Existing law establishes the Golden State Seal Merit Diploma for the purpose of recognizing pupils who have mastered the high school curriculum. Existing law also establishes the State Seal of Biliteracy to recognize high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English.

This bill would establish a State Seal of STEM to recognize high school graduates who have attained a high level of proficiency in science, technology, engineering, and mathematics fields. The bill would establish criteria for the receipt of the State Seal of STEM, would require the Superintendent of Public Instruction to prepare and deliver to participating school districts an appropriate insignia to be affixed to pupil diplomas or transcripts, and would require participating school districts to maintain appropriate records and affix the appropriate insignia to diplomas or transcripts of recipient pupils. The bill would not become operative until after data from the statewide administration of specified state science assessments are available. The bills provisions would be repealed on January 1, 2025.

Existing law establishes the Golden State Seal Merit Diploma for the purpose of recognizing pupils who have mastered the high school curriculum. Existing law also establishes the State Seal of Biliteracy to recognize high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English.

This bill would establish a State Seal of STEM to recognize high school graduates who have attained a high level of proficiency in science, technology, engineering, and mathematics fields. The bill would establish criteria for the receipt of the State Seal of STEM, would require the Superintendent of Public Instruction to prepare and deliver to participating school districts an appropriate insignia to be affixed to pupil diplomas or transcripts, and would require participating school districts to maintain appropriate records and affix the appropriate insignia to diplomas or transcripts of recipient pupils. The bill would not become operative until after data from the statewide administration of specified state science assessments are available. The bills provisions would be repealed on January 1, 2025.

Existing law establishes the Golden State Seal Merit Diploma for the purpose of recognizing pupils who have mastered the high school curriculum. Existing law also establishes the State Seal of Biliteracy to recognize high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English.

This bill would express the Legislatures intent to enact legislation that would establish a State Science, Technology, Engineering, and Mathematics (STEM) Seal. Seal of STEM to recognize high school graduates who have attained a high level of proficiency in science, technology, engineering, and mathematics fields. The bill would establish criteria for the receipt of the State Seal of STEM, would require the Superintendent of Public Instruction to prepare and deliver to participating school districts an appropriate insignia to be affixed to pupil diplomas or transcripts, and would require participating school districts to maintain appropriate records and affix the appropriate insignia to diplomas or transcripts of recipient pupils.

Existing law establishes the Golden State Seal Merit Diploma for the purpose of recognizing pupils who have mastered the high school curriculum. Existing law also establishes the State Seal of Biliteracy to recognize high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English.

This bill would express the Legislatures intent to enact legislation that would establish a State Science, Technology, Engineering, and Mathematics (STEM) Seal.

SENATE COMMITTEE ON APPROPRIATIONS

Senator Ricardo Lara, Chair

2015 - 2016 Regular Session

AB 2072 (Chang) - High school diplomas: State Seal of STEM

This bill meets the criteria for referral to the Suspense File.

Bill Summary:

This bill establishes the State Seal of STEM to recognize high school graduates who have attained proficiency in science, technology, engineering, and mathematics (STEM).

Fiscal Impact:

• Costs to the California Department of Education of about $98,000 General Fund to administer the program until it becomes inoperative July 31, 2024. This estimate includes costs of a one year supply of STEM seals and staff time to coordinate and distribute the seals.
• Costs incurred at the local level, such as maintaining applicable records, awarding the state seal, or to the extent necessary, increasing mathematics and science courses so that students may have access to the state seal awards, would not be reimbursable at the state level as this program is voluntary.

Background:

The state has established two state seals, the Golden State Seal Merit Diploma and the State Seal of Biliteracy. The Golden State Seal Merit Diploma was established in 1997 to provide recognition to public high school graduates who have demonstrated mastery of the high school curriculum in six subject areas, four of which are English, history, mathematics and science, with the remaining two selected by the student. In 2015, a total of 51,253 graduating seniors from 1,018 schools were awarded the Golden State Seal Merit Diploma.

The State Seal of Biliteracy was established in 2011 with the goal of encouraging students to acquire other languages, which in turn would grant students a competitive edge in postsecondary education and employment. In its first year, more than 10,000 graduating high school students across California earned recognition for achieving proficiency in multiple languages. In 2015, a total of 31,816 graduating seniors from 266 schools were awarded the State Seal of Biliteracy.

The State Seal of Biliteracy requires students to satisfy similar criteria to be awarded. The student must have an overall grade point average of 2.0 in English language arts classes, pass the state assessment in English language arts at the proficient level or above, and demonstrate proficiency in one or more languages other than English. Proficiency in another language is demonstrated by either passing a foreign language Advanced Placement (AP) examination (or another test, as specified, if the AP does not exist at the school district) with a score of at least 3 or an International Baccalaureate examination with a score of at least a 4; successful completion of four years in a foreign language while attaining a grade point average of at least 3.0; or passing the SAT II foreign language examination with a score of at least 600.

Proposed Law:

This bill establishes the State Seal of STEM to recognize high school graduates who have attained proficiency in STEM. It requires the Superintendent to prepare and deliver an insignia to be affixed to the diploma or transcript of the student in a participating school district indicating that the student has been awarded a State Seal of STEM and provide other information necessary for school districts to successfully participate in the program. A participating school district is required to maintain appropriate records in order to identify students who have earned a State Seal of STEM.

This bill provides that the State Seal of STEM certifies that a graduating high school student has attained proficiency in STEM and meets all of the following criteria:

• Attained a 3.0 grade point average for STEM courses taken in high school;
• Successfully completed four year-long courses in mathematics and science; and
• Has one of the following in science and mathematics: a score of at least 3 on an advanced placement examination, a score of at least 600 on an SAT subject test, a score of at least 4 on an international baccalaureate examination, a grade of at least a B in a college-level course taken through concurrent enrollment, or a score indicating that the student has met or exceeded standards on a state assessment.

This bill is operative after data from the statewide administration of the state science assessments are available and becomes inoperative July 31, 2024.

Related Legislation:

AB 2237 (Olsen, 2016), would have established STEM Partnership Academies to provide grants to school districts to establish up to 100 academies in STEM occupations. AB 2237 was held in the Assembly Appropriations Committee.

AB 2329 (Bonilla, 2016), establishes a process to develop a K-12 computer science strategic implementation plan for the purpose of expanding access to computer science course in schools. AB 2329 is pending in this committee.

Staff Comments:

This bill specifies that it is not operative until after data from the statewide administration of the state science assessments are available. The assessment is expected to be fully administered in the 2018-19 school year. Data from these assessments would likely not be available until the 2019-20 school year. This bill becomes inoperative July 31, 2024.

-- END --

SENATE COMMITTEE ON EDUCATION

Senator Carol Liu, Chair

2015 - 2016 Regular

Bill No:

Subject:

SUMMARY

This bill establishes the State Seal of Science, Technology, Engineering and Mathematics (STEM) to be voluntarily affixed to the diploma or transcript of a high school graduate who has attained proficiency in science, technology, engineering, and mathematics fields.

BACKGROUND

Existing law:

1. Establishes requirements for the issuance of diplomas and certificates to students who complete a prescribed course of study.

(Education Code § 51400-51442)

1. Provides for the Golden State Seal Merit Diploma to recognize students who have mastered specific courses in the high school curriculum. This voluntary program recognizes public school graduates who have demonstrated mastery of the high school curriculum in six designated subject areas, four of which must be mathematics, English language arts, science, and United States history. Qualifying students must be receiving a high school diploma and have earned designated results on the California Standards Test in six qualifying subject areas (previous Golden State Exam results may also be used). Each school district that confers high school diplomas is responsible for maintaining appropriate records in order to identify eligible students and for affixing a Golden State Seal Merit Diploma insignia to the diploma and transcript of each qualifying student. Foreign language can be one of the designated subject areas for which a student earns a Golden State Seal Merit Diploma.

(Education Code § 51450-51455)

1. Establishes the State Seal of Biliteracy (SSB), which provides recognition to high school students who have demonstrated proficiency in speaking, reading, and writing in one or more languages in addition to English. Requires each school district, county office of education, or direct-funded charter school that confers the SSB to maintain appropriate records in order to identify students who have met the established criteria for the award and to affix the SSB insignia to the diploma or transcript of each qualifying student. (EC § 51460.)
2. Declares a policy of the State of California that all students in grades 1 – 12 must have equitable access to educational programs designed to strengthen technological skills, including computer education programs, and that funds appropriated for these educational programs have the goal of ensuring equitable access to those programs for all students. (EC § 51007, et seq.)

ANALYSIS

This bill:

1. Establishes a State Seal of Science, Technology, Engineering and Mathematics (STEM) to recognize high school graduates who have attained a proficiency in science, technology, engineering, and mathematics fields.
2. Specifies that the State Seal of STEM is to be awarded by the Superintendent.
3. Provides that school district participation in this program is voluntary.
4. Specifies that the purpose of the State Seal of STEM is to:
   1. Encourage students to study science, technology, engineering, and

mathematics.

• 1. Certify achievement with the STEM fields.
  2. Provide students with the tools to demonstrate STEM competency to

employers.

• 1. Provide universities with a method to recognize and give academic credit

to applicants seeking admission.

• 1. Prepare students for with 21st century skills.
  2. Engage students in STEM learning at an early age.
  3. Prepare students for a job market increasingly in need of individuals with

STEM skills.

1. Requires that high school students meet all of the following criteria to be eligible for the State Seal of STEM:
   1. Attained a 3.0 grade point average on a 4.0 scale for all STEM classes

taken in high school.

• 1. Successfully completed four yearlong classes or equivalent in

mathematics and science while enrolled in high school as specified.

• 1. Has met one of the following criteria in the area of science:
     1. A score of 3 or higher on a science Advanced Placement (AP)

examination.

• • 1. A score of 600 or higher on a science Scholastic Assessment Test

(SAT) subject test.

• • 1. A score of 4 or higher on an International Baccalaureate (IB)

examination.

• • 1. A grade of B or higher in a college-level science course taken

through concurrent enrollment.

• 1. Has met one of the following criteria in the area of mathematics:
     1. A score of 3 or higher on a mathematics AP examination.
     2. A score of 600 or higher on a mathematics SAT subject test.
     3. A score of 4 or higher on a mathematics IB examination.
     4. A score indicating that the student has met or exceeded standards

on a state-standards-aligned assessment in mathematics.

