Existing law establishes the State Department of Education under the administration of the Superintendent of Public Instruction. Existing law assigns numerous duties and responsibilities to the department, including, among others, the management of the federally funded Migrant Education Program (MEP), which includes the California Mini-Corps (CMC) program, a statewide program designed to provide direct instructional services for currently migratory children in kindergarten and grades 1 to 12, inclusive, through a cadre of trained college tutors with the goals of increasing currently migratory childrens academic achievement and developing future bilingual-bicultural, credentialed teachers.

This bill would codify the CMC program and would require the department to annually select one county office of education to voluntarily administer the CMC program for the next fiscal year and would require the chosen county office of education to operate not less than 20 program sites at institutions of higher education, education and, on or before June 1 of each year, provide the identity of tutors from the 6 prior fiscal years cohorts to the Commission on Teacher Credentialing, as provided. The bill would require the Commission on Teacher Credentialing commission to, on or before July 31 of each year, report to the chosen county office of education the number of department which tutors from the 6 prior fiscal years cohort who subsequently enrolled in an educator preparation program or who subsequently cohorts earned a preliminary teaching credential. credential, as provided. The bill would require the department to, on or before December 1 of each year, provide an annual report to the Legislature and the Department of Finance that includes the number of currently migratory children served by the program statewide and includes the data reported by the commission, as provided. The bill would require the department to annually report on its internet website the total number of migrant children statewide, as provided.

Existing law establishes the State Department of Education under the administration of the Superintendent of Public Instruction. Existing law assigns numerous duties and responsibilities to the department, including, among others, the management of the federally funded Migrant Education Program (MEP), which includes the California Mini-Corps (CMC) program, a statewide program designed to provide direct instructional services for currently migratory children in kindergarten and grades 1 to 12, inclusive, through a cadre of trained college tutors with the goals of increasing currently migratory childrens academic achievement and developing future bilingual-bicultural, credentialed teachers. The Budget Act of 2023, among other things, appropriates $287,157,000 to the department from the Federal Trust Fund for migrant education. Of that amount, existing law requires the department to use no less than $6,500,000 and up to $8,000,000 for the CMC program.

This bill would codify the CMC program and would require the department to, through a competitive grant process, to annually select one county office of education to voluntarily administer the CMC program for the next fiscal year and would require the chosen county office of education to operate not less than 20 program sites at institutions of higher education, as provided. The bill would require the Commission on Teacher Credentialing to, on or before July 31 of each year, report to the chosen county office of education the number of tutors from the prior fiscal years cohort who subsequently enrolled in an educator preparation program or who subsequently earned a preliminary teaching credential. The bill would require the department to, on or before December 1 of each year, provide an annual report to the Legislature and the Department of Finance that includes the number of currently migratory children served by the program statewide and includes the data reported by the commission, as provided. The bill would require the department to annually report on its internet website the total number of currently migratory migrant children enrolled in schools statewide, as provided.

Existing law establishes the State Department of Education under the administration of the Superintendent of Public Instruction. Existing law assigns numerous duties and responsibilities to the department, including, among others, the management of the federally funded Migrant Education Program (MEP), which includes the California Mini-Corps (CMC) program, a statewide program designed to provide direct instructional services for currently migratory children in kindergarten and grades 1 to 12, inclusive, through a cadre of trained college tutors with the goals of increasing currently migratory childrens academic achievement and developing future bilingual-bicultural, credentialed teachers. The Budget Act of 2023, among other things, appropriates $287,157,000 to the department from the Federal Trust Fund for migrant education. Of that amount, existing law requires the department to use no less than $6,500,000 and up to $8,000,000 for the CMC program.

This bill would codify the CMC program and would require the department to, through a competitive grant process, annually select one county office of education to administer the CMC program for the next fiscal year and would require the chosen county office of education to operate not less than 20 program sites at institutions of higher education, as provided. The bill would require the Commission on Teacher Credentialing to, on or before July 31 of each year, report to the chosen county office of education the number of tutors from the prior fiscal years cohort who subsequently enrolled in an educator preparation program or who subsequently earned a preliminary teaching credential. The bill would require the department to, on or before December 1 of each year, provide an annual report to the Legislature and the Department of Finance that includes the number of currently migratory children served by the program statewide and includes the data reported by the commission, as provided. The bill would require the department to annually report on its internet website the total number of currently migratory children enrolled in schools statewide, as provided.

Existing law requires the State Board of Education to adopt a state master plan for services to migrant children. Existing law requires the plan to include specified elements, including the active involvement of parents, teachers, and community representatives in the local implementation of migrant education programs.

