹† ͹Ǥ‡†— ‡†–Š‡—„‡”‘ˆˆƒ —Ž–›ȋ‘•–Ž›’ƒ”–Ǧ–‹‡Ž‡ –—”‡”•Ȍ 8. Increased class sizes and overall faculty-student ratios – ǡ –Š‡ ƒ’—• „—†‰‡– ”‡†— –‹‘ ™ƒ• ‡“—‹˜ƒŽ‡– –‘ ʹͶΨ ‘ˆ –Š‡  „ƒ•‡ ‘’‡”ƒ–‹‰„—†‰‡–Ǥ LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK

‘”†‡ ƒ†‡•ǡ’‘Ž‹ ›ƒ‡”•ƒ†ƒ ƒ†‡‹ •Šƒ˜‡‡‰ƒ‰‡†‹†‡„ƒ–‡•ƒ„‘—––Š‡†‡ Ž‹- ‹‰•–ƒ–‡‘ˆ’—„Ž‹ ‡†— ƒ–‹‘‹–Š‡‹–‡†–ƒ–‡•ǡƒ†™Šƒ–•‘‡Šƒ˜‡’‡” ‡‹˜‡†ƒ•–Š‡ growing crisis in the American university. Some have contested the growing privatiza- –‹‘ȋƒŽŠ‘—ʹͲͲͻǢ —ˆˆʹͲͲ͸Ǣƒ•Š„—”ʹͲͲͷȌ‘ˆ–Š‡’—„Ž‹ —‹˜‡”•‹–›ǡ™Š‹Ž‡‘–Š‡”• Šƒ˜‡“—‡•–‹‘‡††‡ Ž‹‹‰•–ƒ†ƒ”†•ȋ‡ƒ†‹‰•ͳͻͻ͸Ȍǡ–Š‡ƒ––ƒ •‘–Š‡–‡—”‡•›•- –‡ȋ‘‘†ͳͻͻͺȌǡƒ†–Š‡‡‡”‰‡ ‡‘ˆ–Š‡Dz‘Ž‹‡—‹˜‡”•‹–›dzȋ ƒ”„‡”ͳͻͻͺȌǤ–‹–• „”‘ƒ†‡•–Ž‡˜‡Žǡ–Š‡‘˜‡”ƒŽŽ‹••‹‘‘ˆ–Š‡’—„Ž‹ —‹˜‡”•‹–›Šƒ•„‡‡“—‡•–‹‘‡†ǡƒ† ƒ›Šƒ˜‡•‡‡–Š‡ˆƒ‹Ž—”‡–‘ƒ†‡“—ƒ–‡Ž›ˆ—†’—„Ž‹ Š‹‰Š‡”‡†— ƒ–‹‘‹–Š‡‹–‡† States as an indication that a paradigm shift in American education is underway (Cole 2010; Readings 1996). Some investigations into the political economy of education Šƒ˜‡ƒ”‰—‡†–Šƒ–ƒ Šƒ‰‡‹ϐ‹ƒ ‹ƒŽ•—’’‘”–ˆ‘”Š‹‰Š‡”‡†— ƒ–‹‘—†‡”Ž‹‡•ƒ›‘ˆ –Š‡•‡ Šƒ‰‡•ȋ‘‡”ͳͻͻͷȌƒ†Šƒ••‡”˜‡†–‘„”‹‰–Š‹•’ƒ”ƒ†‹‰•Š‹ˆ–‹Š‹‰Š‡” education into a sharper focus, and even to foment a “new normal” for the university ȋ ‘‡•ƒ†‡ŽŽƒʹͲͳͲȌǤ”‹‘””‡•‡ƒ” Š‹–Š‡‘”‰ƒ‹œƒ–‹‘ƒŽŽ‹–‡”ƒ–—”‡Šƒ••—‰- ‰‡•–‡†–Šƒ––Š‡•‡‹†•‘ˆ Šƒ‰‡• ƒ„‡’”‘ˆ‘—†ǡ‹’ƒ –‹‰–Š‡†‡‰”‡‡‘ˆƒ‹†‹- ˜‹†—ƒŽǯ•‹•–‹–—–‹‘ƒŽ‹†‡–‹ϐ‹ ƒ–‹‘ȋ —ŽŽ‡”ǡ‡–ƒŽʹͲͲ͸Ȍǡ•ƒ–‹•ˆƒ –‹‘ȋ˜ƒ‹ ʹͲͲ͹Ȍǡ and commitment (Meyer et al. 1991; Meyer et al. 1993). ‘”‡‘˜‡”ǡƒ•–Š‡‹’ƒ –‘ˆ–Š‡ϐ‹ƒ ‹ƒŽ ”‹•‹•ƒ†‡ ‘‘‹ ”‡ ‡••‹‘‘ ‘ŽŽ‡‰‡• ƒ†—‹˜‡”•‹–‹‡•„‡ ‘‡•‡˜‹†‡–ǡ ‘ ‡”•ƒ„‘—––Š‡•’‡ ‹ϐ‹ ‡ˆˆ‡ –‘ˆ”‡ ‡– —–•‘ —†‡””‡’”‡•‡–‡†•–—†‡–•ƒ”‡‡‡”‰‹‰Ǥˆ’ƒ”–‹ —Žƒ” ‘ ‡”ƒ”‡„—†‰‡– —–•ƒ– minority-serving institutions, which have resulted in declining enrollments, faculty Žƒ›‘ˆˆ•ǡƒ†’”‘‰”ƒ‡Ž‹‹ƒ–‹‘•ȋ ƒŽ—•œƒʹͲͲͺǢ ‡”ƒ†‡œʹͲͳͲȌǤ‘„‹‡†™‹–Š †‡ Ž‹‹‰ƒ ‡••–‘ϐ‹ƒ ‹ƒŽ ”‡†‹–ƒ†ϐ‹ƒ ‹ƒŽƒ‹†•—’’‘”–ƒ•™‡ŽŽƒ•ˆ‡™‡”Œ‘„•–‘

46 The CSU Crisis and California’s Future Economic Crisis

ϐ‹ŽŽ–Š‡ϐ‹ƒ ‹ƒŽƒ‹†‰ƒ’ȋ ƒŽ—•œƒʹͲͲͺȌǡ‹‘”‹–›•–—†‡–•ƒ”‡‡š’‡ –‡†–‘„‡ƒ”ƒ disproportionate share of the pain. Further, new plans for increasing revenue, such as ‡”‡Ž‡›ǯ•’Žƒ–‘‹ ”‡ƒ•‡–Š‡—„‡”‘ˆ‘—–Ǧ‘ˆǦ•–ƒ–‡ƒ†‹–‡”ƒ–‹‘ƒŽ•–—†‡–•™Š‘ pay nonresident tuition, are projected to impact minority and low-income students ™Š‘–‡†–‘„‡ ‘ ‡–”ƒ–‡†‡ƒ”–Š‡ —–Ǧ‘ˆˆ’‘‹–ˆ‘”ƒ†‹••‹‘ȋ‡ŽŽ‡”ʹͲͲͻȌǤ There is a long history of studying variation in educational achievement (see Kao ƒ†Š‘’•‘ʹͲͲ͵ˆ‘”ƒ‡š ‡ŽŽ‡–”‡˜‹‡™Ȍǡƒ†‘‡‘ˆ–Š‡‡›ƒ”‡ƒ•‘ˆ ‘ ‡” ˆ‘”•‘ ‹ƒŽ• ‹‡–‹•–•Šƒ•„‡‡–Š‡†‹•’ƒ”‹–›‹‡†— ƒ–‹‘ƒŽƒ––ƒ‹‡–„‡–™‡‡‡–Š- ‹ ‰”‘—’•Ǥ‘”„›ƒ”‡ȋʹͲͲʹȌ‹†‹ ƒ–‡•–Šƒ–‹‘”‹–‹‡•ƒ”‡‘”‡Ž‹‡Ž›–‘ƒ––‡† –™‘Ǧ›‡ƒ” ‘ŽŽ‡‰‡•–Šƒ™Š‹–‡•Ǥ–—†‡–•™Š‘ƒ––‡† ‘—‹–› ‘ŽŽ‡‰‡•ȋ„—–†‘‘– ‘–‹—‡‘–‘ƒ„ƒ Š‡Ž‘”ǯ•†‡‰”‡‡Ȍ–‡†–‘Šƒ˜‡’‘‘”‡”‘—– ‘‡•–Šƒ•–—†‡–•ƒ– ‘–Š‡”’‘•–Ǧ•‡ ‘†ƒ”›• Š‘‘Ž•ȋ”‹–ƒ†ƒ”ƒ„‡ŽͳͻͺͻǢ‘—‰Š‡”–›ͳͻͻͶȌǤ‹‘”‹–‹‡• ƒ”‡ƒŽ•‘•‘‡™Šƒ–‘”‡Ž‹‡Ž›–‘ƒ––‡†• Š‘‘Ž’ƒ”––‹‡ȋ—„‡”‰‡”ͳͻͺʹȌǡ™Š‹ Š ’Žƒ ‡•ˆ—”–Š‡”•–”‡••‘–Š‡•–—†‡–ƒ†”‡†— ‡•–Š‡Ž‹‡Ž‹Š‘‘†‘ˆ‰”ƒ†—ƒ–‹‘Ǥ ™‘‘ˆ–Š‡„‡•–’”‡†‹ –‘”•‘ˆ‡†— ƒ–‹‘ƒŽƒ Š‹‡˜‡‡–ƒ”‡’ƒ”‡–ƒŽ‡†— ƒ–‹‘ƒ† ˆƒ‹Ž›‹ ‘‡ȋƒ‘ƒ†Š‘’•‘ʹͲͲ͵ȌǤƒ”‡–ƒŽŠ‡Ž’•‡š’Žƒ‹ƒ•—„•–ƒ–‹ƒŽ portion of variation in the educational outcome of youth. High-SES students are more Ž‹‡Ž›–‘ϐ‹‹•ŠŠ‹‰Š• Š‘‘Žȋ—„‡”‰‡”ͳͻͻͷȌƒ† ‘ŽŽ‡‰‡ȋƒ„—”ͳͻͻͲȌǤŠ‘•‡ •–—†‡–•™Š‘•‡’ƒ”‡–•Šƒ†Š‹‰Š‡”‡†— ƒ–‹‘ƒŽŽ‡˜‡Ž•ƒ”‡‘”‡Ž‹‡Ž›–‘ƒ––‡†ƒ† ‰”ƒ†—ƒ–‡ˆ”‘ ‘ŽŽ‡‰‡ǤŠ‹••—‰‰‡•–•–Šƒ–ϐ‹”•–Ǧ‰‡‡”ƒ–‹‘ ‘ŽŽ‡‰‡ƒ––‡†‡‡•Šƒ˜‡ƒ ‘”‡†‹ˆϐ‹ —Ž––‹‡ ‘’Ž‡–‹‰–Š‡‹”†‡‰”‡‡Ǥ The current crisis follows a decades-long increase in educational inequalities. In a review of research on college access and persistence from the 1960s through the ͳͻͻͲ•ǡƒ‡”ƒ†±Ž‡œȋͳͻͻ͸Ȍ•Š‘™Š‘™–Š‡ ‘ŽŽ‡‰‡’ƒ”–‹ ‹’ƒ–‹‘”ƒ–‡ˆ‘”™Š‹–‡•ƒ† ‘Ǧ™Š‹–‡•„”‹‡ϐŽ›ƒ””‘™‡†‹–Š‡ͳͻ͹Ͳ•‘Ž›–‘”‡–—”–‘ͳͻ͸Ͳ•ǦŽ‡˜‡Ž†‹•’ƒ”‹–‹‡• „›–Š‡ͳͻͺͲ•ƒ†ͻͲ•Ǥ–ƒ”–‹‰‹–Š‡ͳͻͺͲ•ǡ ‘ŽŽ‡‰‡ƒ ‡••ˆ‘”–Š‡‘ǦƒˆϐŽ—‡–™ƒ• ‹ ”‡ƒ•‹‰Ž›”‡•–”‹ –‡††—‡–‘ƒ ‘„‹ƒ–‹‘‘ˆ‹ ”‡ƒ•‹‰–—‹–‹‘ƒ†ˆ‡‡•ǡ†‡ ”‡ƒ•‡• ‹‡‡†•Ǧ„ƒ•‡†ϐ‹ƒ ‹ƒŽƒ‹†ǡƒ†‰”‘™‹‰‹‡“—ƒŽ‹–›‹ˆƒ‹Ž›‹ ‘‡•ȋ ƒ˜‡ƒƒ† Smeeding 2006). Hauser (1992) argued that the strongest determinant in the decline ‹–Š‡ ‘ŽŽ‡‰‡‡–”ƒ ‡‘ˆˆ”‹ ƒ‡”‹ ƒ•™ƒ•ƒ”‡Žƒ–‹˜‡†‡ ”‡ƒ•‡‹ϐ‹ƒ ‹ƒŽƒ‹†Ǥ ƒ–‹‘•ˆƒ ‡†•‹‹Žƒ”’”‘„Ž‡•ǡŠ‘™‡˜‡”Ǣ•‹ ‡–Š‡›™‡”‡‘”‡Ž‹‡Ž›–‘‡”‘ŽŽ‹–™‘Ǧ ›‡ƒ” ‘ŽŽ‡‰‡•ǡ–Š‡›ƒŽ•‘ ‘ˆ”‘–‡††‹ˆϐ‹ —Ž–‹‡•‹–”ƒ•ˆ‡””‹‰–‘ˆ‘—”Ǧ›‡ƒ” ‘ŽŽ‡‰‡• ȋƒ‡”ƒ†±Ž‡œͳͻͻ͸ȌǤ ƒ††‹–‹‘ǡ–Š‡’ƒ••ƒ‰‡‘ˆ”‘’‘•‹–‹‘ʹͲͻ‹ͳͻͻͺƒ†–Š‡ •—„•‡“—‡–‡Ž‹‹ƒ–‹‘‘ˆƒˆϐ‹”ƒ–‹˜‡ƒ –‹‘‹ ‘ŽŽ‡‰‡ƒ†‹••‹‘•‹ƒŽ‹ˆ‘”‹ƒ”‡- •—Ž–‡†‹ƒ͵ͲǦͷͲΨ†‡ Ž‹‡‹„Žƒ ƒ† ‹•’ƒ‹ •–—†‡–•ƒ––Š‡‡Ž‹–‡’—„Ž‹ —‹˜‡”•‹- –‹‡•ǡƒŽ–Š‘—‰Š–Š‡‡ˆˆ‡ –•‘ˆƒˆϐ‹”ƒ–‹˜‡ƒ –‹‘ƒ›Šƒ˜‡„‡‡Žƒ”‰‡Ž› ‘ϐ‹‡†–‘–Š‡ ‘•–•‡Ž‡ –‹˜‡ʹͲΨ‘ˆ—‹˜‡”•‹–‹‡•ȋƒ”†ƒ†”—‡‰‡”ʹͲͲͷǢƒ‡ͳͻͻͺȌǤ ƒ††‹–‹‘–‘”ƒ ‡Ǧ‡–Š‹ ‹–›ƒ†‘”‹ ‘‡ǡ”‡•‡ƒ” ŠŠƒ•ƒŽ•‘ˆ‘—†–Šƒ–ϐ‹”•–Ǧ ‰‡‡”ƒ–‹‘•–—†‡–•ƒ”‡ƒ–‹ ”‡ƒ•‡†”‹•‘ˆŽ‡ƒ˜‹‰ ‘ŽŽ‡‰‡Ǥ•‹‰ƒƒ–‹‘ƒŽ†ƒ–ƒ•‡–ǡ ‘Šϐ‹ƒ†ƒ—Ž•‡ȋʹͲͲͷȌˆ‘—†ϐ‹”•–‰‡‡”ƒ–‹‘•–—†‡–•ƒ‘‰ ‹•’ƒ‹ •ǡŽ‘™‡”Ǧ ‹ ‘‡•–—†‡–•ǡƒ†™‘‡ƒ†™‡”‡Ž‡••Ž‹‡Ž›–‘’‡”•‹•––Šƒ–Š‡‹” ‘–‹—‹‰Ǧ

47 The CSU Crisis and California’s Future Economic Crisis

generation student counterparts. Similar to previous research, they also found that Š‹‰Š‡”‹ ‘‡ƒ†ϐ‹ƒ ‹ƒŽƒ‹†•—’’‘”–ǡƒ‘‰‘–Š‡”ˆƒ –‘”•ǡ™‡”‡’‘•‹–‹˜‡Ž› ‘””‡- Žƒ–‡†™‹–Š’‡”•‹•–‡ ‡ˆ‘”ϐ‹”•–Ǧ‰‡‡”ƒ–‹‘•–—†‡–•Ǥ METHODOLOGY

Both qualitative and quantitative methods were employed in this study to examine the CSUN campus community. All of the data for this study was collected during the spring 2010 academic semester. Qualitative Methods The qualitative component of the study sought to inductively explore a series of is- •—‡• ”‡Žƒ–‡† –‘ –Š‡ „—†‰‡– —–• ‹ Ž—†‹‰ ˆ”ƒ‹‰ ƒ† •‡•‡Ǧƒ‹‰ ‘ˆ –Š‡ ”‹•‹•Ǣ ‹•–‹–—–‹‘ƒŽ ‘ϐ‹†‡ ‡ǡ ‘‹–‡–ǡƒ†‡‰ƒ‰‡‡–‹–Š‡ ‘–‡š–‘ˆ–Š‡ ”‹•‹•Ǣ and coping and resistance strategies in response to the crisis. Focus group interviews were conducted with CSUN faculty and students. The interviews included questions ƒ„‘—–™Š‡”‡’ƒ”–‹ ‹’ƒ–•”‡ ‡‹˜‡†‹ˆ‘”ƒ–‹‘ƒ„‘—––Š‡„—†‰‡– —–•ƒ†™Šƒ––Š‡› Ž‡ƒ”‡†ǡ™Šƒ––Š‡›•ƒ™ƒ•–Š‡ ƒ—•‡•‘ˆ–Š‡„—†‰‡– —–•ǡŠ‘™–Š‡„—†‰‡– —–•ƒˆˆ‡ –‡† –Š‡‹”™‘”‘”•–—†‹‡•ǡŠ‘™–Š‡„—†‰‡– —–•ƒˆˆ‡ –‡†–Š‡—‹˜‡”•‹–›ǡ™Šƒ––Š‡‹””‡ƒ - –‹‘•ƒ†”‡•’‘•‡•–‘–Š‡„—†‰‡– —–•™‡”‡ǡƒ†™Šƒ––Š‡›•ƒ™ƒ•’‘–‡–‹ƒŽ•‘Ž—- –‹‘•–‘–Š‡„—†‰‡– —–•Ǥ‹š–‡‡ˆƒ —Ž–›‡„‡”•ƒ†•‡˜‡–‡‡•–—†‡–• participated in the focus groups. The students were diverse in terms of gender and ”ƒ ‡Ǧ‡–Š‹ ‹–›„—–™‡”‡•‡™‡†–‘™ƒ”†—’’‡”Ǧ Žƒ•••–ƒ†‹‰Ǥ‘‰–Š‡•–—†‡–•ǡ –‡™‡”‡™‘‡ǡ•‡˜‡™‡”‡‡ǡ•‡˜‡™‡”‡„Žƒ ǡˆ‘—”™‡”‡•‹ƒǡ–Š”‡‡™‡”‡ Hispanic, and three were white. Most students were of upper-class standing, and in- cluded nine seniors, four juniors, two sophomores, one freshman, and one graduate •–—†‡–ǤŠ‡ˆƒ —Ž–›™‡”‡†‹˜‡”•‡‹–‡”•‘ˆ‰‡†‡”ƒ†”ƒ„—–™‡”‡’”‹ƒ”‹Ž› ™Š‹–‡ǡ™Š‹ Š”‡ϐŽ‡ –•–Š‡ ‘’‘•‹–‹‘‘ˆ–Š‡ˆƒ —Ž–›‘”‡„”‘ƒ†Ž›Ǥ‘‰–Š‡ˆƒ —Ž–›ǡ eight were men, eight were women, eleven were white, two were Hispanic, two were „Žƒ ǡƒ†‘‡™ƒ•‡”‹ ƒ †‹ƒǤ –‡”•‘ˆˆƒ —Ž–›”ƒǡ–Š‡”‡ƒ”‡•‡˜‡ˆ—ŽŽ professors, three associate professors, three assistant professors, and three lecturers. Š‡ˆ‘ —•‰”‘—’‹–‡”˜‹‡™•™‡”‡ ‘’‘•‡†‘ˆϐ‹˜‡–‘‡‹‰Š–”‡•’‘†‡–•ǡŽƒ•–‡†‘‡ ƒ†‘‡ŠƒŽˆŠ‘—”•ǡƒ†™‡”‡ƒ—†‹‘Ǧ”‡ ‘”†‡†ǡ–”ƒ• ”‹„‡†ǡƒ†ƒƒŽ›œ‡†ˆ‘” ‘‘ thematic elements. Quantitative Methods Quantitative methods utilized online questionnaires of the campus populations and ‡š’Ž‘”‡†–Š‡‹–‡””‡Žƒ–‹‘•Š‹’•‘ˆƒ—„‡”‘ˆ ‘ ‡’–—ƒŽˆƒ –‘”•ǤŠ‡•‡ˆƒ –‘”•‹- cluded perceived institutional support from the university, commitment to the uni- ˜‡”•‹–›ǡ‹†‡–‹ϐ‹ ƒ–‹‘™‹–Š–Š‡—‹˜‡”•‹–›ǡ’‡” ‡‹˜‡†’”‘ ‡†—”ƒŽŒ—•–‹ ‡‹ƒ‹‰†‡- ‹•‹‘•ƒ„‘—––Š‡„—†‰‡– —–•ǡ–Š‡’”‡•–‹‰‡‘ˆ–Š‡—‹˜‡”•‹–›ǡƒ†•ƒ–‹•ˆƒ –‹‘™‹–Š–Š‡ —‹˜‡”•‹–›Ǥ ƒ††‹–‹‘ǡ”‡•’‘†‡–•ƒŽ•‘™‡”‡ƒ•‡†–‘†‡• ”‹„‡•‘‡‘ˆ–Š‡•’‡ ‹ϐ‹ 

48 The CSU Crisis and California’s Future Economic Crisis

™ƒ›•–Šƒ––Š‡›™‡”‡ƒˆˆ‡ –‡†„›–Š‡„—†‰‡– —–•ǡ„‘–Š’”‘ˆ‡••‹‘ƒŽŽ›ƒ†’‡”•‘ƒŽŽ›Ǥ Statistical imputation was used in order to replace missing values for items used to create composite measures. –‘–ƒŽǡͳʹͺ‡„‡”•‘ˆ–Š‡ˆƒ —Ž–›ƒ†ͳǡͳʹͲ•–—†‡–• ‘’Ž‡–‡†–Š‡ ‘Ž‹‡“—‡•–‹‘ƒ‹”‡ǤŠ‡•ƒ’Ž‡‹ Ž—†‡•ƒ„”‘ƒ†ƒ†‰‡‡”ƒŽŽ›”‡’”‡•‡–ƒ–‹˜‡•ƒ- ple of the CSUN community. Because the questionnaire was completed online through –Š‡ˆϐ‹ ‡‘ˆ •–‹–—–‹‘ƒŽ‡•‡ƒ” Šǡ‹–‹•†‹ˆϐ‹ —Ž––‘‰‡–ƒ Ž‡ƒ”‡•–‹ƒ–‹‘‘ˆ response rates. Although the response rates received for the administration of the “—‡•–‹‘ƒ‹”‡•ƒ”‡ ‘•‹•–‡–™‹–Š–Š‘•‡–›’‹ ƒŽŽ›”‡ ‡‹˜‡†„›–Š‡‹•–‹–—–‹‘‹–Š‡ ƒ†‹‹•–”ƒ–‹‘‘ˆ‘Ž‹‡“—‡•–‹‘ƒ‹”‡•ǡ‹–‹•Ž‹‡Ž›–Šƒ–•‘‡•ƒ’Ž‹‰„‹ƒ•‡š‹•–•ǡ ’ƒ”–‹ —Žƒ”Ž›–Šƒ–”‡Žƒ–‡†–‘–Š‡Žƒ ‘ˆ‘Ž‹‡ƒ ‡••‹„‹Ž‹–›‘ˆ•‘‡‡„‡”•‘ˆ–Š‡  ‘—‹–›ǤŠ‡‘˜‡”ƒŽŽ†‡‘‰”ƒ’Š‹ „”‡ƒ†‘™‘ˆ–Š‡‘Ž‹‡“—‡•–‹‘ƒ‹”‡ •ƒ’Ž‡‹•’”‡•‡–‡†‹–Š‡ƒ„Ž‡ͳǤ Table 1: Demographics of Online Questionnaire Sample

The demographics of the study sample differ in several ways from those reported for ˆƒŽŽ‘ˆʹͲͲͻ„›–Š‡‹˜‡”•‹–›ǯ•ˆϐ‹ ‡‘ˆ •–‹–—–‹‘ƒŽ‡•‡ƒ” ŠǤ ‹”•–ǡ–‡—”‡Ǧ –”ƒ  ˆƒ —Ž–› ‡„‡”• ƒ”‡ ‘’ƒ”ƒ–‹˜‡Ž› ‘˜‡”Ǧ•ƒ’Ž‡†Ǥ ‡ ‘†ǡ ƒ‘‰ •–—†‡–•ǡ freshman are comparatively undersampled and graduate students oversampled. Fi- ƒŽŽ›ǡƒ‘‰•–—†‡–•ǡˆ”‹ ƒ‡”‹ ƒ•ƒ”‡‘˜‡”•ƒ’Ž‡†ǡ–Š‘—‰Š–Š‹•‹•’”‘„ƒ„Ž› ‡š’Žƒ‹‡†„›–Š‡ˆƒ ––Šƒ–ƒ›•–—†‡–•‹†‡–‹ˆ›ƒ•Dz‘–Š‡”dzȋ™Š‹ Š‹•ƒ— ŠŽƒ”‰‡” ƒ–‡‰‘”›‹–Š‡†ƒ–ƒȌ‹–Š‡‘”‡‹ϐŽ‡š‹„Ž‡†‡‘‰”ƒ’Š‹ •›•–‡Ǥ

49 The CSU Crisis and California’s Future Economic Crisis

RESULTS

Š‡ ”‡•—Ž–• ˆ”‘ „‘–Š –Š‡ “—ƒŽ‹–ƒ–‹˜‡ ƒ† “—ƒ–‹–ƒ–‹˜‡ †ƒ–ƒ ƒ”‡ ‘”‰ƒ‹œ‡† „‡Ž‘™ ƒ”‘—†ϐ‹˜‡–Š‡‡•–Šƒ–‡‡”‰‡††—”‹‰–Š‡†ƒ–ƒƒƒŽ›•‹•Ǥ –Š‡ϐ‹”•–•‡ –‹‘ǡˆƒ —Ž–› ƒ†•–—†‡–•†‡• ”‹„‡–Š‡‹”‡š’‡”‹‡ ‡•™‹–Š–Š‡‹’Ž‡‡–ƒ–‹‘‘ˆ–Š‡„—†‰‡– —–• and their perceptions of fairness and procedural justice in their execution. The sec- ond section examines the growing perception among faculty and students that educa- –‹‘‹•„‡ ‘‹‰•›•–‡ƒ–‹ ƒŽŽ›‡‰Ž‡ –‡†ƒ•ƒ ‡–”ƒŽ ‘ ‡”‹ƒŽ‹ˆ‘”‹ƒǤŠ‡–Š‹”† ƒ†ˆ‘—”–Š•‡ –‹‘•†‡• ”‹„‡–Š‡”‡•’‡ –‹˜‡’”‘ˆ‡••‹‘ƒŽƒ†’‡”•‘ƒŽ‹’ƒ –•‘ˆ–Š‡ „—†‰‡– ”‹•‹•ƒ–‘„‘–Šˆƒ —Ž–›ƒ†•–—†‡–•ǤŠ‡ϐ‹ƒŽ•‡ –‹‘Š‹‰ŠŽ‹‰Š–•–Š‡‡ˆ- ˆ‡ –•‘ˆ–Š‡„—†‰‡– —–•‘™Šƒ–ˆƒ —Ž–›ƒ†•–—†‡–•„‘–Š‹†‡–‹ˆ›ƒ•‘‡‘ˆ–Š‡‘”‡ ˜—Ž‡”ƒ„Ž‡’‘’—Žƒ–‹‘•Ȅ–Š‡–”ƒ†‹–‹‘ƒŽŽ›—†‡”Ǧ”‡’”‡•‡–‡†•–—†‡–Ǥ ‡”‡™‡ƒŽ•‘ ƒ––‡’––‘’”‘˜‹†‡ƒ„”‘ƒ†‘˜‡”˜‹‡™‘ˆ–Š‡•–—†›ƒ†•‘‡‘ˆ–Š‡‡›ϐ‹†‹‰•ˆ”‘ „‘–Š–Š‡“—ƒŽ‹–ƒ–‹˜‡ƒ†“—ƒ–‹–ƒ–‹˜‡†ƒ–ƒǤ The Question of Procedural Justice ƒ›ˆƒ —Ž–›ƒ†•–—†‡–•ˆ‡Ž––Šƒ––Š‡„—†‰‡– —–•ƒ†‡–‘™‡”‡˜‡”›’‘‘”Ž› planned, with information inadequately disseminated in an untimely fashion. It was ‘–—–‹Ž–Š‡•—‡”‘–Š•Œ—•–„‡ˆ‘”‡–Š‡•–ƒ”–‘ˆ–Š‡ƒ ƒ†‡‹ –‡”–Šƒ–•‘‡ Žƒ”‹–›™ƒ•„”‘—‰Š––‘–Š‡•’‡ ‹ϐ‹  —–•–‘–Š‡Ǥƒ’—•ƒ†‹‹•–”ƒ–‘”•ǡˆƒ —Ž–›ǡ •–ƒˆˆǡƒ†•–—†‡–•™‡”‡ƒŽŽŽ‡ˆ–‹ƒ‹•–‹–—–‹‘ƒŽŽ‹„‘ƒ•–Š‡ϐ‹ƒŽ•–ƒ–‡‡–‘–Š‡ „—†‰‡– —–• ‘—Ž†‘–„‡†‡Ž‹˜‡”‡†—–‹Ž–Š‡–ƒ–‡‘ˆƒŽ‹ˆ‘”‹ƒŠƒ†”ƒ–‹ϐ‹‡†ƒϐ‹• ƒŽ „—†‰‡–ˆ‘”ʹͲͲͻǦʹͲͳͲǡƒ†–Š‡ϐ‹ƒŽ”ƒ–‹ϐ‹ ƒ–‹‘‘ˆ–Š‹•„—†‰‡–™ƒ•‹‡‘–Š•Žƒ–‡Ǥ ’‘”–ƒ–†‡ ‹•‹‘•™‡”‡ƒ†‡†—”‹‰–Š‡•‡•—‡”‘–Š•ǡ‹–Š‡™‡‡•”‹‰Š–„‡- ˆ‘”‡–Š‡•–ƒ”–‘ˆ–Š‡ƒ ƒ†‡‹ ›‡ƒ”ǣ•–—†‡–ˆ‡‡•™‡”‡‹ ”‡ƒ•‡†ƒƒ††‹–‹‘ƒŽͳͲΨǡ and the CSU faculty union held a statewide vote to determine whether or not a 10% ˆƒ —Ž–›ˆ—”Ž‘—‰Š™‘—Ž†„‡•—’’‘”–‡†Ǥ–—†‡–•™‡”‡•‡–‡™‘–‹ ‡•ˆ‘”ƒ††‹–‹‘ƒŽ ˆ‡‡•–‘ ‘˜‡”–Š‡–—‹–‹‘‹ ”‡ƒ•‡•ǡƒ†–Š‡ˆƒ —Ž–›ƒ‰”‡‡†„›ƒƒ””‘™ƒ”‰‹–‘ authorize their faculty union to accept the 10% furlough. Both faculty and students had little time to prepare themselves for the fee increases and the furloughs, and for –Š‡ϐ‹ƒ ‹ƒŽǡ‘”‰ƒ‹œƒ–‹‘ƒŽǡƒ†’•› Š‘Ž‘‰‹ ƒŽ ‘•‡“—‡ ‡•‘ˆ–Š‡ —–•ǤŽ‘•––™‘Ǧ –Š‹”†•‘ˆ„‘–Šˆƒ —Ž–›ȋ͸ͳǤͳΨȌƒ†•–—†‡–•ȋ͸͵Ǥ͸ΨȌˆ‡Ž––Šƒ––Š‡›™‡”‡“just a tiny cog in the machinery of this university.” ••Š‘™‹ƒ„Ž‡ʹǡ‘Ž›͸Ǥ͵Ψ‘ˆˆƒ —Ž–›ƒ†ͳͳǤʹΨ‘ˆ•–—†‡–•ƒ‰”‡‡†–Šƒ––Š‡ Šƒ ‡ŽŽ‘”ǯ•ˆϐ‹ ‡Šƒ†“treated them with kindness and respect,”ƒ†‘Ž›ͳ͹ǤͷΨ‘ˆ ˆƒ —Ž–›ƒ†ͳ͸Ǥ͵Ψ‘ˆ•–—†‡–•ˆ‡Ž––Š‡•‡‘ˆϐ‹ ‹ƒŽ•Šƒ†“dealt with them truthfully.” Very ˆ‡™ˆƒ —Ž–›ȋʹǤͻΨȌƒ†•–—†‡–•ȋͷǤ͸ΨȌ„‡Ž‹‡˜‡†–Šƒ––Š‡Šƒ ‡ŽŽ‘”ǯ•ˆϐ‹ ‡™ƒ• “sensitive to their personal needs,”ƒ†ƒ•‹‹Žƒ”Ž›Ž‘™—„‡”‘ˆˆƒ —Ž–›ȋͶǤͺΨȌƒ† •–—†‡–•ȋ͹ǤͶΨȌ”‡’‘”–‡†–Šƒ–ƒŽ‹ˆ‘”‹ƒ–ƒ–‡‹˜‡”•‹–›‘ˆϐ‹ ‹ƒŽ•ƒŽŽ‘™‡†–Š‡–‘ “challenge or appeal decisions.”’ƒ”ƒŽŽ‡Ž†‹•ƒˆˆ‡ –‹‘‹•ˆ‘—†‹–Š‡”‡’‘”–•‘ˆ„‘–Š ˆƒ —Ž–›ƒ†•–—†‡–•”‡‰ƒ”†‹‰–Š‡†‡‰”‡‡–‘™Š‹ Š–Š‡‘ˆϐ‹ ‹ƒŽ•‘ˆ–Š‡Šƒ ‡Ž- Ž‘”ǯ•ˆϐ‹ ‡“offered explanation that made sense”ȋˆƒ —Ž–›ǡͳͶǤͳΨǢ•–—†‡–•ǡͳͶǤͷΨȌǡ