1. Requires the Superintendent to:
   1. Prepare and deliver to school districts an appropriate insignia to be affixed

to the diploma or transcript of the student indicating that the student has

been awarded a State Seal of Science, Technology, Engineering and

Mathematics (STEM).

• 1. Provide other necessary information for school district’s to successfully

participate in the program.

1. Requires participating school districts to maintain records in order to identify students and affix the insignia to the diploma or transcript for each student that has earned a State Seal of STEM.
2. Prohibits a fee from being charged to students to receive a State Seal of STEM.
3. Makes the program operative only when data from the statewide administration of state science assessments aligned to the California Next Generation Science Standards (NGSS) are available. States that data from a field test of a state science assessment does not satisfy this requirement.
4. Sunsets the program on July 31, 2024.

STAFF COMMENTS

1. Need for the bill. According to the author, “with jobs in the STEM field poised to increase by 19% over the next decade, the state could fall short of providing the workforce with number of individuals skilled in STEM necessary to fill those rolls. In 2011, the state created the State Seal of Biliteracy. This served as both a reward for students able to demonstrate proficiency in more than language but also as a tool. A tool with which that student could market themselves to a college or to an employer. Biliteracy is a skill highly desirable to employers in diverse areas like California but so is Science, Technology, Engineering and Mathematics (STEM). The State Seal of STEM will also serve as both a reward and marketing tool to a different pool of California students.” This bill seeks to reward students who reach proficiency in science, technology, engineering and mathematics.
2. Student access to STEM Education. The Superintendent of Public Instruction’s Science, Technology, Engineering and Mathematics (STEM) Education Task Force, in a 2014 report on STEM education titled INNOVATE: A Blueprint for Science, Technology, Engineering and Mathematics in California Public Education, found: Many of California’s students lack consistent access to high-quality STEM education. The report attributes the problem to a lack of access to “materials and instruction; insufficient opportunities for students to engage in hands-on, inquiry based learning; and insufficient professional preparation by teachers at all levels”.

The gaps in access are reflected in many measures of student course-taking and achievement, including Advanced Placement (AP), International Baccalaureate (IB), SAT II subject tests, and out-of-school STEM educational opportunities. Advanced Placement data published by the College Board, for example, indicate that a very small percentage of California high school students took AP examinations. The College Board also notes that "in many cases, schools serving large numbers of traditionally underrepresented minority students do not yet provide AP course work in STEM disciplines."

To be eligible, State Seal of STEM students are required to enroll in four years of math and science and attain at least a 3.0 grade point average and demonstrate proficiency by scoring at the specified levels on one of the following AP exams, SAT, IB exam or take a college level course through concurrent enrollment. To address some of the concerns relating to access to STEM education, this bill was amended to include the state-standards-aligned assessments in mathematics as one of the criteria for eligibility. These exams are administered statewide. However, concerns still remain whether students have sufficient access to STEM education in school.

Technical amendment. As drafted, this bill’s provisions specifies that a student may demonstrate proficiency in science by meeting or exceeding standards on a “state-standards-aligned assessments in mathematics,” rather than in science. If it is the desire of the committee to approve this measure, staff recommends the bill be amended to fix the drafting error by changing the mathematics to science in section 51472 (c)5.

1. Is the bill premature? Notably, the state, in recent years has undertaken a number of policy reforms to address Science, Technology, Engineering and Mathematics (STEM) teaching and assessment practices, curriculum, and policies that expand STEM opportunities for all students. Many of these efforts have yet to take shape, including state’s science curriculum framework. California adopted Next Generation Science Standards (NGSS)-aligned science standards in 2013, however, the California Department of Education (CDE) is currently revising the state's science curriculum framework to align with the state's standards, and its completion has been delayed until January of 2017. This in turn has delayed the state and local adoption of standards-aligned instructional materials for use in classrooms. CDE is also currently developing NGSS-aligned assessments, which are expected to be fully administered in the 2018-2019 school year.

In recognition of the pending science curriculum and assessments, this bill makes the State Seal of Science, Technology, Engineering and Mathematics (STEM) program operative only when data from the statewide administration of NGSS-aligned assessments are available. If the assessments are fully implemented in 2018-2019 school year, as noted above, the program could become operative in 2019-2020 school year. Staff notes that this bill’s provisions sunset the program July 31, 2024. Arguably, this would allow for one graduating class to test the program before sunsetting.

1. Other State Seals. The state has established two State Seals, the State Seal of Biliteracy and the Golden State Seal Merit Diploma. The State Seal of Biliteracy (SSB) was established in 2011 with the goal of encouraging students to acquire other languages, which in turn would grant students a competitive edge in postsecondary education and employment. In its first year, more than 10,000 graduating high school students across California earned recognition for achieving proficiency in multiple languages. The CDE reports that since 2012 nearly 60,000 SSBs have been awarded to graduating seniors.

The Golden State Seal Merit Diploma (GGSMD) was established in 1997 to provide recognition to public high school graduates who have demonstrated mastery of the high school curriculum in six subject areas four of which are English, history, mathematics and science the remaining two are selected by the student. In 2015, a total of 51,253 graduating seniors from 1,018 schools were awarded the GSSMD.

Given that the GGSMD recognizes mastery in mathematics and science, the committee may want to consider whether a standalone Seal is necessary?

As future legislation is brought forward on this topic, the committee may also want consider whether it is appropriate to establish Seals in multiple subject areas?

1. Related and Prior legislation.

AB 2237 (Olsen, 2016), would establishes STEM Partnership Academies for the purpose of providing grants to school districts to establish up to 100 academies in STEM occupations which would establish 100 STEM Partnerships. AB 2237 was held in the Assembly Appropriations Committee.

AB 2329 (Bonilla, 2016), would establish a process to develop a K-12 computer science strategic implementation plan for the purposes of expanding access to computer science course in schools. AB 2329 is pending hearing this Committee.

AB 815 (Brownley, Chapter 618, Statutes of 2011) established the State Seal of Biliteracy in recognition of high school graduates who have attained functional proficiency in speaking, reading, and writing skills in one or more languages, in addition to English.

SUPPORT

American Association of University Women

Association of California School Administrators

California Association of Professional Scientists

California Life Sciences Association

California School Boards Association

Children Now

College Board

Project Lead the Way

Superintendent, Pomona Unified School Districts

OPPOSITION

None received.

-- END --

Date of Hearing: April 20, 2016

ASSEMBLY COMMITTEE ON EDUCATION

Patrick O'Donnell, Chair

ABPCA Bill Id:AB 2072 (

Author:Chang) – As Amended Ver:March 18, 2016

SUBJECT: High school diplomas: State Seal of STEM

SUMMARY: Establishes the State Seal of STEM, to be affixed to high school diplomas of qualified students, which recognizes students who have attained a high level of proficiency in the subjects of science, technology, engineering, and mathematics (STEM). Specifically, this bill:

1. Requires that high school students meet all of the following criteria to be eligible for the State Seal of STEM:
   1. Attained a 3.0 grade point average on a 4.0 scale for all STEM classes taken in high school.
   2. Has met one of the following criteria in the area of science:
      1. a score of 3 or higher on a science Advanced Placement (AP) examination
      2. a score of 600 or higher on a science Scholastic Assessment Test (SAT) subject test
      3. a score of 4 or higher on an International Baccalaureate (IB) examination
   3. Has met one of the following criteria in the area of mathematics:
      1. a score of 3 or higher on a mathematics AP examination
      2. a score of 600 or higher on a mathematics SAT subject test
      3. a score of 4 or higher on a mathematics IB examination

d) Has demonstrated proficiency in STEM through one of the following methods:

i) participation in an extracurricular activity relating to STEM, such as clubs or organizations, competitions, research projects or participation in a career pathway for at least two years

ii) a grade of B or higher in a computer, technology, or engineering course taken at either the high school or college level

iii) a score of 3 or higher on the AP computer science examination

1. Provides that school district participation in this program is voluntary.
2. Requires the Superintendent of Public Instruction (SPI) to prepare and deliver to participating school districts an appropriate insignia to be affixed to the diploma or transcript of the student indicating that he or she has been awarded a State Seal of STEM.
3. Requires each school district that participates in the State Seal of STEM program to maintain appropriate records in order to identify students who have met the established criteria for the award and to affix the appropriate State Seal of STEM to the diploma or transcript of each qualifying student.
4. Specifies that students shall not be charged a fee to receive the Seal.
5. States that the purposes of the State Seal of STEM are to:
   1. encourage students to study science, technology, engineering and mathematics
   2. certify high achievement within the STEM fields
   3. provide students with tools to demonstrate STEM competency to employers
   4. provide universities with a method to recognize and give academic credit to applicants seeking admission
   5. prepare students for with 21^st century skills
   6. engage students in STEM learning at an early age
   7. prepare students for a job market increasingly in need of individuals with STEM skills

EXISTING LAW:

1. Establishes the State Seal of Biliteracy (SSB), which provides recognition to high school students who have demonstrated proficiency in speaking, reading, and writing in one or more languages in addition to English. Requires each school district, county office of education, or direct-funded charter school that confers the SSB to maintain appropriate records in order to identify students who have met the established criteria for the award and to affix the SSB insignia to the diploma or transcript of each qualifying student.
2. Requires high school graduates to meet all of the following criteria to be eligible for the SSB:
   1. complete all English language arts requirements for graduation with an overall grade point average of 2.0 or above in those classes
   2. pass the California Standards Test in English language arts administered in grade 11 at the proficient level or above
   3. demonstrate proficiency in one or more languages in addition to English, through one of the following methods:
3. pass a foreign language AP examination with a score of 3 or higher, or an IB examination with a score of 4 or higher
4. successfully complete a four-year high school course of study in a world language, and attain an overall grade point average of 3.0 or above in that course of study
5. pass a school district language examination that, at a minimum, assesses speaking, reading, and writing in a language other than English at the proficient level or higher. If no AP examination or off-the-shelf language test exists, and the school district can certify to the SPI that the test meets the rigor of a four-year high school course of study in that foreign language. If a school district offers an examination in a language for which the AP examination or off-the-shelf language does not exist, the school district language examination must be approved by the SPI.
6. pass the SAT II foreign language examination with a score of 600 or higher

3) Establishes the Golden State Seal Merit Diploma (GSSMD), which provides recognition to public high school graduates who have demonstrated mastery of high school curriculum in six designated subject areas, four of which must be mathematics, English language arts, science, and United States history. Eligibility requirements for the GSSMD include a combination of course grades, results from assessments produced by private providers or local education agencies (LEAs), and/or qualifying Smarter Balanced Summative Assessment of California Standards Tests scores for use by LEAs to award the GSSMD to graduating students.