This bill would require the state board to revise the plan as necessary, and would require the plan to include the active involvement of migratory parents, school personnel, and community representatives in the local planning and implementation of migrant education programs.

SENATE COMMITTEE ON EDUCATION

Senator Josh Newman, Chair

2023 - 2024 Regular

Bill No: Hearing Date: June 12, 2024

Subject:

SUMMARY

This bill codifies an existing program, the California Mini-Corps, which provides opportunities to postsecondary students with migrant backgrounds to work as tutors to provide supplemental education to migrant students in transitional kindergarten through grade twelve classrooms. It also requires that the California Department of Education (CDE) annually post information on the enrollment of migrant students.

BACKGROUND

Existing law:

State law

1) Defines “currently migratory child” as a child who has moved with a parent or

guardian from one school district to another, either within this state or from another state, within the 12-month period immediately preceding his or her identification as such a child. Includes a child who has continued to migrate annually to secure temporary or seasonal employment in an agricultural or fishing activity. (Education Code (EC) § 54441)

2) Authorizes a child to be identified as a “migrant child,” with the concurrence of the child’s parent, for a period no longer than three years, during which the child resides in an area where programs are provided for migrant children. (EC § 54441.5)

3) Authorizes the Superintendent of Public Instruction (SPI) to enter into agreements or cooperate with other states or agencies of the state or the federal government in providing or coordinating services to migrant children, including the Mini-Corps Program. (EC § 54444)

4) Requires the State Board of Education (SBE) to adopt a state master plan for

services to migrant children that includes instructional activities on a regular and extended year basis designed to provide treatment of academic deficiencies, health and welfare services, preservice and in-service education of personnel to meet the special needs of migrant children, support services such as transportation and family liaisons, other services necessary to the success of the programs, and child development activities for infants and prekindergarten children. Requires the active involvement of parents, teachers, and community members in the implementation of migrant education programs. (EC § 54442)

5) Requires migrant education programs to include content such as an individual assessment of the educational and relevant health needs of each participating pupil, a general needs assessment developed in compliance with federal requirements, a comprehensive program to meet the educational, health, and related needs of participating pupils, and acquisition of instructional materials and equipment to provide appropriate services. (EC § 54443.1)

6) Extends specified educational rights, including exemptions from local graduation requirements and enrollment in a fifth year of instruction to complete graduation requirements, to specified migrant students. (EC § 51225.1)

7) Authorizes up to two local educational agencies (LEAs) to receive funding for average daily attendance (ADA) to provide an extended school year to serve qualifying pupils of migrant agricultural workers and migratory pupils, commencing on January 1, 2024. (EC41601.6)

Federal law

8) Defines a migratory child as one whose parent made a qualifying move in the preceding 36 months as a migratory worker within the agricultural or fishing industry or moved with or to join a parent or spouse who is employed in one of the stated fields of work. (Title 34, Code of Federal Regulations (CFR), 200 et seq.)

9) Authorizes the Migrant Education Program, under the Elementary and Secondary

Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). (Title 34, CFR, 200 et seq.)

10) Authorizes the Migrant Education Program by Part C of Title 1, which is designed to support high quality and comprehensive educational programs for migrant children to help reduce the educational disruption and related issues from repeated moves. (Title 34, CFR, 200 et seq.)

11) Authorizes the Migrant Education Program to assist states in supporting high quality and comprehensive educational programs and services during the year, and during summer or intersession periods, that address the educational needs of migratory children. (Title 34, CFR, 200 et seq.)

12) Authorizes the Migrant Education Program to ensure migrant students who move among the states are not penalized by disparities among the states in curriculum, graduation requirements, and academic standards. (Title 34, CFR, 200 et seq.)

13) Authorizes the Migrant Education Program to help migratory children overcome educational disruption, cultural and language barriers, social isolation, health-related problems, and other factors that inhibit the ability of such children to succeed in school. (Title 34, CFR, 200 et seq.)

ANALYSIS

This bill:

1. Establishes in statute the California Mini-Corps program to do both of the following:
   1. Provide a statewide supplemental instructional program to serve the

academic needs of currently migratory children in transitional kindergarten, kindergarten, and grades 1 to 12, inclusive.

• 1. Support the state’s educator workforce needs by providing teaching

experience to bilingual and former migratory college students interested in pursuing a teaching credential.

1. Requires that CDE do all of the following:
   1. Annually, select one county office of education to administer the program

for the next fiscal year. This bill specifies that the participation of a county office of education in the administration of a California Mini-Corps program is voluntary.

