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AB 731

Relating to: telecommunications service access by inmates and juveniles and making an appropriation. (FE)

2025-2026 Regular Session Introduced by Margaret Arney and 17 co-sponsors

AB 731 expands CCAP dual enrollment by removing principal recommendations, broadening delivery options (including online/asynchronous), and shifting reporting to student outcomes.

Failed to pass pursuant to Senate Joint Resolution 1
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Bill Summary · AB 731

Note: The bill materials provided concern AB 731 (Fong) – amendments to College and Career Access Pathways (CCAP) dual‑enrollment law (Ed. Code §76004). The file header you supplied names a different subject (telecommunications for inmates/juveniles); this summary is based on the bill text and committee documents provided, which address CCAP/dual enrollment.

AB 731 (Fong) — Summary

Introduced: February 18, 2025
Primary change: Amend Education Code §76004 (CCAP dual‑enrollment partnerships)
Status (selected actions): Passed Assembly (May 27, 2025; Ayes 79–0). Referred to Senate; multiple committee referrals. As of 2025‑08‑29: held under submission in committee.

Purpose / Intent

To expand and streamline dual‑enrollment opportunities for high school pupils (including students in community schools, continuation schools, juvenile court schools, and eligible adult education programs) — especially students who are not already college bound or who are underrepresented in higher education — by reducing administrative barriers, modernizing allowable course delivery formats, and refocusing CCAP reporting on student outcomes.

Key provisions / Changes

  • Removes principal recommendation requirement: CCAP partnership protocols shall no longer require a principal recommendation for a pupil’s participation. Parental consent remains limited to a single consent form for the duration of participation.
  • One‑time special part‑time application: Requires each CCAP partnership agreement to establish protocols allowing a special part‑time pupil to submit a single community‑college application that remains valid for the duration of their attendance as a special part‑time CCAP student (parallel to existing Chancellor’s process).
  • Broader course delivery settings: Authorizes limiting enrollment to eligible high‑school pupils when courses are offered:
    • In person at a high school or community college campus, or
    • Online in synchronous or asynchronous formats (as defined).
  • Support for asynchronous instruction: Directs the Board of Governors of the California Community Colleges to adopt regulations ensuring comprehensive support services for high‑school pupils dually enrolled in asynchronous community‑college courses.
  • Course load cap change: Retains the 15 units per term maximum for special part‑time CCAP students but removes the separate cap limiting those units to no more than four community‑college courses per term.
  • Reporting changes: Replaces the prior reporting requirement (total number of community‑college courses by category/type/site) with an outcomes‑focused report: the annual count of high‑school pupils who by graduation either (a) successfully completed 12+ college units, (b) completed a certificate, or (c) completed courses required for an associate degree or an Associate Degree for Transfer (ADT).
  • Other existing requirements preserved: CCAP agreements must continue to outline program scope (courses, projected FTES, number of pupils), comply with privacy laws for information sharing, identify points of contact, and the governing boards must present agreements at open public meetings. For CTE pathways, local workforce development boards must be consulted.

Who is affected

  • Community college districts and the Board of Governors (rulemaking responsibility for asynchronous supports)
  • K–12 partners: school districts, county offices of education, and charter schools (partners in CCAP agreements)
  • High school pupils (including specified subgroups: foster youth, low‑income, homeless, students with disabilities, etc.) — may face reduced administrative barriers and broader online access
  • Chancellor’s Office: continues to receive CCAP reporting under revised metrics

Potential impacts / considerations

  • Likely to increase access and flexibility for dual enrollment (esp. online/asynchronous delivery) and reduce administrative friction (no principal recommendation; one application).
  • Removing the 4‑course limit while keeping a 15‑unit cap allows different combinations of courses but preserves a unit limit intended for part‑time status.
  • Expanding asynchronous offerings could require additional student supports (prompted by required Board of Governors regulations).
  • Reporting shift to completion metrics could better align program evaluation with student outcomes rather than mere course counts.

Procedural / fiscal notes

  • Bill amends Ed. Code §76004.
  • Digest indicates a majority vote; no appropriation is shown. Fiscal committee review required (fiscal committee: YES).
  • Traceable legislative actions: introduced Feb 18, 2025; passed Assembly May 27, 2025; multiple committee referrals in the Senate, held under submission as of Aug 29, 2025.

Compiled from official sources — confirm details with the bill’s official record.

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