english and math departments because they've been on top of this and saw it coming, and esl, too. and they've been on top of this and so what they've done, we've added, tom, how many as sections, the support sections? >> we've got easily two dozen for english 1a, plan for fall of 2019. our prerequisite courses started a semester prior to the requirement for the state requirement for implementation. >> so students who do and we were trying to get them into english and math early, who have concerns about their abilit abio pass the course will have a parallel course, tutorial course to succeed the first time.

english and math are the number one barrier to getting students graduated and transferred in a timely way. so yeah, that's ab705 and that's been a big, big change, but you know, our city college faculty, english and math, they're on it. >> thank you, chancellor. i do think it's important, especially for commissioners who i know share the board of trustee's concerns for black and brown students to note that our board has seen -- i mean, awful numbers about it taking sometimes up to six years for black and brown students to be able to transfer out of city college, six years to transfer. and i'm grateful for our administration's efforts to quickly implement ab705 to hedge keep our students out of that remedial education trap. so thank you for that. i think i also did want to acknowledge, too, and we have angela thomas from sciu10-1 who

is here, but wanted to -- hi, angela -- but wanted to note that our classified staff have also taken a particular hit in the balancing of this budget and if you could -- i know that we a few years ago had a thousand classified staff and are into the 500s. if you think about the critical influences that our classified staff perform at the college is very troubling. but wanted, if you could speak about the impacts of the surp and why it was required to even balance the budget we have, that would be helpful, i think. >> one of the things that i didn't into the presentation is that one of the things to ease the budget is that we spent money on a special supplemental early requirement programme for the first time that was offered to all full-time faculty, all part-time faculty and all classified staff. and so we had in total, how many

that take the surp? >> just over 200. >> 200, so we have from the workforce of this year, we have 200 people, faculty and staff, aft sciu, a few administrators who are retiring. what that does, we pay them some money for an additional annuity, monthly payment in their pension, but in return, we get savings to the budget and so that was the reason for that. that was another investment we made. so as to your question about the classified, angela,athena, diana, rubin and i were in the room yesterday going over exactly this. we will bring to the board on may 30th, a classified

staffing plan for how we will back some of those positions and what our long-term plan is to get sciu up to their head count and the head count is important, not just as a labor negotiating item, although it is important to sciu and it should be, but it's important because the classified staff do so much of the, you know, day in, day out, front line work of the college. thank you. >> president cook. >> thank you, chair, for pulling this committee together. i wanted to acknowledge your leadership before i got into the comments. we started this conversation in january and now it's may. so it takes time and i really be appreciate this is our first presentation. thank you, chancellor, for the

first press. i don't think i have one family member that hasn't been through city college. my family's story is deeply connected to city college. i had a few questions about some sort of contextual questions. can you give me an idea, and you may not know off the top of your head, how enrollment has shifted in the last five years? you talked about having, what 69,000 students last year and a projected 77. >> right. >> has that number gone up or down over the last five years? >> let me give you a general idea and say we can give you more details. and i'm going to speak in terms of full-tim full-e full-time eqt

students. so at its apex in 2008, city college had 44,000 ftes and we get paid $5,000 for each one of those ftes. we're moving through and then by 2012, sent the letter to the stretchcollege, that enrollmentd by a quarter in just four years. and then, of course, thanks to everybody eat's support in this room, we fought the good fight and got reaccredited but those years from 2012 to 2017 were costly, because the enrollment continued to drop as you imagine within an accreditation situation. the enrollment continued to drop

from 32,000 to it's lowest point at 19 -- just a little over 19,000 fts. so if you think of 10,000 fts, that's $50 million of revenue in your base budget, we've taken almost $100 million reduction in revenue since 2008. so where this administration picked it up in 2017, and again, praise the lord for free city, was we began last year in 2017 to 2018, and this is where we came to agreement, with aft, on the path to 32,000, because unlike any other college in the state, state has passed a law that said that if we can get back up to 32,000 within a certain time, at that time five years, we could have that base

funding. so we agreed that what we were going to do was to grow and we have, i think, it's in here, a good growth span. so last year in '17-'18, our enrollment went back up to about 22,000-ish and you can check me on those figures, but they're on public record and so on. and that was a big bump due in part to free city but also due to the fact that the college had never lost accreditation but had accreditation reaffirmed and in this year we're closing, '18-'19, our enrollment is still up, not as much as last year and we'll probably come in under 23,000 fts. we've been budgeting conservatively, but our goal is still to get where we are, about

