AB 1868: School accountability: English language acquisition status: data.
- Session Year: 2021-2022
- House: Assembly
- Latest Version Date: 2022-09-30
Existing law establishes the State Department of Education under the administration of the Superintendent of Public Instruction, and assigns to the department numerous responsibilities relating to the governance of the public elementary and secondary schools in the state. Existing law establishes the California Assessment of Student Performance and Progress (CAASPP) and requires the department to ensure that local educational agencies comply with certain requirements related to CAASPP.
This bill would require the department, on an annual basis, to include a report on its internet website that allows the public to view, among other assessment data, certain CAASPP test results by English language acquisition status, as provided. The bill would require the department to publicly report on an annual basis enrollment data by English language acquisition status and disability, as specified.
Existing law establishes the State Department of Education under the administration of the Superintendent of Public Instruction, and assigns to the department numerous responsibilities relating to the governance of the public elementary and secondary schools in the state. Existing law establishes the California Assessment of Student Performance and Progress (CAASPP) and requires the department to ensure that local educational agencies comply with certain requirements related to CAASPP.
This bill would require the department, on an annual basis, to include a report on its internet website that allows the public to view, among other assessment data, certain CAASPP test results by English language acquisition status, as provided. The bill would require the department to publicly report on an annual basis enrollment data by English language acquisition status and disability, as specified.
Existing law establishes the State Department of Education under the administration of the Superintendent of Public Instruction, and assigns to the department numerous responsibilities relating to the governance of the public elementary and secondary schools in the state. Existing law establishes the California Assessment of Student Performance and Progress (CAASPP) and requires the department to ensure that local educational agencies comply with certain requirements related to CAASPP.
This bill would require the department, on an annual basis, to include a report on its internet website that allows the public to view data on its internet website by English language acquisition status, as defined, for specified subjects, including for CAASPP test results. view, among other assessment data, certain CAASPP test results by English language acquisition status, as provided. The bill would require the department to publicly report on an annual basis enrollment data by English language acquisition status and disability, as specified.
Existing law establishes the State Department of Education under the administration of the Superintendent of Public Instruction, and assigns to the department numerous responsibilities relating to the governance of the public elementary and secondary schools in the state. Existing law establishes the California Assessment of Student Performance and Progress (CAASPP) and requires the State Department of Education department to ensure that local educational agencies comply with certain requirements related to CAASPP.
This bill would require the department, on an annual basis, to include a report that allows the public to view data on its internet website by English language acquisition status status, as defined, for specified subjects, including for CAASPP test results. The bill would require the department to publicly report on an annual basis enrollment data by English language acquisition status and disability, as specified.
The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.Existing law requires the governing board of each school district and county board of education to adopt and annually update a local control and accountability plan that includes, among other things, a description of the annual goals to be achieved for each state priority for all pupils and certain subgroups of pupils, including state priorities related to English learner pupils and English proficiency. Existing law also requires the governing body of a charter school to annually hold a public hearing to adopt a local control and accountability plan, as provided.
This bill would require certain governing boards of school districts, county boards of education, and governing bodies of charter schools to set goals and delineate investments in their local control and accountability plans focused on the needs of long-term English learners and English learners at risk of becoming long-term English learners, as specified. By imposing new duties on local educational agencies, the bill would constitute a state-mandated local program.
Existing law establishes the California Assessment of Student Performance and Progress (CAASPP) and requires the State Department of Education to ensure that local educational agencies comply with certain requirements related to CAASPP. Existing law also defines the term specific learning disability in line with eligibility criteria under the federal Individuals with Disabilities Education Act to include conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
This bill would require the department, on an annual basis, to include a report that allows users of its DataQuest internet website, or a successor system, to view data for long-term English learners and English learners at risk of becoming long-term English learners the public to view data on its internet website by English language acquisition status for specified subjects, including for CAASPP test results. The bill would require the department to publicly report on an annual basis enrollment data by language English language acquisition status and disability, as specified, including by separately reporting data on perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. specified.
The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.
This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.
