>> thank you, mr. clark. will you please call the roll call? [roll call] we have a quorum. >> thank you. please call the first item. >> item one is a hearing on how the cuts of over 300 classes will affect low income in communities of color and to take -- in high school students who take city college of san francisco classes to meet college and requirements, and any proposed cuts need to be heard by the students in communities most impacted. >> thank you, mr. clerk. this is a hearing that was called by supervisor walton. i will turn it over to you to make an introductory remarks. you can feel free to run the hearing. >> thank you. first i want to thank all of my colleagues on the board of education and also city college trustees, as well as faculty from city college for coming out to have this important conversation. there is a rally going on outside to talk about some of the concerns about the college, so i'm pretty sure we will have a bigger crowd joining us in a minute, but i do want to open up with a statement. on december 10th, i, along with supervisors fewer, haney, mar, and preston introduced his supplemental budget appropriation ordinance for $2.7 million to help restore the 300 city college classes, for the spring 2020 semester. this item was heard for a first reading at the board this past tuesday and past 7-4. on january 10th, supervisor mar and i called a hearing to discuss the impacts of these class cuts on our low-income community, our communities of color, our high school students, seniors, and everyone else negatively affected by these devastating cuts. i requested that city college administration, as well as educators at the college and leadership who represent our city college to report on this issue at this hearing. however, there were conflicts in the schedule and so we were not able to have the hearing, but we did hear public comment and testimony from some of the public. we have reconvened today for special meeting of this committee to hold this hearing. the purpose of the hearing is two fold. first, to discuss the current situation. city college class cuts for the spring 2020 semester, these decisions were made without proper community input and the way city college handled the situation has brought us to where we are today. the city needs to step up to work to provide the resources to support our most vulnerable populations who would be in our disproportionately -- would be and are disproportionately impacted by these cuts. we do deserve to know why these cut classes were chosen, how these cuts will impact our students. we need to make sure high school seniors are still able to take classes needed for graduation or college enrolment. we need to make sure our workforce is able to complete certification training for job requirements. we need to make sure we are not cutting classes that serve as job requirements for our community members, and we need to make sure our senior community is able to canoe to take classes that provide much-needed stimulation and enhance learning opportunities. we also need to make sure our conversations focus on how these class cuts affect all populations of students. and not put groups of students against each other because city college has the responsibility to serve everyone. second, i would like to discuss how these decisions are made in general. in order to avoid this type of crisis from happening again, it is our responsibility to take a hard look at the process city college goes through to arrive at decisions like these and make sure decisions are made equitably and with proper community input. we understand we need to have a deeper level of discussion about how the city can support city college for the long term, but we also want to understand why we're here in this situation today. we did try to engage in conversations with city college college to get a better understanding of budget needs, but staff of the budget and legislative analyst has reported they received no response from city college when trying to have that discussion. with limited information, i proposed to reinstate classes cut and begin conversations on how we can support the college. finally, this week it was brought to my attention that to know classes will be offered at the southeast community college. i have had conversations with city college staff about bombs, i have had conversations about staff about class cuts in general and one time -- not one time was a brought my attention they were cutting every single class at the campus. and it only got a response when i heard about it from an anonymous tip and reached out to the dean who told me and informed me that that was indeed true. not one class offered at the southeast campus. while the former dean got promoted to vice chancellor, he knew these classes were cut and did not have one conversation with me, the commission at the southeast community facility, about these classes being cut. city college currently leases up most of the spaces. there are so may nonprofits, so many programs -- programs and events that have not been able to help. and yet, there were no classes. i don't want to insinuate why you would lease up all the space and not hold classes. maybe because you're profiting from subleases, maybe because there is some selfish reason why you don't want to allow community to use the space but if you cut every class and you don't inform us while we have a facility that is sitting there empty, that is problematic, i was told recently by campus staff that city build may not happen at the sight. as a supervisor for district 10 representing the neighborhood, when a large african-american population, this is a big concern. historically, his campuses came into these neighborhoods to serve a community that did not previously have access to the college. however, as the years have passed. the offerings and the commitment to these neighborhoods have become smaller and smaller without engagement. at a time when we need to be embracing our african-american community members, our students of color, our seniors, it's worrying to see the college taking these actions. so today we would like to introduce and hear from the faculty and leadership of city college who will present, as well as we will invite up a ft to come and present. then we will have public comment for two minutes and we will allow some students from the associated students association to be the first people to come up and speak and with that said, i would like to call up who is representing city college this morning. thank you for being here. >> good morning. i am the associated vice chancellor of the city