50 The CSU Crisis and California’s Future Economic Crisis

Dz Žƒ”‹ϔ‹‡††‡ ‹•‹‘•dzȋˆƒ —Ž–›ǡͳͲǤͷΨǢ•–—†‡–•ǡͳͳǤͳΨȌǡƒ†“showed concern for indi- vidual rights” (faculty, 13.0%; students, 12.8%). Table 2: Faculty and Student Perceptions of Procedural Justice ȋ ƒŽ‡ǣͳαDz–”‘‰Ž›‹•ƒ‰”‡‡ǡdzͷαDz–”‘‰Ž›‰”‡‡dzȌ

‘”‡•ƒ‰—‹‡”‡•—Ž–• ƒ„‡ˆ‘—†‹ˆƒ —Ž–›ƒ†•–—†‡–”‡’‘”–•”‡‰ƒ”†‹‰–Š‡‹” ’‡” ‡’–‹‘•‘ˆŠ‘™–Š‡ ƒ’—•ƒ†‹‹•–”ƒ–‹‘†‡ƒŽ–™‹–Š–Š‡„—†‰‡– —–•Ǥ most items, the majority of faculty agreed that the CSUN campus administration had –”‡ƒ–‡†–Š‡”‡•’‡ –ˆ—ŽŽ›ȋͷ͸ǤͷΨȌǡŠ‘‡•–Ž›ȋ͸ͲǤͺΨȌǡ•‡•‹„Ž›ȋͷͷǤʹΨȌǡƒ†™‹–Š ‘- ‡”ˆ‘”‹†‹˜‹†—ƒŽ”‹‰Š–•ȋ͸ʹǤ͹ΨȌǤ–—†‡–•ǡ‘–Š‡‘–Š‡”Šƒ†ǡ™‡”‡— ŠŽ‡••Ž‹‡Ž› than faculty to report a fair sense of procedural justice regarding the CSUN campus administration. In every category, only one in four students reported that the CSUN ‘ˆϐ‹ ‹ƒŽ•Šƒ†‡š‡” ‹•‡†ƒ†‡“—ƒ–‡’”‘ ‡†—”ƒŽŒ—•–‹ ‡‹ƒƒ‰‹‰–Š‡„—†‰‡– —–•ǡ™‹–Š ‘Ž›ƒ”‡Žƒ–‹˜‡Ž›•ƒŽŽ•—„•‡–‘ˆ•–—†‡–•„‡Ž‹‡˜‹‰–Šƒ––Š‡›Šƒ†„‡‡–”‡ƒ–‡†™‹–Š ”‡•’‡ –ȋʹ͵ǤͺΨȌǡ•‡•‹–‹˜‹–›ȋͳͷǤ͹ΨȌǡŠ‘‡•–›ȋʹͷǤͺΨȌǡ•‡•‹„‹Ž‹–›ȋʹʹǤͺΨȌǡƒ†‹ƒ ƒ‡”–Šƒ–•Š‘™‡† ‘ ‡”ˆ‘”–Š‡‹”‹†‹˜‹†—ƒŽ”‹‰Š–•ȋʹͶǤͲΨȌǤ Many of the faculty interviewed for this study reported that the prospect that there ™‘—Ž†„‡ —–• ƒ‡ƒ•‘”‡ƒŽ•—”’”‹•‡ǡƒ•–Š‡›Šƒ†ˆ‘ŽŽ‘™‡†–Š‡„—†‰‡–†‹• —••‹‘• ˆ‘”‘–Š•‘”‡˜‡›‡ƒ”•ǡƒ†™‡”‡™‡ŽŽƒ™ƒ”‡–Šƒ–™ƒ•‰‘‹‰–‘–ƒ‡ƒ•‹‰‹ϐ‹- ƒ–„—†‰‡–”‡†— –‹‘„‡‰‹‹‰ˆƒŽŽʹͲͲͻǤ ”‡‰‘”›ǡƒˆ—ŽŽ–‹‡Ž‡ –—”‡”ǡ•—ƒ”‹œ‡• –Š‹•’‘‹–‘ˆ˜‹‡™ǣ I remember a lot of confusion, hearing mixed messages either from the union, or from various department faculty members, and I tried to gather as much information as I could, as time allowed. I would go to various meet- ings… and there was just a lot of confusion and a lot of different points of view. As a new faculty member, it was a little overwhelming … I’m sure feel- ing a lot of disappointment, hearing how all these solutions were enacted and how fast they were enacted and how poorly planned they were. ‘‡ˆƒ —Ž–›‡„‡”•–‘‘–Š‹•’‡”•’‡ –‹˜‡‘‡•–‡’ˆ—”–Š‡”ǡ•—‰‰‡•–‹‰–Šƒ––Š‡ƒ- „‹‰—‹–›•—””‘—†‹‰–Š‡ —–•ǡ ‘—’Ž‡†™‹–ŠŽƒ•–Ǧ‹—–‡’‘Ž‹ ›†‡ ‹•‹‘•ǡƒ›Šƒ˜‡„‡‡ ‹–‡–‹‘ƒŽǤ ‘”‡šƒ’Ž‡ǡ‡•‡‹ƒǡƒ–‡—”‡†ˆƒ —Ž–›‡„‡”ǡ”‡ƒ”‡†–Šƒ–“it was in the middle of the summer that we got cuts… I feel like it was done on purpose. It was very

51 The CSU Crisis and California’s Future Economic Crisis

suspicious that we had to decide on this [during the academic recess] while everybody was spread out throughout the world. It was so very hard to get information.” ‘•–•–—†‡–•‡š’”‡••‡†ƒ†‹ˆˆ‡”‡–’‡”•’‡ –‹˜‡–Šƒ–Š‡ˆƒ —Ž–›‘–Š‡„—†‰‡– —–•Ǥ ‡™•–—†‡–•Šƒ†•‹‰‹ϐ‹ ƒ–‘™Ž‡†‰‡‘ˆ‘”‹˜‘Ž˜‡‡–‹–Š‡†‡„ƒ–‡•”‡‰ƒ”†- ‹‰’‘–‡–‹ƒŽ•–—†‡–ˆ‡‡‹ ”‡ƒ•‡•‘”‹–Š‡’‘••‹„‹Ž‹–›–Šƒ–—‹˜‡”•‹–›ˆƒ —Ž–›ƒ†•–ƒˆˆ ‘—Ž†„‡‘–™‘Ǧ†ƒ›Ǧ’‡”Ǧ‘–Šˆ—”Ž‘—‰Š•ǡ–Š—•”‡†— ‹‰–Š‡‹”–‹‡‹ Žƒ••ǡ–Š‡“—ƒŽ‹- –›‘ˆ–Š‡‹”‡†— ƒ–‹‘ǡƒ†–Š‡ƒ˜ƒ‹Žƒ„‹Ž‹–›‘ˆ ƒ’—••‡”˜‹ ‡•ǤŠ‹•Žƒ ‘ˆƒ™ƒ”‡‡••‘ˆ –Š‡„—†‰‡– —–•‹•‘–ƒŽ–‘‰‡–Š‡”•—”’”‹•‹‰‰‹˜‡’ƒ”ƒŽŽ‡Žˆƒ —Ž–›”‡’‘”–•–Šƒ–‡š’”‡•• a strong sense of confusion and uncertainty regarding CSUN’s economic situation. For ƒ›•–—†‡–•ǡ–Š‡‹”Žƒ ‘ˆ‘™Ž‡†‰‡”‡‰ƒ”†‹‰–Š‡„—†‰‡– —–•™ƒ•”‡˜‡ƒŽ‡† to them only when, after they had already paid their fees, they received a notice of an ƒ††‹–‹‘ƒŽ–—‹–‹‘‹ ”‡ƒ•‡Œ—•–„‡ˆ‘”‡–Š‡„‡‰‹‹‰‘ˆ–Š‡ƒ ƒ†‡‹ •‡‡•–‡”Ǥƒ- mantha, a sophomore at CSUN, sums up the students’ general sense of confusing mys- –‹ϐ‹ ƒ–‹‘ƒ„‘—––Š‡„—†‰‡– —–•ǡƒ†•’‡ ‹ϐ‹ ƒŽŽ›”‡‰ƒ”†‹‰–Š‡ˆ‡‡‹ ”‡ƒ•‡ǣ “I didn’t know anything about the budget cuts until I paid my tuition. I went and looked at the portal [the CSUN online computer system for student registration] and it said I owe an extra $300. I paid everything, why would I owe $300? So I called the school and they said there had been a tuition ‹ ”‡ƒ•‡ǥ –™‘—Ž†Šƒ˜‡„‡‡‹ ‡–‘Šƒ˜‡•‘‡™ƒ”‹‰Ǩdz ‹ Šƒ‡ŽǡƒŒ—‹‘”ƒ–ǡ‡ Š‘‡•ƒƒ–Šƒǯ••‡–‹‡–•ƒ†‡š’”‡••‡•–Š‡ϐ‹ƒ ‹ƒŽ „—”†‡–Š‹•’—–‘Š‹•‡Žˆƒ†Š‹•ˆƒ‹Ž›ǣ I learned about the fee increase the day before the last day when the money was due. I almost didn’t have enough money to do it. I mean I barely even have enough money to pay for school … It made me mad just coming to school and I didn’t want to be here. I was ready to quit and not come back. It ™ƒ•†‹ˆϔ‹ —Ž–ˆ‘”›ˆƒ‹Ž›‡•’‡ ‹ƒŽŽ›„‡ ƒ—•‡–Š‡›™‡”‡’ƒ›‹‰ˆ‘”• Š‘‘Žǥ They didn’t send us mail or anything. And then they put a message on [the] portal that they have the right to do this, so “too bad.” I even called them that day and they were giving me attitude like, “Oh you should have known,” but they sent no mail, no nothing. It was like, “Oh well, too bad, if you want –‘‰‘–‘• Š‘‘Žǡ›‘—ǯ˜‡‰‘––‘’ƒ›dzǤ ™ƒ•Ž‹‡ǡ–Š‹•‹••Šƒ†›Ǩ Ž‹‡ˆƒ —Ž–›ǡ•–—†‡–••‡‡‡†‘”‡Ž‹‡Ž›–‘Ž‘ ƒŽ‹œ‡–Š‡‹”•—•’‹ ‹‘•‘ˆ–Š‡‹•–‹- –—–‹‘ƒ––Š‡ ƒ’—•Ž‡˜‡Žǡƒ––”‹„—–‹‰–Š‡‹”†‹•–”—•––‘ƒ –‹‘•‘ˆ‘ˆϐ‹ ‹ƒŽ•Ǥ ‘” ‡šƒ’Ž‡ǡƒ†‹• —••‡•–Š‡ ƒ’—•ƒ†‹‹•–”ƒ–‹‘ǣ I feel like … they’re afraid to talk to us, just to let us know what is going on because that means that we’ll expect to actually hear things, and they don’t ™ƒ––‘–‡ŽŽ—•–Š‹‰•ǤŠ‡ ϔ‹”•– ƒ‡Š‡”‡ǡ–Š‡ ‘—‹ ƒ–‹‘™ƒ•ϔ‹‡ ƒ† ™ƒ•‘–‹ϔ‹‡†‘ƒ›–Š‹‰Ǥ—–‘™ǥ–Š‡›ǯŽŽ”ƒ”‡Ž›•‡†‡ƒ‹Ž•‘–‹ˆ›- ing us about things going on.

52 The CSU Crisis and California’s Future Economic Crisis

Students’ increased suspicion of the CSUN campus administrators indicates that not ‘Ž›†‹†•–—†‡–•ǡ‘”‡•‘–Šƒˆƒ —Ž–›ǡ–‡†–‘ˆ‡‡ŽƒŽ‹‡ƒ–‡†ˆ”‘–Š‡†‡ ‹•‹‘Ǧƒ- ‹‰’”‘ ‡••”‡‰ƒ”†‹‰–Š‡„—†‰‡– —–•ǡ„—–ƒŽ•‘•–—†‡–•™‡”‡— Š‘”‡Ž‹‡Ž›–‘ Ž‘ ƒŽ‹œ‡–Š‡’”‘„Ž‡Ǥ–—†‡–•ǡ™Š‡ ‘’ƒ”‡†–‘ˆƒ —Ž–›ǡ™‡”‡— Š‘”‡™‹ŽŽ‹‰–‘ ƒ––”‹„—–‡„Žƒ‡ˆ‘”–Š‡„—†‰‡– —–•ƒ†–Š‡‹”’‘Ž‹ ›‹’Ž‹ ƒ–‹‘•–‘Ž‘ ƒŽ ƒ’—•‘ˆ- ϐ‹ ‹ƒŽ•ƒ†–‘„‡Ž‹‡˜‡–Š‡ƒ†‹‹•–”ƒ–‹‘Šƒ†‹–‡–‹‘ƒŽŽ›†‡ ‡‹˜‡†–Š‡Ǥ ‘™- ever, while faculty and students differed in the degree to which they made localized ƒ––”‹„—–‹‘•”‡‰ƒ”†‹‰–Š‡ ƒ—•‡•ƒ† ‘•‡“—‡ ‡•‘ˆ„—†‰‡– —–•ǡ–Š‡›†‹†ƒ‰”‡‡ –Šƒ––Š‡„—†‰‡– —–••—”‡Ž›‹†‹ ƒ–‡†ƒ‰‡‡”ƒŽ†‡ ”‡ƒ•‡‹–Š‡˜ƒŽ—‡‘ˆ’—„Ž‹ Š‹‰Š‡” education in the State of California. The Neglect of Education ƒ”Žǡƒ–‡—”‡Ǧ–”ƒ ˆƒ —Ž–›‡„‡”ǡ‘ˆˆ‡”‡†™Šƒ–•‡‡‡†–‘„‡ƒ™‹†‡Ž›•Šƒ”‡†’‡”- •’‡ –‹˜‡‘–Š‡„—†‰‡– ”‹•‹•Ǥ ‘”Š‹ǡ–Š‡— ‡”–ƒ‹–›•—””‘—†‹‰–Š‡†‡ ‹- •‹‘Ǧƒ‹‰’”‘ ‡••™ƒ•‘–•‹’Ž›ƒˆ— –‹‘‘ˆƒ‹–‡–‹‘ƒŽƒ„‹‰—‹–›‘ˆ administrators. Instead, the cuts were more centrally a product of a general disregard ˆ‘”‡†— ƒ–‹‘™‹–Š‹–Š‡„”‘ƒ†‡” ‘–‡š–‘ˆ–Š‡‹–‡†–ƒ–‡•Ǥƒ”Ž‡š’”‡••‡†Š‹••—”- prise at how neglected education is in the United States and, as he put it, his “shock … to see that the state [of California] spends more on prisons than education,” and the ‹’Ž‹ ƒ–‹‘•–Šƒ––Š‹•Šƒ•Šƒ†ˆ‘”Ǥ ‡†‡• ”‹„‡•Š‹•˜‹‡™’‘‹–‹–Š‹•™ƒ›ǣ I followed the California budget discussion … [I] didn’t anticipate such an amount of negligence on the issue of education in America. I just did not imagine the depth to which the public would go along with cuts and would basically say they don’t really care for education, despite it being, in my opin- ion, being one of the most discussed subjects in American society. But I did not expect that the ordinary folks would not really care. That was disconcert- ing to me because I strongly believe in public education and I see CSUN as a very good example of how to blend the kind of private/public educational system… I was very surprised that the union, or the faculty in general, would not be able to count on the support of the general population. ƒ”Žǯ••—”’”‹•‡ƒ––Š‡‡‰Ž‡ –‘ˆ‡†— ƒ–‹‘‹–Š‡‹–‡†–ƒ–‡•ǡƒ•‡š‡’Ž‹ϐ‹‡†„›–Š‡ „—†‰‡– ”‹•‹•‹’—„Ž‹ ‡†— ƒ–‹‘™‹–Š‹ƒŽ‹ˆ‘”‹ƒƒ†ƒ–•’‡ ‹ϐ‹ ƒŽŽ›ǡƒŽ•‘”‡•‘- ƒ–‡†™‹–Šƒ›•–—†‡–•Ǥ ‘”‡šƒ’Ž‡ǡ‹Ž•‘ǡƒ•–—†‡–‹–Š‡–‡ƒ Š‹‰ ”‡†‡–‹ƒŽ ’”‘‰”ƒǡ†‡• ”‹„‡†Š‘™›‘’‹ –Š‡„—†‰‡– —–•™‡”‡ƒ†™Šƒ––Š‡›”‡˜‡ƒŽ‡†ƒ„‘—– –Š‡†‡ Ž‹‹‰˜ƒŽ—‡‘ˆ‡†— ƒ–‹‘‹–Š‡‹–‡†–ƒ–‡•ǣ When I heard about [the budget cuts] I just thought about how short-sight- ed it was for the people in power, whoever they are, to cut from education … I recognize the importance of education and having an educated work force. If Americans are going to have any kind of future, they need to have an edu- cated population in order to compete in the global economy … It’s really sad.

53 The CSU Crisis and California’s Future Economic Crisis

Š‡•‡ƒ––‹–—†‡•ƒ„‘—––Š‡‡‰Ž‡ –‘ˆ‡†— ƒ–‹‘ƒŽ•‘”‡˜‡”„‡”ƒ–‡†™‹–Š‹–Š‡“—‡•–‹‘- ƒ‹”‡†ƒ–ƒǤ ‘”‡šƒ’Ž‡ǡ͹͹Ψ‘ˆ„‘–Š–Š‡ˆƒ —Ž–›ƒ†•–—†‡–•”‡•’‘†‹‰–‘–Š‡“—‡•- –‹‘ƒ‹”‡”‡’‘”–‡†–Šƒ––Š‡„—†‰‡– ”‹•‹•“deserved more media attention,” and ͷ͹Ψ‘ˆˆƒ —Ž–›ƒ†͹ͺΨ‘ˆ•–—†‡–•‹†‹ ƒ–‡†–Šƒ––Š‡›–Š‘—‰Š–‹–“deserved more attention on campus.”‘‰–Š‡•‡•ƒ‡”‡•’‘†‡–•ǡͷͳΨ‘ˆˆƒ —Ž–›ƒ†ͷͺΨ‘ˆ •–—†‡–•„‡Ž‹‡˜‡†–Šƒ––Š‡„—†‰‡– —–•Šƒ†•‹‰‹ϐ‹ ƒ–Ž›ƒˆˆ‡ –‡†“CSUN’s reputation,” and 73% of faculty and 76% of students agreed that it had “reduced the quality of education at CSUN.” ƒ›ˆƒ —Ž–›”‡˜‡ƒŽ‡†–Šƒ––Š‡Žƒ ‘ˆƒ––‡–‹‘‰‹˜‡–‘–Š‡•‹‰‹ϐ‹ ƒ–„—†‰‡–”‡- †— –‹‘•ƒ–™‡”‡ƒ‹†‹ ƒ–‹‘‘–‘Ž›‘ˆƒ‡‰Ž‡ –‘ˆ‡†— ƒ–‹‘ǡ„—–ƒŽ•‘‘ˆƒ “change in the way that our society thinks about education”ȋƒ–‹‡Ȍƒ†ƒ”‡†‡ϐ‹‹–‹‘ of “who should have access to education” (Yesenia). In addition, many of these CSUN ˆƒ —Ž–›‡„‡”•„‡Ž‹‡˜‡†–Šƒ––Š‡„—†‰‡– —–•–‘–Š‡•›•–‡ ‘’”‘‹•‡†–‡ƒ Š- ing and learning environments. The effects of these changes had an important insti- –—–‹‘ƒŽ‹’ƒ –‘–Š‡’‡†ƒ‰‘‰‹ ’”ƒ –‹ ‡‘ˆˆƒ —Ž–›ǡƒ•™‡ŽŽƒ•–Š‡ ‘ϐ‹†‡ ‡‘ˆ„‘–Š faculty and students in the educational process at the CSU. The Institutional Impact – Apostrophe’d Degrees, Settling for Cs Š‡ ‘„‹‡†‹ϐŽ—‡ ‡‘ˆ–Š‡— ‡”–ƒ‹–›”‡‰ƒ”†‹‰–Š‡„—†‰‡– —–•ƒ†–Š‡’‡”- ‡‹˜‡†‘˜‡”ƒŽŽ‡‰Ž‡ –‘ˆ‡†— ƒ–‹‘‹ƒŽ‹ˆ‘”‹ƒ™‡”‡‘–™‹–Š‘—–•‹‰‹ϐ‹ ƒ–’”‘ˆ‡•- •‹‘ƒŽƒ†’‡”•‘ƒŽ‹’ƒ –•‘ˆƒ —Ž–›ƒ†•–—†‡–•Ǥ’‡ ‹ϐ‹ ƒŽŽ›ǡ–Š‡•‡‹’ƒ –• ”‡ϐŽ‡ –‡†–™‘‰‡‡”ƒŽ ƒ–‡‰‘”‹‡•‘ˆ‡š’‡”‹‡ ‡ǣ–Š‡ϐ‹”•–ǡ‘—–Ž‹‹‰–Š‡™ƒ›•‹™Š‹ Š –Š‡„—†‰‡– ”‹•‹•Šƒ†ƒˆˆ‡ –‡†’ƒ”–‹ ‹’ƒ–‹‘‹–Š‡’”‘ˆ‡••‹‘ƒŽƒ†‹•–‹–—–‹‘ƒŽ —Ž–—”‡ ‘ˆ–Š‡—‹˜‡”•‹–›Ǣ–Š‡•‡ ‘†ǡ†‡• ”‹„‹‰–Š‡‘”‡’‡”•‘ƒŽ‹’ƒ –‘ˆ–Š‡•‡ Šƒ‰‡•Ǥ †‡• ”‹„‹‰–Š‡„—†‰‡– —–•ǡ„‘–Šˆƒ —Ž–›ƒ†•–—†‡–•”‡•‘—†‹‰Ž›ƒ‰”‡‡† that the cuts had a negative impact on CSUN as an institution; on the quality of educa- tion it provided; and on the students, faculty, and administrators on the campus. In ”‡•’‘†‹‰–‘–Š‡“—‡•–‹‘ƒ‹”‡‹–‡•–Šƒ–ƒ•‡†ƒ„‘—––Š‡’‡” ‡’–‹‘‘ˆ–Š‡„—†‰‡– •‹–—ƒ–‹‘ƒ–ȋ•‡‡ƒ„Ž‡͵Ȍǡͻ͹Ψ‘ˆˆƒ —Ž–›ƒ†ͺͻΨ‘ˆ•–—†‡–•ƒ‰”‡‡†–Šƒ––Š‡ „—†‰‡– —–•Šƒ†ƒ‡‰ƒ–‹˜‡‹’ƒ –‘‘˜‡”ƒŽŽǡƒ†ͻͲΨ‘ˆˆƒ —Ž–›ƒ†ͺͲΨ ‘ˆ•–—†‡–•’‡” ‡‹˜‡†ƒ†‡ ”‡ƒ•‡‹–Š‡“—ƒŽ‹–›‘ˆ‡†— ƒ–‹‘ƒ–Ǥ ”‡ϐŽ‡ –‹‰ —’‘–Š‡•’‡ ‹ϐ‹ ‹’ƒ –‘ˆ–Š‡„—†‰‡– —–•‘ˆƒ —Ž–›ƒ†•–—†‡–•ǡͻͺΨ‘ˆˆƒ —Ž–› ‘–‡†‡†–Šƒ–•–—†‡–•Šƒ†„‡‡ƒ†˜‡”•‡Ž›ƒˆˆ‡ –‡†ǢŽ‹‡™‹•‡ǡͺͻΨ‘ˆ•–—†‡–••ƒ™ –Š‡‹”ˆ‡ŽŽ‘™•–—†‡–•ƒ•—ˆƒ˜‘”ƒ„Ž›‹’ƒ –‡†Ǥ‹‹Žƒ”Ž›ǡͻ͹Ψ‘ˆˆƒ —Ž–›ƒ†ͺͻΨ‘ˆ •–—†‡–•ƒ‰”‡‡†–Šƒ–ˆƒ —Ž–›Šƒ†„‡‡‡‰ƒ–‹˜‡Ž›ƒˆˆ‡ –‡†„›–Š‡„—†‰‡– —–•Ǥ ‹ƒŽŽ›ǡ „‘–Šˆƒ —Ž–›ȋ͸͵ΨȌƒ†•–—†‡–•ȋͺͲΨȌƒŽ•‘•ƒ™ ƒ’—•ƒ†‹‹•–”ƒ–‘”•ƒ•Š—”– „›–Š‡„—†‰‡– —–•Ǥ˜‡”ƒŽŽǡƒ†™‹–Š‘Ž›‘‡‡š ‡’–‹‘ȋ‹Ǥ‡Ǥ–Š‡ˆƒ —Ž–›’‡” ‡’–‹‘‘ˆ –Š‡ ƒ’—•ƒ†‹‹•–”ƒ–‹‘Ȍǡ‘˜‡”–Š”‡‡Ǧˆ‘—”–Š•‘ˆ„‘–Šˆƒ —Ž–›ƒ†•–—†‡–•ƒ‰”‡‡† –Šƒ––Š‡ —–•Šƒ†ƒ„”‘ƒ†ƒ† ‘’”‡Š‡•‹˜‡‡‰ƒ–‹˜‡‡ˆˆ‡ –‘‘‡ƒ Š‘ˆ–Š‡ “—‡•–‹‘ƒ‹”‡‹–‡•Ž‹•–‡†‹ƒ„Ž‡͵Ǥ

54 The CSU Crisis and California’s Future Economic Crisis

Table 3: Faculty and Student Perceptions of Budget Cut Impact* ȋ ƒŽ‡ǣͳαDz‡”›‡‰ƒ–‹˜‡ǡdzͷαDz‡”›‘•‹–‹˜‡dzȌ

ȗ—„‡”•‹DzȋȌdz‹†‹ ƒ–‡–Š‡’‡” ‡–ƒ‰‡”‡•’‘•‡‘ˆDz‡”›‡‰ƒ–‹˜‡Ǥdz Š‡‹’ƒ –‘ˆ–Š‡„—†‰‡– —–•‘–Š‡‹•–‹–—–‹‘ƒŽƒ†’”‘ˆ‡••‹‘ƒŽ —Ž–—”‡‘ˆ–Š‡‹- stitution was more directly apparent in the interviews with faculty and students. For ‡šƒ’Ž‡ǡ”‹•–ƒǡƒ–‡—”‡†ˆƒ —Ž–›‡„‡”ǡ†‡• ”‹„‡†–Š‡„—†‰‡– —–•ƒ†Š‘™–Š‡› Šƒ†ƒˆˆ‡ –‡†–Š‡ˆƒ —Ž–›ƒ†•–—†‡–•‹Š‡”†‡’ƒ”–‡–ǣ In my college we had to cut a number of our classes in order to meet enroll- ment reductions in order to pay for everything … I did watch a number of colleagues all of sudden get their summer classes cut and other sections did ‰‡– —–Ǥ –™ƒ•†‹ˆϔ‹ —Ž–ˆ‘”‡„‡ ƒ—•‡ –ƒ—‰Š–ϔ‹˜‡†ƒ›•ƒ™‡‡ǡƒ†–Š‡•‡ furloughs all of a sudden, I had no choice but to cancel classes. So on top of less money, and on top of student classes being cut, on top of student fees be- ing raised, now I’m being asked to do the same thing with less time and less ”‡•‘—” ‡•Ǥ†‹–™ƒ•˜‡”›ˆ”—•–”ƒ–‹‰Ǥ‘—‘™ǡˆ”‘ƒ‡†— ƒ–‹‘ƒŽ•–ƒ†- point, in order to pull all that together, to cover sort of the same material, advice I got from other colleagues was just, “Don’t cover that material or just give more tests or more assignments”—it’s not really a great answer. It’s just ‘–Ǩǥ Šƒ†ƒŽ‘–‘ˆƒ‰‡”‘˜‡”Š‘™‹–™ƒ•ƒŽŽƒ†‹‹•–‡”‡†ƒ†Š‘™™‡™‡”‡ being asked to do and have the same results but with less. And what would that say to future legislature and future administration, that we can still do this with less money? [If that is the case] why give them more resources? ”‹•–ƒǯ• ‘‡–•Š‹‰ŠŽ‹‰Š–ƒ‹’‘”–ƒ– ‘ ‡”–Šƒ–™ƒ•‡ Š‘‡†„›ƒ›ˆƒ —Ž–› ‡„‡”•Ȅ“we are asked to do and have the same results but with less [money]”; they ™‘””‹‡†ƒ„‘—–™Šƒ–‹†‘ˆ‡••ƒ‰‡–Š‡‹”ƒ„‹Ž‹–›–‘ƒƒ‰‡•— ‡••ˆ—ŽŽ›™‹–Šˆ‡™‡” ”‡•‘—” ‡•™‘—Ž†•‡†–‘Ž‡‰‹•Žƒ–‘”•ƒ†ƒ†‹‹•–”ƒ–‘”•ƒ„‘—––Š‡ƒ‘—–‘ˆˆ—†‹‰ the university needs to effectively operate. ƒ›‘ˆ–Š‡ˆƒ —Ž–›‹–‡”˜‹‡™‡†ˆ‘”–Š‹••–—†›„‡Ž‹‡˜‡†–Šƒ––Š‡‡ ‘‘‹  ”‹•‹•ƒ––Š‡ ǡ–Š‘—‰Š‘–•—•–ƒ‹ƒ„Ž‡ǡ™‘—Ž†„‡ ‘‡ƒ‡™Dz•–ƒ†ƒ”†dzˆ‘”–Š‡’—„Ž‹ —‹˜‡”•‹–› ‹ƒŽ‹ˆ‘”‹ƒǤ‘–Šƒ†‹‹•–”ƒ–‘”•ƒ†ˆƒ —Ž–›™‘—Ž†„‡ƒ•‡†–‘’”‘˜‹†‡–Š‡•ƒ‡•‡”- ˜‹ ‡•ƒ†–Š‡•ƒ‡“—ƒŽ‹–›‘ˆ‡†— ƒ–‹‘ǡ„—–™‹–Šˆ‡™‡””‡•‘—” ‡•Ǥ ‡˜‹–ƒ„Ž›ǡŠ‘™‡˜‡”ǡ faculty perceived that the quality of education would suffer as each round of cuts further reduced resources and reshaped the learning environment for students and faculty.