Existing law requires the governing board of each school district and county board of education to adopt and annually update a local control and accountability plan that includes, among other things, a description of the annual goals to be achieved for each state priority for all pupils and certain subgroups of pupils, including state priorities related to English learner pupils and English proficiency. Existing law also requires the governing body of a charter school to annually hold a public hearing to adopt a local control and accountability plan, as provided.
This bill would require certain governing boards of school districts, county boards of education, and governing bodies of charter schools to set goals and delineate investments in their local control and accountability plans focused on the needs of long-term English learners and English learners at risk of becoming long-term English learners, as specified. By imposing new duties on local educational agencies, the bill would constitute a state-mandated local program.
Existing law establishes the California Assessment of Student Performance and Progress (CAASPP) and requires the State Department of Education to ensure that local educational agencies comply with certain requirements related to CAASPP. Existing law also defines the term specific learning disability in line with eligibility criteria under the federal Individuals with Disabilities Education Act to include conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
This bill would require the department, on an annual basis, to include a report that allows users of its DataQuest internet website, or a successor system, to view data for long-term English learners and English learners at risk of becoming long-term English learners for specified subjects, including for CAASPP test results. The bill would require the department to publicly report on an annual basis enrollment data by language status and disability, as specified, including by separately reporting data on perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.
This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.
(a)(1)The department shall publicly report on an annual basis on its internet website enrollment data by English language acquisition status and disability.
(2)As used in paragraph (1), disability shall include reporting on each of the following categories:
(A)Intellectual disability.
(B)Hard of hearing.
(C)Deafness.
(D)Speech or language impairment.
(E)Visual impairment.
(F)Emotional disturbance.
(G)Orthopedic impairment.
(H)Other health impairment.
(I)Deaf-blindness.
(J)Multiple disability.
(K)Autism.
(L)Traumatic brain injury.
(M)Specific learning disability.
(b)The department shall, on an annual basis, include a report on its internet website that allows the public to view the following assessment data by English language acquisition status:
(1)California Assessment of Student Performance and Progress test results by English language arts, mathematics, and science.
(2)English Language Proficiency Assessments for California.
(c)For purposes of this section, English language acquisition status includes, but is not limited to, separately reporting data for all of the following:
(1)Long-term English learners, as defined in Section 313.1.
(2)English learners at risk of becoming long-term English learners, as defined in Section 313.1.
(3)English learners.
(4)Reclassified fluent English proficient pupils.
(a)(1)The department shall publicly report on an annual basis on its internet website enrollment data by English language acquisition status and disability.
(2)As used in paragraph (1), disability shall include reporting on each of the following categories:
(A)Intellectual disability.
(B)Hard of hearing.
(C)Deafness.
(D)Speech or language impairment.
(E)Visual impairment.
(F)Emotional disturbance.
(G)Orthopedic impairment.
(H)Other health impairment.
(I)Deaf-blindness.
(J)Multiple disability.
(K)Autism.
(L)Traumatic brain injury.
(M)Specific learning disability.
(b)The department shall, on an annual basis, include a report on its internet website that allows the public to view the following assessment data by English language acquisition status:
(1)California Assessment of Student Performance and Progress test results by English language arts, mathematics, and science.
(2)English Language Proficiency Assessments for California.
(c)For purposes of this section, English language acquisition status includes, but is not limited to, separately reporting data for all of the following:
(1)Long-term English learners, as defined in Section 313.1.
(2)English learners at risk of becoming long-term English learners, as defined in Section 313.1.
(3)English learners.
(4)Reclassified fluent English proficient pupils.
(a)(1)The department shall publicly report on an annual basis on its internet website enrollment data by English language acquisition status and disability.
(2)As used in paragraph (1), disability shall include reporting on each of the following categories:
(A)Intellectual disability.
(B)Hard of hearing.
(C)Deafness.
(D)Speech or language impairment.
(E)Visual impairment.
(F)Emotional disturbance.
(G)Orthopedic impairment.
(H)Other health impairment.
(I)Deaf-blindness.
(J)Multiple disability.
(K)Autism.
(L)Traumatic brain injury.
(M)Specific learning disability.