23,000 ftes to 32,000 by this date, 2025. >> got it. so the numbers i'm looking at on page -- what page is this? page 11. it doesn't represent full-time students but number of seats. >> the one that says overall comparison? >> right. so yes, that census enrollment was the actual number of what we call per capita or head count, undueblunduebly kateed head cout

translated to about 22,500 full-time equivalent students. it's going up thanks to the british's success. >> you talked about cutting classes that had historical low enrollment and can you give me an idea of the types of classes those were? >> there is no department that has not had some reduction in class sections, some more than others. but we priorities in the budget on the classes that were required for students with

degree and transfer. there are some students who will not get the class they prefer. but there will be very few who will not get the class they need and transfer. so again, we have a 650-page document that we went over with our board and we show, what was it last fall and say history, what was it this fall in history? what was it last fall. >> that makes sense. so when you talked about reducing classes and adding more sections, and i know the story of having apeck courses, not getting the courses for the semester, will that be an issue with adding more sections or with this shift, you'll be able to resolve that? >> we think for current students, we should be able to resolve almost all situations of a student not being able to get the class that she needed to

graduate by may. they were looking at students going into college english and manual and across all high schools, not just african-american and latino students, the placement rate was incredibly low at some schools where no students placed in college or english level math. >> that's right.

other they would take a test and if anyone of us took that test, we would be in trouble. so they go through your slept programme and they come out and take the placement test and grade lower than they should be for all sorts of reasons but if you them in the class with a good teacher and that we have, with good tutoring support, they make it through. so we appreciate what you're sending us. they're good studented. students. >> i'm happy that's on deck and students won't be extending their stay longer than they need to. that's encouraging. >> commissioner collins. >> yes, thank you very much, chair. and chancellor r orange rocha.

i want to follow up. i had a similar question as president cook. so when you're talking about, you mentioned that with students of colour, being successful in the college level english and math, you've mentioned something, a third of students don't get through these classes, was that in the past or previous set-up or currently with the tutoring and the restructuring of programs? >> so here are basic stats. these stats are available on the state chancellor's website and i may be off by a point or two. but basically, a city college's overall graduation rate is about 55%. the way the state scores us, it means that 55% of our students, 55-100 graduate for degree in

transfer within six years which, by the way, is all of the financial aid that is college student gets. so if you use up six years, you're done and you start going into debt, if you're lucky enough to transfer. so 55%. but give or take our api studentses, our african-american students and our latino students graduate at about a rate of 33%, 35%. so the difference between 35% and 55% is the 20% so-called achievement gap and our goal is to absolutely close that. and not only close it, but to make it not just a six-year but to make it for part-time students no more than four and for full-time no more than two and a half. so the other part to that is that the stats will also show -- and this has a lot to to with english and math, as a barrier,

is that of the relatively few students of colour who graduate within six years, that most of them do so -- they do so with an average of over new orleans saint90 collegecredits earned, y takes 60 or 65 to get through. so that means two things. number one, we need to do a better job and more money into counseling, but it also means that students commonly will come in, they'll stay in these remedial course and never take it and never get through the levels. we've done away with that and our faculty has been great on that. and then when they get into math, right, math, especially for some students, they'll fail and then what would you do as a student? you would not take manua math an but the rest of your programme and keep taking units until the right course comes along and so

