Human Resources and Personnel Practices (Standard III A)

Compton College has significant numbers of serious problems with its Personnel system that place it out of compliance with Commission standards and which create financial costs and liabilities for the District. It is out of compliance with all of the general principles contained in the introduction or Preamble to Standard III.A., Human Resources:

The institution employs qualified personnel to support student learning programs and services wherever offered and by whatever means delivered, and to improve institutional effectiveness.  Personnel are treated equitably, are evaluated regularly and systematically, and are provided opportunities for professional development.  Consistent with its mission, the institution demonstrates its commitment to the significant educational role played by persons of diverse backgrounds by making positive efforts to encourage such diversity.  Human resource planning is integrated with institutional planning.

Foremost among team concerns is the institutional practice of employing persons outside of college personnel procedures.  The College has hired employees by going around its own hiring policies and practices, and it has hired a very large number of consultants whose work and working conditions do not meet the requirements of the IRS laws for consultants�thus these individuals are likely more evidence of the College practice of hiring around its own policies and procedures.

Compton Community College uses a Personnel Commission to advertise and recruit pools of eligible candidates for classified positions at the College. The Commission is also responsible for testing applicants, setting the interview process, and ranking the final applicants.  Hiring policies require that individuals be hired (or offered the job) in the rank order that their name appears on the Personnel Commission list.

The College operates contrary to its own policies on the role and responsibilities of the Personnel Commission. The team learned from several sources that the College has hired individuals to work for classified service outside of the Personnel Commission process.  In this practice, individual names appear on the list of eligible candidates without their having passed through the Personnel Commission.  The team also heard reports of individuals who were selected for jobs even when they were ranked outside the list of �finalists� during initial screening or interviews.  (Standard III A. Preamble and 1.a, 2, and 3.a.)

Several staff reported that the college routinely hires friends and associates of trustees.  Some staff indicated that the Executive Vice President has ordered employees to assign to work individuals that were hired outside of the routine personnel process.  One staff member indicated that new �employees� hired by this senior administrator would �appear� for assignment in his work unit although the unit had not requisitioned a new employee or sought to fill a vacancy.  The team heard reports of individuals hired outside of the formal hiring policy being placed in jobs without training, endangering themselves and others.  College staff informed the team that the College�s TANF and CARE programs were used as a source of job placement for �special friends� of a board member since hiring for those programs falls outside the Personnel Commission procedures.

The State Trustee documented that the College hired 170 �independent contractors� over the 2003-04 fiscal year, and that an audit revealed that the entire sample of positions audited did not meet IRS rules for independent contractors. (Standard III A. Preamble, A.3. and 4.)  This contracting has created a financial liability for the District described elsewhere in this report.

The State Trustee informed the team that many of the employees in the Business Office are provisional employees who have worked far beyond the limit of their permitted term. (Standard III A.2., 3., 4., 5., and 6.)   Minutes of meetings of the Board of Trustees in which college staff are complaining to the Board about the excessive use of provisional employees, confirm the practice of using �temporary� staff for extensive periods without filling the permanent vacancy through established hiring procedures.  The Business Officer position described earlier in this report is one of these positions.  FCMAT auditors informed the team that there is only one employee with accounting training and experience in the fiscal operations, but there are up to 11 individuals with �accounting duties.�  The College does not ensure that its personnel are qualified by appropriate education and experience (Standard III A.1.) and the College has not provided sufficient professional development to upgrade employee skills (Standard III A.5.)  The individual in charge of Risk Management is a lower level �Confidential� employee; this work is usually assigned to supervisory level employees in other colleges in the region, and the skills necessary to perform the functions of Risk Management are not contained in the skills required of confidential employee classification.

College documents that contain hiring policies or describe duties and responsibilities of employee groups are generally outdated. The Team reviewed a Faculty Handbook unrevised since August 1994, an Employee�s Personnel Policy and Procedure Manual published in May 1994, and Management Hiring Policy published in 1992.  A Staff Diversity Handbook was in draft condition at the time of the Team visit, but no previous edition was in evidence.  (Standard III A.3.) Staff at all levels reported that the college does not follow policy to implement staff evaluations on a regular basis and according to policy. The faculty indicated that faculty evaluations are not provided regularly to tenured faculty and that they have no input into administrative evaluations. Much of the faculty evaluation process is described in the collective bargaining agreement, but the agreement leaves out the criteria for evaluation.   Administrators reported they are not routinely evaluated.  One administrator showed the team a self-evaluation the administrator prepared in hopes of eliciting an evaluation from the supervisor; none was forthcoming.  The President told the team that the Board has not completed his last evaluation and did not conduct regular evaluations over the past several years. (Standard III A.1. b. and c.)
 