(b)The department shall, on an annual basis, include a report that allows the public to view data on its internet website by English language acquisition status for all of the following subjects:(1)Assessment data, including California Assessment of Student Performance and Progress test results and English Language Proficiency Assessments for California.(2)Enrollment data, including annual enrollment data, English learner data, and foster pupil data. (3)Graduation and dropout data, including four-year cohort graduation rates and outcomes, five-year cohort graduation rates, one-year graduation data, and one-year dropout data.(4)Postsecondary enrollment data, including college-going rates.(5)School climate data, including suspension and expulsion data, absenteeism data, and stability rates.(6)Other reports, including free and reduced-price meals.(b)The department shall, on an annual basis, include a report on its internet website that allows the public to view the following assessment data by English language acquisition status:
(1)California Assessment of Student Performance and Progress test results by English language arts, mathematics, and science.
(2)English Language Proficiency Assessments for California.
(c)For purposes of this section, English language acquisition status includes, but is not limited to, separately reporting data for all of the following:
(1)Long-term English learners, as defined in Section 313.1.
(2)English learners at risk of becoming long-term English learners, as defined in Section 313.1.
(3)English learners.
(4)Reclassified fluent English proficient pupils.
(a)(1)The department shall publicly report on an annual basis on its internet website enrollment data by English language acquisition status and disability.
(2)As used in paragraph (1), disability shall include reporting on each of the following categories:
(A)Intellectual disability.
(B)Hard of hearing.
(C)Deafness.
(D)Speech or language impairment.
(E)Visual impairment.
(F)Emotional disturbance.
(G)Orthopedic impairment.
(H)Other health impairment.
(I)Deaf-blindness.
(J)Multiple disability.
(K)Autism.
(L)Traumatic brain injury.
(M)Specific learning disability.
(b)The department shall, on an annual basis, include a report that allows the public to view data on its internet website by English language acquisition status for all of the following subjects:
(1)Assessment data, including California Assessment of Student Performance and Progress test results and English Language Proficiency Assessments for California.
(2)Enrollment data, including annual enrollment data, English learner data, and foster pupil data.
(3)Graduation and dropout data, including four-year cohort graduation rates and outcomes, five-year cohort graduation rates, one-year graduation data, and one-year dropout data.
(4)Postsecondary enrollment data, including college-going rates.
(5)School climate data, including suspension and expulsion data, absenteeism data, and stability rates.
(6)Other reports, including free and reduced-price meals.
(c)For purposes of this section, English language acquisition status includes, but is not limited to, separately reporting data for all of the following:
(1)Long-term English learners, as defined in Section 313.1.
(2)English learners at risk of becoming a long-term English learner, learners, as defined in Section 313.1.
(3)English learners.
(4)Reclassified fluent English proficient pupils.
SEC. 3.If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.(a)When 25 percent of a school districts elementary English learner pupils in grades 3 to 5, inclusive, are English learners at risk of becoming long-term English learners or when 25 percent of the secondary English learner pupil population of a school district in grades 6 to 12, inclusive, are long-term English learners, the governing board of the school district shall set goals and delineate investments focused on the needs of English learners at risk of becoming long-term English learners and long-term English learners in its local control and accountability plan described in Section 52060.
(b)When 25 percent of a county office of educations elementary English learner pupils in grades 3 to 5, inclusive, are English learners at risk of becoming long-term English learners or when 25 percent of the secondary English learner pupil population of a county office of education in grades 6 to 12, inclusive, are long-term English learners, the county board of education shall set goals and delineate investments focused on the needs of English learners at risk of becoming long-term English learners and long-term English learners in its local control and accountability plan described in Section 52066.
(c)When 25 percent of a charter schools elementary English learner pupils in grades 3 to 5, inclusive, are English learners at risk of becoming long-term English learners or when 25 percent of the secondary English learner pupil population of a charter school in grades 6 to 12, inclusive, are long-term English learners, the governing body of the charter school shall set goals and delineate investments focused on the needs of English learners at risk of becoming long-term English learners and long-term English learners in its local control and accountability plan described in Section 47606.5.
(d)For purposes of this section, English learners at risk of becoming long-term English learners and long-term English learners have the same meaning as defined in Section 313.1.
