Existing law requires the Superintendent of Public Instruction to award a State Seal of Biliteracy. Existing law provides that the State Seal of Biliteracy certifies attainment of a high level of proficiency by a graduating high school pupil in one or more languages, in addition to English, and certifies that the graduate meets specified criteria, including, but not limited to, passing the California Standards Test in English language arts administered in grade 11 at the proficient level or above.

This bill would replace that criterion with one requiring that a pupil pass the California Assessment of Student Performance and Progress for English language arts, or any successor test, administered in grade 11, at or above the standard met achievement level, or at the achievement level determined by the Superintendent for any successor test.

Existing law requires a pupil in any of grades 9 to 12, inclusive, if the primary language of the pupil is other than English, to attain the early advanced proficiency level on the English language development test and to meet other specified requirements in order to qualify for the State Seal of Biliteracy.

This bill would repeal the requirement to attain the early advanced proficiency level on the English language development test, and would instead require a pupil to attain the level demonstrating English language proficiency on the English Language Proficiency Assessments for California, or any successor English language proficiency assessment, in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive, and to meet those other same requirements, in order to qualify for the State Seal of Biliteracy.

Existing law requires that proficiency in a language other than English, for purposes of qualifying for the State Seal of Biliteracy, be demonstrated through one of four methods, including by passing a school district language examination that, at a minimum, assesses speaking, reading, and writing at the proficient level or higher, if no Advanced Placement examination or off-the-shelf language test exists and the school district can certify that the test meets certain standards.

This bill, notwithstanding that provision, would require a pupil who seeks to qualify for the State Seal of Biliteracy through a language that is not characterized by listening, speaking, or reading, or for which there is no written system, to pass an assessment on the modalities that characterize communication in that language at the proficient level or higher.

Existing law requires the Superintendent of Public Instruction to award a State Seal of Biliteracy. Existing law provides that the State Seal of Biliteracy certifies attainment of a high level of proficiency by a graduating high school pupil in one or more languages, in addition to English, and certifies that the graduate meets specified criteria, including, but not limited to, passing the California Standards Test in English language arts administered in grade 11 at the proficient level or above.

This bill would replace that criterion with one requiring that a pupil pass the California Assessment of Student Performance and Progress for English language arts, or any successor test, administered in grade 11, at or above the standard met achievement level, or at the achievement level determined by the Superintendent for any successor test.

Existing law requires a pupil in any of grades 9 to 12, inclusive, if the primary language of the pupil is other than English, to attain the early advanced proficiency level on the English language development test and to meet other specified requirements in order to qualify for the State Seal of Biliteracy.

This bill would repeal the requirement to attain the early advanced proficiency level on the English language development test, and would instead require a pupil to attain the level demonstrating English language proficiency on the English Language Proficiency Assessments for California, or any successor English language proficiency assessment, in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive, and to meet those other same requirements, in order to qualify for the State Seal of Biliteracy.

Existing law requires that proficiency in a language other than English, for purposes of qualifying for the State Seal of Biliteracy, be demonstrated through one of four methods, including by passing a school district language examination that, at a minimum, assesses speaking, reading, and writing at the proficient level or higher, if no Advanced Placement examination or off-the-shelf language test exists and the school district can certify that the test meets certain standards.

This bill, notwithstanding that provision, would require a pupil who seeks to qualify for the State Seal of Biliteracy through a language that is not characterized by listening, speaking, or reading, or for which there is no written system, to pass an assessment on the modalities that characterize communication in that language at the proficient level or higher.

Existing law requires the Superintendent of Public Instruction to award a State Seal of Biliteracy. Existing law provides that the State Seal of Biliteracy certifies attainment of a high level of proficiency by a graduating high school pupil in one or more languages, in addition to English, and certifies that the graduate meets specified criteria, including, but not limited to, passing the California Standards Test in English language arts administered in grade 11 at the proficient level or above.

This bill would replace that criterion with one requiring that a pupil pass the California Assessment of Student Performance and Progress for English language arts, or any successor test, administered in grade 11, at or above the standard met achievement level. level, or at the achievement level determined by the Superintendent for any successor test.

Existing law requires a pupil in any of grades 9 to 12, inclusive, if the primary language of the pupil is other than English, to attain the early advanced proficiency level on the English language development test and to meet other specified requirements in order to qualify for the State Seal of Biliteracy.