55 The CSU Crisis and California’s Future Economic Crisis

–Š‡”ˆƒ —Ž–›‡„‡”•ƒ”‰—‡†–Šƒ––Š‡ͳͲΨ™‘”Ž‘ƒ†”‡†— –‹‘†—‡–‘–Š‡ˆƒ —Ž–› and staff furloughs would have additional consequences. [The furloughs came and] people stopped working … If you asked them to do anything that had been their regular job, staff and faculty, the response was, “Oh, I’m having a furlough” … That seemed to be the response to any- thing. Anybody that didn’t want to do anything, it appeared, would use that as their rationale. —‡ǡƒ–‡—”‡†ˆƒ —Ž–›‡„‡”ǡ‘”‡†”ƒƒ–‹ ƒŽŽ›‡ Š‘‡†–Š‹••ƒ‡•‡–‹‡–ǣ ˆ›‘—Ž‘‘ƒ––Š‡™‘”Ž‘ƒ†ǥ–Š‡”‡™ƒ•‘ —–Ǧ„ƒ ‹™‘”Ž‘ƒ†Ǩ˜‡ though there was a 10% work reduction, which is what a furlough is, there ‹•‘”‡†— –‹‘‘ˆ™‘”ǨŠ‡–Š‡‘”›™ƒ•™‡ǯŽŽ–ƒ‡‹–‘—–‘ˆ’”‡’ƒ”ƒ–‹‘ǡ–ƒ‡ it out of research, take it out of these other things. Then I think the morale issue was tremendous. It was just demoralizing … everything you heard ˆ”‘‡˜‡”›„‘†›™ƒ•Dz„ŽƒŠ„ŽƒŠ„ŽƒŠ„ŽƒŠˆ—”Ž‘—‰ŠǨdz –„‡ ƒ‡–Š‡—‹˜‡”•ƒŽ ”‡ƒ•‘Ǥ‹‡–”ƒˆϔ‹ ‘–Š‡ˆ”‡‡™ƒ›ǤDz  ‘—Ž†ǯ–‰‡–Š‡”‡„‡ ƒ—•‡–Š‡”‡‹•–”ƒˆ- ϔ‹ ‘–Š‡ˆ”‡‡™ƒ›ǤdzDz‡ŽŽǡ  ‘—Ž†ǯ–‰‡–‹–†‘‡„‡ ƒ—•‡–Š‡”‡™ƒ•ˆ—”Ž‘—‰ŠǤdz When you look at it, the fact is that it’s not just your time being cut back. This is a social institution and people need to work with other people. So if you start looking at they’re not here Thursday and they’re not here Wednes- day, and whatever, it’s a square function and maybe even more than that. So the impact is way more than just 10%. I would estimate the amount of effective work that got done, other than teaching, probably was reduced by like a third, maybe even more. ƒ††‹–‹‘–‘†‹• —••‹‘•ƒ„‘—–Dz†‘‹‰–Š‡•ƒ‡ˆ‘”Ž‡••ǡdz„‘–Šˆƒ —Ž–›ƒ†•–—†‡–• ‘ŽŽ‡ –‹˜‡Ž›ƒ‰”‡‡†–Šƒ––Š‡ͳͲΨˆ—”Ž‘—‰Š•Šƒ†Šƒ†ƒ•‹‰‹ϐ‹ ƒ–‹’ƒ –‘•–—†‡–• and had compromised the quality of education they received. As Victoria, a tenured ˆƒ —Ž–›‡„‡”ǡ†‡• ”‹„‡†‹–ǡ I’m troubled by the fact that I feel like I need to put an apostrophe on my student’s diploma … saying, “Oh, sorry, you had 90% of this work.” What chapter in physics do you leave out for the next semester? So I’m troubled by that emotionally, that and other people just say, “Oh well, we have to do it so I’ll just cut something.” The existence of this “apostrophe’d” diploma was not lost on students. George, a ju- ‹‘”‹‘ ‹‘Ž‘‰›ǡ„‡‘ƒ‡†–Š‹••‹–—ƒ–‹‘ǡ•–ƒ–‹‰–Šƒ–“the amount of furloughs they –ƒ‡‹•”‹†‹ —Ž‘—•ǥ‘‹ˆ›‘—ϔ‹ƒŽŽ›†‘‰‡–‹–‘–Š‡ Žƒ••‡•ǡ–Š‡–Š‡ Žƒ••‹•‡’–›Ǥ‘— ‹••‘—–‘‘•–‘ˆ–Š‡ƒ–‡”‹ƒŽǤ‘—‰‡–Š‹–ˆ”‘„‘–Š‡†•ǥ‘—’ƒ›‘”‡ˆ‘”Ž‡••Ǥ† it’s hard to get into that less, you know.” Š‡†‹ˆϐ‹ —Ž–Ž›‘ˆ‰‡––‹‰ Žƒ••‡•ǡ‘ˆ‰‡––‹‰“into that less”™ƒ•‘‡‘ˆ–Š‡„‹‰‰‡•– ‘- plaints of the students interviewed for this study. Anna, a senior in History, expresses –Š‹•†‹Ž‡ƒ‘ˆDz’ƒ›‹‰‘”‡ˆ‘”Ž‡••dz‹•‘‡†‡–ƒ‹Žǣ

56 The CSU Crisis and California’s Future Economic Crisis

It’s just not about getting classes. It’s that they’re not offering classes, you know. A year ago I had four classes left to take and I would graduate in the fall. Well, they went from offering a larger number of anywhere from up to •‡˜‡‘”‹‡‘ˆ–Š‡•‡ Žƒ••‡•ƒ•‡‡•–‡”ǥ–‘–™‘–‘–Š”‡‡ Žƒ••‡•Ǥ‘—Šƒ˜‡ƒ Ž‘–‘ˆ‰”ƒ†—ƒ–‹‰•‡‹‘”•‹–Š‡Š‹•–‘”›†‡’ƒ”–‡–ǥŽ‹‡Dz ‡ŽŽ‘Ǩǫdz†™Š‡ ™‡–‹–‘ϔ‹†‘—–ȏƒ„‘—–”‡‰‹•–”ƒ–‹‘Ȑǥ„‡ˆ‘”‡”‡‰‹•–”ƒ–‹‘‘’‡‡†ˆ‘” the next semester, it was already full. The waiting list was full; it was closed. They weren’t even taking anyone from the waiting list from fall and this was in spring. So summer was full; fall was full; so what was I going to do? Be- ƒ—•‡›‘—ǯ”‡‘–‰‘‹‰–‘’ƒ›ˆ‘”‘‡ Žƒ••Ǩ‹–Šˆ—”Ž‘—‰Š‹‰–Š‡–‡ƒ Š‡”•ǡ with laying some of the teachers off rotations, and cutting down the classes, and on top of that making the remainder so crowded that you can’t get them, I mean it’s a wonder that there are students that are still here. Š‡ˆƒ —Ž–›‹–‡”˜‹‡™• ‘ϐ‹”‡†–Š‡†‹”‡‹•–‹–—–‹‘ƒŽ•‹–—ƒ–‹‘†‡• ”‹„‡†„›ƒ› •–—†‡–•Ǥ•‘‹“—‡ǡƒ–‡—”‡Ǧ–”ƒ ˆƒ —Ž–›‡„‡”ǡ‡š’Žƒ‹‡†ǣ As a result, fewer classes, and fewer classes in terms of the sections that I teach. For instance, I had the challenge of where I couldn’t add any students above the required enrollment. I had students standing at my door crying, completely distraught. It’s a GE [General Education] class, and they need the class to graduate. They need the class to move forward. They could have been a senior. It really pulled at my heart strings, because they really liter- ally begged. They begged at the door to let them in. And if I did that, then ™‘—Ž†Šƒ˜‡„‡‡’‡ƒŽ‹œ‡†ǥ ™ƒ• ‘ϔŽ‹ –‡†„‡ ƒ—•‡ –Š‘—‰Š–ƒ„‘—– my students and I kept struggling with how I am going to disseminate the knowledge I want within that period of time. It was a real challenge to ad- just the classes so the students felt that they were getting what they should as a result of having spent sixteen weeks with me. ‡‹•Šƒǡƒ•‡‹‘”ǡƒŽ•‘˜‡”›’‘‹‰ƒ–Ž›•—ƒ”‹œ‡†Š‡”•‹‹Žƒ”‡š’‡”‹‡ ‡ǣ I’m trying to get into a class that I need for my graduation and… there is ‘Ž›‘‡ Žƒ••ǡ‘‡–‹‡ǡ‘‡†ƒ›Ǥ‡ Žƒ••ˆ‘”‘˜‡”;Ͷ•–—†‡–•Ǩ†™‡ǯ”‡ ϔ‹‰Š–‹‰Ž‹‡’‹‰•Ǩ –ǯ•Ž‹‡ǡDz ǯŽŽ’ƒ››‘—ˆ‘”›‘—”•’‘–ǡˆ‘””‡ƒŽǨdz Šƒ˜‡–‘’ƒ› ˆ‘”›•’‘–‘™ǫŠƒ–ǯ•”‹†‹ —Ž‘—•ǨŠƒ–ǯ•™Šƒ–’‹••‡•‡‘ˆˆǡ‘–Šƒ˜‹‰ to pay extra money. Cause I feel like a lot of students will feel okay if they Œ—•–ȏ‡˜‡–Š‘—‰Š–Š‡‹”Ȑ–—‹–‹‘™ƒ•”ƒ‹•‡†ǥǤ ƒ‰‡–‹–‘ Žƒ••‡•Ǥ‘—‰‘–ƒ –—‹–‹‘”ƒ‹•‡ƒ†›‘—ǯ”‡ϔ‹‰Š–‹‰Ž‹‡ƒ’‹‰–‘‰‡–‹–‘ Žƒ••‡•ǨŠƒ–’”‘„ƒ„Ž› ƒˆˆ‡ –•ƒŽ‘–‘ˆ’‡‘’Ž‡Ǩ Keisha’s account expresses the struggles that many students encountered as a result ‘ˆ–Š‡„—†‰‡– —–•ƒ–Ȃ‹ ”‡ƒ•‡†–—‹–‹‘ǡƒ™™ƒ”† Žƒ••• Š‡†—Ž‡•ǡDzϔ‹‰Š–‹‰Ž‹‡ a pig to get into classes,”ƒ†‡˜‡„‡‹‰†‡•’‡”ƒ–‡‡‘—‰Š–‘’ƒ›ƒ‘–Š‡”•–—†‡–ˆ‘” a spot in the class.

57 The CSU Crisis and California’s Future Economic Crisis

The Professional and Personal Impact Š‹Ž‡–Š‡’‡” ‡’–‹‘‘ˆ–Š‡†‡ Ž‹‡‹‡ˆˆ‡ –‹˜‡ƒ†‡‰ƒ‰‹‰‹•–‹–—–‹‘ƒŽ’ƒ”–‹ ‹’ƒ- –‹‘™ƒ•ƒ†‘‹ƒ––Š‡‡ƒ‘‰„‘–Šˆƒ —Ž–›ƒ†•–—†‡–•ǡ–Š‡›ƒŽ•‘”‡’‘”–‡†ƒ ‹’ƒ –‘–Š‡‹”’”‘ˆ‡••‹‘ƒŽƒ†’‡”•‘ƒŽŽ‹˜‡•Ǥ Ž‘‘‹‰ƒ––Š‡”‡•’‘•‡•‘ˆˆƒ - —Ž–›”‡‰ƒ”†‹‰Š‘™–Š‡›—•‡†–Š‡‹”–‹‡†‹ˆˆ‡”‡–Ž›†—”‹‰–Š‡›‡ƒ”‘ˆ–Š‡„—†‰‡– —–• ȋƒ„Ž‡ͶȌǡ•‘‡‹’‘”–ƒ–’ƒ––‡”•‡‡”‰‡†Ǥ Table 4: Faculty and Student Perceptions of Professional and Personal Impact ȋ ƒŽ‡ǣͳαDz–”‘‰Ž›‹•ƒ‰”‡‡ǡdzͷαDz–”‘‰Ž›‰”‡‡dzȌ

Both faculty and students reported that during the academic year they spent more –‹‡–Šƒ—•—ƒŽˆ‘ŽŽ‘™‹‰ ƒ’—•’‘Ž‹–‹ •ȋˆƒ —Ž–›ǡͶͺǤͶΨǢ•–—†‡–•ǡͶ͸ǤͳΨȌǤ ƒ††‹- –‹‘ǡͶͺΨ‘ˆˆƒ —Ž–›”‡’‘”–‡†–Šƒ––Š‡›Šƒ†•’‡–‘”‡–‹‡–Šƒ‡š’‡ –‡†‡‰ƒ‰‹‰ ‹ Žƒ••’”‡’ƒ”ƒ–‹‘ƒ†ͷ͵Ψ™‘”‡†ˆ”‘Š‘‡‘”‡ˆ”‡“—‡–Ž›–Šƒ–Š‡›ƒ–‹ ‹- ’ƒ–‡†Ǥ‘‰•–—†‡–•ǡ͸ͷΨ‡š’”‡••‡†ƒŽƒ”‰‡”–‹‡‹˜‡•–‡–‹•‡ —”‹‰ϐ‹ƒ ‹ƒŽ aid, and 81% spent more time than expected trying to enroll in classes. –‹••–”‹‹‰–Šƒ–ʹͺΨ‘ˆˆƒ —Ž–›ƒ†͵͹Ψ‘ˆ•–—†‡–•”‡’‘”–‡†–Šƒ––Š‡›•’‡–‘”‡ time than expected pursing non-academic interests, and that almost one-half of fac- ulty and nearly three-fourths of students found themselves searching for alternative •‘—” ‡•‘ˆ‹ ‘‡ǤŠ‡„—†‰‡– —–•ƒ’’‡ƒ”–‘Šƒ˜‡†”ƒ™ˆƒ —Ž–›ƒ†•–—†‡–•–‘™ƒ”† pursuits outside of the academy, mostly for economic reasons. In the interviews, faculty reported distress in various aspects of their everyday lives, ‹ Ž—†‹‰‘–Šƒ˜‹‰‡‘—‰Š–‹‡ˆ‘”ˆƒ‹Ž›ƒ†ˆ”‹‡†•ǡˆ‡ƒ”•‘ˆ‘–„‡‹‰ƒ„Ž‡–‘ ƒ‡’ƒ›‡–•ˆ‘”Š‘‡•ƒ† ƒ”•ǡˆ‡ƒ”•‘ˆŽ‘•‹‰”‡–‹”‡‡–‹˜‡•–‡–•ǡƒ†ˆ‡‡Ž‹‰ detached from loved ones, many of whom were also feeling the pinch of the economic ”‡ ‡••‹‘Ǥ‡•‡‹ƒ†‡• ”‹„‡†–Š‡’‡”•‘ƒŽ–‘ŽŽ–Šƒ––Š‹•Šƒ†–ƒ‡‘Š‡”ˆƒ‹Ž›ǣ Šƒ˜‡ƒŽ•‘„‡‡ϐ‹ƒ ‹ƒŽŽ›†‡‡’Ž›ƒˆˆ‡ –‡†ƒ† –Š‹‹–ǯ•†‹ˆˆ‡”‡–ˆ‘”‡˜‡”›„‘†›†‡- ’‡†‹‰‘™Šƒ–‹†‘ˆ•‹–—ƒ–‹‘–Š‡›ǯ”‡‹ǡ†‘—„Ž‡Ǧ‹ ‘‡Š‘—•‡Š‘Ž†‘”‘–ǤŠ‡–Š- ‡”‘”‘–›‘—Šƒ˜‡ Š‹Ž†”‡Ǥ‡Šƒ˜‡ƒ†ƒ—‰Š–‡”™Š‘‹•ʹ͵ǡ™Š‘Ž‘•–Š‡”‡’Ž‘›‡– –‘‘•‘‡˜‡”›–Š‹‰‹•‘‡ǡ•‘ǡƒ†™‹–Š‘—”•ƒŽƒ”‹‡•‹–ǯ•„‡‡–‘—‰ŠǤ ‡‹•‡‡ Š‘‡†–Š‡†‹ˆϐ‹ —Ž–‹‡•‘ˆˆƒ‹Ž›•‡’ƒ”ƒ–‹‘ǡ†‡• ”‹„‹‰–Š‡‡‘–‹‘ƒŽ ‘•‡- “—‡ ‡•‘ˆ–Š‡„—†‰‡– —–•‘Š‡”’‡”•‘ƒŽŽ‹ˆ‡ǣ

58 The CSU Crisis and California’s Future Economic Crisis

Sometimes I feel downright resentful. I haven’t seen much of my husband, because he is trying to make up for my lack of paycheck. If they do a fur- lough another year, the piece of land that we were going to retire on, we may end up losing it … And I’m not seeing my husband now and it’s putting strain on our relationship. He’s really cranky, and I would imagine that he’d say that I’m cranky as well. ‡•’‹–‡ƒŽ‹‰‹‰–Š‡‹”‘™•‹–—ƒ–‹‘ǡˆƒ —Ž–›•‡‡‡†–‘„‡‹‰‡‡”ƒŽƒ‰”‡‡‡––Šƒ– –Š‡‘•–•‹‰‹ϐ‹ ƒ–‹’ƒ –‘ˆ–Š‡„—†‰‡– —–•™ƒ•‘–Š‡•–—†‡–•Ǥ‘‹“—‡ •‡•‡†–Šƒ––Š‡„—†‰‡– —–•™‡”‡Šƒ˜‹‰ƒ†‹•‘”‹‡–‹‰‡ˆˆ‡ –‘ƒ›•–—†‡–•Ǥ• •Š‡†‡• ”‹„‡†‹–ǡ The students are feeling discombobulated with having the days off. I won- dered if some students rather enjoy having those furlough days so that they can sleep in, and maybe do some fun stuff. I asked two of my classes the ‘–Š‡”†ƒ›ǡDz‘—‰—›•‡Œ‘››‘—”†ƒ›‘ˆˆǫdz†–Š‡›•ƒ‹†ǡDz‘—‘™ǡ‘–”‡- ally. We actually like coming to class. I was off for your class, but I still had to go to my other classes. Then another day I go to your class and one of my other classes are cancelled.” One of the students said that she had so much time in between [classes] that she’ll go home, and then she’ll get tired and she won’t come back for the next class. So you know, it is having a spiral- ing effect, from one class to the next, with the students trying to juggle and what-have-you. Denise summed up this sentiment, saying that, “the biggest tragedy about the furlough [and other higher education budget cuts] is cheating the students out of an education, because I know I’m not giving them the same.” Affordability, Accessibility, and Underrepresented Students Š‡”‡ ™ƒ• ƒ ‘‘ ’‡” ‡’–‹‘ –Šƒ– •‘‡ •–—†‡–• Šƒ† „‡‡ǡ ‘” ™‘—Ž† „‡ǡ Š—”– ‘”‡–Šƒ‘–Š‡”•„›–Š‡„—†‰‡– —–•Ǥ ’ƒ”–‹ —Žƒ”ǡ–”ƒ†‹–‹‘ƒŽŽ›—†‡””‡’”‡•‡–‡† •–—†‡–•ȄŽ‘™Ǧ‹ ‘‡ •–—†‡–•ǡ ϐ‹”•–Ǧ‰‡‡”ƒ–‹‘ •–—†‡–•ǡ ƒ† •–—†‡–• ‘ˆ ‘Ž‘”Ȅ ™‡”‡‹†‡–‹ϐ‹‡†ƒ•–Š‘•‡™Š‘‹‰Š–†‹•’”‘’‘”–‹‘ƒ–‡Ž›•—ˆˆ‡”–Š‡‘•–•‹‰‹ϐ‹ ƒ–Ž› negative effects. Ironically, it is through including and serving those same student ’‘’—Žƒ–‹‘•–Šƒ––Š‡•›•–‡Šƒ•Ž‘‰ ‡Ž‡„”ƒ–‡†‹–•ƒ„‹Ž‹–›–‘’”‘˜‹†‡ƒ“—ƒŽ‹–›ǡ ƒˆˆ‘”†ƒ„Ž‡ǡƒ†ƒ ‡••‹„Ž‡‡†— ƒ–‹‘–‘ƒŽŽ‘ˆ–Š‡”‡•‹†‡–•‘ˆƒŽ‹ˆ‘”‹ƒǤ ‘–Šˆƒ —Ž–›ƒ†•–—†‡–•ƒ‰”‡‡†–Šƒ––Š‡„—†‰‡– —–•Šƒ† ƒ—•‡†‘”‡•–—†‡–•–‘ „‡‡š Ž—†‡†ˆ”‘–Š‡•›•–‡Ǥ‘‰–Š‡ˆƒ —Ž–›”‡•’‘†‡–•ǡͶͳΨ‘ˆˆƒ —Ž–›ƒ† ͷ͵Ψ‘ˆ•–—†‡–•Dz•–”‘‰Ž›ƒ‰”‡‡†dz–Šƒ––Š‡„—†‰‡– —–•Šƒ†“caused more stu- dents to be excluded from CSUN.”–—†‡–•‘ˆ ‘Ž‘”Ȅƒ†‹’ƒ”–‹ —Žƒ”ƒ–‹‘ȋͷͶǤͺΨȌ ƒ†ˆ”‹ ƒ‡”‹ ƒȋͷ͸ǤͷΨȌ•–—†‡–•Ȅ™‡”‡‘”‡Ž‹‡Ž›–Šƒ–Š‡‹”™Š‹–‡ȋͶͺǤʹΨȌ ƒ†•‹ƒ‡”‹ ƒȋͶͺǤͺΨȌ ‘—–‡”’ƒ”–•–‘Dz•–”‘‰Ž›ƒ‰”‡‡dz–Šƒ––Š‡‡š Ž—•‹‘‘ˆ •–—†‡–•Šƒ†‹ ”‡ƒ•‡†Ǥ ƒ††‹–‹‘ǡϐ‹”•–Ǧ‰‡‡”ƒ–‹‘ ‘ŽŽ‡‰‡•–—†‡–•ȋͷ͹ǤͳΨȌ™‡”‡ ‘”‡Ž‹‡Ž›–Šƒ–Š‡‹” ‘–‹—‹‰Ǧ‰‡‡”ƒ–‹‘ ‘’Ž‡‡–•ȋͶ͹Ǥ͸ΨȌ–‘’‡” ‡‹˜‡ƒ˜‡”› salient increase in student exclusion.

59 The CSU Crisis and California’s Future Economic Crisis

ƒ„Ž‡ͷŠ‡Ž’•–‘’”‘˜‹†‡ƒ—†‡”•–ƒ†‹‰‘ˆ–Š‡—‹“—‡‡š’‡”‹‡ ‡•‘ˆ–”ƒ†‹–‹‘- ƒŽŽ› —†‡””‡’”‡•‡–‡† •–—†‡–• ‹ ‡‰‘–‹ƒ–‹‰ –Š‡ „—†‰‡– —–•Ǥ  ‡šƒ‹‹‰ –Š‹• questionnaire data, it is clear that with respect to ethnicity or generational status, ƒŽŽ”ƒ ‹ƒŽǡ‡–Š‹ ǡƒ†‰‡‡”ƒ–‹‘ƒŽ‰”‘—’•”‡’‘”–‡†ƒƒ”‡†‹ ”‡ƒ•‡‹–Š‡‹”•‡ƒ” Š ˆ‘”ˆ—†‹‰ƒ† Žƒ••‡•ǡ„—––Š‡†‹•’”‘’‘”–‹‘ƒ–‡„—”†‡•‡‡•–‘Šƒ˜‡ˆƒŽŽ‡‘–Š‡ •Š‘—Ž†‡”• ‘ˆ •–—†‡–• ‘ˆ ‘Ž‘” ƒ† ϐ‹”•–Ǧ‰‡‡”ƒ–‹‘ ‘ŽŽ‡‰‡ •–—†‡–•Ǥ ‘” ‡šƒ’Ž‡ǡ ƒ„‘—–‘‡Ǧ–Š‹”†‘ˆ™Š‹–‡•–—†‡–•‹†‹ ƒ–‡†–Šƒ––Š‡›Dz•–”‘‰Ž›ƒ‰”‡‡dz–Šƒ––Š‡›ˆ‘—† –Š‡•‡Ž˜‡••‡ƒ” Š‹‰ˆ‘”ƒ††‹–‹‘ƒŽ•‘—” ‡•‘ˆ‹ ‘‡ȋ͵ʹΨȌƒ†ˆ‘”ϐ‹ƒ ‹ƒŽƒ‹† ȋ͵͵ΨȌǡƒ†Œ—•–‘˜‡”‘‡ǦŠƒŽˆȋͷͶǤͺΨȌ†‡• ”‹„‡†ƒ•‹‰‹ϐ‹ ƒ–Ž›‹ ”‡ƒ•‡†‡ˆˆ‘”–‹- volved in enrolling in their classes. By comparison, students of color reported a much ‘”‡†‹ˆϐ‹ —Ž––‹‡•‡ —”‹‰ˆ—†‹‰™‹–Š‘˜‡”‘‡ǦŠƒŽˆ‘ˆ„‘–Šƒ–‹‘•ȋͷʹǤͺΨȌƒ† ˆ”‹ ƒ‡”‹ ƒ•ȋͷʹǤͷΨȌ†‡• ”‹„‹‰•‹‰‹ϐ‹ ƒ–‡ˆˆ‘”–••‡ —”‹‰ƒ††‹–‹‘ƒŽ‹ ‘‡ǡ ƒ†ƒŽ‘•––™‘Ǧ–Š‹”†•‘ˆƒ–‹‘•ȋ͸ʹǤͺΨȌƒ†‘‡ǦŠƒŽˆ‘ˆˆ”‹ ƒ‡”‹ ƒ•ȋͷͶǤͷΨȌ •–”‡– Š‹‰–‘•‡ —”‡ϐ‹ƒ ‹ƒŽƒ‹†ǤŠ‹Ž‡ˆ‘”ƒ›•–—†‡–•‘ˆ ‘Ž‘”–Š‡•–”—‰‰Ž‡–‘ϐ‹† Žƒ••‡•™ƒ•”‘—‰ŠŽ›‡“—‹˜ƒŽ‡––‘–Šƒ–‘ˆ–Š‡‹”™Š‹–‡ ‘—–‡”’ƒ”–•ǡ–Š‡†‹ˆϐ‹ —Ž–‹‡•ˆ‘” ƒ–‹‘•™ƒ•— Š‘”‡’”‘‘— ‡†ǡ™‹–Š͹ͲΨ‘ˆƒ–‹‘•‹†‹ ƒ–‹‰•‹‰‹ϐ‹ ƒ–’”‘„- lems in their course enrollments. Table 5: Student Perceptions of Personal Impact by Ethnicity and Generation Status ȋ ƒŽ‡ǣͳαDz–”‘‰Ž›‹•ƒ‰”‡‡ǡdzͷαDz–”‘‰Ž›‰”‡‡dzȌ

Student reports of generational status parallel that of racial and ethnic difference. ‹‡ƒ›•–—†‡–•‘ˆ ‘Ž‘”ǡϐ‹”•–Ǧ‰‡‡”ƒ–‹‘•–—†‡–•”‡˜‡ƒŽƒ‰”‡ƒ–‡”†‡‰”‡‡‘ˆ†‹•- •‘ƒ ‡ƒ•ƒ ‘•‡“—‡ ‡‘ˆ–Š‡„—†‰‡– —–•™Š‡ ‘’ƒ”‡†–‘ ‘–‹—‹‰Ǧ‰‡- ‡”ƒ–‹‘•–—†‡–•Ǥ ‘”‡šƒ’Ž‡ǡͶͷΨ‘ˆϐ‹”•–Ǧ‰‡‡”ƒ–‹‘•–—†‡–•ǡ ‘’ƒ”‡†–‘͵͸Ψ‘ˆ ‘–‹—‹‰Ǧ‰‡‡”ƒ–‹‘•–—†‡–•ǡ”‡’‘”–‡†–Šƒ––Š‡›Dz•–”‘‰Ž›ƒ‰”‡‡†dz–Šƒ––Š‡„—†‰‡– —–•Ž‡†–‘ƒ—‡š’‡ –‡†•‡ƒ” Šˆ‘”ƒ††‹–‹‘ƒŽ•‘—” ‡•‘ˆ‹ ‘‡Ǥ‹‹Žƒ”Ž›ǡƒ„‘—– ‘‡ǦŠƒŽˆ‘ˆϐ‹”•–Ǧ‰‡‡”ƒ–‹‘•–—†‡–•ȋͷͲǤͶΨȌƒŽ•‘†‡• ”‹„‡†‘”‡‡ˆˆ‘”–‹•‡ —”‹‰ ϐ‹ƒ ‹ƒŽƒ‹†ǡ ‘’ƒ”‡†™‹–Š‘‡Ǧ–Š‹”†ȋ͵͵ǤͶΨȌ‘ˆ ‘–‹—‹‰Ǧ‰‡‡”ƒ–‹‘•–—†‡–•Ǥ Š‹Ž‡ƒŽŽ•–—†‡–•‹†‹ ƒ–‡†ƒŠ‹‰Š†‡‰”‡‡‘ˆ†‹ˆϐ‹ —Ž–›‡”‘ŽŽ‹‰‹–Š‡‹” ‘—”•‡•ǡ‡ƒ”- Ž›–™‘Ǧ–Š‹”†•‘ˆϐ‹”•–Ǧ‰‡‡”ƒ–‹‘•–—†‡–•ȋ͸ͶǤ͸ΨȌ”‡’‘”–‡†•— Š†‹ˆϐ‹ —Ž–‹‡• ‘’ƒ”‡† ™‹–Šͷ͸Ψ‘ˆ–Š‡ ‘–‹—‹‰Ǧ‰‡‡”ƒ–‹‘•–—†‡–•Ǥ –‡”‡•–‹‰Ž›ǡ†‡•’‹–‡–Š‡‹””‡’‘”–• ‘ˆ‹ ”‡ƒ•‡†ƒ†—‡š’‡ –‡††‹ˆϐ‹ —Ž–›‹–Š‡ˆƒ ‡‘ˆ–Š‡„—†‰‡– —–•ǡ—†‡””‡’”‡- •‡–‡†•–—†‡–•Ȅ‹ Ž—†‹‰„‘–Šϐ‹”•–Ǧ‰‡‡”ƒ–‹‘•–—†‡–•ƒ†•–—†‡–•‘ˆ ‘Ž‘”Ȅ”‡- ported a greater and unanticipated degree of time spent studying during the academic year, when compared with their white and continuing-generation complements.2

2 It is important to note that when it comes to funding and course enrollment, as discussed in the sections ƒ„‘˜‡ǡƒŽŽ•–—†‡–•‹†‹ ƒ–‡†–Šƒ––Š‡›ˆ‡Ž––Š‡‡‰ƒ–‹˜‡‡ˆˆ‡ –•‘ˆ–Š‡„—†‰‡– —–•ǢŠ‘™‡˜‡”ǡ•–—†‡–•‘ˆ ‘Ž‘”ƒ† ϐ‹”•–Ǧ‰‡‡”ƒ–‹‘•–—†‡–•”‡’‘”–‡†ƒ†‹•’”‘’‘”–‹‘ƒ–‡Ž›‰”‡ƒ–‡”‹’ƒ –‘ˆ–Š‡„—†‰‡–™‘‡•Ǥ

60 The CSU Crisis and California’s Future Economic Crisis

In their focus group discussions, many faculty and students commended the CSU system for its history of increasing access to students traditionally excluded from higher education. For example, in the student focus group interviews, the point was Ž‡ƒ”Ž›ƒ†‡–Šƒ–•–—†‡–•‘ˆ ‘Ž‘”‘–‹ ‡ƒ†ˆ‡‡Ž‘”‡ ‘ˆ‘”–ƒ„Ž‡™‹–Š‹ƒ†‹˜‡”•‡ Ž‡ƒ”‹‰‡˜‹”‘‡–Ž‹‡–Šƒ–”‡’”‡•‡–‡†„›–Š‡•›•–‡ǤŠ‡›•‡‡†‹˜‡”•‹–›ƒ• ƒ•–”‡‰–Š‘ˆ–Š‡‘”–Š”‹†‰‡ ƒ’—•ǡ›‡––Š‡›ƒŽ•‘„‡Ž‹‡˜‡–Šƒ––Š‡„—†‰‡– —–•™‹ŽŽ have a negative impact on campus diversity. Students predict that the university will „‡ ‘‡‘”‡’”‹˜‹Ž‡‰‡†ǡ™Š‹–‡ǡƒ†—’’‡”‘”‹††Ž‡ Žƒ••ǡƒ•ƒ”‡•—Ž–‘ˆ‹ ”‡ƒ•‹‰ ‡†— ƒ–‹‘ƒŽ ‘•–•–Šƒ–ƒ‡‹–Šƒ”†‡”ˆ‘”•–—†‡–•ˆ”‘—†‡””‡’”‡•‡–‡† ‘—‹- ties to attend college. The following excerpt is a conversation during the focus groups –Šƒ–‡š‡’Ž‹ϐ‹‡••–—†‡–‘’‹‹‘•ƒ„‘—– ƒ’—•†‹˜‡”•‹–›Ǥ Interviewer: What [do you think] about serving a diverse population? Daniel (black): Just having different races on campus? Sara (Asian): I think that’s one of CSUN’s strongest things. Daniel (black): –ǯ•–Š‡ϔ‹”•––‹‡ ǯ˜‡„‡‡ƒ–ƒ• Š‘‘Ž–Šƒ–™ƒ•ǯ–ƒŽŽ™Š‹–‡Ǥ [group laughter] Sara (Asian):‡ƒŠǡ‡–‘‘Ǥ Daniel (black): I’m still…seeing the same faces for 12 years. Oh, you look Ž‹‡‡ǨŠƒ–ǯ•™‡‹”†Ǥ Mike (black): CSUN’s got that but they’re about to lose that, too. We’re still cutting all these freshmen out of here. I mean, especially with groups who can’t afford. Like my cousin, he can’t afford school so he has to go to community college. It might be in 20 years… it’s like a bunch of white kids in here because that’s all that can afford. —ƒȋ ‹•’ƒ‹ ǡϐ‹”•–Ǧ‰‡‡”ƒ–‹‘Ȍǣ I think it’s going to be harder for minority students to get in here. We have a history of low-income people. I guess with the budget cuts it’s going to get more expensive for them and it’s going to cut down the diversity on the campus. Š‡•‡•–—†‡–•†”ƒ™ƒ•–ƒ” ‘–”ƒ•–„‡–™‡‡–Š‡—‹˜‡”•‹–›–Š‡›‡–‡”‡†ǡ™Š‹ Š™ƒ• ƒˆˆ‘”†ƒ„Ž‡ƒ††‹˜‡”•‡ȋDzŽ‘™Ǧ‹ ‘‡’‡‘’Ž‡dzƒ†’‡‘’Ž‡–Šƒ–DzŽ‘‘Ž‹‡‡dzȌǡƒ†–Š‡ †‹”‡ –‹‘–Š‡›•‡‡–Š‡—‹˜‡”•‹–›Š‡ƒ†‡†ȋ—ƒˆˆ‘”†ƒ„Ž‡ƒ†’”‹˜‹Ž‡‰‡†ȌǤ ‘”–Š‡ǡ–Š‡ ƒ—•‡•‘ˆ†‡ Ž‹‹‰†‹˜‡”•‹–›ƒ”‡ϐ‹”Ž›•‹–—ƒ–‡†ƒ––Š‡‹–‡”•‡ –‹‘‘ˆ”ƒ ‡Ǧ‡–Š‹ ‹–› and social class. As the cost of attending CSUN goes up, low-income people can no Ž‘‰‡”ƒˆˆ‘”†‹–ǡƒ†–Š‡—„‡”‘ˆ‹‘”‹–›•–—†‡–•™‹ŽŽ†‡ Ž‹‡Ǥ Š‡”‡Žƒ–‹‘•Š‹’„‡–™‡‡•‘ ‹ƒŽ Žƒ••ƒ†‡†— ƒ–‹‘ƒŽƒˆˆ‘”†ƒ„‹Ž‹–›™ƒ•ƒ–‘’‹ ‘ˆ ‘- versation among students across the focus groups. In the following statements, Henry †‡• ”‹„‡•ƒ‰”‘™‹‰ Žƒ••†‹˜‹†‡™Š‹Ž‡ƒ‹‡Ž„‡‘ƒ•–Š‡ˆƒ‹Ž—”‡‘ˆ–Š‡•›•–‡ –‘’”‘˜‹†‡ƒDzŠƒ˜‡dzˆ‘”Ž‘™‡”Ǧ‹ ‘‡•–—†‡–•ǣ Henry (white): I think what’s frustrating for a lot of people from lower in- come is that if kids have money where they don’t have to worry about work,