4) Declares a policy of the State of California that all students in grades 1 – 12 must have equitable access to educational programs designed to strengthen technological skills, including computer education programs, and that funds appropriated for these educational programs have the goal of ensure equitable access to those programs for all students.

5) Requires the Instructional Quality Commission (IQC) to consider developing and recommending to the SBE, on or before July 31, 2019, computer science content standards for kindergarten and grades 1 to 12, pursuant to recommendations developed by a group of computer science experts.

FISCAL EFFECT: Unknown.

COMMENTS:

Need for the bill. The author’s office states, “With jobs in the STEM field poised to increase by 19% over the next decade, we as a state could fall short of providing the workforce with the number of individuals skilled in STEM necessary to fill those roles. In 2011, the state created the State Seal of Biliteracy. This served as both a reward for students able to demonstrate proficiency in more than one language but also as a tool—a tool in which that student could market themselves to a college or to an employer. Biliteracy is a skill highly desirable to employers in a diverse area like California, but so is STEM. The State Seal of STEM will serve as both a reward and marketing tool to a different pool of California students. The requirements necessary to earn the State Seal of STEM go beyond that of standard curriculum and instead require the students to not only thrive in their STEM course but also demonstrate proficiency through additional learning opportunities in and out of the classroom.”

Poor access to high-quality STEM education. STEM education includes four specific disciplines—science, technology, engineering, and mathematics—in an interdisciplinary and applied approach. STEM teaches and trains students to engage in critical thinking, inquiry, problem solving, collaboration, and what is often referred to in engineering as design thinking. In recent years the state has undertaken a number of policy reforms to address STEM teaching and assessment practices, curriculum, and policies that expand STEM opportunities for all students.

There is wide acknowledgement that many California students have insufficient access to high quality STEM education. The SPI’s STEM Education Task Force, in a 2014 report on STEM education titled INNOVATE: A Blueprint for Science, Technology, Engineering and Mathematics in California Public Education, found:

Many of California’s students lack consistent access to high-quality STEM education. Although the importance of STEM learning has been widely acknowledged, several factors have limited access to STEM education: the focus on English language arts and skill-based mathematics required by No Child Left Behind; insufficient focus on science as well as on STEM education in the classroom; lack of access to high-quality STEM materials and instruction; insufficient opportunities for students to engage in hands-on, inquiry based learning; and insufficient professional preparation by teachers at all levels.

In recognition of this problem of access, the SPI’s STEM Education Task Force recommends that the state “Make access to high-quality STEM experiences and programs universal to all K-12 students through a variety of opportunities in school, expanded learning, and community partnerships through informal, formal, and digital pathways.”

As noted below, the state’s science education systems are still very much under construction. The standards-aligned science curriculum framework has been delayed until January of 2017, further delaying the local adoption of standards-aligned instructional materials. The standards-aligned science assessment will not be available until the 2018-19 school year.

This Committee recently supported two measures to address access to STEM education: AB 2237 (Olsen), which would establish 100 STEM Partnership Academies, and AB 2329 (Bonilla), which would establish a process to develop a K-12 computer science strategic implementation plan. In light of these access problems and the additional considerations below, the Committee may wish to consider if this measure is premature.

Limited and unequal opportunity to earn the Seal. To earn the State Seal of STEM proposed by this bill, students would need access to a number of opportunities to engage in STEM education:

• AP courses in science, mathematics, and computer science
• IB courses in science and mathematics
• SAT Subject Tests in science and mathematics
• College-level courses in science, mathematics, computer science, technology, or engineering taken through concurrent enrollment at a California Community College
• Participation in STEM-related extracurricular activities, such as:
  • STEM clubs or organizations that organize events
  • STEM-based competitions (such as robotics, coding, or engineering)
  • STEM internships with organizations or employers
  • STEM research activities, independent or in coordination with a STEM professional
  • STEM-related career pathways of at least a two year duration

Evidence from multiple sources suggests that many California students would lack access to many of the opportunities necessary to earn a State Seal of STEM, and that very few of those who do have access to these opportunities would be able to meet the thresholds established by the bill:

• Access to AP Courses: According to the 10^th Annual AP Report to the Nation, out of nearly 500,000 California high school seniors, in 2013:
• 7.9% took the Calculus AB exam
• 2.9% took the Calculus BC exam
• 4.7% took the Statistics exam
• 0.7% took the Computer Science exam
• 1.5% took the Physics C-Electricity and Magnetism exam
• 2.4% took the Physics B exam
• 3.3% took the Chemistry exam
• 5.7% took the Biology exam
• 3.5% took the Environmental Science exam

Of students graduating in 2013:

• 9.8% had received a score of 3 or higher on an AP exam in mathematics or computer science.
• 8.2% had received a score of 3 or higher on an AP exam in science.

According to this report, students of color and low-income students are far less likely to have access to STEM AP classes. The College Board states, “in many cases, schools serving large numbers of traditionally underrepresented minority students do not yet provide AP course work in STEM disciplines.”

A 2013 report by the Education Trust found that, nationally, low-income students (15%) were almost twice as likely as other students (8%) to attend a school without a full complement of AP courses (defined as least one course each in English, mathematics, science, and social science) and that Native American (18%) and African American (15%) students were far more likely than white (9%) students to have more limited course options.

• Access to International Baccalaureate programs: While there are 1,337 public high schools in California, it appears that there are only 94 public, diploma IB schools in the state. Nationally, according to the 2015 report, International Baccalaureate National Trends for Low-Income Students, only 20% of low-income students scored well enough on at least one IB high-level exam to earn college credit from most U.S. colleges and universities.
• Access to SAT Subject Tests: This bill requires students to receive a 600 or higher on either a mathematics or science SAT Subject Test in order to be eligible for the Seal. The SAT Subject Tests measure student knowledge in particular subject areas closely linked to the high school curriculum and their ability to apply that knowledge. There are over 20 different SAT Subject Tests that cover Literature, Math, Sciences, and Foreign Languages. These tests are a voluntary supplement to the general SAT test many students take for college admissions purposes.

According to the 2014 College Board report on SAT data, College-Bound Seniors State Profile Report - California, SAT Subject Tests are taken by a much smaller and more select population of students compared to those who take the SAT. In 2014, 53,772 California students took a single Subject Test, compared to the 236,923 students who took the SAT. In 2014, of the 500,000 high school seniors who had taken subject tests at any point in high school:

• 1.2% of seniors took the Mathematics I examination
• 7% of seniors took the Mathematics II examination
• 1.6% of seniors took the Biology E examination
• 1.8% of seniors took the Biology M examination
• 2.6% of seniors took the Chemistry examination
• 1.4% of seniors took the Physics examination

In 2009 the University of California eliminated the use of the SAT II as an admissions requirement, responding to concerns that the exams did not provide useful information to applications about applicants, and that the tests were barriers for otherwise qualified students in urban and rural schools who might not be advised by counselors to take them. Research also indicates that while such test scores are highly correlated with parental income, high school GPA, which is only weakly correlated with parental income, is a better predictor of success in college.

• Access to computer science courses: According to a May 2015 report issued by the Level Playing Field Institute titled Path Not Found: Disparities in Access to Computer Science Courses in California High Schools, access to computer science courses varies considerably. The report found that in California public high schools:
• Of the more than half a million high school students in the largest 20 districts, just 1% are enrolled in any computer science course.
• Nearly 75% of schools with the highest percentage of underrepresented students of color offer no computer sciences courses.
• African-American and Latino students make up 59% of California high school public school students but were just 11% of the 2014 AP Computer Science test takers.
• Only 4% of schools with the highest percentage of low-income students offer AP Computer Science.
• Only 8% of schools with the highest percentage of English Learners offered AP Computer Science.
• Access to out-of-school STEM learning opportunities: Research has shown that after school and summer learning, known as out-of-school (OST) learning, can increase interest in STEM-related careers. According to a 2014 study commissioned by the Association of Children’s Museums Committee on Successful Out-of-School STEM Learning, titled Broadening Access to STEM Learning through Out-of-School Learning Environments, “there are still significant challenges to ensuring youth in low socioeconomic communities have equitable access to OST STEM learning opportunities, most of which revolve around issues of finances and funding.”

The report notes that most OST programs – including STEM-focused programs – are fee-based in some form, and even when the fees are nominal or nonexistent, “participation still requires a significant amount of resource investment from families in terms of time and resources.” The report notes that transportation is a particularly troublesome issue when programs are based at sites beyond the neighborhood, and that while many OST programs work to ensure affordability, “there is growth in high-profile and high-visibility robotics programs, which require a buy-in cost in the thousands of dollars, and also require the recruitment of multiple STEM professional volunteers, multiple adult coordinators, etc. – all structural requirements that are well outside the reach of most youth, but especially those in low socio-economic status communities.”

As noted above, robotics teams are a popular OST high school STEM activity. A review of the fundraising plans for three high school robotics teams indicates that the cost for robot parts and other materials, trailers for transporting robots, competition fees, and travel, requires between $20,000 and $40,000 most of which are recurring annual costs. This estimate does not include staff and parent time and facility costs, and assumes that skilled staff and parents are available to coach the team. High school robotics teams typically fundraise by seeking community and corporate sponsorship.

• Access to dual enrollment opportunities: According to a June 2014 study by the Education Commission of the States titled Dual enrollment: Challenges in Rural Areas, rural areas face unique challenges in providing high-quality dual enrollment programs. Students also face access issues based on their geography or ability to get to and from a college campus. Other issues include covering program costs, a lack of available technology or equipment necessary for the coursework, and access to qualified teachers.