This bill would repeal the requirement to attain the early advanced proficiency level on the English language development test, and would instead require a pupil to attain the level demonstrating English language proficiency on the English Language Proficiency Assessments for California, or any successor English language proficiency assessment, in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive, and to meet those other same requirements, in order to qualify for the State Seal of Biliteracy.

Existing law requires the Superintendent of Public Instruction to award a State Seal of Biliteracy. Existing law provides that the State Seal of Biliteracy certifies attainment of a high level of proficiency by a graduating high school pupil in one or more languages, in addition to English, and certifies that the graduate meets specified criteria, including, but not limited to, passing the California Standards Test in English language arts administered in grade 11 at the proficient level or above.

This bill would replace that criterium criterion with one requiring that a pupil pass the California Assessment of Student Performance and Progress for English language arts, administered in grade 11, at or above the standard met achievement level.

Existing law requires a pupil in any of grades 9 to 12, inclusive, if the primary language of the pupil is other than English, to attain the early advanced proficiency level on the English language development test and to meet certain other specified requirements in order to qualify for the State Seal of Biliteracy, including that the pupil attain the early advanced proficiency level on the English language development test. Biliteracy.

This bill would, commencing January 1, 2018, additionally would repeal the requirement to attain the early advanced proficiency level on the English language development test, and would instead require a pupil to attain the level demonstrating English language proficiency on the English Language Proficiency Assessments for California, or any successor English language proficiency assessment. assessment, and to meet those other same requirements, in order to qualify for the State Seal of Biliteracy.

Existing law requires the Superintendent of Public Instruction to award a State Seal of Biliteracy. Existing law provides that the State Seal of Biliteracy certifies attainment of a high level of proficiency by a graduating high school pupil in one or more languages, in addition to English, and certifies that the graduate meets specified criteria, including, but not limited to, passing the California Standards Test in English language arts administered in grade 11 at the proficient level or above.

This bill would replace that criterium with one requiring that a pupil pass the California Assessment of Student Performance and Progress for English language arts, administered in grade 11, at the standard met achievement level.

Existing law requires a pupil in any of grades 9 to 12, inclusive, if the primary language of the pupil is other than English, to meet certain other requirements in order to qualify for the State Seal of Biliteracy, including that the pupil attain the early advanced proficiency level on the English language development test.

This bill would, commencing January 1, 2018, additionally require a pupil to attain the level demonstrating English language proficiency on the English Language Proficiency Assessments for California, or any successor English language proficiency assessment.

CONCURRENCE IN SENATE AMENDMENTS

CSA1 Bill Id:AB 1142

Author:(Medina)

As Amended Ver:June 12, 2017

Majority vote

Original Committee Reference: ED.

SUMMARY: Updates the criteria used to determine eligibility for the State Seal of Biliteracy (SSB) to reflect new state assessments in English language development and English language arts, and to authorize the SSB for pupils who seek to qualify through a language that is not characterized by listening, speaking, or reading, or for which there is no written system.

The Senate amendments:

1. Authorize the use of any successor assessments to the current assessments in English language arts and English language proficiency, and authorize the use of the proficiency levels set on those successor assessments by the Superintendent of Public Instruction, for purposes of eligibility for the SSB.
2. State that a student who seeks to qualify for the SSB through a language that is not characterized by listening, speaking, or reading, or for which there is no written system, is required to pass an assessment on the modalities that characterize communication in that language at the proficient level or higher.
3. Require that, to show proficiency in a language through completed coursework for purposes of qualifying for the SSB, students achieve oral proficiency in the language comparable to the proficiency required to pass a foreign language Advanced Placement examination with a score of three or higher or an International Baccalaureate examination with a score of four or higher.
4. Clarify that students in grades 9 through 12 whose primary language is not English may show proficiency in English on the assessment of English language proficiency in any grade from transitional kindergarten through grade 12.

EXISTING LAW:

1. Establishes the 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 three or higher, or an IB examination with a score of four 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.
   1. Pass the SAT II foreign language examination with a score of 600 or higher

FISCAL EFFECT: According to the Senate Appropriations Committee on a prior version of this bill, minor and absorbable costs to the California Department of Education.