SEC. 2.Section 60900.1 is added to the Education Code, immediately following Section 60900, to read:60900.1.(a)(1)The department shall publicly report on an annual basis on its DataQuest internet website, or a successor system, internet website enrollment data by language English language acquisition status and disability.
(2)As used in paragraph (1), disability shall include reporting on each of the following categories:
(A)Intellectual disability.
(B)Hard of hearing.
(C)Deafness.
(D)Speech or language impairment.
(E)Visual impairment.
(F)Emotional disturbance.
(G)Orthopedic impairment.
(H)Other health impairment.
(I)Deaf-blindness.
(J)Multiple disability.
(K)Autism.
(L)Traumatic brain injury.
(M)Specific learning disability.
(b)The department shall, on an annual basis, include a report that allows users of its DataQuest internet website, or a successor system, to view data by language status the public to view data on its internet website by English language acquisition status for all of the following subjects:
(1)Assessment data, including California Assessment of Student Performance and Progress test results and English Language Proficiency Assessments for California.
(2)Enrollment data, including annual enrollment data, English learner data, and foster pupil data.
(3)Graduation and dropout data, including four-year cohort graduation rates and outcomes, five-year cohort graduation rates, one-year graduation data, and one-year dropout data.
(4)Postsecondary enrollment data, including college-going rates.
(5)School climate data, including suspension and expulsion data, absenteeism data, and stability rates.
(6)Other reports, including free and reduced-price meals.
(c)For purposes of this section, the following definitions apply: English language acquisition status includes, but is not limited to, separately reporting data for all of the following:
(1)Long-term English learners, as defined in Section 313.1.
(2)English learners at risk of becoming a long-term English learner, as defined in Section 313.1.
(3)English learners.
(4)Reclassified fluent English proficient pupils.
(1)Language status means separately reporting data for long-term English learners and English learners at risk of becoming a long-term English learner as those terms are defined in Section 313.1.(2)Specific learning disability means separately reporting data for all of the following:(A)Perceptual disabilities.(B)Brain injury.(C)Minimal brain dysfunction.(D)Dyslexia.(E)Developmental aphasia.SEC. 3.If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.
(a)When 25 percent of a school districts elementary English learner pupils are English learners at risk of becoming long-term English learners or when 25 percent of the secondary English learner pupil population of a school district are long-term English learners, the governing board of the school district shall set goals and delineate investments focused on the needs of English learners at risk of becoming long-term English learners and long-term English learners in its local control and accountability plan described in Section 52060.
(b)When 25 percent of a county office of educations elementary English learner pupils are English learners at risk of becoming long-term English learners or when 25 percent of the secondary English learner pupil population of a county office of education are long-term English learners, the county board of education shall set goals and delineate investments focused on the needs of English learners at risk of becoming long-term English learners and long-term English learners in its local control and accountability plan described in Section 52066.
(c)When 25 percent of a charter schools elementary English learner pupils are English learners at risk of becoming long-term English learners or when 25 percent of the secondary English learner pupil population of a charter school are long-term English learners, the governing body of the charter school shall set goals and delineate investments focused on the needs of English learners at risk of becoming long-term English learners and long-term English learners in its local control and accountability plan described in Section 47606.5.
(d)For purposes of this section, English learners at risk of becoming long-term English learners and long-term English learners have the same meaning as defined in Section 313.1.
SEC. 2.Section 60900.1 is added to the Education Code, immediately following Section 60900, to read:60900.1.(a)(1)The department shall publicly report on an annual basis on its DataQuest internet website, or a successor system, enrollment data by language status and disability.
(2)As used in paragraph (1), disability shall include reporting on each of the following categories:
(A)Intellectual disability.
(B)Hard of hearing.
(C)Deafness.
(D)Speech or language impairment.
(E)Visual impairment.
(F)Emotional disturbance.
(G)Orthopedic impairment.
(H)Other health impairment.
(I)Deaf-blindness.
(J)Multiple disability.
(K)Autism.
(L)Traumatic brain injury.
(M)Specific learning disability.
