Dr. Moran (Crafton Hills College) told the Bear Valley Unified governing board that expanding dual enrollment is “the way to make higher education accessible to students at no cost,” framing the program as a tool that can benefit both vulnerable and advanced students.

The presenter described three delivery models: standard dual enrollment (students enroll at the college), CCAP agreements that permit classes during the high‑school day restricted to those students, and concurrent enrollment outside the school day that must remain open to the public. He said high‑school students in dual‑enrollment courses show higher success rates than typical college‑age peers and highlighted equity gains for Hispanic and Black students.

Trustees pressed the college on transfer and acceptance issues for UC and CSU systems and on how the CalGETC unified lower‑division transfer pathway affects STEM majors. Dr. Moran said CalGETC creates a transparent pathway for many transfers but acknowledged impacted or STEM majors still have additional requirements. On UC acceptance, he said credits cannot be denied but some majors may require extra courses.

Board members asked for district‑specific outcome data. Dr. Moran said FERPA limits access to individual grades but offered to provide general summaries by ZIP code or school and suggested the board request complementary data from partner colleges (for example, Victor Valley College’s research office) for tracking students who enroll there.

The presenter also discussed staffing and teacher qualifications: California community colleges set minimum qualifications (MQs) for instructors, but local k–12 teachers may be able to meet MQs through equivalency processes or by earning additional graduate credits. Crafton Hills is exploring a stipend program with CSU San Bernardino that would help teachers complete qualifying graduate work; a timeline for such stipends is not finalized.

On the question of a physical center in the mountains, Dr. Moran said there is no single enrollment cutoff but noted a common planning threshold of roughly 500 FTE students for center status (which typically yields an additional state allocation on the order of $1.5 million, per his example). He also noted some existing small centers serve as few as ~150–200 FTE and that Crafton’s goal is to be accessible to the mountain communities even if a center starts small.

Next steps: trustees asked staff to obtain district‑level outcome overviews from Crafton Hills (by ZIP code or school) and to pursue coordination with neighboring colleges to compile transfer/enrollment information. The board expressed broad support for the partnership and for further data to guide local planning.

Ending: The presentation concluded with the board thanking the presenter and asking district staff to follow up with the requested enrollment and outcome summaries.