• 1. Ensure that the California Mini-Corps program sites are located in

geographical regions that serve high concentrations of currently migratory children.

• 1. Adopt criteria for the selection of program sites, including, but not limited

to, all of the following:

• • 1. A demonstrated capacity and commitment to support the academic

success of currently migratory children by training tutors in instructional practices and cultural competencies to meet the needs of currently migratory children and supporting tutors during their participation in the program.

• • 1. A demonstrated commitment to bilingual and multilingual education

and bilingual teacher development by doing both of the following:

• • • 1. Establishing partnerships with teacher preparation programs,

including integrated programs of preparation, if available, that provide a pathway for all interested tutors to work toward obtaining a teaching credential.

• • • 1. Informing tutors of financial aid programs to support them in

obtaining a teaching credential and bilingual authorization, including the Golden State Teacher Grant Program established and the Bilingual Teacher Professional Development Program established.

• • 1. A demonstrated capacity to provide data and other information

regarding the implementation of the program, as required by CDE.

• 1. Provide, by December of each year, an annual report to the Legislature

and the Department of Finance that includes both of the following:

• • 1. The number of currently migratory children served by the program

statewide and disaggregated by site for the prior fiscal year.

• • 1. The number of tutors from the prior fiscal year’s cohort who

subsequently enrolled in an educator preparation program or subsequently earned a preliminary teaching credential.

1. Requires, that the selected county office of education do both of the following:
   1. Operate not less than 20 program sites at institutions of higher education

for the purposes of providing tutoring programs to currently migratory children during the school year.

• 1. Provide, by June of each year, the identity of tutors from the six

prior fiscal year’s cohorts to the Commission on Teacher Credentialing.

1. Allows, subject to the availability of funding, the selected county office of education to offer a summer outdoor education program and a summer indoor institute.
2. Requires the Commission on Teacher Credentialing, by July 31 of each year, to provide CDE with a confirmation of which tutors reported by a county office of education earned a preliminary teaching credential.
3. Requires that this bill’s provisions be implemented in a manner that is consistent with applicable federal law and regulations governing the Migrant Education Program.
4. Requires CDE, using data collected pursuant to applicable federal law, to annually report on its website the total number of migrant children statewide and, as applicable, disaggregated by school district, county offices of education, and charter schools.
5. States that funds allocated for purposes of implementing the California Mini-Corps supplement and not supplant, any federal funds or resources provided for this program.
6. Requires CDE, using data collected pursuant to applicable federal law, to annually report on its internet website the total number of migrant children statewide and, as applicable, disaggregated by school district, county offices of education, and charter schools.
7. Defines "currently migratory child," for purposes of the program, to have the same meaning as in existing state law.
8. Declares that it is the Legislature’s intent that, commencing with the 2024–25 fiscal year, the annual Budget Act provide sufficient funding to (1) support the restoration of programs that have been closed in the last five years due to a lack of funding, (2) increase the number of tutors that participate in the program, and (3) support a cost-of-living adjustment for tutor compensation.
9. States all of the following findings and declarations:
   1. The California Mini-Corps program was established in 1967 and

was modeled after the Peace Corps, a United States federal governmental agency, to engage and support bilingual college students with rural migrant backgrounds to serve as teacher assistants in migrant-impacted schools.

• 1. The California Mini-Corps program annually provides educational support

to over 5,000 currently migratory children and introduces over 300 college tutors from across the state to careers in education.

• 1. California has long experienced a teacher shortage and is currently

experiencing a severe teacher shortage, including a particularly acute shortage of teachers with bilingual authorizations.

• 1. Currently, migratory children bring many linguistic and cultural assets to

schools, but often struggle academically because of high mobility and therefore require targeted instructional support to meet their needs.

STAFF COMMENTS

1. Need for the bill. According to the author, “Migrant students often struggle academically, due to high mobility, and require targeted and specialized instructional support to meet their needs. Since 1967, the California Mini-Corps Program has provided critical academic tutoring to migrant students. The program reinforces California’s efforts to recruit and support a diverse educator workforce by creating an opportunity for tutors to become future bilingual teachers. AB 2845 enhances accountability and provides stability so that the program can continue to support aspiring bilingual teachers in regions throughout the state that serve a significant portion of migrant students.”
2. California Mini-Corps program. The California Mini-Corps program established in 1967 and modeled after the Peace Corps, a United States federal governmental agency, to engage and support bilingual college students with rural migrant backgrounds to serve as teacher assistants in migrant-impacted schools. The program annually provides educational support to over 5,000 currently migratory children in grades Transitional Kindergarten - 12 and introduces over 300 college tutors from across the state to careers in education. The major goals for California Mini-Corps include developing a cadre of bilingual-bicultural teachers that are skilled in working with migrant students and providing direct instructional tutorial services to increase migrant student academic achievement. The program achieves these goals through regular year and summer tutoring services and by providing targeted outdoor education programs statewide. The program operates within the framework of federal migrant education programs. Both federal and state laws support migrant education programs in California.