61 The CSU Crisis and California’s Future Economic Crisis

or their parents pay, then they can just focus on their studies. Even if they have to take classes at odd hours it doesn’t matter because they could just focus on going to school and not have to worry about making money for rent or will I have to get another job because the fees are going up. The divide is getting bigger between people in the private schools or the UC schools … and for the people that go to Cal State schools … Now it’s less affordable. Š‡ˆƒ —Ž–›ƒŽ•‘‘–‡†–Š‡ ‘ϐŽ—‡ ‡‘ˆ•‘ ‹ƒŽ Žƒ••ƒ†”ƒ ‡Ǧ‡–Š‹ ‹–›‹†‹• —••‹‰ –Š‡‡ˆˆ‡ –•‘ˆ–Š‡„—†‰‡– —–•‘–Š‡•–—†‡–„‘†›Ǥ ƒ˜‹‡”ǡƒ–‡—”‡Ǧ–”ƒ ˆƒ —Ž–›‡„‡”ǡ †‡• ”‹„‡†Š‹•‡š’‡”‹‡ ‡•™‹–Š•–—†‡–•™Š‘ƒ”‡–”ƒ†‹–‹‘ƒŽŽ›—†‡”Ǧ”‡’”‡•‡–‡†ǣ I asked this student, “What’s your biggest concern?” She’s at a community college and she said, “I’m not sure I can afford to continue my education.” These students are on the margin economically [and] I’m beginning to think that race and class are convoluted. It’s very complex. I don’t think it’s one or the other, there’s an intersection between these two. We have to come back to the class-racial dynamic that’s taking place in this society and I think it’s –‹‡†–‘–Š‡‡ ‘‘‹ •‹–—ƒ–‹‘Ǥ‘—ǯ”‡†‡ƒŽ‹‰™‹–Šƒˆ‘”‘ˆ ƒ’‹–ƒŽ‹•–Šƒ– if unabated becomes brutal. ƒ›‘ˆ–Š‡•–—†‡–•ƒ†ˆƒ —Ž–›ƒ–™‡”‡‡‡Ž›ƒ™ƒ”‡‘ˆ–Š‡†‹•’”‘’‘”–‹‘ƒ–‡ impact of rising costs on underrepresented and underserved students. According to the focus group participants, it isn’t simply the fee increases that are Šƒ‰‹‰–Š‡†‡‘‰”ƒ’Š‹ •‘ˆ–Š‡•–—†‡–„‘†›Ǥ–—†‡–•ƒŽ•‘ˆ‡‡Ž–Šƒ––Š‡—‹˜‡”- sity’s priorities and commitments have changed. The new policies that have emerged ƒˆ–‡”–Š‡„—†‰‡– ”‹•‹•ƒ”‡’‡” ‡‹˜‡†„›ˆ‘ —•‰”‘—’’ƒ”–‹ ‹’ƒ–•ƒ•†‡•‹‰‡†–‘ƒ‡ •–—†‡–•Ž‡ƒ˜‡• Š‘‘Žǡ’ƒ”–‹ —Žƒ”Ž›–Š‘•‡•–—†‡–•™Š‘ƒ”‡†‡ϐ‹‡†ƒ• ‘•–Ž›‘”—†‡- •‹”ƒ„Ž‡„›–Š‡—‹˜‡”•‹–›Ǥƒ›•–—†‡–• ‘‡–‡†•’‡ ‹ƒŽŽ›‘–Š‹•–‘’‹ ǣ Daniel (black): It’s almost like they’re trying to get us to leave. During the summer I was reading the updates on the CSUN website on the budget crisis. One of their goals was to cut the student population in half by this year. So you’re openly telling us that you want half of us to leave, you know. They’re just trying to make life terrible for us right now. Sara (Asian):‡ƒŠǡ‹–ƒ‡•‘”‡•‡•‡ˆ‘”–‘™ƒ–•–—†‡–•–Šƒ– ƒ’ƒ›–Šƒ–‘Šƒ˜‡•–—†‡–•–Šƒ––ƒ‡‘‡›ǥŽ‹‡ϔ‹ƒ ‹ƒŽƒ‹†ƒ†•–—ˆˆǤ They’d rather have people that can actually pay for it. Mike (black): Now they’re not letting people with academic delinquency, like if you get subpar grades below 2.0 and you don’t pay your money on time, stuff like that. ˆ–‡”–Š‡„—†‰‡– —–•ǡ–Š‡•›•–‡ƒ†–Š‡ ƒ’—•‹•–‹–—–‡†ƒ™‹†‡”ƒ‰‡‘ˆ ‡™’‘Ž‹ ‹‡•Ǥ‘‡‘ˆ–Š‡•‡‹ Ž—†‡† —––‹‰‡”‘ŽŽ‡–„›ͳͲǡͲͲͲ•–—†‡–••›•–‡Ǧ wide while increasing the admissions of out-of-state students, who pay higher non- resident tuition. The university further restricted enrollment polities and academic

62 The CSU Crisis and California’s Future Economic Crisis

†‹•“—ƒŽ‹ϐ‹ ƒ–‹‘•ˆ‘”•–—†‡–•™‹–Šˆƒ‹Ž‹‰‰”ƒ†‡•‘”Ž‘™ •Ǥ–—†‡–••‡‡–‘‹–‡”- ’”‡––Š‡•‡’‘Ž‹ ‹‡•ƒ••‡†‹‰‡••ƒ‰‡•ƒ„‘—–™Š‘–Š‡—‹˜‡”•‹–›•‡‡•ƒ•ƒ†‡•‹”ƒ„Ž‡ student (those with money and good grades) and who is not a sought-after student (those who cannot pay for their education on their own and who struggle academi- cally). Thus, according to the focus group participants, these policies send a discour- aging message to low-income students, including students of color, that they are no Ž‘‰‡”†‡•‹”ƒ„Ž‡•–—†‡–•™‹–Š‹–Š‡•›•–‡Ǥ In order to pay for fee increases, students sought outside employment, and some who ƒŽ”‡ƒ†›™‘”‡†‹ ”‡ƒ•‡†–Š‡‹”Š‘—”•‘”–‘‘‘ƒ††‹–‹‘ƒŽŒ‘„•Ǥ ‡”›†‡• ”‹„‡•–Š‡ ‹’ƒ –‘ˆ–ƒ‹‰ƒ•‡ ‘†Œ‘„ǣ Henry (white): One of the reasons why I would choose this school is be- cause it was affordable when I started here and now it’s less affordable. I had to increase my work hours. I work one job and I do tutoring on the side. [I] started that [tutoring] this year because I didn’t have enough money. That takes time away from my studies, which hurts my grades. Those thirty Š‘—”•ƒ™‡‡™‘”‹‰ǡ‹ˆ  ‘—Ž†•’‡†ϔ‹ˆ–‡‡‘ˆ–Š‘•‡Š‘—”••–—†›‹‰  would be doing a lot better. I also get a scholarship, which is a godsend, otherwise I would be working more. ”‘–Š‡•–ƒ”–ǡ ‡”›ǯ• ‘ŽŽ‡‰‡‡š’‡”‹‡ ‡™ƒ•‹ϐŽ—‡ ‡†„›•‘ ‹ƒŽ Žƒ••Ǥ‘–Š–Š‡ university he can afford to attend and the hours he can dedicate to studying are lim- ‹–‡†„›ϐ‹ƒ ‹ƒŽ‘„Ž‹‰ƒ–‹‘•Ǥ ‡”›™‘””‹‡•–Šƒ––Š‡–‹‡Š‡•’‡†•ƒ–™‘”†‡–”ƒ –• ˆ”‘–Š‡“—ƒŽ‹–›‘ˆŠ‹•‡†— ƒ–‹‘ƒ†Š‹•ƒ„‹Ž‹–›–‘‡ƒ”‰‘‘†‰”ƒ†‡•Ǥ•–Š‡ ‘•–•‘ˆ ‡†— ƒ–‹‘‹ ”‡ƒ•‡ǡŽ‘™‡”Ǧƒ†‘†‡”ƒ–‡Ǧ‹ ‘‡•–—†‡–•Ž‹‡ ‡”›—•–†‡†‹ ƒ–‡ ‘”‡‘ˆ–Š‡‹”–‹‡ƒ†‡‡”‰›–‘’ƒ›‹‰ˆ‘”• Š‘‘ŽǤŠ‹•Ž‹‹–•–Š‡‹”ƒ„‹Ž‹–›–‘Ž‡ƒ”ǡ ‡ƒ”‰‘‘†‰”ƒ†‡•ǡ‰”ƒ†—ƒ–‡‘–‹‡ǡƒ†ƒ‡–Š‡‘•–‘ˆ–Š‡‹” ‘ŽŽ‡‰‡‡š’‡”‹‡ ‡Ǥ In addition to fee increases, the university simultaneously decreased course offer- ‹‰•ƒ•ƒ ‘•–Ǧ•ƒ˜‹‰‡ƒ•—”‡ǤŠ‡•‡ Šƒ‰‡• ‘’‘—†™‘”Ǧ‡†— ƒ–‹‘ ‘ϐŽ‹ –•ˆ‘” •–—†‡–•Ǣƒ––Š‡•ƒ‡–‹‡–Šƒ–•–—†‡–•‡‡†–‘‹ ”‡ƒ•‡–Š‡‹”™‘”Š‘—”•ǡ–Š‡›ˆƒ ‡ ƒ‹ϐŽ‡š‹„Ž‡ Žƒ••• Š‡†—Ž‡–Šƒ–‘ˆˆ‡”•ˆ‡™‡”•‡ –‹‘•‘ˆ‡ƒ Š Žƒ••Ǥ –Š‡ˆ‘ŽŽ‘™‹‰ǡ •–—†‡–•†‹• —••–Š‡’”‘„Ž‡•–Š‡›‡ ‘—–‡”ǣ ‡‹•Šƒȋ„Žƒ ǡϐ‹”•–Ǧ‰‡‡”ƒ–‹‘Ȍǣ If you have a six- or a four-hour class in the middle of Wednesday from 1:00 to 5:30, how are you going to tell your employer, “Well, I gotta bounce every Wednesday and Thursday and I gotta commute two hours to get here”? Susan (white): That’s exactly what I’m saying, you either work or go to school. It’s one or the other. Mayra (Hispanic): No, we do all three [including internship]. Susan (white): But you can’t hold a job and tell them you gotta be out every Wednesday afternoon and Friday morning; they’re not going to employ you. So that’s what I mean by not being able to go to school and hold a job.

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‡‹•Šƒȋ„Žƒ ǡϐ‹”•–Ǧ‰‡‡”ƒ–‹‘Ȍǣ Or you’re taking jobs at…waitressing. Mayra (Hispanic): Exactly. Susan (white): And you’re not making enough money on that. The effects of the economic recession on families outside the university further com- ’‘—†–Š‡‡ˆˆ‡ –•‘ˆ–Š‡„—†‰‡– —–•™‹–Š‹Ǣ•–—†‡–•ƒ”‡ ‘ˆ”‘–‡†™‹–Š‹ ”‡ƒ•‹‰ ‡†— ƒ–‹‘ ‘•–•ƒ––Š‡•ƒ‡–‹‡–Šƒ–ƒ›ˆƒ‹Ž‹‡•ƒ”‡—†‡”ϐ‹ƒ ‹ƒŽ†—”‡••Ǥ –Š‡ ˆ‘ŽŽ‘™‹‰ƒ ‘—–ǡ‹‘ǡƒˆƒ —Ž–›‡„‡”ǡ†‡• ”‹„‡•–Š‡DzŠ‡ƒ”–„”‡ƒ‹‰dz•‹–—ƒ–‹‘ of these students. Some of the interactions I’ve had with students are heartbreaking. A couple †ƒ›•ƒ‰‘ƒ•–—†‡– ƒ‡–‘›‘ˆϔ‹ ‡ǥƒ†•Š‡ǯ†„‡‡ƒ„•‡–ƒˆ‡™–‹‡• and wasn’t doing very well in the course. She explained that her father lost his job and she had to take three jobs at the same time as going to school. She never worked before and didn’t know what to do so she asked if she could have an incomplete. She was failing the course so I wasn’t allowed to give her an incomplete under those circumstances but I suggested [she] declare a hardship and withdraw in that way. I get a lot of students in approximately that same situation.  –Š‹•‡š ‡”’–ǡ–Š‡Œ‘„Ž‘••ƒ†’‘–‡–‹ƒŽ†‘™™ƒ”†‘„‹Ž‹–›‘ˆƒ’ƒ”‡–Šƒ•–”‡- ‡†‘—•‹’Ž‹ ƒ–‹‘•ˆ‘”–Š‡•‘ ‹ƒŽ‘„‹Ž‹–›‘ˆ–Š‡ Š‹Ž†”‡Ǥ–—†‡–•Ž‹‡–Š‡‘‡• ‹‘†‡• ”‹„‡•ƒ”‡†‘—„Ž›’‡ƒŽ‹œ‡†„›‹ ”‡ƒ•‹‰‡†— ƒ–‹‘ ‘•–•ƒ††‡ Ž‹‹‰ ˆƒ‹Ž›‹ ‘‡•Ǥ‹–Š†”ƒ™‹‰‘”†”‘’’‹‰‘—–‘ˆ ‘ŽŽ‡‰‡–‘•‡ —”‡‡’Ž‘›‡–ƒ› „‡‹’‘”–ƒ–ˆ‘”ˆƒ‹Ž›•—”˜‹˜ƒŽǡ„—–‹–ƒŽ•‘’‘–‡–‹ƒŽŽ›Ž‹‹–•–Š‡ˆƒ‹Ž›ǯ•Ž‘‰Ǧ–‡” ’”‘•’‡ –•ƒ†–Š‡‡š–‰‡‡”ƒ–‹‘ǯ••‘ ‹ƒŽ‘„‹Ž‹–›Ǥ ƒ††‹–‹‘–‘ˆ‡ƒ”•ƒ„‘—––Š‡‡ˆˆ‡ –•‘ˆ–Š‡†‡ Ž‹‹‰‡ ‘‘›ǡˆƒ —Ž–›‡„‡”•ƒŽ•‘ ”ƒ‹•‡† ‘ ‡”•ƒ„‘—––Š‡•–—†‡–ˆ‡‡‹ ”‡ƒ•‡•ǡ ”‹–‹ ‹œ‹‰–Š‡•‹œ‡‘ˆ–Š‡‹ ”‡ƒ•‡ƒ• ™‡ŽŽƒ•–Š‡‹”‹’Ž‡‡–ƒ–‹‘Ǥ ‘”‡šƒ’Ž‡ǡ‡Œƒ‹ǡƒˆƒ —Ž–›‡„‡”™Š‘Šƒ•„‡‡ ƒ’ƒ”–‘ˆ–Š‡ ‘—‹–›ˆ‘”‘˜‡”ϐ‹ˆ–››‡ƒ”•ǡ†‡• ”‹„‡•Š‘™Š‡„‡Ž‹‡˜‡•–Š‡ˆ‡‡ ‹ ”‡ƒ•‡•™‹ŽŽƒˆˆ‡ ––Š‡•–—†‡–•ǣ This population tends to be people who have the least capability of paying for their tuition. So as the tuition goes up, and it goes up precipitously [at] an incredibly skyrocketing rate, the students have less and less opportuni- ties to come here.… This institution is very rapidly moving towards those who could afford to go to this university. ‡”‡ǡ‡Œƒ‹†‡• ”‹„‡•ˆ‡‡‹ ”‡ƒ•‡•ƒ•ƒ–Š”‡ƒ––‘ƒ ‡••‹„‹Ž‹–›ƒ†–Š‡”‡–‡–‹‘ of lower-income students. Similar to some of the students’ comments, the university ‹•‹ ”‡ƒ•‹‰Ž›•‡‡ƒ•ƒ’—„Ž‹ ‹•–‹–—–‹‘–Šƒ–‘Ž‘‰‡”•‡”˜‡•†‹˜‡”•‡ ‘—‹–‹‡•ǡ „—–”ƒ–Š‡”ǡ„‡ ‘‡•ƒ ‡••‹„Ž‡‘Ž›–‘–Š‡ϐ‹ƒ ‹ƒŽŽ›’”‹˜‹Ž‡‰‡†Ǥ•ƒ”Žƒǡƒ–‡—”‡† ˆƒ —Ž–›‡„‡”ǡ•–ƒ–‡•ǣ I think that very little has changed except that we are short-changing our students even more … I’m here because I believe that by educating people

64 The CSU Crisis and California’s Future Economic Crisis

we can subvert the class system and we can help students really achieve something. I’m totally committed to that. I think that these budget cuts and the consequent actions make it much harder for students to succeed … If class sizes are getting bigger and it’s getting harder for students to actually come to class because they have to take on two and three jobs just to help their families make ends meet and we can’t bend the rules to let them pass a class because that’s not right either, that means that they’re not learning. We can’t work with them one-to-one anymore … so we’re now herding them ‹–‘‰‹ƒ– Žƒ••‡•ǥ ‡ŽŽ‘ǫ‘—‘™–Š‹•‹•”‡ƒŽŽ›‹’ƒ –‹‰‘–Š‡“—ƒŽ‹–› of education and it’s going to make it even harder for these young people to succeed. It’s disgusting. •—ǡ•–—†‡–•ƒ’’”‡ ‹ƒ–‡ƒ†„‡‡ϐ‹–ˆ”‘ƒ†‹˜‡”•‡•–—†‡–„‘†›–Šƒ–‹•ƒ ‡••‹„Ž‡ –‘Ž‘™‡”Ǧ‹ ‘‡•–—†‡–•ƒ†”ƒ ‹ƒŽǦ‡–Š‹ ‹‘”‹–‹‡•Ǥ ‘™‡˜‡”ǡ„‘–Š•–—†‡–•ƒ† faculty agree that recent fee increases threaten the diversity of the campus. Further, –Š‡ˆ‡‡‹ ”‡ƒ•‡•ƒ†”‡Žƒ–‡†’‘Ž‹ › Šƒ‰‡•ƒ”‡•‡‡ƒ•”‡ϐŽ‡ –‹‰„”‘ƒ†‡” Šƒ‰‡• to the university’s priorities and commitments. These changes are interpreted as re- ϐŽ‡ –‹‰ƒ‰”‘™‹‰‹–‡”‡•–‹•‡”˜‹‰ϐ‹ƒ ‹ƒŽŽ›’”‹˜‹Ž‡‰‡†•–—†‡–•™Š‘ ƒƒˆˆ‘”†–‘ pay for their education on their own. In contrast, lower-income students who require ϐ‹ƒ ‹ƒŽƒ‹†‘”ƒ ƒ†‡‹ Š‡Ž’ƒ”‡’‡” ‡‹˜‡†–‘„‡–Š‡–ƒ”‰‡–‘ˆ–Š‡—‹˜‡”•‹–›ǯ•‡- ”‘ŽŽ‡– —–•ǤŠ‡•‡‡™’‘Ž‹ ‹‡•ǡƒ•™‡ŽŽƒ•–Š‡†‹ˆϐ‹ —Ž–›‘ˆ’ƒ›‹‰ˆ‘”• Š‘‘Ž™Š‹Ž‡ ƒƒ‰‹‰™‘”ƒ† Žƒ••• Š‡†—Ž‡•ǡŠƒ˜‡‹’ƒ –‡†•–—†‡–‡‰ƒ‰‡‡–ƒ†‘–‹- ˜ƒ–‹‘Ǥ–—†‡–••‡‡–‘„‡‰‡—‹‡Ž›†‹•Š‡ƒ”–‡‡†ƒ†‘˜‡”™Š‡Ž‡†„›–Š‡‡™ ƒ’—• Ž‹ƒ–‡ ‹ ™Š‹ Š –Š‡› ϐ‹† –Š‡•‡Ž˜‡•Ǥ ‘– •—”’”‹•‹‰Ž›ǡ–Š‡› ˆ‡‡Ž –Šƒ– –Š‡ Šƒ‰‡•„”‘—‰Š–ƒ„‘—–„›–Š‡„—†‰‡– ”‹•‹•ǡ‹ˆ’”‡•‡”˜‡†ˆ‘”–Š‡Ž‘‰–‡”ǡ™‹ŽŽƒ‡ –Š‡—‹˜‡”•‹–›Ž‡••ƒ ‡••‹„Ž‡ƒ†ƒˆˆ‘”†ƒ„Ž‡ˆ‘”Ž‘™‡”Ǧ‹ ‘‡•–—†‡–•ƒ†•–—†‡–• of color. CONCLUSION

As the 2011-2012 academic year approaches, the administrators, faculty, and stu- dents of CSU Northridge, and throughout the entire state of California, are facing yet ƒ‘–Š‡””‘—†‘ˆ†”ƒ•–‹ „—†‰‡– —–•ǤŠ‡•–ƒ–‡Šƒ•ƒ’’”‘˜‡†̈́ͷͲͲ‹ŽŽ‹‘‹‡™ —–• to the CSU system. If Governor Brown’s proposed tax extension is not approved, an ƒ††‹–‹‘ƒŽ̈́ͷͲͲ‹ŽŽ‹‘‹ —–•ȋ̈́ͳ„‹ŽŽ‹‘‹–‘–ƒŽȌ‹•ƒ–‹ ‹’ƒ–‡†Ǥ–—†‡–ˆ‡‡•ƒ”‡•‡– –‘‹ ”‡ƒ•‡ƒ‘–Š‡”ͳͲΨ‹–Š‡ˆƒŽŽǡ„—––Š‹• ‘—Ž†‘”‡–Šƒ–”‹’Ž‡–‘͵ʹΨǡ ƒ—•‹‰–Š‡ ‘•–‘ˆƒ‡†— ƒ–‹‘–‘†‘—„Ž‡ȋˆ”‘̈́ͶǡͺͺͲ–‘̈́͹ǡͶͲͲȌ‹Œ—•––Š”‡‡›‡ƒ”•ȋ•‹‘˜ 2011). CSU Chancellor Charles Reed has warned of “extreme choices,” including clos- ing enrollment for spring and turning away 20,000 transfer students (San Francisco Chronicle, May 11, 2011). At CSUN, departments have again reduced their course of- ˆ‡”‹‰•ƒ†Šƒ˜‡†‘—„Ž‡†–Š‡•‹œ‡•‘ˆƒ›‘ˆ–Š‡‹” Žƒ••‡•ǤŽ‘•–ƒŽŽ‘ˆ–Š‡’ƒ”–Ǧ–‹‡ Ž‡ –—”‡”•ƒ”‡‰‘‡ǤŠ‹Ž‡ƒ‘–Š‡””‘—†‘ˆ•‹‰‹ϐ‹ ƒ–„—†‰‡– —–•‹•ƒ••—”‡†ˆ‘”–Š‡ ʹͲͳͳǦʹͲͳʹƒ ƒ†‡‹ ›‡ƒ”ǡ‘‘‡‘™•™‹–Š ‡”–ƒ‹–›™Šƒ––Š‡ —–•™‹ŽŽŽ‘‘Ž‹‡ǡ ƒ†™Šƒ––Š‡‹” ‘•‡“—‡ ‡•™‹ŽŽ„‡ˆ‘”ƒŽ‹ˆ‘”‹ƒǯ•’—„Ž‹ —‹˜‡”•‹–‹‡•‹–Š‡–™‡–›Ǧ ϐ‹”•– ‡–—”›ǤŠƒ–‹• ‡”–ƒ‹ǡŠ‘™‡˜‡”ǡ‹•–Šƒ––Š‡‡„‡”•‘ˆ–Š‡ ‘—‹–› ™‹ŽŽƒ••—”‡†Ž›“—ƒ‡ƒ•–Š‡•‡•Š‘ ™ƒ˜‡•‘ ‡ƒ‰ƒ‹”‡•‘ƒ–‡–Š”‘—‰Š–Š‡ ƒ’—•Ǥ

65 The CSU Crisis and California’s Future Economic Crisis

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•‹‘˜ǡǤʹͲͳͳǤˆƒ ‡•̈́ͳ„‹ŽŽ‹‘ —–ˆ”‘•–ƒ–‡Ǥƒ ”ƒ ‹• ‘Š”‘‹ Ž‡ (May 11, 2011). ƒ‡”ǡǤǤǡƒ†Ǥ±Ž‡œǤͳͻͻ͸Ǥ ‡••–‘ƒ†‘’’‘”–—‹–›‹’‘•–•‡ ‘†ƒ”›‡†— ƒ- –‹‘‹–Š‡‹–‡†–ƒ–‡•ǣ”‡˜‹‡™Ǥ’‡ ‹ƒŽ ••—‡‘‘ ‹‘Ž‘‰›ƒ††— ƒ–‹‘ƒŽ ‘Ž‹ ›ǣ”‹‰‹‰ Š‘Žƒ”•Š‹’ƒ†”ƒ –‹ ‡‘‰‡–Š‡”ǡSociology of Education ͸ͻǣͺʹǦͳͲͳǤ ”‹–ǡǤǡƒ† Ǥƒ”ƒ„‡ŽǤͳͻͺͻǤThe diverted dream: Community college and the prom- ise of educational opportunity in AmericaǤ‡™‘”ǣšˆ‘”†‹˜‡”•‹–›”‡••Ǥ ƒŽŠ‘—ǡǤʹͲͲͻǤ ƒ†‡‹ ˆ”‡‡†‘ǣ—„Ž‹ ‘™Ž‡†‰‡ƒ†–Š‡•–”— –—”ƒŽ–”ƒ•ˆ‘”- mation of the university. Social Research͹͸ȋʹȌǣͷ͸ͳǦͷͻͺǤ ƒ„—”ǡǤǤͳͻͻͲǤ‘ŽŽ‡‰‡ ‘’Ž‡–‹‘ƒ‘‰•–—†‡–•ˆ”‘Š‹‰Š• Š‘‘Ž•Ž‘ ƒ–‡† in large metropolitan areas. American Journal of EducationͻͺǣͷͷͳǦͷ͸ͻǤ ƒ”†ǡǤǡƒ†ǤǤ”—‡‰‡”ǤʹͲͲͷǤ‘—Ž†–Š‡‡Ž‹‹ƒ–‹‘‘ˆƒˆϐ‹”ƒ–‹˜‡ƒ –‹‘ƒˆˆ‡ – Š‹‰ŠŽ›“—ƒŽ‹ϐ‹‡†‹‘”‹–›ƒ’’Ž‹ ƒ–•ǫ˜‹†‡ ‡ˆ”‘ƒŽ‹ˆ‘”‹ƒƒ†‡šƒ•Ǥ Industrial and Labor Relations Reviewͷͺȋ͵ȌǣͶͳ͸ǦͶ͵ͶǤ Cole, J. R. 2010. The great American university: Its rise to preeminence, its indispens- able national role, why it must be protectedǤ‡™‘”ǣ—„Ž‹ ˆˆƒ‹”•Ǥ ‘—‰Š‡”–›ǡǤͳͻͻͶǤŠ‡ ‘–”ƒ†‹ –‘”› ‘ŽŽ‡‰‡ǣŠ‡ ‘ϔŽ‹ –‹‰‘”‹‰‹•ǡ‹’ƒ –•ǡƒ† futures of the community collegeǤ‡™‘”ǣ”‡••Ǥ ƒ”„‡”ǡ ǤͳͻͻͺǤŠ‡–Š‹”† ‹” Ž‡ǣ‡†— ƒ–‹‘ƒ††‹•–ƒ ‡Ž‡ƒ”‹‰ǤSociological PerspectivesͶͳȋͶȌǣ͹ͻ͹ǦͺͳͶǤ Fuller, J. B., K. Hester, T. Barnett, L. Frey, and C. Relyea. 2006. Perceived organizational •—’’‘”–ƒ†’‡” ‡‹˜‡†‡š–‡”ƒŽ’”‡•–‹‰‡ǣ”‡†‹ –‹‰‘”‰ƒ‹œƒ–‹‘ƒŽ attachment for university faculty, staff, and administrators. The Journal of Social PsychologyǡͳͶ͸ǡ͵ʹ͹Ǧ͵Ͷ͹Ǥ ƒŽ—•œƒǡǤʹͲͲͺǤ”ƒ•–‹ ‡ƒ•—”‡•ˆ‘”†‹ˆϐ‹ —Ž––‹‡•ǤDiverse: Issues in Higher Educationȋ‡ ‡„‡”ͳͳȌǤ ƒ—•‡”ǤǤͳͻͻʹǤŠ‡†‡ Ž‹‡‹ ‘ŽŽ‡‰‡‡–”›ƒ‘‰ˆ”‹ ƒǦ‡”‹ ƒ•ǣ ‹†‹‰• in search of an explanation. In Prejudice, politics, and race in America today, ‡†ǤǤ‹†‡”ƒǡǤ‡–Ž‘ ǡƒ†Ǥƒ”‹‡•ǡʹ͹ͳǦ͵Ͳ͸Ǥ–ƒˆ‘”†ǡǣ–ƒˆ‘”† University Press. ƒ˜‡ƒǡǤǡƒ†Ǥ‡‡†‹‰ǤʹͲͲ͸ǤŠ‡”‘Ž‡‘ˆŠ‹‰Š‡”‡†— ƒ–‹‘‹•‘ ‹ƒŽ‘„‹Ž‹–›Ǥ The Future of Childrenͳ͸ȋʹȌǣͳʹͷǦͳͷͲǤ ‡”ƒ†‡œǡǤʹͲͳͲǤ ”ƒ ‹–Š‡ˆ‘—†ƒ–‹‘ǫDiverse: Issues in Higher Education. ȋ ‡„”—ƒ”›ͶȌǤ

66 The CSU Crisis and California’s Future Economic Crisis

—ˆˆǡǤǤʹͲͲ͸ǤŠ‡„‹‰•Š‹ˆ–ǤSocietyͶ͵ȋͶȌǣ͵ͲǦ͵ͶǤ ‘‡•ǡǤǡƒ† Ǥ‡ŽŽƒǤʹͲͳͲǤ”‡ƒ‹‰„ƒ†Šƒ„‹–•ǣƒ˜‹‰ƒ–‹‰–Š‡ϐ‹ƒ ‹ƒŽ ”‹•‹•Ǥ ChangeͶʹȋ͵Ȍǣ͸Ǧͳ͵Ǥ Kane, T. J. 1998. Racial and ethnic preferences in college admissions. In The Black- White test score gapǡ‡†ǤǤ ‡ •ƒ†ǤŠ‹ŽŽ‹’•ǡͶ͵ͳǦͶͷ͸Ǥƒ•Š‹‰–‘ǡǤǤǣ ”‘‘‹‰• •–‹–—–‹‘”‡••Ǥ ƒ‘ǡ Ǥǡƒ† ǤǤŠ‘’•‘ǤʹͲͲ͵Ǥƒ ‹ƒŽƒ†‡–Š‹ •–”ƒ–‹ϐ‹ ƒ–‹‘‹‡†— ƒ–‹‘ƒŽ achievement and attainment. Annual Review of Sociology͵ͻǣͶͳ͹ǦͶͶʹǤ ƒ”‡ǡǤʹͲͲʹǤŠƒ‰‡•‹ƒ ‡••–‘Š‹‰Š‡”‡†— ƒ–‹‘‹–Š‡‹–‡†–ƒ–‡•ǣͳͻͺͲǦ 1992. Sociology of Education͹ͷǣͳͻͳǦʹͳͲǤ ‡ŽŽ‡”ǡ ǤʹͲͲͻǤ•‡”‡Ž‡›‡”‘ŽŽ•‘”‡‘—–Ǧ‘ˆǦ•–ƒ–‡•–—†‡–•ǡ”ƒ ‹ƒŽ†‹˜‡”•‹–›ƒ› suffer. Chronicle of Higher Educationȋ‘˜‡„‡”ͶȌǤ ‘Šϐ‹ǡǤǤǡƒ†ǤǤƒ—Ž•‡ǤʹͲͲͷǤ‘’ƒ”‹‰–Š‡†‡–‡”‹ƒ–•‘ˆ’‡”•‹•–‡ ‡ ˆ‘”ϐ‹”•–Ǧ‰‡‡”ƒ–‹‘ƒ† ‘–‹—‹‰Ǧ‰‡‡”ƒ–‹‘•–—†‡–•ǤJournal of College Student DevelopmentͶ͸ȋͶȌǣͶͲͻǦͶʹͺǤ ‡›‡”ǡ ǤǤǡǤǤ‘„‘ ‡Žǡƒ†Ǥ ǤŽŽ‡ǤͳͻͻͳǤ‡˜‡Ž‘’‡–‘ˆ‘”‰ƒ‹œƒ–‹‘ƒŽ ‘- ‹–‡–†—”‹‰–Š‡ϐ‹”•–›‡ƒ”‘ˆ‡’Ž‘›‡–ǣŽ‘‰‹–—†‹ƒŽ•–—†›‘ˆ’”‡Ǧƒ† ’‘•–Ǧ‡–”›‹ϐŽ—‡ ‡•ǤJournal of Managementͳ͹ǣ͹ͳ͹Ǧ͹͵͵Ǥ Meyer, J. P., N. J. Allen, and C. A. Smith. 1993. Commitment to organizations and ‘ —’ƒ–‹‘•ǣš–‡•‹‘ƒ†–‡•–‘ˆƒ–Š”‡‡Ǧ ‘’‘‡– ‘ ‡’–—ƒŽ‹œƒ–‹‘Ǥ Journal of Applied Psychology͹ͺȋͶȌǣͷ͵ͺǦͷͷͳǤ Readings, B. 1996. The university in ruinsǤƒ„”‹†‰‡ǡǣ ƒ”˜ƒ”†‹˜‡”•‹–›”‡••Ǥ —„‡”‰‡”ǡǤǤͳͻͺʹǤ‡ ‡–Š‹‰Š• Š‘‘Žƒ† ‘ŽŽ‡‰‡‡š’‡”‹‡ ‡•‘ˆ›‘—–Šǣ ƒ”‹ƒ–‹‘•„›”ƒ ‡ǡ•‡šƒ†•‘ ‹ƒŽ Žƒ••Ǥ‘—–Šƒ†‘ ‹‡–›ͳ͵ǣͶͶͻǦ͹ͲǤ —„‡”‰‡”ǡǤǤͳͻͻͷǤ”‘’’‹‰‘—–‘ˆ‹††Ž‡• Š‘‘Žǣ—Ž–‹Ž‡˜‡ŽƒƒŽ›•‹•‘ˆ students and schools. American Educational Research Journal͵ʹǣͷͺ͵Ǧ͸ʹͷǤ ‘‡”ǡ ǤǤͳͻͻͷǤThe academy in crisis: The political economy of higher education. ƒ•Š‹‰–‘ǤǤǣŠ‡ †‡’‡†‡– •–‹–—–‡Ǥ ˜ƒ‹ ǡǤǡǤ˜ƒ‹’’‡„‡”‰ǡǤ‡”• Š”‡‹–‡”ǡ Ǥ ‡”–‡Žǡƒ† Ǥ‹‡•‡‡ǤʹͲͲ͹Ǥ –‡”ƒ –‹˜‡‡ˆˆ‡ –•‘ˆ™‘”‰”‘—’ƒ†‘”‰ƒ‹œƒ–‹‘ƒŽ‹†‡–‹ϐ‹ ƒ–‹‘‘Œ‘„ •ƒ–‹•ˆƒ –‹‘ƒ†‡š–”ƒǦ”‘Ž‡„‡Šƒ˜‹‘”ǤJournal of Vocational Behavior͹ʹǣ 388-399. ƒ•Š„—”ǡ ǤʹͲͲͷǤUniversity, Inc.: The corporative corruption of higher education. ‡™‘”ǣƒ•‹ ‘‘•Ǥ ‘‘†ǡ ǤǤͳͻͻͺǤŠ‡ƒ ƒ†‡›—†‡”•‹‡‰‡ǣ‘—–Ž‹‡‘ˆ’”‘„Ž‡•ƒ†•–”ƒ–‡‰‹‡•Ǥ Sociological PerspectivesͶͳȋͶȌǣͺ͵͵ǦͺͶ͹Ǥ