on. so we feel ab705, while it's caused changes in the status quo, will be much, much better for students of colour because it gives every single one of them the right to go -- if you came from unified, you don't have to go through all of the channels. you go right into english and manual but this time with better counseling and better tutoring support. >> is that this year, the first year that this is now beginning? >> this year, and in a limited way and it goes up big time in the fall. >> so in the fall, full implementation and this is the first time, then, you'll see the results of that work. >> right. >> so this time next year, the team will be able to come back and report what the results have been. >> excellent. are you restructuring the curriculum in those courses to meet the needs of students or adding councillors and you also have outside support, right,

with the tutoring courses? >> all of the above. and so you see that everyone of those things you mentioned, would say, we have to do it and we know we have to do it, but there's a cost to that. so it's better to costs into getting one student through successfully the first time then to keep on funding students going through and take it again and take it again and take it again. so we think -- we'll see the stats this time next year but we think we'll be better off for on our students. >> san francisco is going through that, as well, when we track students in manua math, pg students in different math students. when we them in the same classes and restructured the crim curri, we're seeing higher rates of students taking second and third-degrees of math. but when students are taking it over and over, we still had to offer those classes and those

were on our budget. we had to offer courses for kids to take it over. so i'm wondering when we go to this new system and we're putting all kids -- all students in the same classes, i'm assuming there will be financial benefits, as well, to not having to offer so many where students were repeating. is that correct. >> that's absolutely correct. that's the motto we're following. >> and then i guess i also had a question, i know san francisco unified is doing a lot of work to increase concure rent concurt enrollment and what impact that has on you in terms of courses. >> we love it. it's booming. it's another area to more resources into, not less. our partnership with unified comprehends two major units, students with recovery and difficulty and need to take

courses to get going in high school and the other that's called dual enrollment. students who are college-bound and want college-level course and get some of the requirements out of the way. one of the exciting things that has been unreported is that we're working with the puc right now on its 1550 educational center that's proposed there and we have a three-way partnership that we've worked on for over a year that we've submitted to the puc that is san francisco unified, city college and san francisco state. for the first time, it would all three institutions no one building in the bayview. and then, that would be the start of what unified calls early college high school. so students would get their high school diploma and get most of their ge college requirements

done when they graduate high school. so we're working on that one. >> what are your hopes for that to be done? >> we hope we come to an agreement with puc and this is -- we hope that we come to an agreement with the puc in 2019 and then again, we hope for the facility's bond, vote yes. and we hope. and then you have some construction time. >> well, that means a lot to me, because i mentioned to you early, my father went to a high school in pas pasadena and in hh school, he was getting a college experience and able to take some courses and that lead him to be able to envision himself in college when none of his family members had ever been to college and he eventually became a professor. so i'm excited about those partnerships, but i think those are opportunities for students to see themselves in places they

may not normally see themselves. >> that's right. >> so thank you. >> thank you. >> trustee williams. >> thank you, chair, and to our students and staff and faculty that are here. i'm really honoured to certainly on this committee. dr. rocha, could you speak to the timing of these reduction and why now? why do we have to make these reductions this year? well, first of all, all of the class section reductions will take effect in the fall of 2019, and it was just last week that we in the class schedule, continuing students in priority order, can go on to our website right now and register for fall. so the class schedule is up. and while enrollment is

encouraging, the enrollment is up in most areas, this year over last year of -- none of the seats are full yet and there's plenty of room to enroll. and so the reason why we're doing this now, ok, the fall schedule is in. we will make adjustments as the supervisor mentioned if we see that holy macrel, there's a class and 40 more people showed up, we'll bend over backward to open up a new section. but there are a sections that may not get up to the limit or the enrollment and we may, if it's required for graduation, we may keep it and we keep a lot of our classes under 20, even though the contract limits it, but most of our career tech-ed classes are under 20, you know, the healthcare, welding. you can't do those in large classes, generally speaking. now the budget, ok, that we're

working on, and again, it's not for this year, no one will feel anything happen between now and the end of this fiscal year. there will be -- we will submit to you a balanced budget next month. and there will be some changes that people will see and feel. most of those changes have been kept away from the classroom because we have more seats than we had enrollment last year, but you will see that we'll have fewer administrators and the people will have to do more work and fewer staff which we're negotiating to get a staffing plan back in. so we will have to do some adjustments that affect everybody. that's the reason we're discussing it right now. finally, the reason why we're discussing it right now is due to your leadership. because in the past, you only got this stuff in late june.