The Butte County Office of Education administers the California Mini-Corps program. It currently operates 19 program sites across 11 CSU campuses and 8 community colleges. This bill attempts to codify the current program practices.

1. Migrant students in California and eligibility. One out of every three migrant students in the United States lives in California. In the 2018–19 school year, 78,947 youth ages 3–21 were identified as migratory youth in California. To participate in migrant education programs, a child is considered "migratory" if the parent or guardian is a migratory worker in the agricultural, dairy, lumber, or fishing industries and whose family has moved during the past three years. A "qualifying" move can range from moving from one residence to another or across school district boundaries due to economic necessity. The eligibility period is three years from the date of the last move. Eligibility is established through an interview conducted by a Migrant Education recruiter who visits both home and employment locations where migrant workers are employed. Current law states that migrant education services are a priority for those students who have made a qualifying move within the previous one-year period and who are failing, or are most at risk of failing to meet state academic standards, or who have dropped out of school. Under this bill, children identified as currently migrant children, as defined, are eligible for participation in the California Mini-Corps program. Additionally, the bill attempts to clarify migrant student data reporting by requiring CDE to provide total enrollment information statewide and disaggregated by school district, county office of education, and charter schools.
2. State support and stability. The past five years, the California Mini-Corps closed four program sites and reopened one. For several decades, the annual budget bill has authorized the California Mini-Corp Program, albeit with minimal program detail or accountability. As noted in the Assembly Appropriations Analysis, the program also receives support through federal Title I migrant education funding set at about $7 million annually without receiving regular COLAs. Over time, rising costs have resulted in the closure of three California Mini-Corps sites. For decades, California Mini-Corps has been supported by stagnant federal funds. This bill expresses the Legislature’s intent to allocate adequate funds to revive programs that have faced closure in the past five years, as well as maintain a COLA for tutor stipends. This measure attempts to provide stability and accountability for the program moving forward.
3. Amendments. For purposes of better aligning the bill’s provisions with the current program, staff recommends that the bill be amended as follows:
   1. Clarify that the program will provide supplemental tutorial support under the guidance and direct supervision of a credentialed teacher.
   2. Include student recruitment as a program requirement.
   3. Expand the list of certificates and credentials that the Commission on Teacher Credentialing must report to the California Department of Education and county office of education to include bilingual authorization, certification of clearance, or any other type of credential.
   4. Define institutions of higher education to include the California Community Colleges, the California State University, and each campus, branch, and function thereof, and each campus, branch, and function of the University of California, as defined in EC § 66010(a).
   5. Make other conforming changes.

SUPPORT

Californians Together (Sponsor)

Alliance for a Better Community

Asian Americans Advancing Justice Southern California

California Association for Bilingual Education

California Faculty Association

CFT - A Union of Educators & Classified Professionals, AFT, AFL-CIO

Los Angeles County Office of Education

Loyola Marymount University - the Center for Equity for English Learners

Sobrato Early Academic Language

The Children's Partnership

The Education Trust - West

Unidosus

Unite-LA

OPPOSITION

None received

-- END --

ASSEMBLY THIRD READING

ATR Bill Id:AB 2845

Author:(Robert Rivas)

As Amended Ver:May 16, 2024

Majority vote

SUMMARY

Codifies the existing California Mini-Corps program for migrant students, and requires that the California Department of Education (CDE) to annually post information on the enrollment of migrant students.