COMMENTS:

Need for the bill. According to the author's office, this bill is intended to update state law authorizing the SSB to reflect the current assessments of English language arts and English Language Development.

Analysis Prepared by: Tanya Lieberman / ED. / (916) 319-2087 FN: 0001162

 CONSENT  

Bill No: AB 1142

Author:

:

Vote:

SENATE EDUCATION COMMITTEE: 6-0, 6/21/17

AYES: Allen, Galgiani, Leyva, Mendoza, Pan, Vidak

NO VOTE RECORDED: Wilk

SENATE APPROPRIATIONS COMMITTEE: Senate Rule 28.8

ASSEMBLY FLOOR: 76-0, 5/4/17 (Consent) - See last page for vote

SUBJECT:

SOURCE: State Superintendent of Public Instruction Tom Torlakson

California Association for Bilingual Education

DIGEST:

This bill updates the criteria used to determine eligibility for the State Seal of Biliteracy (SSB) to reflect new state assessments in English language development (ELD) and English language arts (ELA), and to authorize the SSB for pupils who seek to qualify through a language that is not characterized listening, speaking, or reading, or for which there is no written system.

ANALYSIS:

Existing law:

1. Establishes the 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.
2. 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.
3. Requires high school graduates to meet all of the following criteria to be eligible for the SSB:
   1. Complete all ELA requirements for graduation with an overall grade point average of 2.0 or above in those classes.
   2. Pass the California Standards Test in ELA 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:
      1. Pass a foreign language Advanced Placement (AP) examination with a score of three or higher, or an International Baccalaureate (IB) examination with a score of four or higher.
      2. 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.
      3. 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 Superintendent of Public Instruction (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.
   4. Pass the SAT II foreign language examination with a score of 600 or higher.

This bill updates the criteria used to determine eligibility for the SSB to reflect new state assessments in ELD and ELA, and to authorize the SSB for pupils who seek to qualify through a language that is not characterized listening, speaking, or reading, or for which there is no written system. Specifically, this bill:

1. Replaces passing the California Standards Test in ELA at the proficient level or above with passing the California Assessment of Student Performance and Progress for ELA, or any successor test, at or above the “standard met” achievement level, or at the achievement level determined by the SPI for any successor test, as one of the criteria for the SSB.
2. Adds oral proficiency in a language other than English that is equivalent to passing a foreign language AP examination with a score of three or higher or an IB examination with a score of four or higher to the criteria for demonstrating proficiency in a language other than English by a four-year high school course of study and grade point average.
3. Requires a pupil who seeks to qualify for the SSB through a language that is not characterized by listening, speaking, or reading, or for which there is no written system, to pass an assessment on the modalities that characterize communication in that language at the proficient level or higher.
4. Replaces, for a pupil in any of grades 9 to 12 whose primary language is other than English, the requirement that he or she attain the early advanced proficiency level on the ELD test with a requirement that he or she attain the level demonstrating English language proficiency on the English Language Proficiency Assessments for California (ELPAC), or any successor English language proficiency assessment, at any point between TK-12.

Comments

1. Need for the bill. According to the author, “This bill simply seeks to align the state required tests for English proficiency so that the requirements to earn the SSB are up to date.”
2. The SSB is a popular option for students. The 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 California Department of Education (CDE), between 2012 and 2016 nearly 60,000 SSBs were awarded to graduating seniors.
3. Status of the ELPAC. Current law requires the development and administration of a new assessment of ELD, called the ELPAC. According to the CDE, ELPAC field testing will begin in the fall of 2017, the first summative ELPAC administration will be in the spring of 2018, and the first full year of ELPAC administration will be in the 2018-19 school year. According to CDE, the ELPAC will differ from the California English Language Development Test (CELDT) in a number of ways, including:
   1. The CELDT has five proficiency levels; the ELPAC has three.
   2. The CELDT is aligned to the 1999 ELD standards; the ELPAC is aligned to the 2012 ELA/ELD standards.
   3. The CELDT was one test used for both the initial and annual assessment; the ELPAC has two distinct tests for initial identification and the annual summative assessment. The initial ELPAC assessment will be brief and locally scored.
   4. The CELDT is paper and pencil test; the ELPAC will eventually transition to a computer-based test.
   5. The CELDT has five grade spans; the ELPAC will have seven.
   6. The CELDT has five performance levels; the ELPAC will have four.