this administration has been giving this to you since december. in some ways we would rather now, but this is a part of the process. this input that we've heard many times and we'll hear today, we listen intently because this is part of the process. but you asked us to start this process back in december, something that the college had never done before and i'm great approximately. >> grateful. >> i say that because there's a sentiments we have time and a year for the state funding to come into effect. can you just speak to that. >> well, again, by senior vice chancelor gonzalez was on the phone most of yesterday, on the governor's revised budget and that is the governor who is a friend. and so, we have a good

relationship with the governor's office. we have a representative in sacramento. i was up there last week. we go up there and fight the good fight. the governor, i think, has been -- but look what the governor has done. this is the governor's first budget. he kept a $20 billion reserve, the rainy day fund and we're following -- you are asking us to follow the jerry brown and gavin newsome programme. that's the first thing on the may revised but the governor expressed in his budget a commitment to the student's success funding formula. there were adjustments that he listened to, but the students' success formula is moving forward. if i'm accurate, no matter what

you'll do, they will keep your funding the same way next year and that's what we booked in, but the governor has to hold harmless one more year and we hope that's a moot point because we hope we've grown passed that and gotten more revenue. revenue. >> thank you. >> thank you. i have just a couple quick questions and we'll get to the other presentations. just on that point on the budget, so the information that you up in terms of the gap in terms of funding and expenditures, that's reflective of yesterday's may revise? so it's fully updates as far as what was released yesterday? >> the information on our city college budget. >> yes, that you showed us. >> no, actually that sheet that you have in front of you was dated april 30th. so now, diana and her team are

at work as we're speaking to see what it looks like given all the adjustments. so, for example, one of the unfortunate things is that the cola, the governor reduced the cola. i think it was from 3.76 to 3.26. yeah, so there were some adjustments down and there were some adjustments up. there are some opportunity but there's also some tightening. so we should know -- we have a budget committee meeting next tuesday. so we're going to work overtime to make sure that we have the new numbers and so, after that meeting, you'll be able to go on the west side and see it. >> in terms of the process to which courses to reduce and which sections, i would like to know more about the process you

used for that. i know you said some of the courses that didn't have great enrollment, did the department chairs tell you? did you have a clear public process of the football factorsu used around that? and connected to that, was therenthereany analysis to the s impacted in terms of demographics, location? are there greater reductions on certain campuses? so what are the factors and the process you used and then what kind of analysis in terms of the impact do you have? >> so the process, city college is also unusual or unique in that we actually have a department chair's council, a union of department chairs. most of the process of settling the schedule goes through an

interaction between tom's office and the department chair's. so at the beginning the process which began last december, the department chairs were given a budget. and they were told at that time that the budget is going to be lower for next year. so that was going on now five months ago, that we started that process. in addition, there's like the college budget committee. there's a college enrollment management committee that reviews the results of the budgeting. so it became clearer as we began that process that some departments were having difficulty staying within the budget that the funding targets for each college, for each department. arrivethat has gone through a bd forth process and back and forth process and we started to make in that process some

prioritizations. so be, for example, the first principle was to keep as many cuts away from the classroom as possible and to look at, for example, anything that was administrative, whether faculty were doing it or administrators were doing it, that let's get as many people in the classroom as possible. that was the first principle. then we looked at the contract and diana meets with aft2121 every week. and so we looked at the contract and we would discuss the contract allows the college to reduce any sections tha sectione historical enrollment is under 20. so then we looked at that list and say of that list, ok, then to your question, what would be the impacts? so if a phlebotomy course only

enrolled sever 11 students and f our healthcare students are women of colour, that course would stay. but if a general education history of history class had 18 students and there were seven other general education courses that you could take, that class would go. so the presentation that tom made to the board had literally 645 pages of these decisions, one by one. we believe by the data we've shown you that far from injuring our students of colour, that they will be helped by the schedule because it will be much more on a guided panelway that t them to a degree and transfer more quickly.