67 Š‡”‹•‹•ƒ†ƒŽ‹ˆ‘”‹ƒǯ• —–—”‡ ‘—‹ŽŽ ƒ˜‡‘‘”

“YOU WILL HAVE TO WORK TEN TIMES AS HARD AT CSU”: REDUCING OUTREACH AND RECRUITMENT IN TIMES OF ECONOMIC CRISIS ‡„‡ ƒ ‘•‡’Š with the assistance of Mario Castaneda

ABSTRACT

ƒŽ‹ˆ‘”‹ƒǯ•‡ ‘‘‹ ’”‘„Ž‡•Šƒ˜‡Šƒ†ƒƒŒ‘”‹’ƒ –‘–Š‡•–ƒ–‡ǯ•’—„Ž‹ Š‹‰Š school and university students, especially those choosing to apply to and matriculate in the California State University (CSU) system. Using mixed methods including inter- ˜‹‡™•‘ˆ’”‘‰”ƒŽ‡ƒ†‡”•ǡ”‡ ”—‹–‡”•ǡƒ†•–—†‡–™‘”‡”•ǡ–Š‹••–—†›‹˜‡•–‹‰ƒ–‡•–Š‡ ‡ˆˆ‡ –•‘ˆ–Š‡„—†‰‡– —–•‘–Š‡ƒ„‹Ž‹–›‘ˆϐ‹˜‡ ƒ’—•‡•–‘’”‘˜‹†‡‘—–”‡ƒ Šƒ† ”‡ ”—‹–‡––‘Ž‘™Ǧ‹ ‘‡Š‹‰Š• Š‘‘Žƒ†–”ƒ•ˆ‡”•–—†‡–•ǤŠ‡ϐ‹†‹‰••Š‘™–Šƒ– —–•–‘–Š‡•‡’”‘‰”ƒ•ƒ”‡‘–’”‘’‘”–‹‘ƒ–‡ǡ„‡ ƒ—•‡–Š‡•‡•–—†‡–•ƒ”‡‘•–Ž‹‡Ž› –‘„‡DzŽ‡ˆ–‹–Š‡†ƒ”dz™‹–ŠŽ‹‹–‡†ƒ ‡••–‘ ‘ŽŽ‡‰‡”‡ƒ†‹‡•••‡”˜‹ ‡•ǤŠ‹•’ƒ’‡” Š‹‰ŠŽ‹‰Š–•–Š‡™ƒ›•‹™Š‹ Š–Š‡ ƒ’—•‡•ƒ”‡–”›‹‰–‘ ‘–‹—‡–Š‡‹”™‘”—•- ‹‰ ”‡ƒ–‹˜‡ǡ ‘ŽŽƒ„‘”ƒ–‹˜‡ǡƒ†”‡•‹Ž‹‡–‡–Š‘†•™‹–Š†‡ Ž‹‹‰”‡•‘—” ‡•Ǥ INTRODUCTION3

Dz”‹—’Šǥ‹•›‡••ƒ‰‡Ǥ‹ŽŽ‹–„‡‡ƒ•›ǫ‘Ǩ ”‡‹†–Š‡–Šƒ–›‘—ƒ› Šƒ˜‡‹‰Š–•›‘—†‘ǯ–•Ž‡‡’ǡ„—–›‘—Šƒ˜‡–‘‰‡–‹–†‘‡Ǥ‘—Šƒ˜‡–‘™‘” three times as hard with little parental support. Now with the budget situa- tion, you will have to work ten times as hard. But you can and will triumph.” Every time the young manͶ“—‘–‡†ƒ„‘˜‡˜‹•‹–•Š‹•Ž‘™Ǧ‹ ‘‡‡‹‰Š„‘”Š‘‘†ǡŠ‡•‡‡• –Š‡†‹ˆˆ‡”‡ ‡•„‡–™‡‡Š‹•‡ŽˆȄƒ ‘ŽŽ‡‰‡•‡‹‘”ƒ†–Š‡ϐ‹”•–‹Š‹•ˆƒ‹Ž›–‘‰‘–‘ ‘ŽŽ‡‰‡Ȅƒ†–Š‡’‡‡”•Š‡Ž‡ˆ–„‡Š‹†Ž‹˜‹‰‹’‘˜‡”–›ƒ††‡•’ƒ‹”ǤDz †‘™Šƒ–‡˜‡”  ƒ–‘–”›–‘‘–‹˜ƒ–‡‘–Š‡”•–—†‡–•–‘ϐ‹†–Š‡‹”™ƒ›–‘ ‘ŽŽ‡‰‡™Š‡”‡–Š‡› ƒ‡- Šƒ ‡–Š‡•‡Ž˜‡•–Š”‘—‰Š‡†— ƒ–‹‘ǡ’‘™‡”ǡƒ†’‘••‹„‹Ž‹–›ǡdzŠ‡•ƒ‹†ǤDz—–‹–‹•Šƒ”†‡” ƒ†Šƒ”†‡”–‘†‘Ǥdz•–—†‡–ƒ„ƒ••ƒ†‘”™Š‘Šƒ•™‘”‡†ˆ‘”Š‹••–—†‡–‘—–”‡ƒ Š ‘ˆϐ‹ ‡ˆ‘”–Š”‡‡›‡ƒ”•ǡŠ‡˜‹•‹–•Š‹‰Š• Š‘‘Ž•–‘Š‡Ž’•–—†‡–•–Š”‘—‰Š–Š‡ ‘ŽŽ‡‰‡”‡ƒ†‹- ‡••ƒ†ƒ’’Ž‹ ƒ–‹‘’”‘ ‡••ǤDz  ‘‡ˆ”‘ƒŽ‘™‡”ȋ•‘ ‹‘‡ ‘‘‹ •–ƒ–—•Ȍ„ƒ - ‰”‘—†ǡdzŠ‡•ƒ›•ǡDz  ƒ–‡ŽŽ–Š‡–Šƒ–†‡•’‹–‡–Š‡‘„•–ƒ Ž‡•ǡ‹ˆ  ƒ†‘‹–ǡ›‘— ƒ†‘‹–Ǥ If it’s money, you can do it. You don’t have to sell drugs or strip. You can apply to FAFSA

͵ Š‹•’ƒ’‡”™ƒ••’‘•‘”‡†„›–Š‡‹˜‹Ž‹‰Š–•”‘Œ‡ –ƒ–Ǥ‡™‘—Ž†Ž‹‡–‘–Šƒ —ƒ†ƒŽ—’‡ƒ›ƒǡƒ- ‹‡Ž”‘‘ǡƒ—”ƒ —–‹‡””‡œǡƒ†ƒ—”‡ ‘Ž‰—‹ˆ‘”–Š‡‹”ƒ••‹•–ƒ ‡Ǥ Ͷ ‘’”‘–‡ ––Š‡ƒ‘›‹–›‘ˆ‡˜‡”›‘‡™‡‹–‡”˜‹‡™‡†ˆ‘”–Š‹•’ƒ’‡”ǡ™‡”‡ˆ‡”–‘•–—†‡–•™Š‘™‘”‹–Š‡ ‘—–”‡ƒ Šƒ†”‡ ”—‹–‡–‘ˆϐ‹ ‡•ƒ••–—†‡–ƒ„ƒ••ƒ†‘”•‘”•–—†‡–™‘”‡”•Ǥ‡”‡ˆ‡”–‘†‹”‡ –‘”•ǡƒ••‹•–ƒ– directors, and recruiters as specialists, recruiters, or professionals.

68 Š‡”‹•‹•ƒ†ƒŽ‹ˆ‘”‹ƒǯ• —–—”‡ ‘—‹ŽŽ ƒ˜‡‘‘”

(Free Application for Federal Financial Aid). They get it. The way I approach them, I share the details. I don’t scare.” During the past year, he has watched dramatic changes occur in the world of college recruitment and outreach. Colleges have new deadlines and reduced enrollments, Š‹‰Š• Š‘‘Ž•Šƒ˜‡ —–„ƒ ‘ ‘—•‡Ž‹‰ǡƒ†‘—–”‡ƒ Š‘ˆϐ‹ ‡•Šƒ˜‡ —–„ƒ ‘’”‘- ‰”ƒ‹‰ǡ™Š‹ Šƒ›‹ Ž—†‡†‘™•‹œ‹‰–Š‡—„‡”‘ˆ•–—†‡–ƒ„ƒ••ƒ†‘”•™Š‘ share their powerful stories with other young people. Research shows that outreach and college readiness programs are vital for attracting Latino and other under-represented students to four-year colleges. First-generation ƒ† ‘–Š‡” Š‹•–‘”‹ ƒŽŽ› —†‡”Ǧ”‡’”‡•‡–‡† •–—†‡–• Žƒ‰ „‡Š‹† –Š‡‹” Š‹‰Š‡”Ǧ‹ ‘‡ ’‡‡”•ƒ ƒ†‡‹ ƒŽŽ›ƒ†ƒ––‡† ‘ŽŽ‡‰‡ƒ–•‹‰‹ϐ‹ ƒ–Ž›Ž‘™‡””ƒ–‡•ȋ ‡„‡””›ƒ† ƒ”- –Ž‡ͳͻͻͺǢ‹ŽŽ‡”ͳͻͻ͹ȌǤ„‘—–͵͵’‡” ‡–‘ˆ™Š‹–‡•‹–Š‡‹”–™‡–‹‡•Š‘Ž† ‘ŽŽ‡‰‡†‡- ‰”‡‡•ǡ ‘’ƒ”‡†–‘ͳͺ’‡” ‡–‘ˆ„Žƒ •ƒ†ͳͲ’‡” ‡–‘ˆƒ–‹‘•ȋ ž†ƒ”ƒƒ†‘- –”‡”ƒ•ʹͲͲͻȌǤŠ‡•‡•–—†‡–•ˆƒ ‡•‘‡‘ˆ–Š‡‘•–†‹ˆϐ‹ —Ž– ŠƒŽŽ‡‰‡•‹‡†— ƒ–‹‘ǣ –Š‡›ƒ”‡‘”‡Ž‹‡Ž›–‘ƒ––‡†‹ŽŽǦ‡“—‹’’‡†• Š‘‘Ž•ȋ‘œ‘ŽͳͻͻͳǢƒ‡•‡–ƒŽǤʹͲͲ͸ȌǢ–‘ receive limited access to rigorous college preparatory courses, especially in math and language (Perna and Swail 2002;Tierney and Hagedorn 2002); to receive poor college ‘—•‡Ž‹‰ȋ ‘‘—‰ŠʹͲͲͷȌǢƒ†–‘Šƒ˜‡Ž‡••’”‡’ƒ”‡†ƒ†Ž‡••“—ƒŽ‹ϐ‹‡†–‡ƒ Š‡”• –Šƒ–Š‡‹”’”‹˜‹Ž‡‰‡† ‘—–‡”’ƒ”–•ȋƒ”Ž‹‰Ǧ ƒ‘†ǡ‡””›ǡ ƒ•‡Ž‘”ǡƒ† ‹†‡Ž‡” ͳͻͻͻȌǤ‘”‡‘˜‡”ǡ–Š‡›ƒ”‡Ž‡••Ž‹‡Ž›–‘Ž‹˜‡‹ƒŠ‘‡™‹–Š ‘ŽŽ‡‰‡Ǧ‡†— ƒ–‡†’ƒ”‡–•ǡ a relationship that directly correlates to college matriculation (Perez and McDonough 2008).  ‡ ƒ†‹––‡†ǡ –Š‡•‡ •–—†‡–• ƒ”‡ — Š Ž‡•• Ž‹‡Ž› –‘ ƒ–”‹ —Žƒ–‡ ƒ†Ȁ‘” ’‡”•‹•– –Š”‘—‰Š ‘ŽŽ‡‰‡„‡ ƒ—•‡–Š‡›ƒ”‡Ž‡••Ž‹‡Ž›–‘ƒ ‡’–Ž‘ƒ•ǡ‘”‡Ž‹‡Ž›–‘”‡“—‹”‡ ”‡‡†‹ƒ–‹‘ǡƒ†‘”‡Ž‹‡Ž›–‘•–”—‰‰Ž‡ƒ ƒ†‡‹ ƒŽŽ›ǡ•‘ ‹ƒŽŽ›ǡƒ†ϐ‹ƒ ‹ƒŽŽ›ȋ ƒˆ- ‡”ǡ ‘•‡’Šǡƒ† ‘”‹ ʹͲͳͲǢǤǤ‡’ƒ”–‡–‘ˆ†— ƒ–‹‘ʹͲͲͻǢ‡”‡œƒ† - Donough 2008). ‘•‰‡Ž‡•‘—–›ǡ–Š‡Žƒ ‘ˆ ‘ŽŽ‡‰‡ƒ––‡†ƒ ‡‹•ƒ —–‡Ǥ‘”‡–ŠƒŠƒŽˆ‘ˆƒŽŽ •–—†‡–•‹–Š‡‘•‰‡Ž‡•‹ϐ‹‡† Š‘‘Ž‹•–”‹ –ǡ„—–‘Ž›ʹͶ’‡” ‡–‘ˆŽ‘™Ǧ‹ ‘‡ students, graduate from high school having completed the courses required for entry ‹–‘ƒŽ‹ˆ‘”‹ƒǯ•’—„Ž‹ —‹˜‡”•‹–›•›•–‡Ǥ‘”‡–Šƒ͹Ͳ’‡” ‡–‘ˆŽ‘™Ǧ‹ ‘‡•–—- dents require remediation upon matriculation at those campuses serving the most at- ”‹••–—†‡–•ȋ‹Ž˜‡”ǡƒ—†‡”•ǡƒ†ƒ”ƒ–‡ʹͲͲͺȌǤŠ‡Žƒ ‘ˆ ‘ŽŽ‡‰‡‡†— ƒ–‹‘Ž‡ƒ†• –‘Š‹‰Š‡” ‘•–•ˆ‘”‘—”•‘ ‹‡–›ǡ‹ Ž—†‹‰Ž‘••‘ˆ”‡˜‡—‡„‡ ƒ—•‡‘ˆƒŽƒ ‘ˆƒŠ‹‰ŠŽ› ‡†— ƒ–‡†™‘”ˆ‘” ‡ǢŠ‹‰Š‡” ”‹‡”ƒ–‡•ǢŠ‹‰Š‡””ƒ–‡•‘ˆ‘Ž‹ˆ‡ǡŠ‡ƒŽ–Šǡƒ†ƒ—–‘‘„‹Ž‡ ‹•—”ƒ ‡Ǣƒ† ‘–‹—‡†Žƒ ‘ˆ‡ ‘‘‹ ƒ†˜ƒ ‡‡–ȋ‡–‡”ˆ‘”ƒ„‘”ƒ”‡– Studies 2009). THE PROBLEM

Š‡ ›‘—‰ ƒ„ƒ••ƒ†‘” †‡• ”‹„‡† ‡ƒ”Ž‹‡” ‹• ‘‡ ‘ˆ Š—†”‡†• ‘ˆ •–—†‡–• ƒ† •–ƒˆˆ ‡„‡”•™Š‘ƒ”‡†‡˜‘–‡†–‘‘–‹˜ƒ–‹‰ǡ”‡ ”—‹–‹‰ǡƒ†ƒ••‹•–‹‰Ž‘™Ǧ‹ ‘‡ǡϐ‹”•–Ǧ

69 Š‡”‹•‹•ƒ†ƒŽ‹ˆ‘”‹ƒǯ• —–—”‡ ‘—‹ŽŽ ƒ˜‡‘‘”

generation, and under-represented students in the California State University (CSU) •›•–‡ǤŠ‡Žƒ”‰‡•–’—„Ž‹ ˆ‘—”Ǧ›‡ƒ”Ǧ ‘ŽŽ‡‰‡•›•–‡‹–Š‡ ‘—–”›ǡ–Š‡Šƒ•–™‡- –›Ǧ–Š”‡‡ ƒ’—•‡•ǡ™Š‹ Š•‡”˜‡‘”‡–ŠƒͶͷͲǡͲͲͲ•–—†‡–•ƒ†‡’Ž‘›‘”‡–Šƒ ͶͺǡͲͲͲˆƒ —Ž–›ƒ†•–ƒˆˆ‡„‡”•Ǥ‡•’‹–‡ƒŒ‘”–—‹–‹‘ƒ†ˆ‡‡‹ ”‡ƒ•‡•ǡ–Š‡ •›•–‡™ƒ•–Š‡•‡ ‘†‘•–ƒˆˆ‘”†ƒ„Ž‡•›•–‡‹–Š‡ ‘—–”›ƒ† ‘–‹—‡†–‘•‡”˜‡ the most diverse student population in the country in 2010 (ICF 2010). Moreover, in the 2009 and 2010 academic years, the CSU system’s campuses have received the Š‹‰Š‡•–—„‡”‘ˆƒ’’Ž‹ ƒ–‹‘•‹‹–•Š‹•–‘”›ǡ͸ͲͻǡͲͲͲƒ†͸ͳͳǡͲͲͲǡ”‡•’‡ –‹˜‡Ž›ǤŠ‡ •’Žƒ›ƒ ‡–”ƒŽƒ† ”— ‹ƒŽ”‘Ž‡‹ ‘–”‹„—–‹‰–‘–Š‡†‹˜‡”•‹–›‘ˆ–Š‡ƒ–‹‘ǯ• ‘Ž- lege graduates and strengthening the state’s economy (ICF 2010). This CSU role in California’s economy is stronger than ever, as recent economic re- ports show that those most hurt in this economic downturn are minorities and the ‘Ǧ ‘ŽŽ‡‰‡‡†— ƒ–‡†ǤŠ‹Ž‡–Š‡‘˜‡”ƒŽŽǤǤ—‡’Ž‘›‡–”ƒ–‡Š‘˜‡”‡†ƒ–ͳͲ’‡”- ‡–‹ʹͲͳͲǡ–Š‡—‡’Ž‘›‡–”ƒ–‡ˆ‘”–Š‡ ‘ŽŽ‡‰‡‡†— ƒ–‡†‹•ͶǤͷ’‡” ‡–ȋ—‹ƒ ‘—†ƒ–‹‘ʹͲͳͲȌǤ›’”‘˜‹†‹‰Dzƒƒˆˆ‘”†ƒ„Ž‡ǡƒ ‡••‹„Ž‡‡†— ƒ–‹‘–‘Š—†”‡†•‘ˆ thousands of Californians who would not otherwise attend a university,” the CSU sys- –‡‹•–Š‡‰”‡ƒ–‡•–‡ Šƒ‹•ˆ‘”‡ ‘‘‹ ƒ†•‘ ‹ƒŽ‘„‹Ž‹–›™‹–Š‹–Š‡•–ƒ–‡‘ˆ California (ICF 2010, 10). Conferring nearly half of all undergraduate and one-third of ƒŽŽƒ•–‡”ǯ•†‡‰”‡‡•‹–Š‡•–ƒ–‡ǡ–Š‡•›•–‡‡†— ƒ–‡•–Š‡Žƒ”‰‡•–—„‡”‘ˆŽ‘™Ǧ income minority students in the country. This education leads to higher incomes for its graduates and has a tremendous impact on the economy through the infusion of Š‹‰ŠŽ›–”ƒ‹‡†™‘”‡”•–‘ƒŽ‹ˆ‘”‹ƒ•‘ ‹ƒŽ•‡”˜‹ ‡•ƒ†‹†—•–”‹‡•ǡ‹ Ž—†‹‰Š‘•’‹–ƒŽ- ‹–›ǡ ”‹‹ƒŽŒ—•–‹ ‡ǡ‡†— ƒ–‹‘ǡƒ†„—•‹‡••Ǥ Š‡Šƒ•ƒŽ‘‰Ǧ•–ƒ†‹‰ ‘‹–‡––‘‡†— ƒ–‹‰ϐ‹”•–Ǧ‰‡‡”ƒ–‹‘ǡŽ‘™Ǧ‹ ‘‡ ƒ–‹‘ƒ†ˆ”‹ ƒ‡”‹ ƒ•–—†‡–•ǡƒ†Šƒ•‘‡‘ˆ–Š‡‘•–•—„•–ƒ–‹ƒŽ‘—–”‡ƒ Š „—†‰‡–•‹–Š‡ ‘—–”›Ǥ‘‹––‡†–‘Š‡Ž’‹‰•–—†‡–••— ‡‡†ƒ†’‡”•‹•––‘ƒ†‡- gree once they reach the university, the CSU recently initiated a Graduation Initiative aimed at increasing the graduation rate and reducing the achievement gap of under- ”‡’”‡•‡–‡†•–—†‡–•Ǥ•‘ˆʹͲͲ͸ǦʹͲͲ͹ǡ–Š‡ƒ™ƒ”†‡†ͷ͸’‡” ‡–‘ˆƒŽŽƒŽ‹ˆ‘”‹ƒ „ƒ Š‡Ž‘”ǯ•†‡‰”‡‡•‰”ƒ–‡†–‘ƒ–‹‘•ȋ  ʹͲͳͲȌǤ Unfortunately, as the economy has soured in the country and particularly in the state ‘ˆƒŽ‹ˆ‘”‹ƒǡ–Š‡•›•–‡Šƒ•–ƒ‡–Š”‡‡•— ‡••‹˜‡ƒ—ƒŽ —–•ǡ–‘–ƒŽ‹‰‘”‡ –Šƒ̈́ͷͶ͸‹ŽŽ‹‘ˆ”‘ʹͲͲ͸–‘ʹͲͳͲǤŠ‡Žƒ”‰‡•–‹–Š‡•›•–‡ǯ•Š‹•–‘”›ǡ–Š‡•‡ —–• ”‡’”‡•‡–‘”‡–ŠƒʹͲ’‡” ‡–‘ˆ‹–•‘’‡”ƒ–‹‰„—†‰‡–Ǥ ‘”–Š‡ʹͲͳͳǦʹͲͳʹ• Š‘‘Ž ›‡ƒ”ǡ–Š‡™‹ŽŽˆƒ ‡ƒ„—†‰‡– —–‘ˆƒ–Ž‡ƒ•–̈́ͷͲͲ‹ŽŽ‹‘ȋͳͺ’‡” ‡–Ȍǡƒ†‹ƒ ™‘”•–Ǧ ƒ•‡• ‡ƒ”‹‘ǡ̈́ͳ„‹ŽŽ‹‘ȋ͵͸’‡” ‡–ȌǤ––Š‡•ƒ‡–‹‡ǡ‘”‡•–—†‡–•–Šƒ ‡˜‡”ƒ”‡ƒ––‡†‹‰ˆ‘—”Ǧ›‡ƒ” ‘ŽŽ‡‰‡•ƒ•ϐ‹”•–Ǧ–‹‡ˆ”‡•Š‡‘”–”ƒ•ˆ‡”•–—†‡–•ǡƒ† –Š‡•›•–‡ǯ•ƒŒ‘””‡ ”—‹–‡–ƒ†‘—–”‡ƒ ŠŠƒ˜‡„”‘—‰Š–‹–Š‡Žƒ”‰‡•–—„‡”‘ˆ ϐ‹”•–Ǧ‰‡‡”ƒ–‹‘ǡŽ‘™Ǧ‹ ‘‡•–—†‡–•‹‹–•Š‹•–‘”›Ǥ ƒ„Ž‡ ͳ •Š‘™•  •›•–‡Ǧ™‹†‡ ‘—–”‡ƒ Š „—†‰‡–• „”‘‡ †‘™ „› ƒŒ‘” ˆ—†‹‰ •‘—” ‡•ˆ‘”ƒ ƒ†‡‹ ›‡ƒ”•ʹͲͲͷǦʹͲͲ͸–Š”‘—‰ŠʹͲͲͻǦʹͲͳͲȋƒŽ‹ˆ‘”‹ƒ–ƒ–‡‹˜‡”•‹–›

70 Š‡”‹•‹•ƒ†ƒŽ‹ˆ‘”‹ƒǯ• —–—”‡ ‘—‹ŽŽ ƒ˜‡‘‘”

ʹͲͲ͸ǡʹͲͲ͹ǡʹͲͲͺ„ǡʹͲͲͻǡʹͲͳͲȌǤ—”‹‰–Š‹•’‡”‹‘†ǡ–Š‡•›•–‡ǯ•‘—–”‡ƒ Š„—†‰‡–•—ˆ- ˆ‡”‡†ƒͷͲǤͳ’‡” ‡– —–‹•–ƒ–‡‰‡‡”ƒŽˆ—†•ǡ™‹–ŠƒʹͲǤ͹’‡” ‡–‘˜‡”ƒŽŽ†”‘’‹ˆ—†•Ǥ ‡†‡”ƒŽƒ†•–ƒ–‡Ž‘––‡”›ˆ—†•Šƒ˜‡Š‡Ž’‡†ƒ‡—’•‘‡‘ˆ–Š‡Ž‘••‹•–ƒ–‡‰‡‡”ƒŽ funds. However, two of the campuses we studied have lost access to their lottery money ˆ‘”‘—–”‡ƒ Šƒ• ƒ’—•Ž‡ƒ†‡”•†‡–‡”‹‡—•ƒ‰‡‘ˆ–Š‡‘‡›ǡƒ‹‰–Š‡‹”„—†‰‡– —–• deeper than those in other parts of their campuses. Table 1: CSU Systemwide Outreach Budgets5

Type of 2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 Funds State General ̈́͵ʹǡ͸ͺʹǡͲͲͲ ̈́ʹʹǡͷ͵ͺǡ͵͸ͺ ̈́ͳͺǡ͸ͻͳǡͲʹʹ ̈́ͳ͹ǡ͹ͷͻǡͳ͸Ͷ ̈́ͳ͸ǡ͵Ͳ͹ǡͳͻ͹ funds Lottery ̈́ͳǡ͸͹ͳǡͲͲͲ ̈́ͳǡ͵ͳͷǡͻͷ͵ ̈́ͳǡͷͶͲǡ͹Ͳʹ ̈́ʹǡͻͻ͸ǡͳ͸Ͷ ̈́ͳǡ͸ͳ͵ǡ͹͹ͷ funds Federal ̈́͵͸ǡͳ͸ͺǡͲͲͲ ̈́ʹͻǡͲͷͲǡͺ͹ͳ ̈́ʹͶǡͲͻʹǡͲ͵ͺ ̈́ʹ͹ǡͶͲ͹ǡͲͻͶ ̈́ʹ͸ǡ͹ͺͺǡͶͳͺ funds Other18 ‘–ƒ˜ƒ‹Žƒ„Ž‡ ̈́ͳͳǡ͹ʹͻǡͳ͹͸ ̈́ͳͲǡͶʹ͵ǡͺͳͲ ̈́ͳͲǡͻʹ͸ǡͺͷͶ ̈́ͳͳǡʹͻʹǡͺ͹͸ Total $70,621,000 $64,634,368 $54,747,572 $59,089,276 $56,002,266 Table 2:‡” ‡–ƒ‰‡Š”‡‡Ǧ‡ƒ”ƒ†‡Ǧ›‡ƒ”›•–‡™‹†‡—–”‡ƒ Š—†‰‡– Changes Change 2005-2006 to 2009-2010 State General funds ǦͷͲǤͳΨ Lottery funds Ǧ͵ǤͶΨ Federal funds ǦʹͷǤͺΨ Other* ‘–ƒ˜ƒ‹Žƒ„Ž‡ Total -16.3% The CSU has long had a major commitment to outreach and diversity. Yet this series ‘ˆ•‡˜‡”‡„—†‰‡– —–•Šƒ•Ž‡†–Š‡ǯ•Šƒ ‡ŽŽ‘”–‘ —––Š‡‘’‡”ƒ–‹‰„—†‰‡–•‘ˆ ‘—–”‡ƒ Šƒ†”‡ ”—‹–‡–‘ˆϐ‹ ‡•Ǥ –Š‹•’ƒ’‡”ǡ™‡†‹• —••–Š‡•’‡ ‹ϐ‹ ‹’ƒ –‘ˆ–Š‡•‡ „—†‰‡– —–•ȋ’”‹‘”–‘–Š‡ƒ••‹˜‡ʹͲͳͳ —–•Ȍ‘–Š‡‘—–”‡ƒ Šƒ†•—’’‘”–’”‘‰”ƒ• ’”‘˜‹†‡†„›–Š‡ϐ‹˜‡ ƒ’—•‡••‡”˜‹‰‘•‰‡Ž‡•‘—–›ǡ–Š‡ƒ”‡ƒ‘ˆ–Š‡•–ƒ–‡ –Šƒ–•‡”˜‡•–Š‡Žƒ”‰‡•–ƒ–‹‘ǡϐ‹”•–Ǧ‰‡‡”ƒ–‹‘ǡƒ†Ž‘™Ǧ‹ ‘‡’‘’—Žƒ–‹‘‘ˆ ‘ŽŽ‡‰‡ •–—†‡–•Ǥ‡•‡‡–‘ƒ•™‡”–Š‡ˆ‘ŽŽ‘™‹‰”‡•‡ƒ” Š“—‡•–‹‘•ǣ ͳǤ ‘™ Šƒ˜‡ –Š‡ ”‡ ‡– „—†‰‡– —–• ‹’ƒ –‡†  ‘—–”‡ƒ Š ƒ† ”‡ ”—‹–‡– ‘ˆϐ‹ ‡•ǫ ʹǤ ‘™ƒ”‡–Š‡ϐ‹˜‡ ƒ’—•‡•‹–Š‹••–—†› Šƒ‰‹‰’”ƒ –‹ ‡•ƒ•ƒ”‡•—Ž–‘ˆ –Š‡ —–•ǫ

ͷ —†•”‡ ‡‹˜‡†ˆ”‘’”‹˜ƒ–‡ ‘”’‘”ƒ–‹‘•ǡ‘Ǧ’”‘ϐ‹–•ǡƒ† ‘—‹–›Ǧ„ƒ•‡†‘”‰ƒ‹œƒ–‹‘•Ǥ

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3. How do CSU campus outreach and recruitment professionals and students ”‡•’‘†–‘„—†‰‡–•Š‹ˆ–•ǫ STUDY DESIGN

–Š‹••–—†›ǡ™‡ˆ‘ —•‡†‘ϐ‹˜‡†‹˜‡”•‡ ƒ’—•‡•‹‘—–Š‡”ƒŽ‹ˆ‘”‹ƒǤƒ- ’—•ͳ‹•Ž‘ ƒ–‡†‹ƒŽ‘™Ǧ‹ ‘‡ƒ”‡ƒƒ†•‡”˜‡•Žƒ”‰‡—„‡”•‘ˆϐ‹”•–Ǧ‰‡‡”ƒ–‹‘ students. Campus 2 is a magnet campus that draws from the entire state yet also has ƒŽ‘ ƒŽ•‡”˜‹ ‡ƒ”‡ƒǤƒ’—•͵‹•Ž‘ ƒ–‡†‹ƒ‘”‡ƒˆϐŽ—‡–ƒ”‡ƒ‘ˆ–Š‡”‡‰‹‘›‡–ƒŽ•‘ •‡”˜‡•ƒ›Ž‘™Ǧ‹ ‘‡ƒ”‡ƒ•Ǥƒ’—•Ͷ‹•–Š‡Žƒ”‰‡•–‘ˆ–Š‡ϐ‹˜‡ ƒ’—•‡•ƒ†”‡- ‡‹˜‡†–Š‡‘•–ƒ’’Ž‹ ƒ–‹‘•‘ˆƒŽŽ ƒ’—•‡•‹–Š‡’ƒ•–›‡ƒ”ǡ™Š‹Ž‡ƒ’—•ͷ‹• –Š‡•ƒŽŽ‡•–ƒ†‹•–Š‡‘Ž›‘Ǧ‹’ƒ –‡† ƒ’—•‘ˆ–Š‡ϐ‹˜‡‹–Š‹••–—†›ȋ‹’ƒ –‡† ƒ’—•‡•ƒ”‡ƒ– ƒ’ƒ ‹–›ƒ† ƒ‘–ƒ†‹–ƒŽŽ“—ƒŽ‹ϐ‹‡†•–—†‡–•ȌǤŽŽϐ‹˜‡‘ˆϐ‹ ‡•”‡- ceive state lottery monies in addition to state general fund, federal, and grant monies, ƒ†ƒŽŽϐ‹˜‡”— ƒ’—•–‘—”•Ǥ Table 3: 2009 Campus Application and Acceptance Information Campus 1 Campus 2 Campus 3 Campus 4 Campus 5 Freshmen applied ʹͳǡ͵ͻͶ ʹͲǡ͹ͷͻ 23,298 Ͷͷǡ͹͹ͳ 9,729 Freshmen admitted ͳͶǡ͵ͺʹ 12,731 ͳ͹ǡͶͳͳ ͳͶǡͷͶ͵ ͷǡ͹͵͹ % Freshmen 67.2% 61.3% ͹ͶǤ͹Ψ 31.8% ͷͻΨ accepted Freshmen enrolled 2,019 2,913 Ͷǡ͸ʹͷ ͵ǡͷͷͳ ͳǡͳ͵ͷ % Freshmen ͳͶǤͲΨ 22.9% 26.6% ʹͶǤͶΨ 19.9% matriculated Transfers applied 9,728 ͷǡʹͺͻ 10,831 ͳͶǡ͸ͻͳ ͸ǡͷ͹ͺ Transfers admitted ͹ǡ͵ͷ͹ 3,832 ͸ǡ͵ͷ͵ ͵ǡ͸ͷͳ ͷǡͲͷͷ % Transfers ͹ͷǤ͸Ψ ͹ʹǤͷΨ ͷͺǤ͹Ψ ʹͶǤͺΨ 76.8% accepted Transfer enrolled 1,826 ͳǡͷ͸͹ ͵ǡ͸ͷʹ 2,077 ʹǡͶͻͶ % Transfers ʹͶǤͺΨ ͶͲǤͻΨ ͷ͹ǤͷΨ ͷ͸ǤͻΨ ͶͻǤ͵Ψ matriculated