Related/Prior Legislation

AB 24 (Eggman, 2017) establishes State Seal of Civic Engagement, to be affixed to the diploma of qualifying high school graduates, based on a demonstration of excellence in civics education and participation. AB 24 is pending on the Senate Floor.

AB 2072 (Chang, 2016) would have established the State Seal of STEM to recognize high school graduates who have attained proficiency in STEM content. AB 2072 was held in the Senate Appropriations Committee.

AB 815 (Brownley, Chapter 618, Statutes of 2011) established the SSB 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.

SB 253 (Wyland, 2009) would have authorized school districts and county offices of education to offer pupils a career technical education certificate upon meeting specified requirements. SB 253 was held in the Assembly Appropriations Committee.

FISCAL EFFECT: Appropriation: Fiscal Com.: Local:

SUPPORT: (Verified 7/11/17)

State Superintendent of Public Instruction Tom Torlakson (co-source)

California Association for Bilingual Education (co-source)

Association of California School Administrators

California County Superintendents Educational Services Association

California Language Teachers Association

Californians Together

Los Angeles County Office of Education

OPPOSITION: (Verified 7/11/17)

None received

ASSEMBLY FLOOR: 76-0, 5/4/17

AYES: Acosta, Aguiar-Curry, Arambula, Baker, Berman, Bloom, Bocanegra, Bonta, Brough, Burke, Caballero, Calderon, Cervantes, Chau, Chávez, Chen, Chiu, Choi, Chu, Cooley, Cooper, Cunningham, Dababneh, Dahle, Daly, Eggman, Flora, Fong, Frazier, Friedman, Gallagher, Eduardo Garcia, Gipson, Gloria, Gomez, Gonzalez Fletcher, Gray, Grayson, Harper, Holden, Irwin, Jones-Sawyer, Kalra, Kiley, Lackey, Levine, Limón, Low, Maienschein, Mathis, Mayes, McCarty, Medina, Melendez, Mullin, Muratsuchi, Nazarian, Obernolte, O'Donnell, Quirk, Quirk-Silva, Reyes, Ridley-Thomas, Rodriguez, Rubio, Salas, Santiago, Steinorth, Mark Stone, Thurmond, Ting, Voepel, Waldron, Weber, Wood, Rendon

NO VOTE RECORDED: Travis Allen, Bigelow, Cristina Garcia, Patterson

Prepared by:

7/12/17 8:57:32

**** END ****

SENATE COMMITTEE ON EDUCATION

Senator Benjamin Allen, Chair

2017 - 2018 Regular

Bill No: AB 1142 Hearing Date: June 21, 2017

Subject: High school diplomas: State Seal of Biliteracy: English learners

SUMMARY

This bill updates the criteria used to determine eligibility for the State Seal of Biliteracy (SSB) to reflect new state assessments in English language development (ELD) and English language arts (ELA), and to authorize the SSB for pupils who seek to qualify through a language that is not characterized listening, speaking, or reading, or for which there is no written system.

BACKGROUND

Existing law:

1. Establishes the 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 ELA requirements for graduation with an overall grade point average of 2.0 or above in those classes.
   2. Pass the California Standards Test in ELA 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 Advanced Placement 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 Advanced Placement (AP) examination or off-the-shelf language test exists, and the school district can certify to the Superintendent of Public Instruction (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.
   1. Pass the SAT II foreign language examination with a score of 600 or higher

ANALYSIS

This bill updates the criteria used to determine eligibility for the State Seal of Biliteracy (SSB) to reflect new state assessments in English language development (ELD) and English language arts (ELA), and to authorize the SSB for pupils who seek to qualify through a language that is not characterized listening, speaking, or reading, or for which there is no written system. Specifically, this bill:

1) Replaces passing the California Standards Test in ELA at the proficient level or above with passing the California Assessment of Student Performance and Progress for ELA, or any successor test, at or above the “standard met” achievement level, or at the achievement level determined by the SPI for any successor test, as one of the criteria for the SSB.

