WHEREAS, More than 17,000 international students are enrolled in the California Community College system across campuses statewide [1], making up a large and vital part of the California Community College system;

WHEREAS, Art programs are available at most California Community Colleges [1];

WHEREAS, Other majors have the opportunity to study spaces that allows them to prepare and progress on assignments on campus [2]; and

WHEREAS, The Department of Education states that students should spend about 2-3 hours of study time per credit hour, the lack of dedicated study spaces makes this difficult for art students to meet [3]; Now, therefore, be it

WHEREAS, AB 1705 (Irwin, 2022) mandates that California Community College STEM majors be placed directly into transfer-level Calculus I beginning July 1, 2025, as the point after which colleges may not recommend/require transfer-level preparatory courses based on placement rules unless they have validated those sequences; colleges must also ensure STEM students have access to STEM Calculus I, thereby significantly increasing the demand for concurrent academic support services [1][6];

WHEREAS, The California Community Colleges (CCC) system serves a significant population of English as a Second Language (ESL) students, including Adult Education and English Language Learners, who represent approximately 13% enrolled students statewide and are disproportionately impacted by linguistic barriers in academic testing environments [1]; 

WHEREAS, First-Generation Dependent Students (F1D Students) are California Community College students who are the first in their families to attend college and are classified as financially dependent for financial aid purposes while being financially dependent on one or more undocumented parents or guardians, comprising a distinct and unrecognized student population facing equity barriers within the California Community Colleges [1][2][3]; 

WHEREAS, A significant number [as per the first source provided 53.8% of average adults] of California community college students live with chronic illnesses, such as but not limited to, autoimmune disorders, asthma, diabetes, gastrointestinal disorders, and chronic pain, and these conditions can have a significant impact on attendance and overall academic performance; and

WHEREAS, Students who begin their academic careers at California community colleges often transfer to four-year institutions and continue into graduate and professional education pathways, yet their outcomes become statistically fragmented or lost once they leave the community college system, making it difficult to track their persistence, performance, and success in higher education and on graduate admissions examinations such as the MCAT and LSAT, and limiting the ability to evaluate the long-term effectiveness of community colleges and independent institutions as a whole [1];

WHEREAS, Assembly Bill 1705 (Irwin, 2022) was enacted to advance equitable access to transfer-level mathematics and English courses for California Community college students by preventing colleges from requiring students to enroll in remedial non-transferable math courses [4];

WHEREAS, Only 21% of Latinos and Native Americans and 16% African-Americans in California high schools are considered proficient in math, meaning they are less likely to perform well in transfer-level mathematics and less likely to pursue careers that require proficiency in math [1]; and

WHEREAS, Housing insecurity continues to affect California Community College students and presents a barrier to academic persistence, engagement, and completion, as evidenced by rising participation in the California Community Colleges Homeless and Housing Insecurity Program (HHIP), which increased from 960 students served in 2020 to 2,356 in 2024, and by the lower average course success rate of 63% for HHIP participants compared to 73% systemwide, reflecting the severe financial and housing instability challenges these students face; (1)  

WHEREAS, The California Community College Guided Pathways aim to give students skills, credentials, and socioeconomic mobility [1], and the study abroad programs offer unique opportunities to cultivate skills that employers seek in their applicants, increasing the likelihood of employment and better income [7];

WHEREAS, Cultural diplomacy is an essential part of peaceful international relations, and individual knowledge of the world and personal connections are significant to such endeavors as community building at home and peace processes across the globe [8];