The FCMAT Report states that the college�s job descriptions are seriously outdated at all levels of the organization, that minimum qualifications statements are inadequate for the positions, and that the College has inadequate practices for ensuring established equivalencies for education and experience of job applicants result in qualified applicants being forwarded for interview. Many of the job incumbents lack sufficient skill to do their jobs effectively. (Standard III A. 2.)  The Report also states that the College does not have adequate criminal background checks and has not acted to relieve employees who were found to have lied about their criminal histories on their applications.  In one case, an employee who used a fraudulent degree on an employment application has not been disciplined.  (Standard III A.1. a. and d.)

According to several college staff, the Personnel Commission has exceeded its authority and responsibility by maintaining college personnel records for employees.  The Team was informed that the Commission has employee service records and evaluation and disciplinary records in its offices, and that, in the interest of �preserving� them, has refused to turn them over to the Human Resources department.  The Team�s interview with the Executive of the Personnel Commission confirmed tensions between the Commission and Human Resources.  (Standard III A.3.a. and b.)  The College is not following its own policies as they pertain to the selection and seating of members of the Personnel Commission. At the time of the Team visit, a new Commissioner appointed by the union was seated despite the fact that his selection was not approved by the Board of Trustees, as required.

Finally, the Team must note that there is evidence of poor morale and a climate of fear and intimidation at the College, and that the control of the Executive Vice President over personnel functions is one of the mechanisms through which illicit use of the personnel system and intimidation are exercised.  Some employees indicated they feared for their physical well-being if it was revealed what they said to the team.  Some employees stated that employees are assigned to a graphics program located at the back of the warehouse as punishment for failing to follow the directives of senior administration even when their skills are not appropriate to a job in graphics. (Standard III A.4)

Conclusions

Compton Community College is seriously out of compliance with most of Standards III.A.  The College personnel practices appear to be negatively affected by incompetence in the Personnel office, politicizing of personnel practices by the Board of Trustees and the Executive Vice President, and an inability or unwillingness to follow existing personnel policies.

Recommendations

The Team recommends that:

7. The College should review all job descriptions and revise them to ensure that they          represent current skill sets needed to fulfill the duties and responsibilities assigned to each position

8. The College should develop criteria for selection and retention of personnel, and that it hire new employees and review the qualifications of current employees to ensure that they are qualified by education, training, and experience to adequately support the college.

9. The College should conduct personnel evaluations on a regular basis, and demonstrate that it has used these to improve performance.  Evaluations for all    individuals who are responsible for student learning outcomes should have as a component of their evaluation effectiveness in producing those outcomes.

10. The College should establish and implement a written code of ethics for all  personnel, and establish, in policy, how violations of the code will be effectively addressed.

11. The College should review its current personnel policies to determine whether they are equitable, adjust them as needed, and administer them in a fair and equitable manner. 

12. The College should address its confused and top heavy administrative structure and develop appropriate titles and job descriptions that are based on institutional needs, not on personal qualifications, traits, or histories of incumbents.

13. The College should establish a program for staff and professional development to ensure employees develop and retain skills necessary to support educational and institutional quality at the College.

Leadership and Governance (Standard IV)

The governance structure and practices of Compton Community College reflect the very real diversion of the institution from its mission of providing quality education for its community to its use as a resource for Board members, employees, contractors and vendors.  The College cannot be said to have ethical and effective leadership that is focused on institutional values that place student learning at the center of its operation. (Standard IV. A. all)  The daily involvement of the Board of Trustees in administrative functions creates an undermining of the Superintendent/President�s authority and role and threatens the job security of those administrators who do not take the Board�s direction as communicated by Board members or the Executive Vice President.

The administrative organization of the College is confused and dysfunctional. The College has a large number of administrative staff, many of who have the word �executive� added to their job title (Such as executive dean), some of whom are �y� rated at salaries that are above the salary scale, whose reporting structure is overlapping. Some report to multiple bosses.  This proliferation of positions and titles, and the confounded reporting structures (both formal and informal) suggest the administrative structure represents the particular strengths or weaknesses of employees rather than a conscious and rational attempt to create an effective administrative structure that advances the educational mission and organizational effectiveness of the college. (Standard IV B.2, all.)