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Table 4: 2010 Campus Application and Acceptance Information Campus 1 Campus 2 Campus 3 Campus 4 Campus 5 Freshmen applied 22,731 ʹ͵ǡ͵ͻͷ ʹ͵ǡͲʹͶ Ͷ͹ǡ͹Ͳͻ 12, 083 Freshmen 12,996 ͳͲǡͶͶ͹ 16,926 ͳ͸ǡͶʹͺ 6,999 admitted % Freshmen ͷ͹ǤʹΨ ͶͶǤ͹Ψ ͹͵ǤͷΨ ͵ͶǤ͵Ψ ͷͺǤͲΨ accepted Freshmen enrolled 2,061 2,019 ͷǡͳͻͷ 3,988 1,037 % Freshmen ͳͷǤ͸Ψ 19.3% 30.7% ʹͶǤ͵Ψ ͳͶǤͻΨ matriculated Transfers applied 13,000 ͳͲǡͶ͸ͻ ͳͶǡͷ͸ͻ 21,737 ͺǡͳͷ͹ Transfers admitted ͻǡͷͲ͸ ͵ǡͶ͹ͺ ͹ǡͷͶ͸ ͶǡʹͲͶ ͷǡͳͻͶ % Transfers 73.1% 33.2% ͷͳǤͺΨ 19.3% 63.7% accepted Transfer enrolled ʹǡͷ͸ͳ ͳǡͷͲ͸ ͶǡͶ͹ʹ ʹǡʹ͹ͷ ʹǡͳͶͳ % Transfers 26.9% Ͷ͵ǤͲΨ ͷͻǤ͵Ψ ͷͶǤͳΨ ͶͳǤʹΨ matriculated Table 5: 2010 Ethnic Diversity of Freshmen Enrollment Campus 1 Campus 2 Campus 3 Campus 4 Campus 5 •‹ƒƒ ‹ϐ‹  12.9% 20.29% ͺǤͷΨ 17.7% ͸ǤͶΨ Islander Žƒ  ͷǤ͵Ψ 2.80% 10.8% ͶǤͻΨ 18.1% Filipino ʹǤͳͶΨ ʹǤͻͶΨ ʹǤͷͶΨ ͷǤͳΨ 1.1% Latino ͸͸Ǥ͹ͶΨ ͵ͺǤͷΨ ͶͷǤͶΨ 38.9% ͷͶǤͶΨ Native American .1% .1% .2% ǤͶΨ ǤͶΨ Š‹–‡ ͵Ǥ͸ͶΨ ʹʹǤͶΨ 19.3% ͳͻǤͶΨ ͸ǤͷΨ

EFFECTS AT FIVE CAMPUSES

‘Ž‡ƒ”ƒ„‘—––Š‡‡ˆˆ‡ –•‘ˆ„—†‰‡– —–•‘‘—–”‡ƒ Šƒ†”‡ ”—‹–‡–ǡ™‡˜‹•‹–‡†–Š‡ campuses. Each campus organizes its outreach and recruitment differently. ƒ’—•ͳŠƒ•ƒ‘—–”‡ƒ Šƒ†”‡ ”—‹–‡–‘ˆϐ‹ ‡–Šƒ–ƒŽ•‘Ž‡ƒ†••–—†‡–‘”‹‡–ƒ–‹‘Ǥ –‡’Ž‘›•‹‡ˆ—ŽŽǦ–‹‡”‡ ”—‹–‡”•™Š‘•‡”˜‡ͳͲͶŠ‹‰Š• Š‘‘Ž•ƒ†‡‹‰Š–‡‡ ‘- —‹–› ‘ŽŽ‡‰‡•Ǥ™‡–›Ǧ–Š”‡‡’ƒ‹†•–—†‡–ƒ„ƒ••ƒ†‘”••‡”˜‡•‹š–›Š‹‰Š• Š‘‘Ž•ƒ† –™‘ ‘—‹–› ‘ŽŽ‡‰‡•Ǥ –ƒŽ•‘Šƒ••‡˜‡”ƒŽˆ—ŽŽǦ–‹‡•–ƒˆˆ‡„‡”•™Š‘”—‹–••‡ŽˆǦ •—’’‘”–‡†‘”‹‡–ƒ–‹‘ǡƒ†ˆ‘—”•–—†‡–™‘”‡”•™Š‘•‡”˜‡ƒ• ƒ’—•–‘—”‰—‹†‡•Ǥ Campus 1 has several grants that fund specialized college readiness programs. The

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‘—–”‡ƒ Šƒ†”‡ ”—‹–‡–‘ˆϐ‹ ‡†‹”‡ –‘”™ƒ•”‡ ‡–Ž›ƒ‡†‹”‡ –‘”‘ˆ†‹••‹‘• ƒ†™‹ŽŽ ‘–‹—‡–‘”—„‘–Š‘ˆϐ‹ ‡•Ǥ ƒ’—•ʹŠƒ•ƒ ‘„‹‡†‘—–”‡ƒ Šƒ†ƒ†‹••‹‘•‘ˆϐ‹ ‡Ǥ –••‹š”‡ ”—‹–‡”•ƒŽ•‘•‡”˜‡ ƒ• ƒ†‹••‹‘ ‘ˆϐ‹ ‡”•Ǥ ‹–Š ‹–• —””‡– ˆ‘ —• ‘ •–ƒ–‡™‹†‡ ƒ†‹••‹‘•ǡ ƒ’—• ʹ ”‡ƒ Š‡•ʹͲͲŠ‹‰Š• Š‘‘Ž•ƒ†–™‡–› ‘—‹–› ‘ŽŽ‡‰‡•Ǥ ‘—””‡ ”—‹–‡”•™‘”™‹–Š ϐ‹ˆ–›• Š‘‘Ž•ƒ†ˆ‘—”–‘ϐ‹˜‡ ‘—‹–› ‘ŽŽ‡‰‡•Ǥ‡‘ˆ–Š‡•‡ˆ‘—”‹•ˆ—†‡†„›ƒ grant to focus on STEM (Science, Technology, Engineering, and Math) recruitment and admissions along with outreach to high schools and community colleges. Another re- ”—‹–‡”™‘”•™‹–Š ‘—‹–›ƒ†”‡Ž‹‰‹‘—•‘”‰ƒ‹œƒ–‹‘•ǡ–™‡–›Ǧ‡‹‰Š–• Š‘‘Ž•ǡƒ† –™‘ ‘—‹–› ‘ŽŽ‡‰‡•Ǣƒ†–™‘‘–Š‡”•™‘”™‹–Š–‡ƒ Š‡”‡†— ƒ–‹‘ƒ†˜‡–‡”ƒ ”‡ ”—‹–‡–ƒ†ƒ†‹••‹‘•ǤŠ‡‘ˆϐ‹ ‡ƒŽ•‘”—• ƒ’—•–‘—”•ǡ™‹–Š–™‘†‹”‡ –‘”• ƒ†–™‡–›Ǧϐ‹˜‡•–—†‡–™‘”‡”•Ǥƒ’—•ʹŠƒ•‘Ž›ƒˆ‡™•–—†‡–ƒ„ƒ••ƒ†‘”•ƒ† ’”‹ƒ”‹Ž›”‡Ž‹‡•‘•–—†‡–‘”‰ƒ‹œƒ–‹‘•–‘•‡†‡„‡”•–‘‡˜‡–•™‹–Š”‡ ”—‹–‡”•Ǥ The program runs a couple of other smaller recruitment and outreach programs. ƒ’—• ͵ Šƒ• ƒ Žƒ”‰‡ ‘—–”‡ƒ Š ƒ† ”‡ ”—‹–‡– ‘ˆϐ‹ ‡ –Šƒ– ‹• •‡’ƒ”ƒ–‡ ˆ”‘ –Š‡ †‹••‹‘•ˆϐ‹ ‡ǤŠ‡‘ˆϐ‹ ‡‹ ‘”’‘”ƒ–‡•”‡ ”—‹–‡–ǡƒ”‡–‹‰ƒ† ‘—‹ ƒ- tions, partnerships, guest relations, campus tours, and all campus-wide testing in- cluding placement tests. It also oversees programs such as three federal college access ’”‘‰”ƒ•ǣ ‡ƒ”’ ”ƒ–•ǡ†— ƒ–‹‘ƒŽ‡–‡ƒ” Šǡƒ†’™ƒ”†‘—†Ǥ6 Campus 3 has six full-time recruiters, one of whom focuses on international recruitment, which Šƒ•†‘—„Ž‡†–‘ͷǤͷ’‡” ‡–‘ˆ‘˜‡”ƒŽŽƒ†‹••‹‘•‹–Š‡’ƒ•–›‡ƒ”ƒ•‹–‡”ƒ–‹‘ƒŽ•–—- †‡–•’ƒ›‘”‡–Šƒ‘—–Ǧ‘ˆǦ•–ƒ–‡ˆ‡‡•Ǥ –ƒŽ•‘Šƒ•–‡’ƒ‹†•–—†‡–™‘”‡”•ƒ†•‡˜- ‡–›˜‘Ž—–‡‡”•–—†‡–™‘”‡”•Ǥ –”‡ ‡‹˜‡•‘”‡–Šƒ̈́ͳ‹ŽŽ‹‘‹ˆ‡†‡”ƒŽƒ†•–ƒ–‡ grant funding each year. ƒ’—•ͶŠƒ•ƒ•‡’ƒ”ƒ–‡”‡ ”—‹–‡–‘ˆϐ‹ ‡–Šƒ–•‡†•ˆ‘—””‡ ”—‹–‡”•‘—––‘‹–••‡”- vice areas, down from seven the previous year. It uses volunteers as tour guides and Šƒ••–—†‡–ƒ„ƒ••ƒ†‘”•™‘”‹‹–•‘ˆϐ‹ ‡ǤŠ‡ ƒ’—•™‘”•™‹–Š•‡˜‡”ƒŽ‰”ƒ–• and has unique admissions compact with its local high school and community college districts that guarantees admissions to students in local area schools who meet some ‡› ”‹–‡”‹ƒǤ Š‡•ƒŽŽ‡•– ƒ’—•ǡƒ’—•ͷ”—•ƒ•ƒŽŽ‘—–”‡ƒ Š‘ˆϐ‹ ‡Ǥ –”‡ ‡–Ž›ƒ‘— ‡†ƒ new in-house Transfer Center. Our research methods included accessing state data sources to analyze demographic, ƒ’’Ž‹ ƒ–‹‘ǡƒ†‡”‘ŽŽ‡–†ƒ–ƒǡƒ† ‘†— –‹‰—Ž–‹Ǧ†ƒ›•‹–‡˜‹•‹–•–‘–Š‡ϐ‹˜‡ ƒ- ’—•‡•–‘ ‘†— –‹–‡”˜‹‡™•Ǥ˜‡”ƒŽŽǡ™‡•’‘‡™‹–Šϐ‹˜‡’”‘‰”ƒ†‹”‡ –‘”•ǡ–Š”‡‡ƒ•- sistant directors, twenty-three recruiters/outreach and admissions specialists, three •–—†‡–ƒ„ƒ••ƒ†‘”•ǡ–™‘ ƒ’—•–‘—”†‹”‡ –‘”•ǡƒ†–Š”‡‡Š‹‰Š• Š‘‘Ž–‡ƒ Š‡”•ƒ - –‹˜‡‹ ‘ŽŽ‡‰‡ƒ ‡••Ǥ‡—•‡†•‡‹Ǧ•–”— –—”‡†‹–‡”˜‹‡™’”‘–‘ ‘Ž•ǡƒ†™‡ˆ‘ŽŽ‘™‡† up with phone calls and emails for additional information.

6 These three federally funded programs provide money for colleges and community organizations to partner ™‹–ŠŽ‘ ƒŽ• Š‘‘Ž†‹•–”‹ –•–‘’”‘˜‹†‡•‹‰‹ϐ‹ ƒ– ‘ŽŽ‡‰‡ƒ ‡••ƒ†”‡ƒ†‹‡••’”‘‰”ƒ•Ǥ

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FINDINGS

Systemwide Cuts Affect Outreach, Recruitment, and Admissions The CSUs have long recognized the need to provide a wide variety of outreach and pre-college support programs to reach those students who need the most ongoing support preparing for, applying to, and transitioning to college (Oliva 2008). The sys- tem dedicated funds to provide a wide variety of outreach services, yet for two years ‹ƒ”‘™ǡ–Š‡•–ƒ–‡†”ƒƒ–‹ ƒŽŽ› —––Š‡„—†‰‡–Ǥ ‘”–Š‡ʹͲͳͳǦʹͲͳʹ• Š‘‘Ž›‡ƒ”ǡ –Š‡•–ƒ–‡Šƒ•ƒŽ”‡ƒ†›ƒ‘— ‡†ƒ̈́ͷͲͲ‹ŽŽ‹‘ —–ǡ™Š‹ Šƒ›„‡ ‘‡ƒ•Š‹‰Šƒ•̈́ͳ „‹ŽŽ‹‘•Š‘—Ž†‡š’‹”‹‰–ƒš‡•‘–„‡”‡‡™‡†Ǥƒ•–›‡ƒ”ǡ–Š‡ Ž‘•‡†™‹–‡”ƒ† spring admissions at campuses, did not allow campuses to accept late applications, ƒ†’—•Š‡†‘—–•–—†‡–•™Š‘†‹†‘–‡‡–”‡‡†‹ƒ–‹‘”‡“—‹”‡‡–•ƒˆ–‡”–Š‡‹”ϐ‹”•– ›‡ƒ”ǡ‘”™Š‘–‘‘‘”‡–Šƒ•‹š›‡ƒ”•–‘‰”ƒ†—ƒ–‡Ǥ ”‡•’‘•‡–‘–Š‡ƒŽ”‡ƒ†›ƒ- ‘— ‡†̈́ͷͲͲ‹ŽŽ‹‘ —–ǡ–Š‡™‹ŽŽ‡”‘ŽŽͳͲǡͲͲͲˆ‡™‡”•–—†‡–•ǡ”ƒ‹•‡–—‹–‹‘ ˆ‘”–Š‡–Š‹”†›‡ƒ”‹ƒ”‘™ǡ”‡†— ‡–Š‡—„‡”‘ˆ Žƒ•••‡ –‹‘•ǡ‹ ”‡ƒ•‡ Žƒ•••‹œ‡•ǡ ƒ† —–ƒŽŽ’”‘‰”ƒ„—†‰‡–•ǤŠ‘—Ž†–Š‡ƒ††‹–‹‘ƒŽ̈́ͷͲͲ‹ŽŽ‹‘„—†‰‡– —–‰‘‹–‘ ‡ˆˆ‡ –ǡ–Š‡™‹ŽŽ‹•–‹–—–‡™ƒ‹–ǦŽ‹•–•ǡ”ƒ‹•‡–—‹–‹‘„›—’–‘ƒ‘–Š‡”͵ʹ’‡” ‡–ǡƒ† continue not admitting any winter or spring applicants, potentially cutting another 20,000 students This is occurring at the same time that the system received record freshmen and –”ƒ•ˆ‡”ƒ’’Ž‹ ƒ–‹‘•ǡǦͳ͸• Š‘‘Ž•‡š’‡”‹‡ ‡†—’”‡ ‡†‡–‡†„—†‰‡– —–•ǡƒ†„—†- ‰‡– —–•ƒ”‡ƒˆˆ‡ –‹‰ƒŽŽŽƒ›‡”•‘ˆ–Š‡•›•–‡ǤŠ‡”ƒ–‹‘ƒŽ‹œƒ–‹‘ˆ‘”• ƒŽ‹‰„ƒ  in these programs is the assumption that given the 10 percent reduction in admis- •‹‘•ǡ–Š‡”‡™‹ŽŽ„‡Ž‡••‡‡†ˆ‘”•‡”˜‹ ‡••— Šƒ•‡ƒ”Ž›‘—–”‡ƒ Šǡ”‡ ”—‹–‡–ǡ—- mer Bridge, and orientation programs.7 Inability to Serve the Same Number of Students To limit student enrollment at a time of increased applications, the Chancellor insti- –—–‡†–Š‡ˆ‘ŽŽ‘™‹‰ˆ‘—”ƒ†ƒ–‡•†—”‹‰–Š‡ʹͲͲͻǦʹͲͳͲ• Š‘‘Ž›‡ƒ”ǣ 1. Declaring campus impaction ʹǤ†‹––‹‰‘Ž›ˆ—ŽŽ›‡Ž‹‰‹„Ž‡•–—†‡–• 3. Adhering to deadlines ͶǤ‘–ƒŽŽ‘™‹‰•—’‡”•‡‹‘”•ȋ•‡‹‘”•™Š‘ƒŽ”‡ƒ†›“—ƒŽ‹ˆ›–‘‰”ƒ†—ƒ–‡Ȍ‹ ‘ŽŽ‡‰‡ –‘ ‘–‹—‡–ƒ‹‰ Žƒ••‡• Š‡ϐ‹”•––Š”‡‡ƒ†ƒ–‡•ƒˆˆ‡ –‡†–Š‡ˆ”‘–‡†‘ˆ–Š‡ƒ†‹••‹‘•’”‘ ‡••ƒ†–Š‡ ‡ˆˆ‘”–•‘ˆ‘—–”‡ƒ Šƒ†”‡ ”—‹–‡–‘ˆϐ‹ ‡•Ǥ

͹ ”‹–‹ ƒŽ–‘”‡‡„‡”‹•–Šƒ––Š‡ͳͲ’‡” ‡–”‡†— –‹‘ —–• —ŽŽ‹‡“—‹˜ƒŽ‡––—†‡–ȋ Ȍǡ‘–„‘†‹‡•Ǥ —ŽŽ‹‡“—‹˜ƒŽ‡–•ƒ”‡ ‘—”•‡—‹–•Ǥ–ƒ• Š‘‘ŽŽ‹‡ƒ’—•ͳ™Š‡”‡•–—†‡–•–ƒ‡‘Ž›ƒ„‘—––™‘Ǧ–Š‹”†•‘ˆƒ Ž‘ƒ†ȋ–Š”‡‡ƒ’—•ͳ•–—†‡–•α–™‘ •ȌǡƒͳͲ’‡” ‡– —–ƒˆˆ‡ –•ˆƒ”‘”‡•–—†‡–•–Šƒ‹–†‘‡•ƒ–ƒƒˆϐŽ—‡– • Š‘‘Ž™Š‡”‡•–—†‡–• ƒ””›ƒˆ—ŽŽŽ‘ƒ†Ǥ‘ ƒ’—•‡•–Šƒ–•‡”˜‡‘”‡Ž‘™Ǧ‹ ‘‡•–—†‡–•ǡŽ‹‡‘‡ ƒ’—•‹ our study, will incur deeper cuts affecting those students who need the services and programs the most.

75 Š‡”‹•‹•ƒ†ƒŽ‹ˆ‘”‹ƒǯ• —–—”‡ ‘—‹ŽŽ ƒ˜‡‘‘”

ƒ††‹–‹‘–‘‡‡’‹‰–Š‡ʹͲͲͻǦʹͲͳͲ —–•‹’Žƒ ‡ǡ–Š‡ˆ‘ŽŽ‘™‹‰ƒ††‹–‹‘ƒŽŽ‹‹–•™‹ŽŽ ‰‘‹–‘‡ˆˆ‡ –ˆ‘”–Š‡ʹͲͳͳǦʹͲͳʹ• Š‘‘Ž›‡ƒ”ǣ ͳǤƒ‹–Ž‹•–• 2. Limited or eliminated winter and spring admissions 3. 10,000 to 20,000 fewer students Declaring Campus and Program Impaction Until recently, the majority of CSU campuses and programs were open. Open, non- ‹’ƒ –‡† ƒ’—•‡•—•–ƒ†‹–ƒŽŽ•–—†‡–•™Š‘‡‡–„ƒ•‹ ‡Ž‹‰‹„‹Ž‹–›”‡“—‹”‡‡–•8 and can use special admits to admit students who don’t meet these criteria. Impaction at either the major or campus level changes that open dynamic. In the past ›‡ƒ”ǡƒŽŽ„—––Š”‡‡‘—–‘ˆ–Š‡–™‡–›Ǧ–Š”‡‡ ƒ’—•‡•Šƒ˜‡‹’ƒ –‡†–Š‡‹”‡–‹”‡ campuses and/or very popular majors—up from ten campuses a year earlier (Califor- nia State University, 2008a; California State University, 2011). An impacted campus —•–’”‹‘”‹–‹œ‡‡”‘ŽŽ‡––‘•–—†‡–•‹‹–••‡”˜‹ ‡ƒ”‡ƒƒ†–Š‡ǡ‹ˆ”‘‘‹•ƒ˜ƒ‹Žƒ„Ž‡ǡ open to other students from across the state. Impacted majors can require students to Šƒ˜‡Š‹‰Š‡”‡Ž‹‰‹„‹Ž‹–›‹†‡š‡•ƒ†Ȁ‘”–‘•—„‹–•—’’Ž‡‡–ƒ”›ƒ–‡”‹ƒŽ•Ǥ ‡–”‘’‘Ž‹–ƒ‘•‰‡Ž‡•ǡˆ‘—”‘ˆ–Š‡ϐ‹˜‡ ƒ’—•‡•ƒ”‡‘™‹’ƒ –‡†ˆ‘”ˆ”‡•Š- men, while three are impacted for transfers. For the past two years, each campus has Šƒ†ƒ•‹‰‹ϐ‹ ƒ–‹ ”‡ƒ•‡‹–Š‡—„‡”‘ˆƒ’’Ž‹ ƒ–‹‘•ƒ–„‘–Š–Š‡ˆ”‡•Š‡ƒ† –”ƒ•ˆ‡”Ž‡˜‡Ž•ǤŠ‡”‡Šƒ•„‡‡ƒ–Ž‡ƒ•–ƒͳʹ’‡” ‡–‹ ”‡ƒ•‡‹ˆ”‡•Š‡ƒ’’Ž‹ ƒ–‹‘• ƒ†ƒ— Š‘”‡•‹‰‹ϐ‹ ƒ–‹ ”‡ƒ•‡‹–”ƒ•ˆ‡”ƒ’’Ž‹ ƒ–‹‘•Ǥ Admitting Only Fully Eligible Students Before this year, most CSU campuses could admit students provisionally, and they al- Ž‘™‡†ϐ‹”•–Ǧ–‹‡ˆ”‡•Š‡ƒ†–”ƒ•ˆ‡”•–‘ƒ‡—’‘‡‘”–™‘‹••‹‰”‡“—‹”‡†Š‹‰Š • Š‘‘Ž‘” ‘—‹–› ‘ŽŽ‡‰‡ Žƒ••‡•†—”‹‰–Š‡•—‡”„‡ˆ‘”‡ƒ–”‹ —Žƒ–‹‘ǤŠ‡› also allowed community college students to enter with one or two missing classes, ‡•’‡ ‹ƒŽŽ›‘‡‘ˆ–Š‡ ‘Ž†‡ ‘—”–”ƒ•ˆ‡” ‘—”•‡•Ȅ‘ŽŽ‡‰‡‰Ž‹•Šǡ”‹–‹ ƒŽŠ‹- ‹‰ǡ‘ŽŽ‡‰‡ƒ–Šǡƒ†’‡‡ ŠǤ‘™ˆ‘”–Š‡ϐ‹”•––‹‡ǡƒŽŽŠ‹‰Š• Š‘‘Žƒ†–”ƒ•ˆ‡”•–—- †‡–•—•–‡‡–‡Ž‹‰‹„‹Ž‹–›”‡“—‹”‡‡–•„›–Š‡‡†‘ˆ–Š‡‹”–”ƒ†‹–‹‘ƒŽƒ ƒ†‡‹ ›‡ƒ” •’”‹‰•‡‡•–‡”‘”“—ƒ”–‡”Ǥ —Žϐ‹ŽŽ‡–‘ˆ‡Ž‹‰‹„‹Ž‹–›”‡“—‹”‡‡–•‹•‘”‡ ŠƒŽŽ‡‰‹‰ –Šƒ‡˜‡”ˆ‘”ϐ‹”•–Ǧ‰‡‡”ƒ–‹‘ ‘—‹–› ‘ŽŽ‡‰‡•–—†‡–•ǡ™Š‘‘ˆ–‡™ƒ‹–—–‹Ž–Š‡ ‡†‘ˆ–Š‡‹”ϐ‹ƒŽ›‡ƒ”–‘–ƒ‡–Š‡ϐ‹ƒŽ ‘”‡ Žƒ••‡•ǤDz‘™™‡‡‡–™‹–Š•–—†‡–•™Š‘ ™‘””›–Š‡›™‹ŽŽŠƒ˜‡–‘™ƒ‹–ƒƒ††‹–‹‘ƒŽ›‡ƒ”„‡ ƒ—•‡–Š‡› ƒǯ–‰‡–ƒ ‡••–‘ Žƒ••‡•

ͺ Š‡•—•‡ƒ‡Ž‹‰‹„‹Ž‹–›‹†‡š–‘ƒ†‹–•–—†‡–•Ǥ ‘”ˆ”‡•Š‡ǡƒ‡Ž‹‰‹„‹Ž‹–›• ‘”‡—Ž–‹’Ž‹‡•„›ͺͲͲƒ •–—†‡–ǯ• ‹•’‡ ‹ϐ‹  ‘ŽŽ‡‰‡”‡ƒ†‹‡••ȋǦ Ȍ Žƒ••‡•‹–‡–Šƒ†‡Ž‡˜‡–Š‰”ƒ†‡ƒŽ‘‰™‹–Š–Š‡—„‡”‘ˆ ‘”Š‘‘”• Žƒ••‡•–ƒ‡ƒ†–Š‡ƒ††•‹–Š‡•–—†‡–ǯ•”‹–‹ ƒŽ‡ƒ†‹‰ƒ†ƒ–Š• ‘”‡•Ǥ ‘”–”ƒ•ˆ‡”•ǡ–Š‡ index uses GPA in GE and major courses, the minimal completion of sixty units with grades of C or higher, and the completion of the four required classes.

76 Š‡”‹•‹•ƒ†ƒŽ‹ˆ‘”‹ƒǯ• —–—”‡ ‘—‹ŽŽ ƒ˜‡‘‘”

–Š‡›‡‡†ǡdz•ƒ‹†‘‡‘ˆϐ‹ ‹ƒŽǤ‘—‹–› ‘ŽŽ‡‰‡•Šƒ˜‡ƒŽ•‘„‡‡Š‹–„›„—†‰‡– —–• ƒ†ƒ”‡‘ˆˆ‡”‹‰ˆ‡™‡” Žƒ••‡•‡˜‡ƒ•–Š‡‹”‡”‘ŽŽ‡–‹••›”‘ ‡–‹‰Ǥ ‹‰Š• Š‘‘Ž •–—†‡–•‘ˆ–‡Ž‘•‡‡Ž‹‰‹„‹Ž‹–›„‡ ƒ—•‡–Š‡›Šƒ˜‡–‘–ƒ‡•—‡” Žƒ••‡•ǡ™Š‹ Š–Š‡ •‘Ž‘‰‡”ƒŽŽ‘™ǤDzŠ‡›•Š‘—Ž†ǯ–Šƒ˜‡™ƒ‹–‡†ǡ„—––Š‡›†‘ǡƒ†‘™‘•–†‹•- tricts have either cancelled or severely limited summer school for students to clear †‡ϐ‹ ‹‡ ‹‡•–Š‡•—‡”„‡ˆ‘”‡–Š‡›ƒ’’Ž›ǡdz•ƒ‹†ƒ‘–Š‡”‘ˆϐ‹ ‹ƒŽǤ Adhering to Deadlines Until last year, transfer students could apply for fall and spring at semester-system schools and for fall, winter, spring, and summer at quarter-system schools. Beginning with the 2008-2009 school year, all campuses could accept only fall applications. That ‘–‹—‡†–Š‹•›‡ƒ”™‹–Š•‘‡Žƒ–‡•—‡”’”‘˜‹•‹‘ƒŽƒ„‹Ž‹–‹‡•–‘ƒ ‡’––”ƒ•ˆ‡”•–—- dents in some programs for spring. So the 2010-2011 school year had three groups of –”ƒ•ˆ‡”•–—†‡–•ƒ’’Ž›‹‰ǣ•’”‹‰ʹͲͲͻǡˆƒŽŽʹͲͳͲǡƒ†•’”‹‰ʹͲͳͲǤ ƒ††‹–‹‘ǡƒ› ƒ’—•‡•—•‡†–‘ƒŽŽ‘™ˆ”‡•Š‡–‘ƒ’’Ž›„‡›‘†–Š‡‘˜‡„‡”͵Ͳϐ‹ƒŽƒ’’Ž‹ ƒ–‹‘ †ƒ–‡‘‡–‘”ǡ–Š‡‘Ž‹‡ƒ’’Ž‹ ƒ–‹‘•›•–‡Ǥ–ƒ”–‹‰–Š‹•’ƒ•–‘˜‡„‡”ǡƒŽŽ „—–‘‡ ƒ’—•™ƒ•ˆ‘” ‡†–‘—•‡‘˜‡„‡”͵Ͳƒ•–Š‡ϐ‹ƒŽ†ƒ–‡ƒ†–‘Š‘Ž†•–—†‡–• –‘‘–Š‡”†‡ƒ†Ž‹‡•ˆ‘”’Žƒ ‡‡––‡•–•ǡ‹–‡––‘”‡‰‹•–‡”ǡƒ†ϐ‹ƒŽ–”ƒ• ”‹’–•—„‹•- sion. Several campuses also implemented registration deposits last or this year. Re- ”—‹–‡”••ƒ‹†–Š‡›Š‡ƒ”†–Šƒ–•‡˜‡”ƒŽ–‡ƒ Š‡”•’ƒ‹†–Š‡•‡•–—†‡–†‡’‘•‹–•Ǥ‡•’‘‡ to one teacher who said, “I paid deposits for three students,” adding, “Students did not Šƒ˜‡–Š‡ ƒ•Šǡ–Š‡‹”ˆƒ‹Ž‹‡•†‘‘–™‘”ǡƒ† ‡™–Š‡›ƒ”‡‰‘‘†‹†•ƒ†”‡ƒŽŽ›†‡- served to go to college.” All of these deadlines have dramatically changed the climate ˆ‘” ƒ’—•‡•Ž‹‡‘•‰‡Ž‡•ǡ™Š‹ Š—•‡†–‘ƒŽŽ‘™•–—†‡–•–‘ƒ’’Ž›ƒ•Žƒ–‡ƒ• —‡ƒ†•—„‹–ƒŽŽϐ‹ƒŽ’ƒ’‡”™‘”Žƒ–‡‹–‘–Š‡•—‡”Ǥ Dz‘”•– ǯ˜‡‡‡‹™‡–›‡ƒ”•dz ŽŽ‘ˆ–Š‡ Šƒ‰‡•†‡• ”‹„‡†ƒ„‘˜‡Šƒ†ƒ†”ƒƒ–‹ ‹’ƒ –‘–Š‡ƒ„‹Ž‹–›‘ˆƒ›•–—- †‡–•™Š‘–”ƒ†‹–‹‘ƒŽŽ›™‘—Ž†Šƒ˜‡ƒ–”‹ —Žƒ–‡†–‘ƒ–‘†‘•‘Ǥ•‘‡‘ˆϐ‹ ‹ƒŽ•ƒ‹†ǡ DzŠ‹•‹•–Š‡™‘”•– Šƒ˜‡•‡‡‹–™‡–››‡ƒ”•Ǥ‡Šƒ˜‡‡˜‡”„‡‡‹’ƒ –‡†‹–™‡–› ›‡ƒ”•Ǥ‡ Šƒ˜‡ ‡˜‡”‘– ƒ†‹––‡†•–—†‡–• ‡ƒ Š –‡”Ǥ ‡ Šƒ˜‡ ‡˜‡””‡“—‹”‡† ƒ ̈́ͳͲͲ”‡‰‹•–”ƒ–‹‘†‡’‘•‹–Ǥ‡Šƒ˜‡‡˜‡” Ž‘•‡†ƒ†‹••‹‘•ǤdzŽŽ‘ˆϐ‹ ‹ƒŽ••ƒ‹†–Š‡› ”‡ ‘‰‹œ‡†–Š‡‡ ‡••‹–›‘ˆ”‡†— ‹‰ƒ†‹••‹‘•ǡ„—–‡ƒ Šƒ†‡˜‡”›‘‡–‘™Š‘™‡ •’‘‡™‘””‹‡†–Šƒ–ƒ†ƒ–‡† Šƒ‰‡•™‘—Ž†ƒˆˆ‡ ––Š‡‘•–ˆ”ƒ‰‹Ž‡•–—†‡–•ǡ‡•’‡- cially those with little guidance from their families and schools. “These students tend –‘„‡‘—”ϐ‹”•–Ǧ‰‡‡”ƒ–‹‘•–—†‡–•ƒ––‡†‹‰• Š‘‘Ž•™Š‹ Š‘ˆ–‡†‘‘–ƒ†ƒ–‡Ǧ  Žƒ••‡•ˆ‘”ƒŽŽ•–—†‡–•ǡ’Žƒ ‡•–—†‡–•‹Ž‘™‡”Ǧ–”ƒ  Žƒ••‡•ǡƒ†‘ˆˆ‡”Ž‹‹–‡† ‘ŽŽ‡‰‡ counseling,” said one professional. “Students and schools always thought we would ƒŽ™ƒ›•„‡–Š‡”‡ǡdz ‘‡–‡†‘‡‘ˆϐ‹ ‹ƒŽǡƒ††‹‰ǡDz‡Šƒ˜‡‘‘”‡Žƒ•–Ǧ‹—–‡ƒ - ‡’–•ǤdzDz‡ ƒ‘–ƒ‡‡š ‡’–‹‘•ˆ‘”‹ ‘’Ž‡–‡–”ƒ• ”‹’–•‘”Žƒ–‡‹–‡–•–‘”‡‰‹•- –‡”ǡdz•ƒ‹†ƒ‘–Š‡”•’‡ ‹ƒŽ‹•–Ǥ–Ž‡ƒ•–‘‡‘ˆϐ‹ ‹ƒŽˆ”‘‡ƒ Š ‘ŽŽ‡‰‡•ƒ‹†Š‡‘”•Š‡”‡Ž‹‡† ‘Žƒ–‡ƒ†‹–•‘”‡š ‡’–‹‘•‹Š‹•‘”Š‡”‘™ƒ†‹••‹‘•’”‘ ‡••ǤDz †‘ǯ–‘™‹ˆ ™‘—Ž†Šƒ˜‡ƒ––‡†‡†ƒ‹ˆ™Šƒ–‹•Šƒ’’‡‹‰‘™Šƒ†„‡‡‰‘‹‰‘ǡdz•ƒ‹†‘‡ •’‡ ‹ƒŽ‹•–ǤDz –ǯ•ƒŠ—‰‡ —Ž–—”‡•Š‘ ǡƒ’ƒ”ƒ†‹‰•Š‹ˆ–Ǥdz