and that's the general answer, process. >> ok, got it. just one last question on the tenderloin campus. i see that there's some state funding that's available for some of the work that needs to get done. do you have a timeline for that and is there still a gap in that you won't start work until there's a facility's bond? i know we're anxious to get that work done. >> i want to be clear on the tenderloin campus as with the bayview hunter's point campus, those campuses, that tenderloin is reopening, ok? we'll find a way. but what has happened is, that the state has granted -- the job is seismic retrofit is 64 million and that was already approved by the state and based on that, our board of trustees -- we're already in

design on that and we have approved contracts for architects and engineers to design the retro fill. retrofit. there's an issue that the state has raised recently, that oh, we want matching funds for that, so that we would have to come up with half of it. so another reason to vote yes on the bond, but, you know, we're in negotiations with the state on trying to eliminate the matching fund. but we're moving ahead with the reopen of tenderloin regardless. we'll be able to find the money. >> so doing the work that's need toad reopen it will not be contingents on the bond or is, the facility's bond. >> it won't be o contingents on the bond. the bond would be helpful but if

the state sticks to its guns saying you have to come up with 32 million. >> do we know when that expires? >> no. >> i'll find out for you

supervisor. >> we don't want any gap there where we don't have the tenderloin campus open. >> thank you for being here and your leadership and your presentation and we appreciate it. if you are able to stick around, there may be additional questions as we get through the presentations. i'll call up marke marco carpiu. [cheers and applause] >> there's a rule in this chamber we cannot have applause,

so if you wants to your hands up like this, that's how we show love like that. appreciate it. >> i thought a f-2 1 would present first but it's ok if i go first. i think we had a slide show.

>> i'm a representative of the assembly which is a democratic representation project, city college, and let me just make this -- this is justified

because we're offering more seats than we had units enrolled. we believe this is misleading for a few reasons. there's assumptions made when we move forward with this plan, that when you remove a section from a class, the same number will redistribute themselves to the available sections next semester. when you eliminate a section from a weekend class, you're cutting it there and maybe parents can't make that class and maybe working students can't make that class. if you cut evening classes,

that's taking access away from a population of students. so it's not just guaranteed by removing a section or two we'll remove students. i appreciate mr. cook's questions on what sections we're losing. i went through 600 and something pages of the schedule and we found 141 sections with 15 students that are cut and we don't see any apparent replacement for that section. what is that equivalent population going to do and the studentses who go for those classes going to do when they see those classes are not offered? removing sections, they serve the same amount that has one logical conclusion and that is we'll have larger class sizes in city college. if we serve the same amount that we did in fall of 2018 with less amount of sections, there's no way but to have larger classes. it's a pretty well-known fact in the education world that small class sizes are better for

students, they're better for equity and better for retention and for the students at risk of dropping out of college. in 2018, we were filled to 80% of communication. they say they need to bring that up to 100 but if you brought that up to 100, you would have 45, 50 students in a classroom and that is not what we're trying to do. the numbers don't tell the entire story here, specifically with the class sizes. the quality is better in smaller classrooms. there's a reason they don't have 100 lecture person, you know, 100-person lecture rooms. it's a space for students that fell for the space in the k-12

system and need second and third chances to succeed. we need to make sure chances are quality, not where there's 45, 50, where there are not enough seats in the classroom. moving towards larger class sizes is what's happening because we know the states want the schools to be more productive and in an educational setting it meane means less teas and students and we'll have stream-lined pathways to graduation. i want to talk a little bit about what graduation rates mean. city college is a community college, not a junior college. we're not exploded to have only studentesupposed to have onlyst. but some come to stay healthy. senior students taking health classes, they want to live out the last years of their life in