While some urban and suburban high school offer dual enrollment courses led by postsecondary faculty who travel to the high school campus, the report notes that longer travel distances in rural areas can render these arrangements unfeasible.

Finally, it’s important to note that this bill requires that recipient of the Seal earn an overall GPA of 3.0 or above in all STEM courses. While no state data on GPA appear to be available, national data from 2009 (U.S. Department of Education) indicate that students earn the lowest GPA in math and science courses of any discipline, averaging 2.65 and 2.70 in math and science, respectively.

Underrepresentation in STEM education. According to a 2009 report from the Institute for Higher Education Leadership and Policy at California State University, Sacramento titled Technical Difficulties: Meeting California’s Workforce Needs in Science, Technology, Engineering, and Math (STEM) Fields, the supply of STEM-educated workers is not keeping pace with the employment demand in STEM fields. To ensure that there are enough STEM workers, the report concluded that increasing STEM achievement by underrepresented groups is essential. The report noted that only three percent of STEM majors in the state are African-American, and 18% are Latino. Women are also far less likely to earn STEM degrees, particularly in engineering.

State math and science assessments not listed as criteria. Notably absent from the list of criteria for award of the State Seal of STEM is a state assessment in math or science. While it is unclear why the state mathematics assessment is not proposed for use, the science assessments are likely not included because they are undergoing significant transition.

California is currently revising the state’s Science Curriculum Framework to align with the state’s science standards. These standards reflect the Next Generation Science Standards (NGSS), which were designed to more effectively prepare students with the knowledge and skills the need to succeed in the ever-increasing technology-driven world. The CDE is currently developing NGSS-aligned assessments, which are expected to be fully administered in the 2018-2019 school year. Until then, the state is requiring use of the science assessments used prior to the adoption of the NGSS.

What is the value of the Seal? The Golden State Seal Merit Diploma (GGSMD) was established in 1997 to provide recognition to public high school graduates who have demonstrated mastery of the high school curriculum in English, history, mathematics and science.

When the GSSMD was originally established, proponents hoped it would serve as an ambitious goal that would both shape teaching and inspire students. It was envisioned as California version of the New York's Regent's Diploma, conferring advantages in UC and CSU admission, or financial aid benefits. However, staff is unaware of evidence to suggest that the GSSMD gives students a competitive advantage when applying to college or seeking employment. In contrast, the State Seal of Biliteracy is evidence of a specific, highly marketable skill which students may use in seeking employment. The committee may wish to consider whether the State Seal of STEM will actually achieve the author’s intended goal of providing students with something of value.

Proliferation of diploma seals. The State Seal of Biliteracy (SSB) was established in 2011 with the goal of encouraging students to acquire other languages, which in turn would grant students a competitive edge in postsecondary education and employment. In its first year, more than 10,000 graduating high school students across California earned recognition for achieving proficiency in multiple languages. According to the CDE, since 2012 nearly 60,000 SSB s have been awarded to graduating seniors.

If this legislation is enacted (and perhaps even if it isn’t), it is likely that this Committee will see similar measures to establish Seals in other subject areas, such as visual and performing arts or career technical education. The committee may wish to consider the policy implications of numerous options for students to earn Seals.

Related legislation. AB 2237 (Olsen) of this Session establishes the Science, Technology, Engineering, and Mathematics Partnership Academies program, for the purposes of providing grants to school districts to establish up to 100 partnership academies dedicated to training students in STEM occupations. This bill is currently pending in the Assembly Appropriations Committee.

AB 2275 (Dababneh) of this Session would authorize a person who holds a single subject credential in business, industrial and technology education, mathematics or science to teach courses in computer science. This bill is currently pending in the Assembly Education Committee.

AB 2329 (Bonilla) of this Session would establish a computer science strategic implementation advisory board to develop a K-12 computer science strategic implementation plan. This bill is currently pending in the Assembly Appropriations Committee.

AB 1258 (Chau) of this Session would have established a Computer Science Start-Up Courses Grant Pilot Program and a Computer Science Educator Training Grant Pilot program, for the purposes of providing grants to school districts to establish and maintain computer science courses and provide professional development for educators to teach computer science. This bill was held in Senate Appropriations Committee.

AB 252 (Holden) of this Session would have established a grant program to award funds to cover the costs associated with a high school establishing or expanding its advanced placement STEM curriculum. This bill was held in Senate Appropriations Committee.

Prior legislation. AB 815 (Brownley), Chapter 618, Statutes of 2011, establishes the State Seal of Biliteracy to recognize high school graduates who what attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English.

SB 253 (Wyland) of the 2009-10 Session would have authorized school districts and county offices of education to offer pupils a CTE certificate upon meeting specified requirements. This bill was held in the Assembly Appropriations Committee.

REGISTERED SUPPORT / OPPOSITION:

Support

Association of California School Administrators

Children Now

Opposition

None received

Analysis Prepared by: Christine Aurre and Tanya Lieberman / ED. / (916) 319-2087

ASSEMBLY THIRD READING

ATR Bill Id:AB 2072

Author:(Chang)

As Amended Ver:April 27, 2016

Majority vote

SUMMARY: Establishes the State Seal of STEM, to be affixed to high school diplomas of qualified students, which recognizes students who have attained proficiency in the subjects of science, technology, engineering, and mathematics (STEM). Specifically, this bill:

1. Establishes the State Seal of STEM, to be awarded by the Superintendent of Public Instruction (SPI), to recognize high school graduates who have attained proficiency in fields of study within the subjects of STEM.
2. States that school district participation in this program is voluntary.
3. States that the purposes of the State Seal of STEM are to:
   1. Encourage students to study STEM subjects
   2. Certify achievement within the STEM fields
   3. Provide students with a tool to demonstrate STEM competency to employers
   4. Provide universities with a method to recognize and give academic credit to applicants seeking admission
   5. Prepare students with 21st century skills
   6. Engage students in STEM learning at an early age
   7. Prepare students for a job market increasingly in need of individuals with STEM skills
4. States that the State Seal of STEM certifies that a graduating high school student has attained proficiency in STEM and meets all of the following criteria:
   1. Attained a 3.0 grade point average on a 4.0 scale for STEM courses taken in high school
   2. Successfully completed four year-long courses, or the equivalent, in mathematics, and four year-long courses, or the equivalent, in science while enrolled in high school. States that the requirement for completion of up to one of the year-long courses in mathematics may be satisfied by completion of a course or courses in computer science

c) Has one of the following:

i) A score of three or higher on an advanced placement examination in science

ii) A score of 600 or higher on an SAT subject test in science

iii) A score of four or higher on an International Baccalaureate examination in science

iv) A grade of B or higher in a college-level science course taken through concurrent enrollment

v) A score indicating that the pupil has met or exceeded standards on a state-standards-aligned assessment in mathematics

d) Additionally, has one of the following:

i) A score of three or higher on an advanced placement examination in mathematics

ii) A score of 600 or higher on an SAT subject test in mathematics

iii. A score of four or higher on an International Baccalaureate examination in mathematics

iv) A grade of B or higher in a college level mathematics course taken through concurrent enrollment

v) A score indicating that the pupil has met or exceeded standards on a state-standards-aligned assessment in mathematics

5) Requires the SPI to:

1. Prepare and deliver to participating school districts an appropriate insignia to be affixed to the diploma or transcript of the student indicating that he or she has been awarded a State Seal of STEM

Provide other information it deems necessary for school districts to successfully participate in the program

6) Requires school districts that participate in the program to do both of the following:

Maintain appropriate records in order to identify students who have earned a State Seal of STEM

Affix the appropriate insignia to the diploma or transcript of each pupil who earns a State Seal of STEM

7) States that no fee shall be charged to a pupil to receive a State Seal of STEM.

8) Makes the program operative only when data from the statewide administration of state science assessments aligned to the California Next Generation Science Standards (NGSS) are available. States that data from a field test of a state science assessment does not satisfy this requirement.

9) Sunsets the program on July 31, 2024.

FISCAL EFFECT: According to the Assembly Appropriations Committee:

1. Administrative costs to the California Department of Education of approximately $98,000 General Fund (GF) annually to administer the program through January 1, 2025.
2. Any expenses incurred by school districts would likely be minor, and would be incurred only to the extent they choose to participate.

COMMENTS:

State's STEM education infrastructure under construction. Though California adopted NGSS-aligned science standards in 2013, the state's science curriculum remains under development. The California Department of Education (CDE) is currently revising the state's science curriculum framework to align with the state's standards, and its completion has been delayed until January of 2017. This in turn has delayed the state and local adoption of standards-aligned instructional materials for use in classrooms.

CDE is also currently developing NGSS-aligned assessments, which are expected to be fully administered in the 2018-2019 school year. Until then, the state is requiring use of the science assessments used prior to the adoption of the NGSS.

Access to STEM education remains uneven. The Superintendent of Public Instruction's STEM Education Task Force concluded, in a 2014 report, "many of California's students lack consistent access to high-quality STEM education…[due to] lack of access to high-quality STEM materials and instruction; insufficient opportunities for students to engage in hands-on, inquiry based learning; and insufficient professional preparation by teachers at all levels," among other factors.

This uneven access is reflected in many measures of student course-taking and achievement, including Advanced Placement, International Baccalaureate, SAT II subject tests, and out-of-school STEM educational opportunities. Advanced Placement data published by the College Board, for example, indicate that a very small percentage of California high schools students took AP examinations. The College Board also notes that "in many cases, schools serving large numbers of traditionally underrepresented minority students do not yet provide AP course work in STEM disciplines."

Uneven access is also demonstrated by data on computer science education. According to a 2015 report issued by the Level Playing Field Institute, access to computer science courses varies considerably. The report found that of the more than half a million high school students in the largest 20 districts, just 1% are enrolled in any computer science course, and that nearly 75% of schools with the highest percentage of underrepresented students of color offer no computer sciences courses.

Where should the bar be set, given the uneven access to STEM education? Given the uneven access to STEM education described above, it is difficult to establish thresholds of performance for earning a State Seal which balance opportunity and rigor. If the bar is set high enough to denote a high level of proficiency, only those students who have access to high quality STEM opportunities will be able to earn the award. If the bar is set low enough to provide a fair opportunity for all students to earn the award, the Seal may not denote a high level of proficiency.