77 Š‡”‹•‹•ƒ†ƒŽ‹ˆ‘”‹ƒǯ• —–—”‡ ‘—‹ŽŽ ƒ˜‡‘‘”

Getting the Word Out Š‡‘ˆϐ‹ ‹ƒŽ•Šƒ˜‡„‡‡‰‡––‹‰–Š‡™‘”†‘—–ƒ„‘—––Š‡•Š‹ˆ–•ǤŠ‡™‡„•‹–‡•ˆ‘”‡ƒ Š ƒ’—•‡–‹‘–Š‡‡ˆˆ‡ –•‘ˆ–Š‡„—†‰‡– —–•‘•‡”˜‹ ‡•ƒ†’”‘‰”ƒ•ǡƒ†Ž‹•–‡™ ƒ†ƒ–‡•ƒ†”‡“—‹”‡‡–•ǤDz‡ƒ”‡™‘”‹‰–‘ Šƒ‰‡–Š‡‡••ƒ‰‡••–—†‡–•ƒ† families receive,” said a specialist. The professionals worry, however, that the new re- ƒŽ‹–›Šƒ•Ž‡†–‘Dzƒ —Ž–—”‡‘ˆˆ‡ƒ”ƒ†™‘””›ƒ‘‰•–—†‡–•ǤdzDz ˆ–Š‡›†‘ǯ–‘™–Š‡ •›•–‡‘”‘™•‘‡‘‡™Š‘‘™•‹–ǡ–Š‡›™‹ŽŽ‰‡–Ž‘•–ǡdz‡š’Žƒ‹‡†‘‡•’‡ ‹ƒŽ‹•–Ǥ EFFECTS OF BUDGET CUTS AT THE CAMPUS LEVEL

—†‰‡– —–•ƒ––Š‡—‹˜‡”•‹–›Ž‡˜‡ŽŠƒ˜‡‹’ƒ –‡†‡ƒ Š‘ˆϐ‹ ‡ǯ•ƒ„‹Ž‹–›–‘†‘‘—–”‡ƒ Š ƒ†”‡ ”—‹–‡–ǤDz‡Šƒ˜‡Šƒ†–‘Ž‘‘ƒ–‘—” ‘”‡‰‘ƒŽ•ǡ‘—”•‹‰‹ϐ‹ ƒ–Ž›”‡†— ‡† „—†‰‡–•ǡƒ†ƒ‡†‹ˆϐ‹ —Ž–†‡ ‹•‹‘•ǡdz•ƒ‹†‘‡Ž‡ƒ†‡”ǤDz‡ ƒǯ–˜‹•‹–ƒ•‘ˆ–‡ƒ•™‡ ‘ ‡†‹†ǡdz•ƒ‹†ƒ‘–Š‡”Ǥ‡ ƒ—•‡‘ˆ„—†‰‡– —–•ǡ‡ƒ Š ƒ’—•Šƒ•„‡‡—ƒ„Ž‡–‘”‡- place all outreach and admissions professionals who leave, increasing the case load of those remaining. One campus is down three recruiters, while two others are down ˆ‘—”ǤDzŠ‡›†‘ǯ–”‡ƒŽ‹œ‡™‡ǯ”‡„—‹Ž†‹‰„”‹†‰‡•Ǥ˜‡”›•–ƒˆˆ’‡”•‘Ž‘•– ‘–ƒ –•™‹–Š hundreds and hundreds of students and families,” said one director. Reduced Travel Budgets and Travel Schedules —†‰‡– —–•Šƒ˜‡”‡†— ‡†–”ƒ˜‡Ž„—†‰‡–•Ǥ‡ ƒ’—•—•‡†–‘Šƒ˜‡ˆ‘—”•–ƒ–‡ ƒ”•Ǣ now it has only one. One campus used to send recruiters to schools three to four times a year, at critical junctures, to provide guidance to students. Last year, it stopped allow- ‹‰”‡ ”—‹–‡”•–‘‰‘–‘• Š‘‘Ž•ƒˆ–‡”‡ ‡„‡”ǡ‡š ‡’–ˆ‘” ‘ŽŽ‡‰‡ˆƒ‹”•ǤŠ‡–Š”‡‡‘–Š‡” campuses reduced outreach visits to high schools to once a month, down from once a ™‡‡‘”–™‹ ‡ƒ‘–ŠǤŽŽ ƒ’—•‡•”‡†— ‡†–Š‡ƒŒ‘”‹–›‘ˆ–Š‡‹” ‘—‹–› ‘ŽŽ‡‰‡ ‘—–”‡ƒ Šˆ”‘‘ ‡‘”–™‹ ‡ƒ™‡‡–‘‘ ‡‘”ƒ–‘•––™‹ ‡ƒ‘–ŠǤŠ”‡‡‘ˆ–Š‡ CSUs mandated that recruiters service only schools in its Tier 1 (local) service area. One campus shifted its recruiters away from middle schools to high schools only. ‡”•‘ƒŽ ‘–ƒ –‹•˜‡”›‹’‘”–ƒ–‹‹ˆ‘”‹‰•–—†‡–•ƒ†‡‡’‹‰–Š‡‘–”ƒ ǤŠ‡ reduced visit schedules worry everyone we interviewed. “These students and schools ”‡Ž›‘—•ǡdz•ƒ‹†‘‡‘ˆϐ‹ ‹ƒŽǤ‘–Š‡”•ƒ‹†ǡDzŠ‡›‡‡†—•„‡ ƒ—•‡™‡Ž‘‘Ž‹‡–Š‡ǡƒ† we share stories of how we made it and show them how they can, too.” Another added, “The students need personal relationships. Students, primarily Hispanic students, who ƒ”‡•‡˜‡–‡‡›‡ƒ”•‘Ž†ƒ”‡ƒˆ”ƒ‹†–‘ ƒŽŽǤŠ‡›„Ž‡†‹ƒ†Š‡ƒ”–Š‹‰•„—–†‘ǯ– ƒŽŽ—•Ǥ ‡•ƒ›Œ—•– ƒŽŽ‘”‡ƒ‹Ž—•Ǥ—––Š‡›†‘ǯ– ƒŽŽǤŠ‡›†‘ǯ–‡ƒ‹ŽǤŠ‡›†‘ǯ––ƒ‡ƒ†˜ƒ- tage. And if they continue this, they will lose out in these competitive times.” Shifts to Group Presentations and College Fairs ‡ ƒ—•‡‘ˆ–Š‡”‡†— ‡†—„‡”‘ˆ ƒ’—•˜‹•‹–•ǡƒŽŽ ƒ’—•‡•ƒ•‡†”‡ ”—‹–‡”•–‘ shift their focus to more classroom, schoolwide, and college fair presentations. One campus requires recruiters to visit a classroom during each visit. “These larger group

78 Š‡”‹•‹•ƒ†ƒŽ‹ˆ‘”‹ƒǯ• —–—”‡ ‘—‹ŽŽ ƒ˜‡‘‘”

˜‹•‹–•ƒ”‡˜‡”›‡ˆˆ‡ –‹˜‡ǡ„‡ ƒ—•‡™‡”‡ƒ Š•‘ƒ›‘”‡•–—†‡–•ǡƒ†–Š‡–‡ƒ Š‡”• ƒ† ‘—•‡Ž‘”•–ƒ‡™Šƒ–™‡’”‘˜‹†‡ƒ†•Šƒ”‡‹–™‹–Š‘–Š‡”‰”‘—’•Ǥdz Others require two to three school visits per day. “I schedule several school sites per †ƒ›ǡƒ†‹–ǯ•‹†‡ƒŽ–‘ ‘†— –’”‡•‡–ƒ–‹‘•‹„‹‰‰”‘—’•ǡ„—–•‘‡–‹‡•„‡ ƒ—•‡‘ˆ –Š‡•‹œ‡‘ˆ–Š‡‰”‘—’ǡ Ž‘•‡‘—–‘–Š‡‹††Ž‡‹†ǡ–Š‡„‘”†‡”Ž‹‡‹†•™Š‘ƒ”‡‘–•—”‡ ‘ˆ–Š‡‹”’Žƒ•ǡƒ†™Š‘‡‡†‘‡Ǧ‘Ǧ‘‡‰—‹†ƒ ‡ǡdz‘‡•’‡ ‹ƒŽ‹•–•ƒ‹†ǤDz ǯƒ‹‰ ’”‡•‡–ƒ–‹‘•–Š‹••—‡”„‡ ƒ—•‡ ‘™Š‘™‹’‘”–ƒ–‹–‹•–‘‰‡––‘•–—†‡–•ƒ† ‡•–ƒ„Ž‹•Šƒ’‡”•‘ƒŽ ‘‡ –‹‘Ǥ •–ƒ›ƒˆ–‡”™ƒ”†•ǡ‘›‘™–‹‡ǡƒ†•’‡ƒ™‹–Š students. They are the ones who follow through with me,” said another. Fewer Campus Tours ƒ’—•–‘—”•ƒ‡ƒŠ—‰‡†‹ˆˆ‡”‡ ‡‹•–—†‡–•ǯƒ†ˆƒ‹Ž‹‡•ǯ‹–‡”‡•–‹ ‘ŽŽ‡‰‡• ȋ‘”ƒʹͲͲͶȌǤƒ’—•–‘—”•‹’ƒ –ƒ•–—†‡–ǯ• Š‘‹ ‡‘ˆ ‘ŽŽ‡‰‡Ǥ›’Š›•‹ ƒŽŽ›‡‰ƒ‰- ing in the school’s environment, students form psychological and social reactions that help them decide which college to attend. Factors such as friendliness, enthusiasm, ƒ†’‡”•‘ƒŽƒ––‡–‹‘ˆ”‘ƒ†‹••‹‘•‘ˆϐ‹ ‡”•’Žƒ›ƒŠ—‰‡”‘Ž‡‹–Š‡ ‘ŽŽ‡‰‡†‡ ‹- •‹‘Ǧƒ‹‰’”‘ ‡••ȋ‘”ƒʹͲͲͶǡʹȌǤ‡ƒ”Ǧ‡†•—”˜‡›•‘ˆ ‘—•‡Ž‘”•ƒ––Š‡ ƒ- ’—•‡•‹†‹ ƒ–‡–Šƒ–ƒ ƒ’—•–‘—”‹•Dz‡š–”‡‡Ž›’‘•‹–‹˜‡dzƒ†‹ϐŽ—‡ ‡•ƒ•–—†‡–ǯ• †‡ ‹•‹‘–‘ƒ–”‹ —Žƒ–‡Ǥ‡ ƒ—•‡‘ˆ„—†‰‡– —–•ǡ–Š”‡‡ ƒ’—•‡•”‡†— ‡†–Š‡—„‡” of campus tours during the school year and cancelled summer tours. One campus may ‘–‘ˆˆ‡”ƒ›–‘—”•‡š–›‡ƒ”ǡ™Š‹Ž‡–Š”‡‡™‹ŽŽŠƒ˜‡–‘ —–„ƒ –Š‡‹”–‘—”••‹‰‹ϐ‹ ƒ–Ž›Ǥ ›’‹ ƒŽŽ›ǡ ƒ’—•‰—‹†‡•ƒ”‡ —””‡–•–—†‡–•Ǣ–Š”‡‡ ƒ’—•‡•—•‡•–—†‡–™‘”‡”• –‘‰‹˜‡–‘—”•ǡ™Š‹Ž‡–™‘‘–Š‡”•—•‡˜‘Ž—–‡‡”–‘—”‰—‹†‡•ǤDzƒ’—•–‘—”•ƒ‡ ƒ- ’—•‡•ˆ”‹‡†Ž›‘”—ˆ”‹‡†Ž›Ǣ™‡„‡ ‘‡–Š‡ ƒ’—•–‘–Š‡Ǥdz•ƒ‹†‘‡†‹”‡ –‘”‡- ƒ—•‡‘ˆ —–•‹•–—†‡–™‘”‡”•ƒ–‘‡ ƒ’—•ǡ‹– ƒ ‡ŽŽ‡†•—‡”–‘—”•ƒ†ƒ› not run any tours next year. ƒ††‹–‹‘ǡƒŽŽ‘ˆ–Š‡ ƒ’—•‡•—•‡†–‘‘ˆˆ‡”„—•–”ƒ•’‘”–ƒ–‹‘–‘• Š‘‘Ž•‹–Š‡‹” •‡”˜‹ ‡ƒ”‡ƒˆ‘”‰”‘—’–‘—”•ǤDz‡—•‡†–‘—•‡ˆ‘—”–‡‡„—••‡•ǡdz•ƒ‹†‘‡’”‘ˆ‡••‹‘ƒŽ ƒ–ƒ• Š‘‘Ž–Šƒ–‘™—•‡•‘Ž›‘‡‘”–™‘ˆ‘”•’‡ ‹ƒŽ’”‘‰”ƒ•Ǥƒ’—•‘ˆϐ‹ ‹ƒŽ••ƒ‹† –Š‡›‘Ž‘‰‡”Šƒ˜‡•—ˆϐ‹ ‹‡–ˆ—†•–‘”‡•—‡’”‘˜‹†‹‰‘Ǧ‰”ƒ–Ǧˆ—†‡†„—••‡•Ǥ •–—†‡–ƒ„ƒ••ƒ†‘”•ƒ‹†ǡDz —•‡†–‘‰‡–ƒ„—•–‘—”ˆ‘”‡ƒ Š• Š‘‘Ž ˜‹•‹–‡†ǤŠ‹•‹• ƒ™‡•‘‡ǡ„‡ ƒ—•‡†—”‹‰‘—”• Š‘‘Ž˜‹•‹–•™‡’ƒ‹–ƒ’‹ –—”‡‘ˆ ‘ŽŽ‡‰‡ǡƒ†–Š‡ǡ ™Š‡–Š‡›™‘—Ž†ˆ‘ŽŽ‘™—’™‹–Šƒ–‘—”ǡ–Š‡›™‘—Ž†•‡‡Š‘™–Š‡›„‡Ž‘‰Š‡”‡ǤdzŠ‡ ƒ„ƒ••ƒ†‘”™‘””‹‡†ƒ„‘—–•–—†‡–•ǯƒ„‹Ž‹–›–‘•‡‡ ‘ŽŽ‡‰‡ƒ•ƒ”‡ƒŽ‹–›ǡ„‡ ƒ—•‡–Š‡ ƒ’—•–‘—”•™‡”‡‘ˆ–‡–Š‡‹”ϐ‹”•–˜‹•‹––‘ƒ ‘ŽŽ‡‰‡Ǥ Rather than serving 300 school requests, one campus can now provide tours to only ninety schools. One specialist worries that “the parents of under-represented students †‘‘–Šƒ˜‡–Š‡‘’–‹‘–‘–ƒ‡–‹‡‘ˆˆǡƒ•‰‡‡”ƒŽŽ›–Š‡›’ƒ”–‹ ‹’ƒ–‡‹–Š‡ƒ–—”†ƒ› –‘—”•ǡ™Š‹ ŠŠƒ˜‡„‡‡”‡†— ‡†–‘‘‡’‡”‘–Š†—”‹‰–Š‡ƒ ƒ†‡‹ ›‡ƒ”ƒ†‘‡ †—”‹‰–Š‡•—‡”Ǥ‡—•‡†–‘’”‘˜‹†‡–‘—”•‡˜‡”›ƒ–—”†ƒ›Ǥdz‡”‡ ”—‹–‡”™ƒ– Š‡† ƒ‰”‘—’ˆ”‘ƒ• Š‘‘Ž ‘—‹–›ϐ‹˜‡‹—–‡•ƒ™ƒ› ‘‡ˆ‘”ƒ˜‹•‹–ǤDzŠ‡–Š‡›Ž‡ˆ–ǡ –Š‡›™‡”‡‰Ž‘™‹‰ƒ†–ƒ‹‰’‹ –—”‡•Ǥƒ”‡–•™‡”‡Ǯ™‘™Ǥǯ‘‡‘ˆ–Š‡‡™ƒ„‘—–

79 Š‡”‹•‹•ƒ†ƒŽ‹ˆ‘”‹ƒǯ• —–—”‡ ‘—‹ŽŽ ƒ˜‡‘‘”

–Š‡ ƒ’—•ǡƒ†–Š‡›Ž‹˜‡‹–Š‡•ƒ‡ƒ”‡ƒǡdz•ƒ‹†–Š‹•”‡ ”—‹–‡”ǡƒ††‹‰ǡDzŠƒ–™‹ŽŽŠƒ’- ’‡‹ˆ–Š‡› ƒǯ– ‘‡–‘ ƒ’—•ǫdz Reduced Access to Handouts ƒ††‹–‹‘ǡ‡ƒ Š‘ˆ–Š‡ϐ‹˜‡ ƒ’—•‡•Šƒ†–‘”‡†— ‡–Š‡’”‘†— –‹‘“—ƒŽ‹–›ƒ†—- „‡”‘ˆŠƒ†‘—–•‹–’”‘†— ‡•Ǥ™‘ ƒ’—•‡•‘™’”‘†— ‡‘Ž›‘‡Šƒ†‘—–Ǥ‡†‹- ”‡ –••–—†‡–•–‘‹–•™‡„•‹–‡Ǥ Use of Student Workers and Ambassadors ŽŽ‘ˆ–Š‡ ƒ’—•‡•”‡Ž›‘•–—†‡–™‘”‡”•ˆ‘”— Š‘ˆ–Š‡‹”‘—–”‡ƒ ŠǤŠ‡•‡•–—- †‡–•ƒ”‡Š‹‰ŠŽ›‡ˆˆ‡ –‹˜‡„‡ ƒ—•‡Dz–Š‡›™‡––‘–Š‡•ƒ‡• Š‘‘Ž•‘—”•–—†‡–•ƒ–- –‡†ƒ†ƒ”‡‰”‡ƒ–”‘Ž‡‘†‡Ž•ǡdz•ƒ‹†‘‡†‹”‡ –‘”ǤDzŠ‡›„”‹‰Ž‹ˆ‡ƒ†Ž‹‰Š––‘‘—” ™‘”ǡdz•ƒ‹†‘‡•’‡ ‹ƒŽ‹•–Ǥ ‘—”‘ˆ–Š‡ ƒ’—•‡•—•‡™‘”Ǧ•–—†›–‘ˆ—†•‘‡•–—†‡– ™‘”‡”•ǡ„—–‡š–›‡ƒ”–Š‡›ƒ›‘Ž›„‡ƒ„Ž‡–‘Š‹”‡™‘”Ǧ•–—†›•–—†‡–•ȋƒ•ˆ‡†- ‡”ƒŽ™‘”Ǧ•–—†›’ƒ›•ŠƒŽˆ‘ˆ•–—†‡–ǯ•™ƒ‰‡•Ȍǡ‘” —––Š‡—„‡”‘ˆ•–—†‡–™‘”‡”•Ǥ ‡ ƒ’—•ƒ›‘–Šƒ˜‡ƒ›ˆ—†•–‘Š‹”‡•–—†‡–™‘”‡”•Ǥ‘–Š‡”‹• —––‹‰‹–• student staff in half. Fortunately, three campuses have found other ways to integrate •–—†‡–•‹–‘–Š‡‹”‘ˆϐ‹ ‡•ǡ—•‹‰˜‘Ž—–‡‡” ƒ’—•–‘—”’”‘˜‹†‡”•ǡƒ†‹˜‹–‹‰•–—- †‡–‘”‰ƒ‹œƒ–‹‘•–‘•‡†‡„‡”•–‘‡˜‡–•‹”‡–—”ˆ‘”•ƒŽŽ’ƒ›‡–•–‘–Š‡‹” organizations’ coffers. ǧͳʹ   

ƒ Šƒ†‡˜‡”› —–ƒˆˆ‡ –•–Š‡• ‘’‡‘ˆϐ‹”•–Šƒ†• Š‘‘Ž‘—–”‡ƒ ŠǤˆ–‡‡ƒ Š ƒ’—• is the only CSU campus present to provide college outreach services to schools in its service area, whereas in the past years “we would have three to four schools per site.” In addition, cuts at the K-12 and community college levels are leading to unprecedent- ‡†—„‡”•‘ˆǦͳʹ• Š‘‘Ž•‹–‡ ‘—•‡Ž‘”•„‡‹‰Žƒ‹†‘ˆˆ‘””‡ƒ••‹‰‡†ǤDzŠ‡”‡ƒ”‡ fewer counselors, and the counselors who are still there are wearing multiple hats, ”ƒ–Š‡”–Šƒ‘‡‘”–™‘Šƒ–•ǤŠ‡›ƒ”‡ƒŽ”‡ƒ†›•’”‡ƒ†–‘‘–Š‹Ǥ‡ƒ”‡•‡––‹‰–Š‡—’ –‘ˆƒ‹ŽǤ ‘™ ƒ–Š‡›†‘ƒŽŽ‘ˆ‹–ǫdz•ƒ‹†‘‡‘ˆϐ‹ ‹ƒŽǤŽŽ‘ˆ–Š‡‘ˆϐ‹ ‹ƒŽ••ƒ‹†–Š‡›”‡Ž›‘ • Š‘‘Ž ‘—•‡Ž‘”•ˆ‘”ƒ’’‘‹–‡–•ǡ ‘ŽŽƒ„‘”ƒ–‹‘ǡƒ†ƒ ‡••–‘•–—†‡–•Ǥ ‘—‹–› ‘ŽŽ‡‰‡•ƒ”‡ —––‹‰ Žƒ••‡•ƒ†•‡”˜‹ ‡•Œ—•–ƒ•–Š‡‹”‡”‘ŽŽ‡–‹••›- ”‘ ‡–‹‰Ǥ Dz‘—‹–› ‘ŽŽ‡‰‡ •–—†‡–• •‡‡ ‡ ‘—– ƒ• –Š‡› ‘™  ƒ ƒ •‘—” ‡Ǥ Š‡ ‘—•‡Ž‘”••‘‡–‹‡•–‡ŽŽ–Š‡†‹ˆˆ‡”‡––Š‹‰•ǤŠ‡›ƒ”‡ˆƒŽŽ‹‰‹„‡–™‡‡–Š‡ ”ƒ •ǡ‘™–Šƒ– ǯ‘––Š‡”‡ƒ•— Šǡdz•ƒ‹†‘‡™‘””‹‡†•’‡ ‹ƒŽ‹•–ǤDz‡ƒ”‡‡–‡”‹‰ schools where we have to start from scratch as our counselor contacts are no longer –Š‡”‡ǡƒ†‘ˆ–‡–Š‘•‡™Š‘ƒ”‡Šƒ˜‡†”ƒƒ–‹ ƒŽŽ›‹ ”‡ƒ•‡†™‘””‡•’‘•‹„‹Ž‹–‹‡•ǡdz •ƒ‹†‘‡‘ˆϐ‹ ‹ƒŽǤDz‘—•‡Ž‘”•™‘—Ž† ƒŽŽ—•ƒ†ƒ†˜‘ ƒ–‡ˆ‘”•–—†‡–•Ǥ‘™™Š‘™‹ŽŽǫdz ™‘†‡”‡†‘‡‘ˆϐ‹ ‡”Ǥ

80 Š‡”‹•‹•ƒ†ƒŽ‹ˆ‘”‹ƒǯ• —–—”‡ ‘—‹ŽŽ ƒ˜‡‘‘”

MULTIPLE RESPONSES TO THE CUTS

Dz›™‘”Ž‘ƒ†Šƒ•‹ ”‡ƒ•‡†ǢƒŽ‘‰™‹–Š‡˜‡”›‘‡‡Ž•‡ •—ˆˆ‡”‡†ƒ’ƒ› —–ˆ”‘–Š‡ ˆ—”Ž‘—‰Š•ǡ–Š‡• Š‘‘Ž• •‡”˜‹ ‡ƒ”‡‹’ƒ –‡†ǡƒ†›‡–›™‹ŽŽ–‘™‘”‹••–”‘‰‡”–Šƒ ‡˜‡”ǤŠ‡•–—†‡–•‡‡†—•‘”‡–Šƒ‡˜‡”ǡƒ†–Šƒ–ƒŽ‘‡‡‡’•‡ˆ‘ —•‡†ƒ† ‘- ‹––‡†–‘‘—”™‘”ǡdz•ƒ‹†‘‡’”‘ˆ‡••‹‘ƒŽǤŠ”‘—‰Š‘—–‘—”˜‹•‹–•ǡ™‡Ž‡ƒ”‡†‘ˆ–Š‡ —Ž–‹’Ž‡ƒ’’”‘ƒ Š‡•‘—–”‡ƒ Š™‘”‡”•ƒ”‡ϐ‹†‹‰–‘ ‘–‹—‡–Š‡‹” ”‹–‹ ƒŽŽ›‹’‘”- –ƒ–™‘”—•‹‰”‡•‹Ž‹‡ ‡ǡ ”‡ƒ–‹˜‹–›ǡƒ†‡™’ƒ”–‡”•Š‹’•ǤDz–—†‡–•™‹ŽŽ ƒŽŽ‡ †ƒ›ƒˆ–‡”†ƒ›ǡƒ† –ƒ‡‡ƒ Šƒ†‡˜‡”› ƒŽŽǤŠ‡› ƒ‡˜‡”ƒ•ƒ“—‡•–‹‘–Šƒ–‹•–‘‘ •‹’Ž‡‘”•‹ŽŽ›ǤŠ‡›Œ—•–†‘ǯ–‘™ǡdz‘ˆˆ‡”‡†ƒ‘–Š‡”ǤDz‡ƒ”‡’ƒ”–‡”‹‰™‹–Š‘–Š‡” ‰”‘—’•ƒ†‘”‰ƒ‹œƒ–‹‘•ƒ†ϐ‹†‹‰™ƒ›•–‘”‡ƒ Š–Š‘•‡™Š‘‘•–‡‡†—•ǡdz•ƒ‹† another. To Whom Can Students Turn? “In our communities, in our cities, and in our streets, we are critical components of ‡“—‹–›Ǥ –‹•ƒŠ—‰‡†‡–”‹‡––‘•‘ ‹‡–›™Š‡™‡™‹ŽŽϐ‹†–Šƒ–™‡Šƒ˜‡Ž‡ˆ––Š‡•‡ ’‡‘’Ž‡„‡Š‹†Ǥdz †‹••‹‘•‘ˆϐ‹ ‡”•ǡŽ‹‡–Š‡‘‡“—‘–‡†ƒ„‘˜‡ǡ™‘””‹‡†ƒ„‘—––Š‡•Š‘”–Ǧƒ†Ž‘‰Ǧ term consequences of the cuts. “Just when schools need us the most, we have less to offer them,” said one specialist, adding, “The students need us more than ever, just ™Š‡–Š‡›ƒ”‡„‡‹‰Ž‡ˆ–‘•–ƒŽ‘‡Ǥdz‘–Š‡”‘–‡•ǡDzŠ‡”‡‹••‘— Š— ‡”–ƒ‹–› in community colleges and K-12 career centers that they need us to see more stu- †‡–•Ǥdz‡•–—†‡–ƒ„ƒ••ƒ†‘”™‘””‹‡†–Šƒ–Dz•–—†‡–•™‹ŽŽŠƒ˜‡‘‘‡–‘–—”–‘ next year.” Need for Individual Guidance –—†‡–™‘”‡”•‡’Šƒ•‹œ‡†–Š‡‡‡†ˆ‘”‹†‹˜‹†—ƒŽ‰—‹†ƒ ‡ǣDz ˆ‹–™ƒ•ǯ–ˆ‘”–Š‡ ƒŽ–ƒ–‡”‡ ”—‹–‡”ǡƒ”‡ǡ™Š‘ ƒ‡–‘—•ƒ†’”‘˜‹†‡†ϐŽ›‡”•ǡ ™‘—Ž†Šƒ˜‡‰‘‡–‘ ƒ ‘—‹–› ‘ŽŽ‡‰‡Ǥ •ƒ™Š‡”–™‹ ‡ƒ™‡‡ƒˆ–‡”–Šƒ–ǤŠƒ–ǯ•Š‘™ ‰‘––‘ƒ’’Ž›ǡdz ‡š’Žƒ‹‡†‘‡•–—†‡–ǡƒ††‹‰ǡDz ‰‘–‘• Š‘‘Ž•–‘ƒ‡•—”‡‘–Š‡”‹†•‰‡––Š‡Š‡Ž’  received from a recruiter.” A specialist said, “If we tell them how much they should go to college, and then during senior year, close doors and do not disseminate info that is so helpful, the pipeline of future lawyers, teachers, nurses, engineers will close for –Š‘•‡‘•–ƒ–Ǧ”‹•ǡ›‡––ƒŽ‡–‡†ǡ•–—†‡–•Ǥdz Resilience, Persistence, and Optimism ˜‡–Š‘—‰Š–Š‡‡ˆˆ‡ –•‘ˆ–Š‹• ‘ϐŽ—‡ ‡‘ˆ —–•ƒ––Š‡ǡ ‘—‹–› ‘ŽŽ‡‰‡ǡƒ† Ǧͳʹ• Š‘‘ŽŽ‡˜‡Ž•ƒ”‡ƒˆˆ‡ –‹‰•–—†‡–•ǯƒ„‹Ž‹–›–‘ƒ’’Ž›ǡƒ ‡’–ǡƒ†ƒ–”‹ —Žƒ–‡ǡ–Š‡ ϐ‹˜‡ ƒ’—•‡•™‡˜‹•‹–‡†ƒ”‡•–‹ŽŽ’Žƒ ‡•‘ˆŠ‘’‡ƒ†’‘–‡–‹ƒŽǤŠ‡•‹–—ƒ–‹‘‹•”‡- “—‹”‹‰•–—†‡–•–‘„‡ ‘‡‘”‡”‡•‹Ž‹‡–ǡ’‡”•‹•–‡–ǡƒ†”‡•’‘•‹„Ž‡ǡ•ƒ‹†ƒŽŽ–Š‡ ‘ˆϐ‹ ‹ƒŽ•Ǥ‡ƒ††‡†ǡDz‡ƒ”‡Šƒ˜‹‰–‘†‘–Š‡•ƒ‡ƒ†”‡–ƒ‹‘—”‘’–‹‹•ǡ™Š‹ Š‹•

81 Š‡”‹•‹•ƒ†ƒŽ‹ˆ‘”‹ƒǯ• —–—”‡ ‘—‹ŽŽ ƒ˜‡‘‘”

ŠƒŽŽ‡‰‹‰ƒ†‡ ‡••ƒ”›–‘†‘‘—”™‘”ǤdzŠƒ–‹• Ž‡ƒ”Ž›‡˜‹†‡–ˆ”‘–Š‡™ƒ›‡ƒ Š ‘ˆϐ‹ ‡‹•ƒ’’”‘ƒ Š‹‰–Š‹• ”‹•‹•Ǥ Integration of Technology Each campus is relying more on technology. Three are offering virtual campus tours, several offer self-guided tours, and one purchased new computers and cameras to ‡ƒ„Ž‡’”‘ˆ‡••‹‘ƒŽ•–‘—•‡›’‡–‘ ‘—‹ ƒ–‡™‹–Š•–—†‡–•ˆƒ”–Š‡”ƒ™ƒ›‹‹–• •‡”˜‹ ‡ƒ”‡ƒǤŽŽƒ”‡’—––‹‰ ‘”‡”‡ ”—‹–‡–†‘ —‡–•‘Ž‹‡ǤŽŽƒ”‡Ž‘‘‹‰ƒ– •‘ ‹ƒŽ‡–™‘”‹‰ƒ†‘–Š‡”™ƒ›•–‘”‡ƒ Š•–—†‡–•ǡ‹ Ž—†‹‰ϐŽƒ•Š‡ƒ‹Ž•ƒ†˜‹”- tual college fairs. The CSU Mentor site offers an educational planner into which stu- dents can enter their grades and classes, which are then exported into the application whenever students are ready to complete their application. Many students, however, †‘‘–Šƒ˜‡ƒ ‡••–‘ƒ‡–™‘”‡† ‘’—–‡”Ǥ Increased In-House Availability Because of the reduction in site visits, each recruiter is spending more time in the of- ϐ‹ ‡ƒ•™‡”‹‰’Š‘‡•ǡ•‡†‹‰‘—–ƒ••‡ƒ‹Ž•ǡ”—‹‰ ‘—•‡Ž‘”–”ƒ‹‹‰•‡••‹‘•ǡ and scheduling classroom, college fair, and on-campus sessions with groups of coun- •‡Ž‘”•ǤDzŠ‡ƒ•–—†‡–ƒ†ˆƒ‹Ž› ‘‡‹ǡ–Š‡›ƒ –—ƒŽŽ›‰‡––‘‡‡–™‹–Š—•ǡdz•ƒ‹† ƒ•’‡ ‹ƒŽ‹•–Ǥ‘–Š‡” ‘‡–‡†ǡDz Š‡Ž’”‡†— ‡–Š‡‹”ˆ‡ƒ”•ƒ†•Š‘™–Š‡•–‡’„› •–‡’™Šƒ––Š‡›‡‡†–‘†‘Ǥ ‡ –ƒŽ–‘•‘‡‘‡ǡŠ‡™‹ŽŽ‡‡’‹–‘— ŠǤdz‡ ƒ’—• just created a transfer center to offer services directly to transfer students on its own campus. New View of Partnerships All of the campuses have other sources of funds, from federal to state to private grants. Dz‡”‡Ž›‘–Š‘•‡‰”ƒ–•–‘’‹ —’–Š‡•Žƒ ˆ”‘™Š‡”‡™‡ǯ”‡Ž‡ƒ˜‹‰‘ˆˆǡƒ†–Š‡›ǯ”‡ Š‡Ž’‹‰ —•ǡdz•ƒ‹† ‘‡ ‘ˆϐ‹ ‹ƒŽǤ Š”‡‡ ‘ˆ –Š‡ ƒ’—•‡• ˆ—† •‘‡ ‘ˆ –Š‡‹” ”‡ ”—‹–‡”• –Š”‘—‰Š‰”ƒ–•ǤŽŽˆ—†•–—†‡–™‘”‡”•–Š”‘—‰ŠŽ‘––‡”›‘‡›ǡ™Š‹ Šˆ‘”–™‘ ƒ- ’—•‡•Šƒ•„‡‡†”ƒ•–‹ ƒŽŽ› —–ƒ––Š‡ ƒ’—•Ž‡˜‡ŽǤDz •‡‡–Š‡‡‡†ˆ‘”—•–‘ƒ’’Ž›ˆ‘” — Š‘”‡ˆ‡†‡”ƒŽƒ†’”‹˜ƒ–‡‘‹‡•ǡdz•ƒ‹†‘‡‘ˆϐ‹ ‹ƒŽǤDz ‡ƒ”’ƒ† ȋ†- ˜ƒ ‡‡–‹ƒ †‹˜‹†—ƒŽ‡–‡”‹ƒ–‹‘Ȍ ƒ’ƒ›ˆ‘”„—••‡•ǤŠ‡› ƒ’”‘˜‹†‡ˆ‘”ƒ†- †‹–‹‘ƒŽ ‘—•‡Ž‘”•ǤŠ‡›†‘–Š‡™‘”™‡—•‡†–‘ƒ†‡‡†–‘•–‹ŽŽ†‘Ǥdz‡•’‡ ‹ƒŽ‹•– just trained several Gear Up staff to give campus tours to groups from the schools it •‡”˜‹ ‡•ǤDz ‹˜‹‰ƒ–‘—””‡“—‹”‡•”‡ƒŽ–”ƒ‹‹‰ǡ•‘ ǯ‰Žƒ†–Š‡›ƒ•‡†—•–‘–”ƒ‹–Š‡‹” •–—†‡–•ǤŠ‡›‡‡†–‘‘–‘Ž›Ž‡ƒ”ƒ„‘—–‘—” ƒ’—•„—–ƒŽ•‘Š‘™–‘•‡†’‘•‹–‹˜‡ ‡••ƒ‰‡•ƒ„‘—–ƒ––‡†‹‰ ‘ŽŽ‡‰‡–‘’ƒ”‡–•ǡ–‡ƒ Š‡”•ǡƒ†•–—†‡–•Ǥdz Other campuses are developing partnerships with local community colleges and high schools. One campus, for example, announced a partnership to provide local commu- nity college students with access to campus resources. Another has a compact with a local, diverse high school district and local community colleges to guarantee admis- sions to students meeting core criteria.