college of san francisco. i want to thank you for the opportunity to be able to share data from the college in regards to some of the questions and concerns, and the challenges that we face at the college. we have provided data to the board and the trustees as to, first of all, our mission statement. our mission statement at city college of san francisco is to build and fill achievement gaps. and how do we fill achievement gaps? at the college we focus on students transferring, we focus on the students receiving their associate degrees, and refocus on students that are receiving certificates and we also have a great emphasis on basic skills that leads up to the students of transferring to the universities and the state system. city college, as many of you may know, we have several locations. our ocean campus is our largest campus. our airport canvas -- campus, we have a aviation program. we have chinatown and our north beach center which we offer esl as one of our main problem -- programs. we also have civic centre english as a second language and general education. we have our downtown center where we offer our culinary and our business program. we have the evans center center where we offer career technical educational courses at fort mason and we offer our liberal arts classes. and our mission center mission center we have our job development which has a large footprint, along with our english as a second language. at john adams is our healthcare, and at the southeast center, in the past we offered general education classes, esl classes, and some classes in the certified nursing area. so the impact of the schedule reduction. the spring 2020 schedule reduction is designed to minimize the impact of the mission of the student attainment to transfer, to receive their degrees, certificates, and to increase their basic skills. so we do have a major investment and all throughout our communities. at the present time, we are in conversation with the p.u.c. to build a new facility in the bayview hunters point at 1550 evans area location. we are in partnership with city build at 1400 evans and we are also in discussion on how to expand the city build program at city college of san francisco. we do have, we recently have a working adult program that has been -- that is located in chinatown and the mission center i am very proud to share with you our student success rate. for the 2016 and 17 year, students who completed transfer level english and math rose by 31%. students who earned their associate degrees to transfer to these rose by 67%. and students who earned their workforce certificates and career technical education rose by 71%. we do have several major construction programs that we have started this year. and one of them i'm very proud to say that i was part of, is the evans center. we will renovate and expand the evans center at 1400. we began that work and we are going to add additional programs with the expansion of the evans center. i would be remiss if i did not introduce my colleague. we have dean cahill, the dean of admission, dean who is also the current dean at the evans center , dr. ken so who is the dean of liberal arts, and dean a year who is the dean of social services, behavioral sciences, ethics studies and social justice, and dean david g. who is our dean of -- [indiscernible] -- so we are here to basically have a conversation of some of the things that you may have heard and clear up and discuss where we are at the college to the best of our ability. >> thank you. before i open up for questions, i just want to make sure, this is all you are presenting today? because we reached out to your office and to the college to specifically talk about the impacts of class cuts on students of color, students with disabilities, seniors, and there is no data or information in this report that discusses any of that. so either you don't care about what we asked for or this is the best you can do as vice chancellor of the institution from a reporting standpoint. i'm interested to know why you did not respond to the purpose of the hearing in your report. >> no one responded to me. >> i can show you e-mails. the agenda is posted publicly on what this hearing is about. i'm trying to understand why nothing in your presentation addresses any of that. >> this report was a joint effort and i'm going to refer to some of my colleagues. >> who is, as this structure is set up, who is the ranking highest official here for the hearing right now? >> i am. >> who are you going to refer to to answer those questions? >> my colleagues that helped prepare this presentation. >> i see supervisor viewer has some questions. >> yes. thank you. i wanted to ask because i also am not seeing any data and i actually expected to see some data here. approximately how many students are enrolled at city college now >> 63,000. >> and what is the racial breakdown of those students? >> i do not have that data at this time. >> it is impossible -- >> we didn't provide it. >> sir, is not -- it's not possible to have a conversation about closing the achievement gap if we don't even know what the racial demographic of the city college of san francisco is quite frankly, the questions i have all our about related to data. for example,, when we look together at the last page of student success and completion outcomes for african-american and latino students, i would love to see the date is split between african-americans and latinos students and when you say it is up 31%, one of the actual numbers? what are the numbers of up 67%, and show me an analysis of asian and white students and also, african-american separate and latino separate and when they transfer, what degrees today transfer with. do we follow the students at all about success, also, what are they getting degrees in? i would love that number by race and i would love that number about the associate degree for transfer and what is the average g.p.a. of these the students by race, also, students incomplete transfer level with english and math in the first year and how much more math do they take? what are those workforce certificates? are they a pathway to a living wage job, also, what new programs are at the evans center what are we doing to actually engage african-americans and latinos into the city college family to encourage them? what are the supports by race? so when i don't have any data by race, quite frankly, you can't close the gap because you don't know what the gap is. i think it is imperative that we know that if we are going to close a racial achievement gap, then i think it is imperative we have the numbers