Leadership Institute 2005
Credit where Credit is Due:
Understanding Non-Credit
Mark Wade Lieu, Ohlone College
Paul Starer, Foothill College
Leadership Institute 2005
Non-Credit in the CCC System
Education Code §66010.4(a)(2)
“In addition to the primary mission of academic and vocational
instruction, the community colleges shall offer instruction and
courses to achieve all of the following:
(A) The provision of remedial instruction for those in need of it
and, in conjunction with the school districts, instruction in English
as a second language, adult noncredit instruction, and support
services which help students succeed at the postsecondary level
are reaffirmed and supported as essential and important functions
of the community colleges.
(B) The provision of adult noncredit education curricula in areas
defined as being in the state’s interest is an essential and important
function of the community colleges.”
Leadership Institute 2005
Authorized Non-Credit Areas
Education Code section 84757(a)
 Parenting
 Elementary/Secondary Basic Skills
 English as a Second Language
 Courses for immigrants (e.g. citizenship)
 Courses for those with substantial disabilities
 Short-Term Vocational
 Courses for older adults
 Home Economics
 Health and Safety Education
Leadership Institute 2005
What is Non-Credit?
 Non-Credit
 Non-Degree-Applicable Credit
 Non-Transferable Credit
Leadership Institute 2005
Some Non-Credit Statistics
 831,841 non-credit students in CCCs
 1,171,780 non-credit in adult schools
 CCCs receive 26% of federal/state
funding for non-credit
 29% of CCC students enrolled in some
form of non-credit
 17% of CCC students are ONLY enrolled
in non-credit
Leadership Institute 2005
More Statistics
 53% enrolled in ESL, Basic Skills or
Citizenship
 17% enrolled in short-term Vocational
 30% enrolled in remaining areas, the
majority in programs for older adults
Leadership Institute 2005
How Wide-Spread is Non-Credit?
 98 out of 109 colleges offer at least one
non-credit course
 Vocational offers the largest variety of
classes
 Older Adults comprise largest number
of class sessions
Leadership Institute 2005
The Big Three
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San Diego (87,905 students)
San Francisco (61,817 students)
North Orange (60,038 students)
22 colleges comprise 68% of all NonCredit students and generate 76% of
Non-Credit FTES
Leadership Institute 2005
Who Does What?
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Parenting (24 colleges)
Elementary/Secondary Basic Skills (87 colleges)
English as a Second Language (49 colleges)
Courses for immigrants (e.g. citizenship) (21 colleges)
Courses for the substantially disabled (42 colleges)
Short-Term Vocational (58 colleges)
Courses for older adults (58 colleges)
Home Economics (19 colleges)
Health and Safety Education (35 colleges)
Leadership Institute 2005
Funding for Non-Credit
 1.9 million out of General Fund (Prop
98) – note: this info from the system office seems wildly low
 3.3 million for apprenticeships (Montoyo
Fund)
 10 million in Federal Funds (WIA, Title
II, Adult Education and Family Literacy
Act)
Leadership Institute 2005
Non-Credit Apportionment
 Collected through positive attendance
(vs. census)
 Attempt to change Title 5 to use census
was blocked by Department of Finance
 Non-Credit rate is approximately 56% of
Credit rate (varies by district)
 Generates 10% of System FTES
Leadership Institute 2005
System Funding Proposal
“Apportionment funding should be increased for
non-credit enrollment…in a series of
incremental improvements…to an equivalent
amount of the state support rate for credit
enrollment.”
“Finally, any improvement in non-credit funding
should include standards to ensure that noncredit programs…more closely align with the
requirements of credit programs.”
Leadership Institute 2005
Standards
 Non-Credit has its own standards
 Many differ from those for Credit
 Some may have more or less impact on
your college or district
Leadership Institute 2005
Instructor Minimum Qualifications
 Essentially the same for short-term
vocational courses: BA + 2 years
relevant experience
 Significant difference for Basic Skills and
English as a Second Language: BA vs.
MA
Leadership Institute 2005
Instructor Full-Time Load
 Locally bargained
 Credit: generally 15 lecture hours, 22 lab
hours, or combination
 Non-Credit: ranges from 20 to 30 classroom
contact hours
 Variations in expected office hours and
committee participation
 Class sizes for Non-Credit generally larger
Leadership Institute 2005
75:25 FT to PT Faculty Ratio
 Education Code §87482.6
 Title 5 §51025, 53308, 53309
 ONLY apply to Credit instruction
Leadership Institute 2005
Accreditation
Accreditation through the Accrediting
Commission for Community and Junior
Colleges (ACCJC) is required only for credit
programs. Noncredit community college
programs can be accredited by the Schools
Commission of the Western Association of
Schools and Colleges (WASC), which is
responsible for accrediting all schools below
the college level, including adult schools.
Leadership Institute 2005
Curriculum Approval
 Title 5 §55150 and §55002(c)
 Courses considered part of an approved
program are those required for the
achievement of an approved degree or
certificate. Since neither of these are
available for non-credit, ALL non-credit
courses are subject to curricular review by
the Chancellor’s Office.
 May change under SACC
Leadership Institute 2005
What are the Implications?
 Faculty Load
 Designation of classes as Credit or NonCredit
 Class Size
 Curriculum
Leadership Institute 2005
Local Discussion
 Involve Non-Credit faculty in your local
senate
 Learn about the role Non-Credit plays at
your college
 Discuss the Non-Credit funding proposal
with all faculty, collective bargaining
agent, administration, and local board