82 Š‡”‹•‹•ƒ†ƒŽ‹ˆ‘”‹ƒǯ• —–—”‡ ‘—‹ŽŽ ƒ˜‡‘‘”

Increased Collaboration with Counselors Each campus is increasing its on-campus outreach to counselors and school site lead- ‡”•Ǥ‡ ƒ’—•„”‘—‰Š–‹‘”‡–ŠƒͳͲͲ ‘—•‡Ž‘”•ˆ‘”ƒ ‘—•‡Ž‘”—’†ƒ–‡ ‘ˆ‡”- ‡ ‡ǡƒʹͲǤʹ’‡” ‡–‹ ”‡ƒ•‡ˆ”‘–Š‡’”‡˜‹‘—•›‡ƒ”Ǣƒ††”‡™‘”‡–ŠƒͳͷͲ ‘—- selors to an appreciation lunch, up 16 percent from the previous year. Two campuses ƒ”‡™‘”‹‰™‹–Š Š—” Šƒ†‘–Š‡”‘Ǧ’”‘ϐ‹–‰”‘—’•ǤDzŠ‡•‡‰”‘—’•ƒ”‡‡„‡††‡† ‹–Š‡‡‹‰Š„‘”Š‘‘†•ƒ† ƒ†‘•‘— Š–‘Š‡Ž’’”‘‘–‡ ‘ŽŽ‡‰‡ǡdz•ƒ‹†‘‡•’‡ ‹ƒŽ- ist. “Now it’s time to develop partnerships with them.” Increased On-Campus Resources ‹–Š–Š‡”‡†— ‡†–”ƒ˜‡Ž–‹‡ǡ‘—–”‡ƒ Š•’‡ ‹ƒŽ‹•–•ƒ”‡‘–Š‡‹” ƒ’—•‡•‘”‡ƒ† ƒ˜ƒ‹Žƒ„Ž‡–‘‡‡–™‹–Š‘”‡•–—†‡–•ƒ†ˆƒ‹Ž‹‡•™Š‘˜‹•‹– ƒ’—•Ǥ‡ ƒ’—•ƒ- nounced a new transfer center to provide transfer students with on-campus admis- sions counseling all year round. “If we can’t go to them, we certainly can maximize our assistance to them when they come to our campuses,” said one specialist. DISCUSSION

At a time when CSU campuses have more applicants and students than they can han- dle, one director said, “People may wonder why we need recruitment and outreach.” If they understand the CSU’s goal to offer high-quality education to all students, “then –Š‡›™‘—Ž†‘–“—‡•–‹‘‘—”‡š‹•–‡ ‡„—–‹•‹•–‘‰‹˜‹‰—•‘”‡ǤdzDz‘–•‘ˆ•–—†‡–• ™Š‘™‘—Ž†Šƒ˜‡„‡‡’‡”ˆ‡ –Ž›‡Ž‹‰‹„Ž‡ͳǤͷ›‡ƒ”•ƒ‰‘ƒ”‡‘–‡Ž‹‰‹„Ž‡ǡdz‡š’Žƒ‹‡†‘‡ •’‡ ‹ƒŽ‹•–ǤDz‡™‡–ˆ”‘ʹǤͷǦ͵ǤͲ ˆ‘”–”ƒ•ˆ‡”•–—†‡–•–‘Š‹‰Š‡”–Šƒƒ͵ǤͲǤ‡ƒ”‡ Ž‡ƒ˜‹‰ƒ›•–—†‡–•‘—–‹–Š‡ ‘Ž†Ǥdz—””‡–Ž›ǡ‡”‘ŽŽ‡–—„‡”•ƒ”‡—’ƒ†–Š‡ •›•–‡Šƒ•‘”‡•–—†‡–•–Šƒƒ˜ƒ‹Žƒ„Ž‡•’ƒ ‡•ǡ•‘–Š‡‡ˆˆ‡ –•‘ˆ”‡†— ‡†”‡ ”—‹–‡– ‡ˆˆ‘”–•ƒ†‘”‡•–”‹‰‡–‡Ž‹‰‹„‹Ž‹–›•–ƒ†ƒ”†•ƒ›‘–„‡‘„•‡”˜ƒ„Ž‡‹‡†‹ƒ–‡Ž›Ǥ Š‡ ƒ’—•‡•‘™–Š‡›™‹ŽŽ ‘–‹—‡–‘‰‡––Š‡–‘’Ǧ”ƒ‹‰ǡ‘•–‘–‹˜ƒ–‡†•–—- dents. Yet diversity comes from the middle students, those students whose families and schools do not push them toward four-year universities. “If we don’t get to them, ™‡Ž‘•‡–Š‡Ǥ‡’Žƒ›ƒ”‡ƒŽŽ› ”— ‹ƒŽ”‘Ž‡Ǥ‡†‘ǯ–™ƒ––‘Ž‡ƒ˜‡–Š‡‹–Š‡†ƒ”ǡdz •ƒ‹†ƒ”‡ ”—‹–‡”Ǥ™‘”‡ ”—‹–‡”•–ƒŽ‡†ƒ„‘—–Š‘™–Š‡›Šƒ†–‘—•‡–Š‡‹”‘™ —Ž–—”ƒŽ capital to help their relatives with college access. “They need our personal stories, our ’ƒ••‹‘ǡ‘—” ‘‡ –‹‘•ǡdz•ƒ‹†‘‡•’‡ ‹ƒŽ‹•–ǡƒ††‹‰ǡDz ǯƒϐ‹”•–Ǧ‰‡‡”ƒ–‹‘‰”ƒ†—- ƒ–‡Ǣ›’ƒ”‡–•†‹†ǯ–‰‘–‘• Š‘‘ŽǤ Šƒ†–‘ϐ‹†”‡•‘—” ‡•‘›‘™Ǥ •Šƒ”‡› story, and I see the lights go on in their eyes.” If students do not get the information they need, then how will they pursue their ‡†— ƒ–‹‘ƒ–ƒ™Š‡–Š‡•Ž‘–• ƒ„‡ϐ‹ŽŽ‡†™‹–Š–Š‘•‡ˆ”‘‘”‡ƒˆϐŽ—‡–ƒ† „‡––‡”•—’’‘”–‡† ‘—‹–‹‡•ǫDz‹•ƒ„‘—–„—‹Ž†‹‰”‡Žƒ–‹‘•Š‹’•Ǥ ˆ™‡ —–‘ˆˆ‘—–- ”‡ƒ Šƒ†”‡ ”—‹–‡–ǡ›‘— —–‘ˆˆ–Š‡’—„Ž‹ ‹˜‡•–‡–‹‘—”ˆ—–—”‡ǡdz•ƒ‹†‘‡’”‘- ˆ‡••‹‘ƒŽǤ‘–Š‡”ƒ††‡†ǡDz –†‡’‡†•‘›‘—”˜‹•‹‘‘ˆŠ‹‰Š‡”‡†— ƒ–‹‘Ǥ ˆ›‘—„‡-

83 Š‡”‹•‹•ƒ†ƒŽ‹ˆ‘”‹ƒǯ• —–—”‡ ‘—‹ŽŽ ƒ˜‡‘‘”

lieve higher education is there to serve the future, we can’t afford to leave those most ˜—Ž‡”ƒ„Ž‡•–—†‡–•„‡Š‹†Ǥdz Š‡„—†‰‡– —–•ƒˆˆ‡ –‹‰ ƒ’—•‘—–”‡ƒ Š’”‘‰”ƒ•ƒ”‡— Š‘”‡’”‘ˆ‘—†–Šƒ •‹’Ž‡†‘ŽŽƒ” —–•ǡ„‡ ƒ—•‡‡˜‡”›•‡”˜‹ ‡ƒˆˆ‡ –•Ž‘™Ǧ‹ ‘‡ƒ–‹‘ƒ†ˆ”‹ ƒ‡”- ‹ ƒ•–—†‡–•†‹•’”‘’‘”–‹‘ƒ–‡Ž›Ǣ–Š‡›ƒ”‡‘”‡Ž‹‡Ž›–‘ƒ––‡†• Š‘‘Ž•™Š‡”‡ ‘—- •‡Ž‘”•Šƒ˜‡„‡‡‡Ž‹‹ƒ–‡†‘””‡ƒ••‹‰‡†ǡŽ‡••Ž‹‡Ž›–‘Šƒ˜‡’ƒ”‡–•™Š‘ƒ––‡†‡† ‘ŽŽ‡‰‡ǡƒ†‘”‡Ž‹‡Ž›–‘‡‡†’‡”•‘ƒŽƒ––‡–‹‘ǤŽŽ‘ˆ–Š‡’”‘‰”ƒ•’”‘˜‹†‡•‹‰- ‹ϐ‹ ƒ–‘—–”‡ƒ Š–‘Š‹‰Š• Š‘‘Ž•ƒ† ‘—‹–› ‘ŽŽ‡‰‡•–Š”‘—‰Š”‡ ”—‹–‡”ƒ†•–—- dent presentations, as well as meetings with individual students and families, cam- pus tours, training counselors, and running a myriad of college readiness programs. These services are paramount for under-represented students. Recruiters, most all of ™Š‘ƒ”‡ϐ‹”•–Ǧ‰‡‡”ƒ–‹‘ ‘ŽŽ‡‰‡•–—†‡–•‘”‰”ƒ†—ƒ–‡•ǡŠ‡Ž’’”‘˜‹†‡ƒ‘”‡‹ˆ‘”- ƒŽ‡ƒ•‘ˆ”‡ ‡‹˜‹‰‹ˆ‘”ƒ–‹‘ƒ„‘—–Š‹‰Š‡”‡†— ƒ–‹‘Ǥ’‡ƒ‹‰™‹–Šƒ›‘—‰‡”ǡ —Ž–—”ƒŽŽ›ˆƒ‹Ž‹ƒ””‡’”‡•‡–ƒ–‹˜‡‘ˆ–Š‡—‹˜‡”•‹–› ƒ„‡‘”‡’‡”•‘ƒŽƒ†‘”‡ ‡‰ƒ‰‹‰–Šƒƒ˜‹•‹––‘ƒŠ‹‰Š• Š‘‘Ž ‘—•‡Ž‘”‘”ƒ ƒŽŽ–‘ƒƒ†‹••‹‘•‘ˆϐ‹ ‡”Ǥ—Ž- –‹’Ž‡˜‹•‹–•–‘ƒ• Š‘‘Ž ƒƒ‡–Š‡ ‘ŽŽ‡‰‡ƒ’’Ž‹ ƒ–‹‘’”‘ ‡••‰‘ˆ”‘ƒ’‘••‹„‹Ž‹–› –‘ƒ”‡ƒŽ‹–›Ǥƒ‹†„—••‡•ƒ†–‘—”•ƒ”‡ ”‹–‹ ƒŽ™ƒ›•–‘‡š’‘•‡•–—†‡–•–‘ ƒ’—•Ž‹ˆ‡ ƒ†–‘Š‡Ž’ƒ–‹‘•–—†‡–•ǡ‡•’‡ ‹ƒŽŽ›ǡƒ„‘—––Š‡ƒ†˜ƒ–ƒ‰‡•‘ˆˆ‘—”Ǧ›‡ƒ” ‘ŽŽ‡‰‡•ƒ† campus life. Campus tours help students and their families see college attendance as ƒ”‡ƒŽ’‘••‹„‹Ž‹–›ǡ‡•’‡ ‹ƒŽŽ›ˆ‘”–Š‘•‡ˆƒ‹Ž‹‡•‹™Š‹ Š‘‘‡Šƒ•ƒ––‡†‡† ‘ŽŽ‡‰‡Ǥ ‡ ”—‹–‡”•ƒ†•–—†‡–™‘”‡”•ƒ”‡ˆƒ ‹‰–Š‡‘„•–ƒ Ž‡•’”‡•‡–‡†„›ˆ—†‹‰ —–•Ǥ They are volunteering their time to continue visiting schools, and using all means pos- •‹„Ž‡–‘•–ƒ› ‘‡ –‡†™‹–Š•–—†‡–•Ǥ—”‹‰–Š‡•‡†‹ˆϐ‹ —Ž––‹‡•ǡ–Š‘•‡™Š‘•‡‡–‘ help students apply, accept, matriculate, and thrive must also help themselves. “It is —•‡––Ž‹‰Ǥ‡‘ˆ–‡™‘†‡”ǡǮ™Šƒ–‹•–Š‡‡‡†ˆ‘”›Œ‘„™Š‡›‘— —–”‡ ”—‹–‡–ǫǯdz said one professional, adding, “Yet our university holds true to our goals for outreach ƒ††‹˜‡”•‹–›Ǥ‡ƒ”‡Œ—•–Šƒ˜‹‰–‘†‘‘—”™‘”™‹–ŠŽ‡••Ǥdz‘–Š‡”•ƒ‹†ǡDz›‘”ƒŽ‡ ‹•Ž‘™ǡ„—– ƒ˜‡”›ˆ‘†‘ˆ–Š‡•‡•–—†‡–•ǡƒ†–Šƒ–‡‡’•‡‰‘‹‰„‡ ƒ—•‡ •‡‡Žƒ  of access as leading to increased crime and fewer options for students.” Dz‡ƒŽŽ ”›–Š‡•ƒ‡˜‘‹ ‡ǡdz ‘ Ž—†‡•‘‡•’‡ ‹ƒŽ‹•–ǤDz›‰”‡ƒ–‡•–™‘””›‹•ƒ ‡••ǡdz •Šƒ”‡†ƒ‘–Š‡”•’‡ ‹ƒŽ‹•–ǡDzŠ‡”‡ƒ”‡•‘ƒ›ϐ‹”•–Ǧ‰‡‡”ƒ–‹‘ǡŽ‘™Ǧ‹ ‘‡ǡŠ‹•–‘”‹- cally under-represented families for whom education is a way up and out. Those who ƒ”‡‹–Š‡‘™™‹ŽŽ„‡ƒ„Ž‡–‘ƒ˜‹‰ƒ–‡‘”‡ƒ†‘”‡‡ˆϐ‹ ‹‡–Ž›ƒ†–Š‘•‡™Š‘†‘ǯ– ™‹ŽŽ„‡Ž‡ˆ–‘—–Ǥ –‹•ƒ‹••—‡‘ˆ ‹˜‹Ž”‹‰Š–•Ǥdz SCHOLARLY SIGNIFICANCE

ƒ’—•Ž‡ƒ†‡”•™‘””›–Šƒ– —––‹‰’”‘‰”ƒ• ‘—Ž†”‡•—Ž–‹ƒ‰”ƒ†—ƒŽ”‡ ‘ϐ‹‰—”ƒ–‹‘ of the state’s social hierarchy, disenfranchising segments of California’s population that consist largely of ethnic minority groups. The reduction of early outreach ser- ˜‹ ‡•™‹ŽŽ„‡ˆ‡Ž–‘•–ƒ —–‡Ž›„›–Š‡•–ƒ–‡ǯ•ƒ–‹‘ƒ†ˆ”‹ ƒ‡”‹ ƒ ‘—‹- ties—communities that have struggled with challenges and failures at all levels of the

84 Š‡”‹•‹•ƒ†ƒŽ‹ˆ‘”‹ƒǯ• —–—”‡ ‘—‹ŽŽ ƒ˜‡‘‘”

‡†— ƒ–‹‘ƒŽ•›•–‡Ǥ‡ ƒ—•‡–Š‡•‡•–—†‡–•ǯ•‘ ‹ƒŽ‡–™‘”•Žƒ ‡–‘”•ƒ† Ž‘•‡ associates who encourage students to raise their socioeconomic standing through so- cially appropriate means, Latinos and other marginalized populations often do not ”‡•’‘†–‘–”ƒ†‹–‹‘ƒŽ‹•–‹–—–‹‘ƒŽƒ†‹••‹‘ƒ†‡”‘ŽŽ‡–•‡”˜‹ ‡•ǤŠ‡ —–„ƒ • will drastically impede their educational progress.

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REFERENCES

California State University. 2008a. Impacted programs, systemwide for 2009-2010 and campus or program impaction for 2010-2011ǤŠ––’ǣȀȀ™™™Ǥ ƒŽ•–ƒ–‡Ǥ‡†—Ȁ ƒ ƒ†ƒˆˆȀ ‘†‡†‡‘•ȀǦʹͲͲͺǦͷͲǤ’†ˆ California State University. 2011. Impacted undergraduate majors and campuses in the California State University 2011-2012ǤŠ––’ǣȀȀ™™™Ǥ ƒŽ•–ƒ–‡Ǥ‡†—ȀȀ impactioninfo.shtml. California State University. 2006. Student academic outreach programs: 2005-2006 annual reportǤŠ––’ǣȀȀ™™™Ǥ ƒŽ•–ƒ–‡Ǥ‡†—ȀȀ†‘ —‡–•Ȁ —–”‡ƒ Š‡’‘”–̴ʹͲͲͷǦͲ͸Ǥ’†ˆǤŠ‡ƒŽ‹ˆ‘”‹ƒ–ƒ–‡‹˜‡”•‹–›ǡ ‘‰‡ƒ Šǡǣˆϐ‹ ‡‘ˆ–Š‡Šƒ ‡ŽŽ‘”Ǥ California State University. 2007. Student academic outreach programs: 2006-2007 annual reportǤŠ––’ǣȀȀ™™™Ǥ ƒŽ•–ƒ–‡Ǥ‡†—ȀȀ†‘ —‡–•Ȁ CSUOutreachReport_2006-2007.pdf. The California State University, ‘‰‡ƒ Šǡǣˆϐ‹ ‡‘ˆ–Š‡Šƒ ‡ŽŽ‘”Ǥ ƒŽ‹ˆ‘”‹ƒ–ƒ–‡‹˜‡”•‹–›ǤʹͲͲͺ„ǤStudent academic outreach programs: 2007-2008 annual reportǤŠ––’ǣȀȀ™™™Ǥ ƒŽ•–ƒ–‡Ǥ‡†—ȀȀ†‘ —‡–•Ȁ 2007-08_OutreachReport.pdf. The California State University, ‘‰‡ƒ Šǡǣˆϐ‹ ‡‘ˆ–Š‡Šƒ ‡ŽŽ‘”Ǥ California State University. 2009. Student academic outreach programs: 2008-2009 annual reportǤŠ––’ǣȀȀ™™™Ǥ ƒŽ•–ƒ–‡Ǥ‡†—ȀȀ†‘ —‡–•Ȁ 2008-09_OutreachReport.pdf. The California State University, ‘‰‡ƒ Šǡǣˆϐ‹ ‡‘ˆ–Š‡Šƒ ‡ŽŽ‘”Ǥ California State University. 2010. Student academic outreach programs: 2009-2010 annual reportǤŠ––’ǣȀȀ™™™Ǥ ƒŽ•–ƒ–‡Ǥ‡†—Ȁ•ƒ•Ȁ†‘ —‡–•Ȁ 2009-10_OutreachReport.pdf. The California State University, ‘‰‡ƒ Šǡǣˆϐ‹ ‡‘ˆ–Š‡Šƒ ‡ŽŽ‘”Ǥ ‡–‡”ˆ‘”ƒ„‘”ƒ”‡––—†‹‡•ǤʹͲͲͻǤLeft behind in America: The nation’s dropout crisisǤŠ––’ǣȀȀ™™™Ǥ Ž•Ǥ‡—Ǥ‡†—Ȁ’—„Ž‹ ƒ–‹‘Ȁ†‘ —‡–•Ȁ CLMS_2009_Dropout_Report.pdf (accessed June 6, 2011). ƒ”Ž‹‰Ǧ ƒ‘†ǡǤǡǤǤ‡””›ǡǤ ƒ•‡Ž‘”ǡƒ†Ǥ ‹†‡Ž‡”ǤͳͻͻͻǤ‡ƒ Š‡” ”‡ ”—‹–‡–ǡ•‡Ž‡ –‹‘ǡƒ†‹†— –‹‘ǣ‘Ž‹ ›‹ϐŽ—‡ ‡•‘–Š‡•—’’Ž›ƒ† quality of teachers. In Teaching as the learning profession: Handbook of policy and practiceǡ‡†ǤǤƒ”Ž‹‰Ǧ ƒ‘†ƒ† Ǥ›‡•ǡͳͺͺǦʹ͵ʹǤƒ ”ƒ ‹• ‘ǣ Jossey-Bass. ž†ƒ”ƒǡǤǡƒ† Ǥ‘–”‡”ƒ•ǤʹͲͲͻǤThe Latino education crisis: The consequences of failed social policiesǤƒ„”‹†‰‡ǡǣ ƒ”˜ƒ”†‹˜‡”•‹–›”‡••Ǥ

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ƒˆ‡”ǡǤǡǤ ‘•‡’Šǡƒ† Ǥ ‘”‹ ǤʹͲͳͲǤ‘ŽŽ‡‰‡”‡ƒ†‹‡••ˆ‘”ƒŽŽǣ••‡••‹‰–Š‡ impact of English professional development on teaching practice and student learning. Journal of Urban Learning, Teaching, and Researchǡ͸ǡͳͷǦ͵ͲǤ ICF International. 2010. Impact of the California State University System. ƒ ”ƒ ‹• ‘ǣ   –‡”ƒ–‹‘ƒŽǤ ‡„‡””›ǡǤǤǡƒ†Ǥ ƒ”–Ž‡ǤͳͻͻͺǤToo little knowledge is a dangerous thing: What the public knows and thinks about paying for collegeǤƒ•Š‹‰–‘ǡǤǤǣ American Council on Education. Kozol, J. 1991. Savage inequalitiesǤ‡™‘”ǣ ƒ”’‡”‡”‡‹ƒŽǤ Lumina Foundation. (2010). A stronger nation through higher education: How and why Americans must achieve a “big goal.” †‹ƒƒ’‘Ž‹•ǡ ǣ Lumina Foundation.  ‘‘—‰ŠǡǤʹͲͲͷǤ‘—•‡Ž‹‰ƒ––‡”•ǣ‘™Ž‡†‰‡ǡƒ••‹•–ƒ ‡ǡƒ†‘”‰ƒ‹œƒ–‹‘ƒŽ commitment in college preparation. In Preparing for College: Nine elements of effective outreachǡ‡†ǤǤ Ǥ‹‡”‡›ǡǤǤ‘”™‹ǡƒ† ǤǤ‘Ž›ƒ”ǡ͸ͻǦͺ͹Ǥ Ž„ƒ›ǣ–ƒ–‡‹˜‡”•‹–›‘ˆ‡™‘””‡••Ǥ Miller, E. I. 1997. Parents’ views on the value of a college education and how they will pay for it. Journal of Student Financial Aid, 27(1), 7-20. ‘”ƒǡǤʹͲͲͶǤŠ‡”‘Ž‡‘ˆŠƒ„‹–—•ƒ† —Ž–—”ƒŽ ƒ’‹–ƒŽ‹ Š‘‘•‹‰ƒ ‘ŽŽ‡‰‡ǡ transitioning from high school to higher education, and persisting in college among minority and nonminority students. Journal of Hispanic Higher Educationǡ͵ȋʹȌǣͳͺͲǦʹͲͺǤ ƒ‡•ǡ Ǥǡ Ǥ‘‰‡”•ǡǤ‹Ž˜‡”ǡǤƒŽŽƒ†ƒ”‡•ǡǤ‡””‹“—‡œǡǤ ‘‘—‰ŠǡǤ‡‡‡ǡ and M. Lipton. 2006. Removing the roadblocks: Fair college opportunities for all California studentsǤ‘•‰‡Ž‡•ǣ‹˜‡”•‹–›‘ˆƒŽ‹ˆ‘”‹ƒȀŽŽƒ’—• Consortium for Research Diversity (UC/ACCORD) and UCLA Institute for Democracy, Education, and Access (UCLA/IDEA). Ž‹˜ƒǡǤʹͲͲͺǤƒ–‹‘ƒ ‡••–‘ ‘ŽŽ‡‰‡ǣ –—ƒŽ‹œ‹‰–Š‡’”‘‹•‡ƒ†’‘–‡–‹ƒŽ‘ˆ K-16 partnerships. Journal of Hispanic Educationǡ͹ȋʹȌǣͳͳͻǦͳ͵ͲǤ Perez, P. A., and P. M. McDonough. 2008. Understanding Latina and Latino college choice. Journal of Hispanic Higher Education, 7 (3) ‡”ƒǡǤǡƒ†ǤǤ™ƒ‹ŽǤʹͲͲʹǤ”‡Ǧ ‘ŽŽ‡‰‡‘—–”‡ƒ Šƒ†‡ƒ”Ž›‹–‡”˜‡–‹‘ programs. In Conditions of access: Higher education for lower-income students, ‡†ǤǤ ‡ŽŽ‡”ǡͻ͹ǦͳͳʹǤ‡•–’‘”–ǡǣ‡”‹ ƒ‘— ‹Ž‘†— ƒ–‹‘ǡ”ƒ‡‰‡” Series on Higher Education. Silver, D., M. Saunders, and E. Zarate, 2008. What factors predict high school graduation in the Los Angeles School District? Policy Brief 14. ƒ–ƒƒ”„ƒ”ƒǡǣƒŽ‹ˆ‘”‹ƒ”‘’‘—–‡•‡ƒ” Š”‘Œ‡ –Ǥ

87 Š‡”‹•‹•ƒ†ƒŽ‹ˆ‘”‹ƒǯ• —–—”‡ ‘—‹ŽŽ ƒ˜‡‘‘”

‹‡”‡›ǡǤ Ǥǡƒ†ǤǤ ƒ‰‡†‘”ǤʹͲͲʹǤIncreasing access to college: Extending possibilities for all studentsǤ‡™‘”ǣ–ƒ–‡‹˜‡”•‹–›‘ˆ‡™‘””‡••Ǥ ǤǤ‡’ƒ”–‡–‘ˆ†— ƒ–‹‘ǤʹͲͲͻǤ ‡Ž’‹‰•–—†‡–•ƒ˜‹‰ƒ–‡–Š‡’ƒ–Š–‘ ‘ŽŽ‡‰‡ǣ Šƒ–Š‹‰Š• Š‘‘Ž•–—†‡–• ƒ†‘Ǥƒ•Š‹‰–‘ǡǣǤǤ‡’ƒ”–‡– of Education.

88 ©2011 The Regents of the University of California

Š‹•”‡’‘”–•Š‘—Ž†„‡ ‹–‡†ƒ•ǣ ”ϐ‹‡Ž†ǡ Ǥȋ†ǤȌǤȋʹͲͳͳȌǤThe CSU Crisis and California’s Future. ‘•‰‡Ž‡•ǡǣŠ‡‹˜‹Ž‹‰Š–•”‘Œ‡ –Ȁ”‘›‡ –‘‡”‡ Š‘•‹˜‹Ž‡•ƒ–Ǥ www.civilrightsproject.ucla.edu Produced with generous support from the California Faculty Association and The Ford Foundation

ACKNOWLEDGEMENTS ‡™‘—Ž†Ž‹‡–‘–Šƒ˜‡”›Ž•‘ˆ‘”Š‡”ƒŒ‘”Š‡Ž’‹ ‘’Ž‡–‹‰–Š‡ϐ‹ƒŽ•–ƒ‰‡• ‘ˆ–Š‹•’”‘Œ‡ –ƒ† —ƒ†ƒŽ—’‡ƒ›ƒˆ‘”Š‡”Š‡Ž’‹‰‡––‹‰–Š‡’”‘Œ‡ –•–ƒ”–‡†Ǥ‡ appreciate the efforts of all of the experts who reviewed proposals and draft papers. The leaders of CSUN were very helpful in implementing a student survey that ™ƒ•ƒ˜‹–ƒŽ’ƒ”–‘ˆ–Š‹•™‘”Ǥ‡‰”‡ƒ–Ž›ƒ’’”‡ ‹ƒ–‡ˆ—†•ˆ”‘–Š‡ƒŽ‹ˆ‘”‹ƒ ƒ —Ž–› ••‘ ‹ƒ–‹‘ǡ–Š‡ ‘”† ‘—†ƒ–‹‘ǡƒ†–Š‡™‘”‘ˆ–Š‡‹˜‹Ž‹‰Š–•”‘Œ‡ –ǯ• ‘‘”†‹ƒ- –‘”ǡƒ—”‹‡—••ƒǡ™Š‘Šƒ• ‘–”‹„—–‡†‹•‘ƒ›™ƒ›•–‘–Š‹•‡ˆˆ‘”–Ǥ‡†‡†‹ ƒ–‡ –Š‹•’—„Ž‹ ƒ–‹‘–‘–Š‡•–—†‡–•ƒ†ˆƒ —Ž–›‘ˆ–Š‡™Š‘ƒ”‡•–”—‰‰Ž‹‰‹‰Š–‹Ž› –‘ ‡‡’ –Š‹‰• ™‘”‹‰ ™‹–Š ‹ƒ†‡“—ƒ–‡ ƒ† ‘–‹—ƒŽŽ› •Š”‹‹‰ ”‡•‘—” ‡•Ǥ Š‡ ƒ—–Š‘”• †‹† — Š ‘”‡ ™‘” –Šƒ ™‡ ‘—Ž† ’ƒ› –Š‡ ˆ‘” „‡ ƒ—•‡ –Š‡› •Šƒ”‡ –Š‡ dream of educational opportunity for California’s students and wished to explain what is happening to the people of our state.

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