a healthy state. they won't get a degree ever but they'll be deprioritized when we go through this, we only want students to graduate and that's what the state prioritizes but that's not what we should be prioritizing. so yeah, we're supposed to say no to the state. we're supposed to stand up and not jeopardize to make some numbers look better. i'll point out some specific departments we saw that had reductions we couldn't account for and we didn't see a reason for. the american sign language department lost three sections but only eight sections and that's 40% decrease in sections. the first class in track is going to have a larger class size for sure next semester, the second class offered will have half of the students -- only be able to accommodate half that were there last semester and the last class, the advanced class for american sign language won't

be offered at all. child development lost three classes, even though their enrollment was high at 45 students for two class and 35 students for the other one. we didn't see any replacement for that total of 121 students taking those classes, there were no sections added to replace those classes. philippine studies, which is a very small department and has two classes and a free study class lost a class called philippine culture through film, a class online and filled the enrollment requirements and still got cut. that cut represents a 50% to the philippino department. we have a huge philippino department and why are we not expanding that aggressively. latin america study is 40% online like social and art change.

we have a mission campu campus a campus in the art world here in san francisco and we are putting the classes from latin american studies online. that is not justifiable. they talked about citizenship and how it's near and dear to our hearts, and so why is the mission campus to longer going to offer citizenship classes? the sections that were cut were from the mission campus. there is a huge immigrant population benefiting right now. if the classes are under enrolled, maybe it's because of the political climate we see in our country right now. main immigrant studentmaybe immt feel safe going for those classes. from the esl department, i found five sections with 25 students each that were cut and were not replaced in the added sections for the -- because i know that

esl has undergone changes in the track, so it's difficult to analyze but we did not see at least 125 students lost access there. so this is only part of our presentation. i am going to give it to beatric arrera representing the coalition and thank you for your time. >> i appreciate your presentation and especially bringing attention to the class size issue. so we'll have beatrice go and then 2121 and then also a representative from sciu, angela, who is here.

>> i'm an instructor at city college in the latin study's department and we sided to conduct a survey and hear back from people who had a relationship to the schools, students who were currently enrolled to ask them directly how have the class cuts impacted

them and so we've managed to gather over 1,000 surveys and these are the results from our preliminary analysis of half of those surveys. so we want to share some of that data with you. so the majority of the respondents were currently enrolled at city college, 68% and the majority of the students who took our survey were people who identified as people of colour, asian, api, pacific islander, arabic, philippino students, indigenous students and we separated black and latino because in different moments we heard from the administration this is the target, the most vulnerable population we want to serve and make sure that they have the opportunity to transfer to four-year institutings. so we've shared this with the board of trustees and we want to share this here with you as well. so one thing that we asked

respondents, one of the questions was, above all else, ccfs should exist in order to. so if we compare the responses from all students versus students of colour, we see very similar choices and why ccf should exist. one different w difference is fr respondents of colour, the number one reason that ccsf should exist, according to communities of colour was to support studentses to transfer to four-year institutions. south so wwe think, we have alih the administrators, hearing from students that this is something they value, that they have a visuavision to transfer to and beyond, right? but what we're seeing, what their other responses show us is that some of the decisions being made by the administration are serving to under-mine some of the goals.