The President�s role, as described by Standard IV A.1. and IV B.2, a. through e., is simply not fulfilled in a manner that meets the standard.  Many issues discussed in this Team Report attest to the fact that the President has been disempowered or has failed to assume responsibility for college operations that are rightfully controlled by the college chief executive.  The President�s presentation of self is as somewhat of a �victim� of college politics, and to that end, the President has failed to consistently exercise his voice or his professional judgment in the best interests of the College and its mission.

The confusion over the role of the Superintendent/President, and over  his responsibility and authority, originates in the District�s decision to hire a Deputy Superintendent/Executive Vice President and to assign to that position many of the important functions of the college while at the same time assigning to the Superintendent/President few specific responsibilities.  The team reviewed the employment contracts for the two positions and found them to be very similar, with the exception that in some cases where the President reports to the Board, the Deputy Superintendent reports to the President.    Both have similar benefits and retreat rights to an administrative post if their contracts are not renewed. However, they differ largely on the responsibilities assigned to the positions in item five of the contracts.  The Superintendent/ President�s specific job duties, identified in item five of his contract, include the following short list:

 �the President shall be the Chief Executive Officer and Secretary of the Board of Trustees.  As such the President shall have the primary responsibility for implementing and executing District policy. �

The Deputy Superintendent/Executive Vice President�s contract gives him specific areas of control in item number five, as follows:

�The Deputy Superintendent shall have specific responsibility for the Office of Institutional Development, Police, Maintenance and Operations, the Library, Nursing, Institutional Research and Public Information, and shall supervise the generation of grant proposals and private sector solicitations, supervise the foundation and alumni activities, and manage other offices and functions of the District as may be directed by the Superintendent/President, including Academic Affairs, Student Affairs, Evening/Extended Affairs and Special Projects.�

Staff of the College state that the Deputy Superintendent is often referred to as the �internal president.�  The description of job duties appears to confirm their perception that the Deputy Superintendent has been given responsibility for most of the College operations.  That leaves little for the Superintendent/President to control, particularly because the Deputy Superintendent�s responsibilities are defined by contract, not delegated and controlled by the Superintendent/President.  (Standard IV.B.2 and .a.)
 

Although the College has a formal decision making structure, administrators, faculty and staff indicate that the established governance structure is not followed, that decisions are made among a limited group of individuals and announced to the College ex post facto. The College faculty voted no confidence in the President twice in the last few years. (Standard IV A. 1 and 3.)

The College has not complied with the policies and standards of the Commission since the last comprehensive accreditation visit and has demonstrated, through its communications with the Commission at the time of the last comprehensive visit, an unwillingness to accept the recommendations and observations provided through the peer review process, to its own detriment. (Standard IV A.4.)

The Board of Trustees is a key source of problems that riddle the college governance processes.   As documented in the discussions of Board interference in personnel decisions and fiscal management, and in the Board�s use of college resources, and pattern of working around the authority of the college President described elsewhere in this report, the College does not have a governing board that assumes its responsibility for establishing policy to ensure the quality, integrity and effectiveness of student learning programs and services and the financial stability of the institution. (Standard IV B.1.)

Rather than protecting the institution from undue influence, the Board has on too many occasions facilitated the exercise of undue influence on the College. (Standard IV B.1.a.).  The Board has required that its personal associates be hired, has participated in fraud with regard to off-campus community based programs, and exercised undue influence on behalf of vendors bidding on contracts.  The Board does not have an effective program for Board development, nor does it have an up to date Code of Ethics or enforce its old Code. The Board has failed to fully and carefully evaluate itself through a reasonably designed and useful evaluation process.  The Board�s self evaluation instrument presumes the Board knows and adheres to its role as a policy making entity, and assumes that the Board members can honestly evaluate their own behavior.    The Board�s relatively weak ethics policy does not include a conflict of interest statement, and the policy does not establish a means for the Board to take action when individuals violate the policy. (Standards IV B.1.a., b., c., d., e., f., g., and h.)  The Board should seek input in addition to its own self perception to the annual Board review and conduct the review each year.  The Board is strongly advised to seek assistance from an outside entity such as the Association of Governing Boards in conducting annual performance review of the Board that provides realistic assessment of Board conduct.