What would be the value of a State Seal of STEM? The State Seal of Biliteracy, which indicates proficiency in a language other than English, is evidence of a specific, highly marketable skill which students may use in seeking employment. It is not clear if the Seal proposed by this bill would confer any advantage in postsecondary admissions or employment.

Another diploma seal, the Golden State Seal Merit Diploma (GGSMD), was established in 1997 to provide recognition to public high school graduates who have demonstrated mastery of the high school curriculum in English, history, mathematics and science. When the GSSMD was originally established, proponents hoped it would serve as an ambitious goal that would both shape teaching and inspire students. Staff is unaware of evidence to suggest that the GSSMD gives students a competitive advantage when applying to college or seeking employment.

Analysis Prepared by: Tanya Lieberman / ED. / (916) 319-2087 FN: 0003042

Christine Aurre

Date of Hearing: May 11, 2016

ASSEMBLY COMMITTEE ON APPROPRIATIONS

Lorena Gonzalez, Chair

ABPCA Bill Id:AB 2072

Author:(Chang) – As Amended Ver:April 27, 2016

Urgency: No State Mandated Local Program: No Reimbursable: No

SUMMARY:

This bill establishes the State Seal of STEM to recognize high school graduates who have attained proficiency in fields of study within the subjects of science, technology, engineering, and mathematics (STEM). The State Seal of STEM is awarded by the Superintendent of Public Instruction (SPI) and school district participation in this program is voluntary. Specifically, this bill:

1. Specifies that the State Seal of STEM certifies that a graduating high school pupil has attained proficiency in STEM and has met certain criteria in math and science, including: attainment of a 3.0 grade point average on a 4.0 scale for STEM courses taken in high school; successful completion of four year-long courses in mathematics and science, as specified; and high achievement, as specified, on certain examinations, including, advanced placement exams, SAT subject tests, international baccalaureate exams or state standards aligned assessments.
2. Requires the SPI prepare and deliver to participating school districts an appropriate insignia to be affixed to the diploma or transcript of the pupil indicating that the pupil has been awarded a State Seal of STEM by the SPI and other information as necessary.
3. Requires a school district that participates in the program to maintain appropriate records to identify pupils who have earned a State Seal of STEM and affix the appropriate insignia to the diploma or transcript of each pupil who earns a State Seal of STEM.
4. Prohibits fees from being charged to pupils that receive a State Seal of STEM.
5. Makes operation of the Seal of STEM contingent upon the availability of data from the statewide administration of state science assessments.
6. Repeals the program on January 1, 2025.

FISCAL EFFECT:

1. Administrative costs to the California Department of Education of approximately $98,000 GF annually to administer the program through January 1, 2025.
2. Any expenses incurred by school districts would likely be minor, and would be incurred only to the extent they choose to participate.

COMMENTS:

1. Purpose. This bill is modeled after the State Seal of Biliteracy created in 2011. The author states that biliteracy is a skill highly desirable to employers in a diverse area like California, but so is STEM. According to the author, the State Seal of STEM will serve as both a reward and marketing tool to a different pool of California students. The requirements necessary to earn the State Seal of STEM go beyond that of standard curriculum and require the students to not only thrive in their STEM course but also demonstrate proficiency through additional learning opportunities in and out of the classroom.

Analysis Prepared by: Misty Feusahrens / APPR. / (916) 319-2081

Date of Hearing: April 20, 2016

ASSEMBLY COMMITTEE ON EDUCATION

Patrick O'Donnell, Chair

ABPCA Bill Id:AB 2072 (

Author:Chang) – As Amended Ver:March 18, 2016

SUBJECT: High school diplomas: State Seal of STEM

SUMMARY: Establishes the State Seal of STEM, to be affixed to high school diplomas of qualified students, which recognizes students who have attained a high level of proficiency in the subjects of science, technology, engineering, and mathematics (STEM). Specifically, this bill:

1. Requires that high school students meet all of the following criteria to be eligible for the State Seal of STEM:
   1. Attained a 3.0 grade point average on a 4.0 scale for all STEM classes taken in high school.
   2. Has met one of the following criteria in the area of science:
      1. a score of 3 or higher on a science Advanced Placement (AP) examination
      2. a score of 600 or higher on a science Scholastic Assessment Test (SAT) subject test
      3. a score of 4 or higher on an International Baccalaureate (IB) examination
   3. Has met one of the following criteria in the area of mathematics:
      1. a score of 3 or higher on a mathematics AP examination
      2. a score of 600 or higher on a mathematics SAT subject test
      3. a score of 4 or higher on a mathematics IB examination

d) Has demonstrated proficiency in STEM through one of the following methods:

i) participation in an extracurricular activity relating to STEM, such as clubs or organizations, competitions, research projects or participation in a career pathway for at least two years

ii) a grade of B or higher in a computer, technology, or engineering course taken at either the high school or college level

iii) a score of 3 or higher on the AP computer science examination

1. Provides that school district participation in this program is voluntary.
2. Requires the Superintendent of Public Instruction (SPI) to prepare and deliver to participating school districts an appropriate insignia to be affixed to the diploma or transcript of the student indicating that he or she has been awarded a State Seal of STEM.
3. Requires each school district that participates in the State Seal of STEM program to maintain appropriate records in order to identify students who have met the established criteria for the award and to affix the appropriate State Seal of STEM to the diploma or transcript of each qualifying student.
4. Specifies that students shall not be charged a fee to receive the Seal.
5. States that the purposes of the State Seal of STEM are to:
   1. encourage students to study science, technology, engineering and mathematics
   2. certify high achievement within the STEM fields
   3. provide students with tools to demonstrate STEM competency to employers
   4. provide universities with a method to recognize and give academic credit to applicants seeking admission
   5. prepare students for with 21^st century skills
   6. engage students in STEM learning at an early age
   7. prepare students for a job market increasingly in need of individuals with STEM skills

EXISTING LAW:

1. Establishes the State Seal of Biliteracy (SSB), which provides recognition to high school students who have demonstrated proficiency in speaking, reading, and writing in one or more languages in addition to English. Requires each school district, county office of education, or direct-funded charter school that confers the SSB to maintain appropriate records in order to identify students who have met the established criteria for the award and to affix the SSB insignia to the diploma or transcript of each qualifying student.
2. Requires high school graduates to meet all of the following criteria to be eligible for the SSB:
   1. complete all English language arts requirements for graduation with an overall grade point average of 2.0 or above in those classes
   2. pass the California Standards Test in English language arts administered in grade 11 at the proficient level or above
   3. demonstrate proficiency in one or more languages in addition to English, through one of the following methods:
3. pass a foreign language AP examination with a score of 3 or higher, or an IB examination with a score of 4 or higher
4. successfully complete a four-year high school course of study in a world language, and attain an overall grade point average of 3.0 or above in that course of study
5. pass a school district language examination that, at a minimum, assesses speaking, reading, and writing in a language other than English at the proficient level or higher. If no AP examination or off-the-shelf language test exists, and the school district can certify to the SPI that the test meets the rigor of a four-year high school course of study in that foreign language. If a school district offers an examination in a language for which the AP examination or off-the-shelf language does not exist, the school district language examination must be approved by the SPI.
6. pass the SAT II foreign language examination with a score of 600 or higher

3) Establishes the Golden State Seal Merit Diploma (GSSMD), which provides recognition to public high school graduates who have demonstrated mastery of high school curriculum in six designated subject areas, four of which must be mathematics, English language arts, science, and United States history. Eligibility requirements for the GSSMD include a combination of course grades, results from assessments produced by private providers or local education agencies (LEAs), and/or qualifying Smarter Balanced Summative Assessment of California Standards Tests scores for use by LEAs to award the GSSMD to graduating students.

4) Declares a policy of the State of California that all students in grades 1 – 12 must have equitable access to educational programs designed to strengthen technological skills, including computer education programs, and that funds appropriated for these educational programs have the goal of ensure equitable access to those programs for all students.

5) Requires the Instructional Quality Commission (IQC) to consider developing and recommending to the SBE, on or before July 31, 2019, computer science content standards for kindergarten and grades 1 to 12, pursuant to recommendations developed by a group of computer science experts.

FISCAL EFFECT: Unknown.

COMMENTS:

Need for the bill. The author’s office states, “With jobs in the STEM field poised to increase by 19% over the next decade, we as a state could fall short of providing the workforce with the number of individuals skilled in STEM necessary to fill those roles. In 2011, the state created the State Seal of Biliteracy. This served as both a reward for students able to demonstrate proficiency in more than one language but also as a tool—a tool in which that student could market themselves to a college or to an employer. Biliteracy is a skill highly desirable to employers in a diverse area like California, but so is STEM. The State Seal of STEM will serve as both a reward and marketing tool to a different pool of California students. The requirements necessary to earn the State Seal of STEM go beyond that of standard curriculum and instead require the students to not only thrive in their STEM course but also demonstrate proficiency through additional learning opportunities in and out of the classroom.”

Poor access to high-quality STEM education. STEM education includes four specific disciplines—science, technology, engineering, and mathematics—in an interdisciplinary and applied approach. STEM teaches and trains students to engage in critical thinking, inquiry, problem solving, collaboration, and what is often referred to in engineering as design thinking. In recent years the state has undertaken a number of policy reforms to address STEM teaching and assessment practices, curriculum, and policies that expand STEM opportunities for all students.

There is wide acknowledgement that many California students have insufficient access to high quality STEM education. The SPI’s STEM Education Task Force, in a 2014 report on STEM education titled INNOVATE: A Blueprint for Science, Technology, Engineering and Mathematics in California Public Education, found:

Many of California’s students lack consistent access to high-quality STEM education. Although the importance of STEM learning has been widely acknowledged, several factors have limited access to STEM education: the focus on English language arts and skill-based mathematics required by No Child Left Behind; insufficient focus on science as well as on STEM education in the classroom; lack of access to high-quality STEM materials and instruction; insufficient opportunities for students to engage in hands-on, inquiry based learning; and insufficient professional preparation by teachers at all levels.

In recognition of this problem of access, the SPI’s STEM Education Task Force recommends that the state “Make access to high-quality STEM experiences and programs universal to all K-12 students through a variety of opportunities in school, expanded learning, and community partnerships through informal, formal, and digital pathways.”