they say the uncertainty at city college affects my ain' abilityo succeed in college so 67% of these respondentses said this is impacting them. so whether that be psychologically, whether that be introducing doubt in their ability to think they can, you know, succeed and meet some of their educational goals. so these class cuts are affecting particularly our students of colour. additionally 19% of our respondents affirmed that i cannot fulfill a major requirement for transfer as a result of these class cuts. so we're hearing different things. the administration says these decisions are not affecting students, but when we talked to

them directly, they say, yes, right. their ability to take certain classes that will allow them, facilitate them to transfer to four-year schools are underminded bunderunderminded pe these from black latino, api, students of colour saying there is disproportionately affecting them. 19% affirmed they lost a class or classes and were not able to find a replacement section. so i think it's important to understand the real conditions that a lot of our students of colour are experiencing in being students at city college. so many of them juggle multiple responsibilities, whether that be being a single parent, whether that be juggling multiple jobs and trying to be a student at the school. not all of our black and brown

students are full-time students. so we've heard, you know, from the administration that the scal will be funded depending on how many full-time enrolled students we have and how many of them are fit to transfer. but this is not the reality for many of our black and brown students. it takes them longer to be able to meet the requirements for transfer over time.

there are many to increase the ability to obtain certain work opportunities and we can't neglect one set of students of colour for another set. thank you so much. thank you. >> thank you, i would like to call up alla alana fredericks representing the union 2121. >> hi, everyone, so power points.

city college of san francisco is vital to our san francisco community, our college builds equity and providing life altering higher education for our community and it impacts every corner of our city and every neighborhood of our city. it is a force for economic justice and economic prosperity. remember in 2004, supervisor eric marr ordered a financial study to show the impact ccs has on san francisco's economy totaled $311 million per year in value to san francisco and that was in 2014. city college reflects san francisco's values. so i think we all agree that city college of san francisco is

one of san francisco's most vital institutions. and we're here today because of the past ecologies of cutting class because of the budget concerns they discussed earlier. so how did we get here? as evidenced by the recent wave of teachers, student and community advocacy, our public education system has suffered a chronic and aggressive underfunding. a couple of supervisors spoke to that earlier and we can see direct evidence of that chronic and aggressive underfunding and in the new funding formula set out by the state chancellor's office that very specifically financially rewards colleges for serving particular type of students, transfer students and full-time students without considerations to the barriers or desires that students may have when they attend a

community college. another factor is the growing affordability crisis in san francisco. so the displacement of working class people and communities of colour in our city is mirroredpy the displaced populations at city college. the afford ability crisis exacerbates the cost of providing the educational services that city college provides, growing the gaps between what the state funds, which we know is already inadequate, to what our community needs. so san francisco has always been a trendsetter and we have a chance to make a choice and set an example. we are still living the realities of the accreditation crisis and the state take-over, thats the threatens city college's existence. so what can we do?

we want to talk about our concerns with the college administration's current path of cutting healthy enrolled classes. so by cutting healthy enrolled classes, we pose a threat to our ain't to continue to secure funding. state funding is based on enrollment numbers by cutting sections in classes, we turn away students, delay completion and damage programmes and we ultimately under-mine or ability to generate state funding which as the chancellor spoke to today is one of the key goals that they have in mind for improving funding. cutting these classes also threatens access for our community, so when we cut well-attended classes every semester, the effect is overall shrinking of our college and a reducing of access for our community. as we heard earlier from our

student organizers, we're not fighting for low enrolled classes, we're fighting to keep classes of 20, 30 and even 35 students. the class cancellations of cuts have threatened equity and we know closing the achievement gap starts with more resources and not less. so smaller classes, not lecture halls, in-person offerings with director contact, not online classes. these cancellations and a push towards larger classes threatens the educational quality and this is a familiar story by now, large class sizes and a shift to education online when they know that those trends negatively impact student's experiences and connections to the material and that shifting classes online makes them inaccessible for the learning styles of many

students. so now, what can be done? we have a responsibility to protect our vital institution at the college level. ccsf can take common sense and administration to reduce these cannations ancathcancellations g classes that meet the students minimum of 20, even if the cap is not met. so this point, the administration has been treating the cap as the floor and not the ceiling, which is what it's intended to be. at the state level, we can advocate for the resources needed to keep our community in community college and combat the chronic under-funding of public education. at the city level, we can create a community higher education fund to support critical threatened