The Board has made an egregious lapse with respect to Standard IV B.1.j, which requires the Board to �delegate full responsibility� to the President to implement and administer board policies without board interference and to hold him accountable for the operation of the College.  The reasons for this Team conclusion have been documented throughout this report and are summarized below.

Many of the college staff interviewed spoke of the Board�s tendency to become involved excessively and improperly in personnel decisions.  Board-favored employees have the ability to corrupt the entire personnel structure of the College.  They cannot be held accountable for their work, and they can exert pressures on other employees to do the Board�s bidding.  They can also provide the Board with direct leverage on college operations around the authority of the President.

Many staff identified specific instances in which they claimed the Board�s favored individuals were provided jobs without going through the Personnel Commission process.  The climate of suspicion and mistrust of the Board is extensive.  Some staff indicated that it is rumored that the Board accepts cash payments or other favors in return for approving items placed on the Board agenda for consideration and action.  Several employees told this team that it has become relatively routine for staff to work directly with Board members in order to get their items approved or even considered by the Board.  Some staff report that they had to exchange favors with Board members to get their items on the agenda.  In interviews with this team, the President stated that he has been unable to control or function effectively with the Board.  He acknowledged that the significant number of responsibilities assigned formally to the Executive Vice President make that individual the Board�s chief contact for much of their interference in college administration and management.

The Board contributes to perceptions that it is operating at other than the policy level by the way it conducts Board business.  It has an established practice of adjourning scheduled board meetings and calling special board meetings to deal with the agenda items postponed by the adjournment.  Between January 1 and July 1, 2004, there were twelve scheduled board meetings (two per month as called for in policy).  The Board also conducted seven special board meetings caused by failure to complete, or the adjournment of, scheduled board meetings.  This team�s review of agenda items and minutes of these special meetings indicate they often dealt with contracts and purchases.  The adjournment and reconvening of Board meetings to deal with necessary decisions about contracts and vendors has the impact of reducing participation and attendance of the public that may have come to scheduled meetings, as well as other vendors, college staff and campus leadership, for the purpose of providing input. (Standard IV B.1.a., b., c., and e.)

The College staff and FCMAT members told the team of numerous occasions in which the Board of Trustees created a Board agenda independently of the President and informed him very late, cancelled scheduled Board meetings and rescheduled them, and convened closed sessions of the Board of Trustees without the President�s involvement.  By setting alternative agendas, the Board is able to delay items the staff may have placed on the agenda, and to delay implementation of college plans and activities. By removing themselves to closed session, the Board is able to meet to discuss college business without the President available, contributing to Board involvement in management of the College.

The Board has, as described elsewhere in this report, also neglected to provide fiduciary oversight of the financial management and condition of Compton Community College.  Two years of qualified audit reports remained unaddressed at the time of the Team visit, and the college had a planned budget in which expenditures exceeded revenues. The Board has either failed to understand or has ignored for its own benefits external and internal documents pertaining to the college�s fiscal condition. This violates a very basic Board responsibility as described in Eligibility Requirement # 3, as well as in Standards IV B.1., and 1.c.

Conclusions

Compton College has severe problems in the area of Leadership and Governance and is out of compliance with all of Standard IV.  This failure of leadership and governance can be attributed largely to the misconduct of the Board of Trustees, the confused administrative structure promulgated by the Board in designing the job descriptions for Superintendent/President and Deputy Superintendent/Executive Vice President, and by the Colleges� creation of an administrative structure in which titles and responsibilities developed for individual employees proliferate and logical division of labor and delegation of responsibilities is absent.  The absence of a working collegial governance system has harmed the academic quality of the college as well as its fiscal health and stability.
 

Recommendations

The Team recommends that:

14. The college should review and revise its entire governance process to ensure that appropriate and significant voice is provided to administrators and faculty on matters of academic significance, and that budgetary and other resource use decisions be made through a sound governance and decision making process.
 

15. The Board of Trustees should take immediate action to curtail its behavior pattern of working directly with college staff, vendors, and consultants and delegate to the President the full responsibility for administration and implementation of policy.
 

16. The Board of Trustees should review and revise its Ethics Policy to make it an effective guide to Board behavior, and to include a new Conflict of Interest Statement, and a process for addressing behavior that violates its revised ethics policy.
 