(b)The department shall, on an annual basis, include a report that allows users of its DataQuest internet website, or a successor system, to view data by language status for all of the following subjects:
(1)Assessment data, including California Assessment of Student Performance and Progress test results and English Language Proficiency Assessments for California.
(2)Enrollment data, including annual enrollment data, English learner data, and foster pupil data.
(3)Graduation and dropout data, including four-year cohort graduation rates and outcomes, five-year cohort graduation rates, one-year graduation data, and one-year dropout data.
(4)Postsecondary enrollment data, including college-going rates.
(5)School climate data, including suspension and expulsion data, absenteeism data, and stability rates.
(6)Other reports, including free and reduced-price meals.
(c)For purposes of this section, the following definitions apply:
(1)Language status means separately reporting data for long-term English learners and English learners at risk of becoming a long-term English learner as those terms are defined in Section 313.1.
(2)Specific learning disability means separately reporting data for all of the following:
(A)Perceptual disabilities.
(B)Brain injury.
(C)Minimal brain dysfunction.
(D)Dyslexia.
(E)Developmental aphasia.
SEC. 3.If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.
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Date
|
Status
|
|---|---|
| Sep 30, 2022 | Chaptered by Secretary of State - Chapter 907, Statutes of 2022. |
| Sep 30, 2022 | Approved by the Governor. |
| Aug 31, 2022 | Enrolled and presented to the Governor at 4 p.m. |
| Aug 24, 2022 | Senate amendments concurred in. To Engrossing and Enrolling. (Ayes 77. Noes 0.). |
| Aug 24, 2022 | Assembly Rule 77(a) suspended. |
| Aug 23, 2022 | In Assembly. Concurrence in Senate amendments pending. May be considered on or after August 25 pursuant to Assembly Rule 77. |
| Aug 23, 2022 | Read third time. Passed. Ordered to the Assembly. (Ayes 40. Noes 0. Page 4977.). |
| Aug 22, 2022 | Ordered to special consent calendar. |
| Aug 11, 2022 | From committee: Do pass. (Ayes 7. Noes 0.) (August 11). |
| Aug 2, 2022 | In committee: Referred to suspense file. |
| Jun 21, 2022 | Read second time and amended. Re-referred to Com. on APPR. |
| Jun 20, 2022 | From committee: Amend, and do pass as amended and re-refer to Com. on APPR with recommendation: To Consent Calendar. (Ayes 6. Noes 0.) (June 15). |
| Jun 10, 2022 | 6-16-2022 hearing rescheduled by committee to 6-15-2022 |
| Jun 1, 2022 | Referred to Com. on ED. |
| May 26, 2022 | In Senate. Read first time. To Com. on RLS. for assignment. |
| May 25, 2022 | Read third time. Passed. Ordered to the Senate. (Ayes 76. Noes 0. Page 4966.) |
| May 19, 2022 | From committee: Do pass. (Ayes 16. Noes 0.) (May 19). |
| May 4, 2022 | In committee: Set, first hearing. Referred to suspense file. |
| Apr 27, 2022 | In committee: Hearing postponed by committee. |
| Apr 19, 2022 | Re-referred to Com. on APPR. |
| Apr 18, 2022 | Read second time and amended. |
| Apr 7, 2022 | From committee: Amend, and do pass as amended and re-refer to Com. on APPR. (Ayes 7. Noes 0.) (April 6). |
| Mar 23, 2022 | Re-referred to Com. on ED. |
| Mar 22, 2022 | From committee chair, with author's amendments: Amend, and re-refer to Com. on ED. Read second time and amended. |
| Feb 18, 2022 | Referred to Com. on ED. |
| Feb 9, 2022 | From printer. May be heard in committee March 11. |
| Feb 8, 2022 | Read first time. To print. |
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Date
|
Description
|
Location
|
Votes
|
|
|---|---|---|---|---|
| Aug 24, 2022 | AB 1868 Luz Rivas Concurrence in Senate Amendments | Assembly Floor |
Passed |
|
| Aug 23, 2022 | Special Consent AB1868 | Senate Floor |
Passed |
|
| May 25, 2022 | AB 1868 Luz Rivas Assembly Third Reading | Assembly Floor |
Passed |
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