As noted below, the state’s science education systems are still very much under construction. The standards-aligned science curriculum framework has been delayed until January of 2017, further delaying the local adoption of standards-aligned instructional materials. The standards-aligned science assessment will not be available until the 2018-19 school year.

This Committee recently supported two measures to address access to STEM education: AB 2237 (Olsen), which would establish 100 STEM Partnership Academies, and AB 2329 (Bonilla), which would establish a process to develop a K-12 computer science strategic implementation plan. In light of these access problems and the additional considerations below, the Committee may wish to consider if this measure is premature.

Limited and unequal opportunity to earn the Seal. To earn the State Seal of STEM proposed by this bill, students would need access to a number of opportunities to engage in STEM education:

• AP courses in science, mathematics, and computer science
• IB courses in science and mathematics
• SAT Subject Tests in science and mathematics
• College-level courses in science, mathematics, computer science, technology, or engineering taken through concurrent enrollment at a California Community College
• Participation in STEM-related extracurricular activities, such as:
  • STEM clubs or organizations that organize events
  • STEM-based competitions (such as robotics, coding, or engineering)
  • STEM internships with organizations or employers
  • STEM research activities, independent or in coordination with a STEM professional
  • STEM-related career pathways of at least a two year duration

Evidence from multiple sources suggests that many California students would lack access to many of the opportunities necessary to earn a State Seal of STEM, and that very few of those who do have access to these opportunities would be able to meet the thresholds established by the bill:

• Access to AP Courses: According to the 10^th Annual AP Report to the Nation, out of nearly 500,000 California high school seniors, in 2013:
• 7.9% took the Calculus AB exam
• 2.9% took the Calculus BC exam
• 4.7% took the Statistics exam
• 0.7% took the Computer Science exam
• 1.5% took the Physics C-Electricity and Magnetism exam
• 2.4% took the Physics B exam
• 3.3% took the Chemistry exam
• 5.7% took the Biology exam
• 3.5% took the Environmental Science exam

Of students graduating in 2013:

• 9.8% had received a score of 3 or higher on an AP exam in mathematics or computer science.
• 8.2% had received a score of 3 or higher on an AP exam in science.

According to this report, students of color and low-income students are far less likely to have access to STEM AP classes. The College Board states, “in many cases, schools serving large numbers of traditionally underrepresented minority students do not yet provide AP course work in STEM disciplines.”

A 2013 report by the Education Trust found that, nationally, low-income students (15%) were almost twice as likely as other students (8%) to attend a school without a full complement of AP courses (defined as least one course each in English, mathematics, science, and social science) and that Native American (18%) and African American (15%) students were far more likely than white (9%) students to have more limited course options.

• Access to International Baccalaureate programs: While there are 1,337 public high schools in California, it appears that there are only 94 public, diploma IB schools in the state. Nationally, according to the 2015 report, International Baccalaureate National Trends for Low-Income Students, only 20% of low-income students scored well enough on at least one IB high-level exam to earn college credit from most U.S. colleges and universities.
• Access to SAT Subject Tests: This bill requires students to receive a 600 or higher on either a mathematics or science SAT Subject Test in order to be eligible for the Seal. The SAT Subject Tests measure student knowledge in particular subject areas closely linked to the high school curriculum and their ability to apply that knowledge. There are over 20 different SAT Subject Tests that cover Literature, Math, Sciences, and Foreign Languages. These tests are a voluntary supplement to the general SAT test many students take for college admissions purposes.

According to the 2014 College Board report on SAT data, College-Bound Seniors State Profile Report - California, SAT Subject Tests are taken by a much smaller and more select population of students compared to those who take the SAT. In 2014, 53,772 California students took a single Subject Test, compared to the 236,923 students who took the SAT. In 2014, of the 500,000 high school seniors who had taken subject tests at any point in high school:

• 1.2% of seniors took the Mathematics I examination
• 7% of seniors took the Mathematics II examination
• 1.6% of seniors took the Biology E examination
• 1.8% of seniors took the Biology M examination
• 2.6% of seniors took the Chemistry examination
• 1.4% of seniors took the Physics examination

In 2009 the University of California eliminated the use of the SAT II as an admissions requirement, responding to concerns that the exams did not provide useful information to applications about applicants, and that the tests were barriers for otherwise qualified students in urban and rural schools who might not be advised by counselors to take them. Research also indicates that while such test scores are highly correlated with parental income, high school GPA, which is only weakly correlated with parental income, is a better predictor of success in college.

• Access to computer science courses: According to a May 2015 report issued by the Level Playing Field Institute titled Path Not Found: Disparities in Access to Computer Science Courses in California High Schools, access to computer science courses varies considerably. The report found that in California public high schools:
• Of the more than half a million high school students in the largest 20 districts, just 1% are enrolled in any computer science course.
• Nearly 75% of schools with the highest percentage of underrepresented students of color offer no computer sciences courses.
• African-American and Latino students make up 59% of California high school public school students but were just 11% of the 2014 AP Computer Science test takers.
• Only 4% of schools with the highest percentage of low-income students offer AP Computer Science.
• Only 8% of schools with the highest percentage of English Learners offered AP Computer Science.
• Access to out-of-school STEM learning opportunities: Research has shown that after school and summer learning, known as out-of-school (OST) learning, can increase interest in STEM-related careers. According to a 2014 study commissioned by the Association of Children’s Museums Committee on Successful Out-of-School STEM Learning, titled Broadening Access to STEM Learning through Out-of-School Learning Environments, “there are still significant challenges to ensuring youth in low socioeconomic communities have equitable access to OST STEM learning opportunities, most of which revolve around issues of finances and funding.”

The report notes that most OST programs – including STEM-focused programs – are fee-based in some form, and even when the fees are nominal or nonexistent, “participation still requires a significant amount of resource investment from families in terms of time and resources.” The report notes that transportation is a particularly troublesome issue when programs are based at sites beyond the neighborhood, and that while many OST programs work to ensure affordability, “there is growth in high-profile and high-visibility robotics programs, which require a buy-in cost in the thousands of dollars, and also require the recruitment of multiple STEM professional volunteers, multiple adult coordinators, etc. – all structural requirements that are well outside the reach of most youth, but especially those in low socio-economic status communities.”

As noted above, robotics teams are a popular OST high school STEM activity. A review of the fundraising plans for three high school robotics teams indicates that the cost for robot parts and other materials, trailers for transporting robots, competition fees, and travel, requires between $20,000 and $40,000 most of which are recurring annual costs. This estimate does not include staff and parent time and facility costs, and assumes that skilled staff and parents are available to coach the team. High school robotics teams typically fundraise by seeking community and corporate sponsorship.

• Access to dual enrollment opportunities: According to a June 2014 study by the Education Commission of the States titled Dual enrollment: Challenges in Rural Areas, rural areas face unique challenges in providing high-quality dual enrollment programs. Students also face access issues based on their geography or ability to get to and from a college campus. Other issues include covering program costs, a lack of available technology or equipment necessary for the coursework, and access to qualified teachers.

While some urban and suburban high school offer dual enrollment courses led by postsecondary faculty who travel to the high school campus, the report notes that longer travel distances in rural areas can render these arrangements unfeasible.

Finally, it’s important to note that this bill requires that recipient of the Seal earn an overall GPA of 3.0 or above in all STEM courses. While no state data on GPA appear to be available, national data from 2009 (U.S. Department of Education) indicate that students earn the lowest GPA in math and science courses of any discipline, averaging 2.65 and 2.70 in math and science, respectively.

Underrepresentation in STEM education. According to a 2009 report from the Institute for Higher Education Leadership and Policy at California State University, Sacramento titled Technical Difficulties: Meeting California’s Workforce Needs in Science, Technology, Engineering, and Math (STEM) Fields, the supply of STEM-educated workers is not keeping pace with the employment demand in STEM fields. To ensure that there are enough STEM workers, the report concluded that increasing STEM achievement by underrepresented groups is essential. The report noted that only three percent of STEM majors in the state are African-American, and 18% are Latino. Women are also far less likely to earn STEM degrees, particularly in engineering.

State math and science assessments not listed as criteria. Notably absent from the list of criteria for award of the State Seal of STEM is a state assessment in math or science. While it is unclear why the state mathematics assessment is not proposed for use, the science assessments are likely not included because they are undergoing significant transition.

California is currently revising the state’s Science Curriculum Framework to align with the state’s science standards. These standards reflect the Next Generation Science Standards (NGSS), which were designed to more effectively prepare students with the knowledge and skills the need to succeed in the ever-increasing technology-driven world. The CDE is currently developing NGSS-aligned assessments, which are expected to be fully administered in the 2018-2019 school year. Until then, the state is requiring use of the science assessments used prior to the adoption of the NGSS.

What is the value of the Seal? The Golden State Seal Merit Diploma (GGSMD) was established in 1997 to provide recognition to public high school graduates who have demonstrated mastery of the high school curriculum in English, history, mathematics and science.

When the GSSMD was originally established, proponents hoped it would serve as an ambitious goal that would both shape teaching and inspire students. It was envisioned as California version of the New York's Regent's Diploma, conferring advantages in UC and CSU admission, or financial aid benefits. However, staff is unaware of evidence to suggest that the GSSMD gives students a competitive advantage when applying to college or seeking employment. In contrast, the State Seal of Biliteracy is evidence of a specific, highly marketable skill which students may use in seeking employment. The committee may wish to consider whether the State Seal of STEM will actually achieve the author’s intended goal of providing students with something of value.

Proliferation of diploma seals. The State Seal of Biliteracy (SSB) was established in 2011 with the goal of encouraging students to acquire other languages, which in turn would grant students a competitive edge in postsecondary education and employment. In its first year, more than 10,000 graduating high school students across California earned recognition for achieving proficiency in multiple languages. According to the CDE, since 2012 nearly 60,000 SSB s have been awarded to graduating seniors.

If this legislation is enacted (and perhaps even if it isn’t), it is likely that this Committee will see similar measures to establish Seals in other subject areas, such as visual and performing arts or career technical education. The committee may wish to consider the policy implications of numerous options for students to earn Seals.