17. The Board of Trustees should develop and immediately implement an ongoing training schedule that will provide the Board with the skills to adhere to a governance process that recognizes the roles of the Board, the college administration including the president, and the faculty and staff, and that enables them to recognize and carry out their fiduciary responsibilities to the Compton Community College District.   The American Association of Community College Trustees, the ACCJC, and the Association of Governing Boards should be used to provide initial training to the trustees on the basic skills and principles of boardsmanship.

18. The Board should seek immediate training to enable it to understand basic financial documents such as the college budget, the external audit, and the chief financial policies and requirements of the California Community College system in order to facilitate the Board�s assumption of its appropriate role of providing for the fiscal integrity and well being of the College.
 

19. The governing board, administrators, faculty, and staff should demonstrate that they are working for the good of the institution and its students by developing and implementing sound governance policies and procedures that build on employee ethics statements, sound research and analysis of institutional and student needs, and that promote the educational mission of the college.

20. The Board should design and implement an annual evaluation of the Board and its performance that is holistic and includes meaningful input by board members, college leadership and members of the public. In consultation with the President, the Board should develop an annual plan for Board development that educates current and new Board members.
 

21. The District should immediately review and revise its policies, organizational charts and executive contracts to create and implement a job description that gives to the President the responsibilities for all operations of the college.
 

22. That a strengthened presidency create an organizational structure that is planned and staffed to reflect the College�s needs for expertise and leadership in administration, including human resources and financial management; in academic matters, including instructional, student support services and learning resources: and in physical facilities management, including physical plant construction and maintenance and technological equipment support and maintenance.

23. That the newly trained Board reaffirm its delegation of administrative responsibility to the College President, and that it complete annual evaluations of the College President according to policy.

Technology  (Standard 111 C)

Compton Community College�s technological resources are insufficient to support student learning and services. (Standard III C. all.)  Some of the details of difficulties with its business services and personnel information systems are described earlier in this report.  The Board practice of negotiating directly with vendors and making a selection based on such private negotiations has added to difficulties with technology on campus.   But, there are additional difficulties with technology on campus that demonstrate the college lacks the staff expertise and procedures to ensure that technology resources are used to support student learning programs and services and to improve institutional effectiveness. (Standard III C. all)

When the Special Visit Team was preparing for the visit, it was unable to use e-mail to effectively communicate with campus personnel because the e-mail system was not functioning.  The Team�s messages went unanswered, probably because the e-mail system was not operating properly.  The State Trustee told the Team that upon his arrival at the College, he found the e-mail system running at 100% and yet unable to handle incoming e-mail; it was probably being used by a hacker that had captured its capacity.  The State Trustee has since ensured the security of the campus e-mail system, and it is functioning again.

Student services such as registration and enrollment are not adequately supported by technology to a basic level common among other public colleges in the state. The student services functions of Protocol do not ensure the integrity of student data.  Students are not able to register and enroll for classes via the internet, a function that is fairly common now in other California public colleges, and that would benefit Compton�s students. Students cannot gain ready access to their own class schedules or records of classes previously taken. Registration is still a largely manual, drawn-out process.

The College is still in the process of setting up computers that it purchased for faculty last year.  The College has not provided sufficient support for its staff to learn and use the existing technology on campus.  The team learned that many faculty do not know how to use e-mail, the business office staff are unable to use the accounting software purchased for fiscal management purposes, the use of educational technology for instructional purposes is very limited, the College�s web page has not been kept current, and there was no effective plan for the distribution of technological resources in a manner integrated with educational planning. 

Conclusions

Compton College�s technological infrastructure does not currently meet the accreditation requirement that it support student learning programs and effective operation of the institution.  The College lacks a fully functioning student data system, adequate accounting systems, and an adequate web page.  Its faculty are still, in some cases, learning to use desktop computers that have been purchased many months ago.   The College has not had adequate administrative oversight to ensure that its information systems function, or that decisions to purchase new hardware are adequately researched prior to issuance of the RFP. The College�s purchasing process has been contaminated by a poor bidding process and Board of Trustees interference. 

Recommendations

The Team recommends that:

24. The College should conduct an assessment of its current technological capacity and challenges and review this assessment in a manner that includes broad-based campus interests from instruction, student services, administrative and fiscal services including business and personnel services, and library and learning resources. Because the institution�s staff may lack the capacity to envision how technology can be used to enhance institutional effectiveness, it is recommended the college use consultant expertise to conduct this review and planning process.
 

25. The College should ensure that it has technical staff with sufficient expertise to direct the use of its information technology systems, and establish appropriate administrative oversight of the technical functions of the college to ensure that they operate to support its organizational and educational effectiveness.
 