2) Adds oral proficiency in a language other than English that is equivalent to passing a foreign language AP examination with a score of three or higher or an International Baccalaureate examination with a score of four or higher to the criteria for demonstrating proficiency in a language other than English by a 4-year high school course of study and grade point average.

3) Requires a pupil who seeks to qualify for the SSB through a language that is not characterized by listening, speaking, or reading, or for which there is no written system, to pass an assessment on the modalities that characterize communication in that language at the proficient level or higher.

4) Replaces, for a pupil in any of grades 9 to 12 whose primary language is other than English, the requirement that he or she attain the early advanced proficiency level on the ELD test with a requirement that he or she attain the level demonstrating English language proficiency on the English Language Proficiency Assessments for California, or any successor English language proficiency assessment, at any point between TK-12.

STAFF COMMENTS

1) Need for the bill. According to the author, “This bill simply seeks to align the state required tests for English proficiency so that the requirements to earn the State Seal for Biliteracy are up to date.”

2) State Seal of Biliteracy (SSB) is a popular option for students. 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 California Department of Education (CDE), between 2012 and 2016 nearly 60,000 SSBs were awarded to graduating seniors.

3) Status of the English Language Proficiency Assessments for California (ELPAC). Current law requires the development and administration of a new assessment of English language development (ELD), called the ELPAC. According to the CDE, ELPAC field testing will begin in the fall of 2017, the first summative ELPAC administration will be in the spring of 2018, and the first full year of ELPAC administration will be in the 2018-19 school year. According to CDE, the ELPAC will differ from the California English Language Development Test (CELDT) in a number of ways, including:

a) The CELDT has five proficiency levels; the ELPAC has three.

b) The CELDT is aligned to the 1999 ELD standards; the ELPAC is aligned to the 2012 ELA/ELD standards.

c) The CELDT was one test used for both the initial and annual assessment; the ELPAC has two distinct tests for initial identification and the annual summative assessment. The initial ELPAC assessment will be brief and locally scored.

d) The CELDT is paper and pencil test; the ELPAC will eventually transition to a computer-based test.

e) The CELDT has five grade spans; the ELPAC will have seven.

f) The CELDT has five performance levels; the ELPAC will have four.

4) Diploma seals. Since 2011 this Committee has reviewed three bills proposing diploma seal, in biliteracy, STEM, and civic engagement. It is likely that this Committee will see similar measures to establish diploma seals in other subjects. While staff analyses have raised questions regarding potential issues with certain diploma seals, including their tangible benefits, equity concerns, and potential diminishing returns, the Legislature has endorsed the SBB and this measure ensures that the requirements for the SBB are appropriately updated to match changes in the applicable assessments.

5) Related and prior legislation. AB 24 (Eggman, 2017) would establish State Seal of Civic Engagement, to be affixed to the diploma of qualifying high school graduates, based on a demonstration of excellence in civics education and participation AB 24 is scheduled to be heard by the Senate Appropriations Committee on June 26, 2017.

AB 2072 (Chang) of the 2015-16 Session would have established the State Seal of STEM to recognize high school graduates who have attained proficiency in STEM content. AB 2072 was held in the Senate Appropriations Committee.

AB 815 (Brownley), Chapter 618, Statutes of 2011 established 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.

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

SUPPORT

Association of California School Administrators

California Association for Bilingual Education

California Language Teachers Association

Californians Together

California County Superintendents Educational Services Association

Los Angeles County Office of Education

State Superintendent of Public Instruction, Tom Torlakson

OPPOSITION

None received

-- END --

Date of Hearing: April 26, 2017

ASSEMBLY COMMITTEE ON APPROPRIATIONS

Lorena Gonzalez Fletcher, Chair

ABPCA Bill Id:AB 1142

Author:(Medina) – As Amended Ver:April 3, 2017

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

SUMMARY:

This bill updates the criteria used to determine eligibility for the State Seal of Biliteracy (SSB) to reflect new state assessments in English language development (ELD) and English language arts (ELA).

FISCAL EFFECT:

Minor and absorbable costs to the California Department of Education (CDE). The bill updates the criteria to align with the new English Language Proficiency Assessment.