Related legislation. AB 2237 (Olsen) of this Session establishes the Science, Technology, Engineering, and Mathematics Partnership Academies program, for the purposes of providing grants to school districts to establish up to 100 partnership academies dedicated to training students in STEM occupations. This bill is currently pending in the Assembly Appropriations Committee.

AB 2275 (Dababneh) of this Session would authorize a person who holds a single subject credential in business, industrial and technology education, mathematics or science to teach courses in computer science. This bill is currently pending in the Assembly Education Committee.

AB 2329 (Bonilla) of this Session would establish a computer science strategic implementation advisory board to develop a K-12 computer science strategic implementation plan. This bill is currently pending in the Assembly Appropriations Committee.

AB 1258 (Chau) of this Session would have established a Computer Science Start-Up Courses Grant Pilot Program and a Computer Science Educator Training Grant Pilot program, for the purposes of providing grants to school districts to establish and maintain computer science courses and provide professional development for educators to teach computer science. This bill was held in Senate Appropriations Committee.

AB 252 (Holden) of this Session would have established a grant program to award funds to cover the costs associated with a high school establishing or expanding its advanced placement STEM curriculum. This bill was held in Senate Appropriations Committee.

Prior legislation. AB 815 (Brownley), Chapter 618, Statutes of 2011, establishes the State Seal of Biliteracy to recognize high school graduates who what attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English.

SB 253 (Wyland) of the 2009-10 Session would have authorized school districts and county offices of education to offer pupils a CTE certificate upon meeting specified requirements. This bill was held in the Assembly Appropriations Committee.

REGISTERED SUPPORT / OPPOSITION:

Support

Association of California School Administrators

Children Now

Opposition

None received

Analysis Prepared by: Christine Aurre and Tanya Lieberman / ED. / (916) 319-2087

Date of Hearing: April 20, 2016

ASSEMBLY COMMITTEE ON EDUCATION

Patrick O'Donnell, Chair

ABPCA Bill Id:AB 2072 (

Author:Chang) – As Amended Ver:March 18, 2016

SUBJECT: High school diplomas: State Seal of STEM

SUMMARY: Establishes the State Seal of STEM, to be affixed to high school diplomas of qualified students, which recognizes students who have attained a high level of proficiency in the subjects of science, technology, engineering, and mathematics (STEM). Specifically, this bill:

1. Requires that high school students meet all of the following criteria to be eligible for the State Seal of STEM:
   1. Attained a 3.0 grade point average on a 4.0 scale for all STEM classes taken in high school.
   2. Has met one of the following criteria in the area of science:
      1. a score of 3 or higher on a science Advanced Placement (AP) examination
      2. a score of 600 or higher on a science Scholastic Assessment Test (SAT) subject test
      3. a score of 4 or higher on an International Baccalaureate (IB) examination
   3. Has met one of the following criteria in the area of mathematics:
      1. a score of 3 or higher on a mathematics AP examination
      2. a score of 600 or higher on a mathematics SAT subject test
      3. a score of 4 or higher on a mathematics IB examination

d) Has demonstrated proficiency in STEM through one of the following methods:

i) participation in an extracurricular activity relating to STEM, such as clubs or organizations, competitions, research projects or participation in a career pathway for at least two years

ii) a grade of B or higher in a computer, technology, or engineering course taken at either the high school or college level

iii) a score of 3 or higher on the AP computer science examination

1. Provides that school district participation in this program is voluntary.
2. Requires the Superintendent of Public Instruction (SPI) to prepare and deliver to participating school districts an appropriate insignia to be affixed to the diploma or transcript of the student indicating that he or she has been awarded a State Seal of STEM.
3. Requires each school district that participates in the State Seal of STEM program to maintain appropriate records in order to identify students who have met the established criteria for the award and to affix the appropriate State Seal of STEM to the diploma or transcript of each qualifying student.
4. Specifies that students shall not be charged a fee to receive the Seal.
5. States that the purposes of the State Seal of STEM are to:
   1. encourage students to study science, technology, engineering and mathematics
   2. certify high achievement within the STEM fields
   3. provide students with tools to demonstrate STEM competency to employers
   4. provide universities with a method to recognize and give academic credit to applicants seeking admission
   5. prepare students for with 21^st century skills
   6. engage students in STEM learning at an early age
   7. prepare students for a job market increasingly in need of individuals with STEM skills

EXISTING LAW:

1. Establishes the State Seal of Biliteracy (SSB), which provides recognition to high school students who have demonstrated proficiency in speaking, reading, and writing in one or more languages in addition to English. Requires each school district, county office of education, or direct-funded charter school that confers the SSB to maintain appropriate records in order to identify students who have met the established criteria for the award and to affix the SSB insignia to the diploma or transcript of each qualifying student.
2. Requires high school graduates to meet all of the following criteria to be eligible for the SSB:
   1. complete all English language arts requirements for graduation with an overall grade point average of 2.0 or above in those classes
   2. pass the California Standards Test in English language arts administered in grade 11 at the proficient level or above
   3. demonstrate proficiency in one or more languages in addition to English, through one of the following methods:
3. pass a foreign language AP examination with a score of 3 or higher, or an IB examination with a score of 4 or higher
4. successfully complete a four-year high school course of study in a world language, and attain an overall grade point average of 3.0 or above in that course of study
5. pass a school district language examination that, at a minimum, assesses speaking, reading, and writing in a language other than English at the proficient level or higher. If no AP examination or off-the-shelf language test exists, and the school district can certify to the SPI that the test meets the rigor of a four-year high school course of study in that foreign language. If a school district offers an examination in a language for which the AP examination or off-the-shelf language does not exist, the school district language examination must be approved by the SPI.
6. pass the SAT II foreign language examination with a score of 600 or higher

3) Establishes the Golden State Seal Merit Diploma (GSSMD), which provides recognition to public high school graduates who have demonstrated mastery of high school curriculum in six designated subject areas, four of which must be mathematics, English language arts, science, and United States history. Eligibility requirements for the GSSMD include a combination of course grades, results from assessments produced by private providers or local education agencies (LEAs), and/or qualifying Smarter Balanced Summative Assessment of California Standards Tests scores for use by LEAs to award the GSSMD to graduating students.

4) Declares a policy of the State of California that all students in grades 1 – 12 must have equitable access to educational programs designed to strengthen technological skills, including computer education programs, and that funds appropriated for these educational programs have the goal of ensure equitable access to those programs for all students.

5) Requires the Instructional Quality Commission (IQC) to consider developing and recommending to the SBE, on or before July 31, 2019, computer science content standards for kindergarten and grades 1 to 12, pursuant to recommendations developed by a group of computer science experts.

FISCAL EFFECT: Unknown.

COMMENTS:

Need for the bill. The author’s office states, “With jobs in the STEM field poised to increase by 19% over the next decade, we as a state could fall short of providing the workforce with the number of individuals skilled in STEM necessary to fill those roles. In 2011, the state created the State Seal of Biliteracy. This served as both a reward for students able to demonstrate proficiency in more than one language but also as a tool—a tool in which that student could market themselves to a college or to an employer. Biliteracy is a skill highly desirable to employers in a diverse area like California, but so is STEM. The State Seal of STEM will serve as both a reward and marketing tool to a different pool of California students. The requirements necessary to earn the State Seal of STEM go beyond that of standard curriculum and instead require the students to not only thrive in their STEM course but also demonstrate proficiency through additional learning opportunities in and out of the classroom.”

Poor access to high-quality STEM education. STEM education includes four specific disciplines—science, technology, engineering, and mathematics—in an interdisciplinary and applied approach. STEM teaches and trains students to engage in critical thinking, inquiry, problem solving, collaboration, and what is often referred to in engineering as design thinking. In recent years the state has undertaken a number of policy reforms to address STEM teaching and assessment practices, curriculum, and policies that expand STEM opportunities for all students.

There is wide acknowledgement that many California students have insufficient access to high quality STEM education. The SPI’s STEM Education Task Force, in a 2014 report on STEM education titled INNOVATE: A Blueprint for Science, Technology, Engineering and Mathematics in California Public Education, found:

Many of California’s students lack consistent access to high-quality STEM education. Although the importance of STEM learning has been widely acknowledged, several factors have limited access to STEM education: the focus on English language arts and skill-based mathematics required by No Child Left Behind; insufficient focus on science as well as on STEM education in the classroom; lack of access to high-quality STEM materials and instruction; insufficient opportunities for students to engage in hands-on, inquiry based learning; and insufficient professional preparation by teachers at all levels.

In recognition of this problem of access, the SPI’s STEM Education Task Force recommends that the state “Make access to high-quality STEM experiences and programs universal to all K-12 students through a variety of opportunities in school, expanded learning, and community partnerships through informal, formal, and digital pathways.”

As noted below, the state’s science education systems are still very much under construction. The standards-aligned science curriculum framework has been delayed until January of 2017, further delaying the local adoption of standards-aligned instructional materials. The standards-aligned science assessment will not be available until the 2018-19 school year.

This Committee recently supported two measures to address access to STEM education: AB 2237 (Olsen), which would establish 100 STEM Partnership Academies, and AB 2329 (Bonilla), which would establish a process to develop a K-12 computer science strategic implementation plan. In light of these access problems and the additional considerations below, the Committee may wish to consider if this measure is premature.

Limited and unequal opportunity to earn the Seal. To earn the State Seal of STEM proposed by this bill, students would need access to a number of opportunities to engage in STEM education:

• AP courses in science, mathematics, and computer science
• IB courses in science and mathematics
• SAT Subject Tests in science and mathematics
• College-level courses in science, mathematics, computer science, technology, or engineering taken through concurrent enrollment at a California Community College
• Participation in STEM-related extracurricular activities, such as:
  • STEM clubs or organizations that organize events
  • STEM-based competitions (such as robotics, coding, or engineering)
  • STEM internships with organizations or employers
  • STEM research activities, independent or in coordination with a STEM professional
  • STEM-related career pathways of at least a two year duration

Evidence from multiple sources suggests that many California students would lack access to many of the opportunities necessary to earn a State Seal of STEM, and that very few of those who do have access to these opportunities would be able to meet the thresholds established by the bill:

• Access to AP Courses: According to the 10^th Annual AP Report to the Nation, out of nearly 500,000 California high school seniors, in 2013:
• 7.9% took the Calculus AB exam
• 2.9% took the Calculus BC exam
• 4.7% took the Statistics exam
• 0.7% took the Computer Science exam
• 1.5% took the Physics C-Electricity and Magnetism exam
• 2.4% took the Physics B exam
• 3.3% took the Chemistry exam
• 5.7% took the Biology exam
• 3.5% took the Environmental Science exam

Of students graduating in 2013:

• 9.8% had received a score of 3 or higher on an AP exam in mathematics or computer science.
• 8.2% had received a score of 3 or higher on an AP exam in science.