26. The College should resolve the issue of its multiple and incompatible information systems and obtain or implement technological components that allow it to effectively manage administrative (especially fiscal and human resources) and educational programs of the College.
 

27. The College should develop procedures for contracting and purchasing hardware and software that ensure the integrity of the institution and the efficacy of products and services purchased.

Research, Planning and Institutional Effectiveness (Standard I.B.)
 

The Special Visit Team found that Compton College lacks the rudimentary elements of an ongoing research, evaluation, planning and improvement cycle that allows the college to accurately assess its own effectiveness and make improvements.  The college research office has gathered into table format much �environmental� data on high school graduates, service area population characteristics (from the Census) and some labor market data but has very limited, if any, ability to analyze college data on students. The team was presented with a draft set of tables that were being prepared for the Self Study review.   The tables listed expected student achievement variables but had no data in them. The institutional research office informed the team that the College cannot get the data from its own records systems without special programming, which the research office cannot do.  The student data system deficiencies are one reason this data is inaccessible.  In addition, it appears that the research offices� data needs are a low priority to the individuals who can access the data.   Both the researcher and the programmers report to the Deputy Superintendent/Executive Vice President, who is given responsibility for research in his employment contract.   (Standard I.B. Preamble)

Faculty state that there is no real institutional planning that occurs at the College. While some faculty have designed and are beginning to implement a new program review model, the lack of institutional data and analyses result in program reviews that reflect faculty perspective, not student achievement.  The Deputy Superintendent provided the Special Visit Team with blue binders that contained the 2004-06 Strategic Plan; these were dated July 2004. They appear to have been produced just in time for the Team visit.  However, faculty indicated that the �blue books� were simply the previous year�s plans recycled and that planning is a process that is orchestrated �top-down� and does not reflect real input by all academic and other units.  A review of the blue books found that in one program, hand-written notes appear to have been added from a meeting held in Spring 2004.  The faculty who took those notes stated that s/he did not intend them to substitute for a program plan, but that they were added to the blue book by someone �above� to make it appear that there was faculty input.  Regardless of the origins of the July 2004 �Plan,� interviews with staff on campus suggest few believe the plan is valid or is even used to guide institutional decision-making.  (Standard I.B.3. and 4.)

When asked about whether there is an ongoing campus dialogue about institutional quality and enhancement of student learning, all respondents said �no.�   While some faculty have been trying to implement a new program review model that incorporates defined student leaning outcomes for the program, they stated that their materials are not given consideration by the wider college community and do not end up playing a role in institutional decisions regarding resource distribution.

Recommendations

The Team recommends that:

28. The College should establish a functioning research office with access to student and other institutional data records and with capacity (human and technological) to establish ongoing institutional effectiveness studies.

29. The College should establish a sound program review model and process based on        data and analyses of student achievement and student learning, and that it establish and implement an immediate schedule to conduct program review on all academic and student support programs in the next two years.

30. The College should establish, document, publish and implement an institutional evaluation, planning, resources allocation and improvement model that will meet Commission standards.   This model should be evaluated at the end of its first full cycle and annually thereafter to ensure that it is effective in improving educational programs. 

Team Summary

Compton Community College is significantly out of compliance with major Commission standards, and its administrative, governance and fiscal difficulties are so severe as to threaten the College�s continued operation.  The College�s educational quality and integrity have been severely compromised.   The College is in such a state of administrative chaos that there is presently no real academic leadership to help the College address its educational deficiencies.  The State Trustee assigned to the College has the authority to overrule Board decisions, but absent a significant change in the College�s Board behavior, administrative capacity, and overall staff ability to pull together, the Trustee faces an uphill battle trying to recreate the college as a sound institution.  The team believes this College may not survive without a collective effort on the part of all employees to discard old patterns of behavior and conform to principles of good practice contained in the Standards of Accreditation.

Summative Team Recommendations to the Commission

Compton Community College is scheduled for a comprehensive review in the Spring of 2005.  The College has discussed a request to delay its comprehensive review until it can resolve some of its fiscal and leadership problems and has sent a letter requesting same.

The Special Visit Team recommends that the Commission composes the next comprehensive review team to provide a very thorough review of the College�s educational programs and services, and that the Commission requires the College to demonstrate that it has met all FCMAT recommendations as well as Special Visit Team recommendations at the time of its next comprehensive review.