COMMENTS:

1. Purpose. According to the author’s office, AB 1142 is intended to update state law authorizing the SSB to reflect the current assessments of English language arts and English Language Development.
2. Background. 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. According to the CDE, between 2012 and 2016, nearly 60,000 SSBs were awarded to graduating seniors. Criteria for the Seal of Biliteracy need to be updated as it is impacted by a new ELD assessment.

Current law requires the development and administration of a new assessment for ELD, called the English Language Proficiency Assessment of California (ELPAC). According to CDE, the first summative ELPAC administration will be in the spring of 2018, and the first full year of ELPAC administration will be in the 2018-19 school year.

Analysis Prepared by: Daisy Gonzales / APPR. / (916) 319-2081

Date of Hearing: March 22, 2017

ASSEMBLY COMMITTEE ON EDUCATION

Patrick O'Donnell, Chair

ABPCA Bill Id:AB 1142 (

Author:Medina) – As Introduced Ver:February 17, 2017

SUBJECT: High school diplomas: State Seal of Biliteracy: English learners

SUMMARY: Updates the criteria used to determine eligibility for the State Seal of Biliteracy (SSB) to reflect new state assessments in English language development (ELD) and English language arts (ELA). Specifically, this bill:

1. Replaces passage of the 11^th grade California Standards Test in ELA at the level of proficient or above with passage of the 11^th grade California Assessment of Student Performance and Progress for ELA at the “standard met” level.
2. Requires that, for students in grades 9-12 whose primary language is not English, in addition to attaining the early advanced proficiency level on the ELD assessment, these students must, as of January 1, 2018, attain the level demonstrating proficiency on the English Language Proficiency Assessment for California (ELPAC) or any successor proficiency assessment.

EXISTING LAW:

1. Establishes the 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.
   1. pass the SAT II foreign language examination with a score of 600 or higher

FISCAL EFFECT: Unknown

COMMENTS:

Need for the bill. According to the author’s office, AB 1142 is intended to update state law authorizing the SSB to reflect the current assessments of English language arts and English Language Development.

State Seal of Biliteracy a popular option for students. 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, between 2012 and 2016 nearly 60,000 SSBs were awarded to graduating seniors.

Status of the ELPAC. Current law requires the development and administration of a new assessment of ELD, called the ELPAC. According to CDE, ELPAC field testing will begin in the fall of 2017, the first summative ELPAC administration will be in the spring of 2018, and the first full year of ELPAC administration will be in the 2018-19 school year.

According to CDE, the ELPAC will differ from the CELDT in a number of ways, including:

• The CELDT has five proficiency levels; the ELPAC has three.
• The CELDT is aligned to the 1999 ELD standards; the ELPAC is aligned to the 2012 ELA/ELD standards.
• The CELDT was one test used for both the initial and annual assessment; the ELPAC has two distinct tests for initial identification and the annual summative assessment. The initial ELPAC assessment will be brief and locally scored.
• The CELDT is paper and pencil test; the ELPAC will eventually transition to a computer-based test.
• The CELDT has five grade spans; the ELPAC will have seven.
• The CELDT has five performance levels; the ELPAC will have four.

Recommended amendments: Staff recommends the following amendments:

1. Amend the new ELA criterion to state identify the proficiency level as “at the ‘standard met’ level or above.”
2. In the subsection establishing criteria for students whose primary language is not English, amend as follows:

(b)(1) Until January 1, 2018, attain Attain the early advanced proficiency level on the English language development test. For purposes of this paragraph, a participating school district may administer the English language development test an additional time as necessary.

(2) Commencing January 1, 2018, attain the level demonstrating English language proficiency on the English Language Proficiency Assessments for California, or any successor English language proficiency assessment.

Related and prior legislation. AB 24 (Eggman) of this Session would establish the State Seal of Civic Engagement, to be affixed to the diploma of qualifying high school graduates, based on a demonstration of excellence in civics education and participation. This bill is pending in the Assembly Appropriations Committee.

AB 2072 (Chang) would have established 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). This bill was held in the Senate Appropriations Committee.

AB 815 (Brownley), Chapter 618, Statutes of 2011 established 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.

REGISTERED SUPPORT / OPPOSITION:

Support

California Association for Bilingual Education (sponsor)

State Superintendent of Public Instruction Tom Torlakson (sponsor)

California Language Teachers Association

Californians Together

Public Advocates, Inc.

Opposition

None on file

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