According to this report, students of color and low-income students are far less likely to have access to STEM AP classes. The College Board states, “in many cases, schools serving large numbers of traditionally underrepresented minority students do not yet provide AP course work in STEM disciplines.”

A 2013 report by the Education Trust found that, nationally, low-income students (15%) were almost twice as likely as other students (8%) to attend a school without a full complement of AP courses (defined as least one course each in English, mathematics, science, and social science) and that Native American (18%) and African American (15%) students were far more likely than white (9%) students to have more limited course options.

• Access to International Baccalaureate programs: While there are 1,337 public high schools in California, it appears that there are only 94 public, diploma IB schools in the state. Nationally, according to the 2015 report, International Baccalaureate National Trends for Low-Income Students, only 20% of low-income students scored well enough on at least one IB high-level exam to earn college credit from most U.S. colleges and universities.
• Access to SAT Subject Tests: This bill requires students to receive a 600 or higher on either a mathematics or science SAT Subject Test in order to be eligible for the Seal. The SAT Subject Tests measure student knowledge in particular subject areas closely linked to the high school curriculum and their ability to apply that knowledge. There are over 20 different SAT Subject Tests that cover Literature, Math, Sciences, and Foreign Languages. These tests are a voluntary supplement to the general SAT test many students take for college admissions purposes.

According to the 2014 College Board report on SAT data, College-Bound Seniors State Profile Report - California, SAT Subject Tests are taken by a much smaller and more select population of students compared to those who take the SAT. In 2014, 53,772 California students took a single Subject Test, compared to the 236,923 students who took the SAT. In 2014, of the 500,000 high school seniors who had taken subject tests at any point in high school:

• 1.2% of seniors took the Mathematics I examination
• 7% of seniors took the Mathematics II examination
• 1.6% of seniors took the Biology E examination
• 1.8% of seniors took the Biology M examination
• 2.6% of seniors took the Chemistry examination
• 1.4% of seniors took the Physics examination

In 2009 the University of California eliminated the use of the SAT II as an admissions requirement, responding to concerns that the exams did not provide useful information to applications about applicants, and that the tests were barriers for otherwise qualified students in urban and rural schools who might not be advised by counselors to take them. Research also indicates that while such test scores are highly correlated with parental income, high school GPA, which is only weakly correlated with parental income, is a better predictor of success in college.

• Access to computer science courses: According to a May 2015 report issued by the Level Playing Field Institute titled Path Not Found: Disparities in Access to Computer Science Courses in California High Schools, access to computer science courses varies considerably. The report found that in California public high schools:
• Of the more than half a million high school students in the largest 20 districts, just 1% are enrolled in any computer science course.
• Nearly 75% of schools with the highest percentage of underrepresented students of color offer no computer sciences courses.
• African-American and Latino students make up 59% of California high school public school students but were just 11% of the 2014 AP Computer Science test takers.
• Only 4% of schools with the highest percentage of low-income students offer AP Computer Science.
• Only 8% of schools with the highest percentage of English Learners offered AP Computer Science.
• Access to out-of-school STEM learning opportunities: Research has shown that after school and summer learning, known as out-of-school (OST) learning, can increase interest in STEM-related careers. According to a 2014 study commissioned by the Association of Children’s Museums Committee on Successful Out-of-School STEM Learning, titled Broadening Access to STEM Learning through Out-of-School Learning Environments, “there are still significant challenges to ensuring youth in low socioeconomic communities have equitable access to OST STEM learning opportunities, most of which revolve around issues of finances and funding.”

The report notes that most OST programs – including STEM-focused programs – are fee-based in some form, and even when the fees are nominal or nonexistent, “participation still requires a significant amount of resource investment from families in terms of time and resources.” The report notes that transportation is a particularly troublesome issue when programs are based at sites beyond the neighborhood, and that while many OST programs work to ensure affordability, “there is growth in high-profile and high-visibility robotics programs, which require a buy-in cost in the thousands of dollars, and also require the recruitment of multiple STEM professional volunteers, multiple adult coordinators, etc. – all structural requirements that are well outside the reach of most youth, but especially those in low socio-economic status communities.”

As noted above, robotics teams are a popular OST high school STEM activity. A review of the fundraising plans for three high school robotics teams indicates that the cost for robot parts and other materials, trailers for transporting robots, competition fees, and travel, requires between $20,000 and $40,000 most of which are recurring annual costs. This estimate does not include staff and parent time and facility costs, and assumes that skilled staff and parents are available to coach the team. High school robotics teams typically fundraise by seeking community and corporate sponsorship.

• Access to dual enrollment opportunities: According to a June 2014 study by the Education Commission of the States titled Dual enrollment: Challenges in Rural Areas, rural areas face unique challenges in providing high-quality dual enrollment programs. Students also face access issues based on their geography or ability to get to and from a college campus. Other issues include covering program costs, a lack of available technology or equipment necessary for the coursework, and access to qualified teachers.

While some urban and suburban high school offer dual enrollment courses led by postsecondary faculty who travel to the high school campus, the report notes that longer travel distances in rural areas can render these arrangements unfeasible.

Finally, it’s important to note that this bill requires that recipient of the Seal earn an overall GPA of 3.0 or above in all STEM courses. While no state data on GPA appear to be available, national data from 2009 (U.S. Department of Education) indicate that students earn the lowest GPA in math and science courses of any discipline, averaging 2.65 and 2.70 in math and science, respectively.

Underrepresentation in STEM education. According to a 2009 report from the Institute for Higher Education Leadership and Policy at California State University, Sacramento titled Technical Difficulties: Meeting California’s Workforce Needs in Science, Technology, Engineering, and Math (STEM) Fields, the supply of STEM-educated workers is not keeping pace with the employment demand in STEM fields. To ensure that there are enough STEM workers, the report concluded that increasing STEM achievement by underrepresented groups is essential. The report noted that only three percent of STEM majors in the state are African-American, and 18% are Latino. Women are also far less likely to earn STEM degrees, particularly in engineering.

State math and science assessments not listed as criteria. Notably absent from the list of criteria for award of the State Seal of STEM is a state assessment in math or science. While it is unclear why the state mathematics assessment is not proposed for use, the science assessments are likely not included because they are undergoing significant transition.

California is currently revising the state’s Science Curriculum Framework to align with the state’s science standards. These standards reflect the Next Generation Science Standards (NGSS), which were designed to more effectively prepare students with the knowledge and skills the need to succeed in the ever-increasing technology-driven world. The CDE is currently developing NGSS-aligned assessments, which are expected to be fully administered in the 2018-2019 school year. Until then, the state is requiring use of the science assessments used prior to the adoption of the NGSS.

What is the value of the Seal? The Golden State Seal Merit Diploma (GGSMD) was established in 1997 to provide recognition to public high school graduates who have demonstrated mastery of the high school curriculum in English, history, mathematics and science.

When the GSSMD was originally established, proponents hoped it would serve as an ambitious goal that would both shape teaching and inspire students. It was envisioned as California version of the New York's Regent's Diploma, conferring advantages in UC and CSU admission, or financial aid benefits. However, staff is unaware of evidence to suggest that the GSSMD gives students a competitive advantage when applying to college or seeking employment. In contrast, the State Seal of Biliteracy is evidence of a specific, highly marketable skill which students may use in seeking employment. The committee may wish to consider whether the State Seal of STEM will actually achieve the author’s intended goal of providing students with something of value.

Proliferation of diploma seals. The State Seal of Biliteracy (SSB) was established in 2011 with the goal of encouraging students to acquire other languages, which in turn would grant students a competitive edge in postsecondary education and employment. In its first year, more than 10,000 graduating high school students across California earned recognition for achieving proficiency in multiple languages. According to the CDE, since 2012 nearly 60,000 SSB s have been awarded to graduating seniors.

If this legislation is enacted (and perhaps even if it isn’t), it is likely that this Committee will see similar measures to establish Seals in other subject areas, such as visual and performing arts or career technical education. The committee may wish to consider the policy implications of numerous options for students to earn Seals.

Related legislation. AB 2237 (Olsen) of this Session establishes the Science, Technology, Engineering, and Mathematics Partnership Academies program, for the purposes of providing grants to school districts to establish up to 100 partnership academies dedicated to training students in STEM occupations. This bill is currently pending in the Assembly Appropriations Committee.

AB 2275 (Dababneh) of this Session would authorize a person who holds a single subject credential in business, industrial and technology education, mathematics or science to teach courses in computer science. This bill is currently pending in the Assembly Education Committee.

AB 2329 (Bonilla) of this Session would establish a computer science strategic implementation advisory board to develop a K-12 computer science strategic implementation plan. This bill is currently pending in the Assembly Appropriations Committee.

AB 1258 (Chau) of this Session would have established a Computer Science Start-Up Courses Grant Pilot Program and a Computer Science Educator Training Grant Pilot program, for the purposes of providing grants to school districts to establish and maintain computer science courses and provide professional development for educators to teach computer science. This bill was held in Senate Appropriations Committee.

AB 252 (Holden) of this Session would have established a grant program to award funds to cover the costs associated with a high school establishing or expanding its advanced placement STEM curriculum. This bill was held in Senate Appropriations Committee.

Prior legislation. AB 815 (Brownley), Chapter 618, Statutes of 2011, establishes the State Seal of Biliteracy to recognize high school graduates who what attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English.

SB 253 (Wyland) of the 2009-10 Session would have authorized school districts and county offices of education to offer pupils a CTE certificate upon meeting specified requirements. This bill was held in the Assembly Appropriations Committee.

REGISTERED SUPPORT / OPPOSITION:

Support

Association of California School Administrators

Children Now

Opposition

None received

Analysis Prepared by: Christine Aurre and Tanya Lieberman / ED. / (916) 319-2087