to compare to see where the gap is and how to concentrate on the gap. so i wasn't in the conversations about what would be requested at this hearing, but without any data information, it's really hard to actually look how we close the gap if we don't know what the gap is. so i appreciate you coming today and perhaps city college -- trustees will have more insight onto this, but i think today we would see some hard data around what the gap is and what they the gap at city college has been -- what city college administration has identified as what you will be working on. anyway, i actually don't know where to go from here because this presentation, if you don't have the numbers, it is very, very difficult to talk about closing the gap because we don't even know how big the gap is or where the gaps are. >> commissioner collins? >> thank you. i am echoing supervisor walton and fewer. there is only one page with any data on it and it is not data over time, it is data from two years ago and i don't have any information. my understanding, and i did specifically, at the last meeting, when we were talking about this presentation, i made the request we would get data, demographic data by group of communities that are impacted by this decision to cancel classes. the fact that you have listed southeast center as a location, and yet there are no classes feels, to be honest, very disrespectful and disingenuous because the point is if there is no classes, then what is the point of having a location? this whole meeting was for us to discuss access to course work, not access to buildings. so having a list of locations, i would also expect to see if you are closing at certain locations , then i would want to understand which communities are accessing different locations because certain locations are located -- are accessed by various communities. i want to see who is taking classes, what kinds of communities we are accessing different locations, and then how that access is changed by closing locations specifically. really basic data. i don't know if you are taking notes on any of this because -- >> we are. >> -- but to see numbers is something i would like to see. i would like to see numbers by group. i would like to see numbers over time, i would like to see numbers by location, and those groups include race, those groups include -- we have different demographics of coursework for students in high school versus students at the general college, and students, older adults that are taking coursework. those are -- and if you have ability, that is also a group that i would like to see, and i am hearing from supervisor walton there -- the whole point of this was to understand how decisions were made. i don't see any of that information as well. how are you making decisions, how are you making decisions, it says here no impact. i don't understand how you are showing me that there is no impact because you haven't shown you what's changed. i would need to see data on what it was like before and what it's like now that you have made changes and what your theory of action is or how did you arrive at those decisions and how do you determine there has been no impact? >> thank you. we will provide you with that data. >> i am dean jill you, i wanted to clarify that my school, which includes social sciences, behavioral sciences, ethnic studies in social justice will be offering three classes at southeast that will begin on march 16th. these are half semester lane classes and we found that it is much more successful if we start the classes later in the semester because it gives the college and the community more time to recruit students. we have there are four classes. three are in my school and one is in the math department, so we are planning to offer classes there this semester. i also wanted to add that one of the reasons that we don't have some of the data points that has been requested is the focus is on the impact of the last round of course, reduction and since the reductions are affecting this semester, it's too soon to be able to collect that data. however,, it is our understanding that of the underrepresented groups, there has been no significant impact on enrolment, but -- >> i'm sorry, i want to cut in. you have data on who has been going to courses that you have been offering and you can provide that data. it just feels really disrespectful. there's just a lot of us here. i'm spending my time here, all these folks are here, and you know the courses you offer, you have a history of that information. and may shift from year-to-year, but, you know, there's nothing here. there is no data at all here. so to say it has no impact, -- [simultaneous talking] in this presentation it says there is no impact on some of these things. i have no information. >> we will get you the information that is being requested. >> before i call on president williams, i just want everyone presenting to know i wasn't born yesterday. i posted about the late start classes, but please don't sit up here and patronize us and asked like this was part of some plan that you already knew was going to be in place because i have to believe, if that was the case, you would have said, supervisor walton, southeast community, we're cutting all the classes at southeast, however, we are going to have late start classes. we are doing this because we will give you an opportunity to enrolled. please do not insult our intelligence like that. or this will be a different type of hearing. president williams? >> thank you, chair walton. i just want to first and foremost apologize for the lack of data in this presentation and we will definitely be working with our administration to provide all the information that has been requested and thank you for your patience. we will get that data to you. >> trustee randolph? >> to echo what our president said, i have to say i i'm very disappointed to sit here. i wanted to thank the committee for giving us additional weeks to prepare for this because we were not ready on the original hearing date when i was out of town, unfortunately, and we said we needed more time because it was the start of the semester to prepare and make a case. it's not disappointing. maybe i am -- it is trustee randolph and president williams were the highest ranking officers. we are not giving the presentation, but we are representing the college and it's not disappointing because the presentation is very short and doesn't have a lot of information, it is disappointing because we do have a lot of data and a lot of information that we could be sharing here that shows the success and the makeup