Major Provisions

1. Codifies the existing California Mini-Corps program (CMC), to do both of the following:
2. Provide a statewide supplemental instructional program to serve the academic needs of migrant students in transitional kindergarten through grade 12; and
3. Support the state's educator workforce needs by providing teaching experience to bilingual and formerly migrant college students interested in pursuing a teaching credential.
4. Requires the CDE to do all of the following:
5. Annually select one county office of education (COE) to voluntarily administer the program for the next fiscal year;
6. Ensure that the sites selected are located in geographical regions that serve high concentrations of migrant students;
7. Adopt criteria for the selection of program sites, including, but not limited to, all of the following:
8. A demonstrated capacity and commitment to support the academic success of migrant students by training tutors in instructional practices and cultural competencies to meet the needs of migrant students and supporting tutors during their participation in the program.
9. A demonstrated commitment to bilingual and multilingual education and bilingual teacher development by doing both of the following:
10. Establishing partnerships with teacher preparation programs, including integrated programs of preparation, if available, that provide a pathway for all interested tutors to work toward obtaining a teaching credential; and
11. Informing tutors of financial aid programs to support them in obtaining a teaching credential and bilingual authorization, including the Golden State Teacher Grant Program and the Bilingual Teacher Professional Development Program.
12. A demonstrated capacity to provide data and other information regarding the implementation of the program, as required by the CDE.
13. On or before December 1 of each year, provide a report to the Legislature and the Department of Finance that includes both of the following:
14. The number of migrant students served by the program statewide and disaggregated by site for the prior fiscal year; and
15. The number of tutors from the prior fiscal year's cohort who subsequently enrolled in an educator preparation program or subsequently earned a preliminary teaching credential.
16. Requires a COE that is selected to do both of the following:
17. On or before June 1 of each year, provide the identity of tutors from the six prior fiscal year's cohorts to the Commission on Teacher Credentialing;
18. Operate not less than 20 program sites at institutions of higher education for the purposes of providing tutoring programs to migrant students during the school year; and
19. Subject to the availability of funds, offer a summer outdoor education program and a summer indoor institute.
20. Requires the Commission on Teacher Credentialing (CTC), on or before July 31 of each year, to provide to the CDE confirmation of which tutors earned a preliminary teaching credential.
21. Requires that the program be implemented in a manner that is consistent with applicable laws and regulations governing the federal Migrant Education Program (MEP).
22. Requires that funds allocated for purposes of this section supplement, and not supplant, any federal funds or resources provided for this program.
23. Requires the CDE, using data collected pursuant to applicable federal law, to annually report on its website the total number of currently migratory children enrolled in schools, both statewide and disaggregated by school district, COEs, and charter schools.
24. Defines "currently migratory child," for purposes of the program, to have the same meaning as in existing state law.
25. States the intent of the Legislature that, commencing with the 2024–25 fiscal year, the annual Budget Act provide sufficient funding to support the restoration of programs that have been closed in the last five years due to a lack of funding, increase the number of tutors that participate in the program, and support a cost-of-living adjustment for tutor compensation.

COMMENTS

California Migrant Mini-Corps program. Modeled after the federal Peace Corps program, the CMC program was established in 1967 to recruit college students with migrant backgrounds to work as teacher assistants in summer school programs serving migrant students. The program expanded to serve students during the school year in 1974. The program has two primary goals:

1. Provide supplemental instructional tutorial services to increase migratory students' academic achievement through a cohort of trained college tutors; and
2. Develop a cohort of future bilingual-bicultural credentialed teachers who will be better equipped to work with migratory students and to understand the needs of English learner students (ELs).

Since 1967, the CDE has partnered with the Butte County Office of Education (BCOE) to implement the CMC. The program annually provides educational support to over 5,000 migrant students and introduces over 400 college tutors from across the state to careers in education. These tutors also serve as role models for migrant students.

CMC program contributes to a diverse teaching pool in a high need area. The CDE reports that of the 147 identified seniors in the 2020–21 CMC cohort, 47 obtained a clear or preliminary teaching credential. Of those 47 individuals, 21 obtained their bilingual authorization along with their clear or preliminary teaching credential and are therefore authorized to teach in bilingual schools. The CDE reports:

1. 32% percent of identified seniors from the 2020–21 cohort obtained a clear or preliminary teaching credential;
2. 14% of identified seniors from the 2020–21 cohort obtained their bilingual authorization; and
3. 45% of identified seniors from the 2020–21 cohort who earned a teaching credential also obtained their bilingual authorization.

Rising costs pose challenges to the operation of the CMC. Founded nearly 60 years ago, the CMC is one of the oldest continuously operating education programs in California. The CMC is supported with federal funds, and has not received regular cost-of-living adjustments (COLAs). In spite of the program's success in both serving students and producing bilingual teachers with personal experience as migrant students, rising costs over time have forced the closure of three CMC sites.

This bill states the intent of the Legislature that, commencing with the 2024–25 fiscal year, the annual Budget Act provides sufficient funding to support the restoration of programs that have been closed in the last five years due to a lack of funding, and to support a COLA for tutor stipends.

According to the Author

"Migrant students often struggle academically, due to high mobility, and require targeted and specialized instructional support to meet their needs. Since 1967, the California Mini-Corps Program has provided critical academic tutoring to migrant students. The program reinforces California's efforts to recruit and support a diverse educator workforce by creating an opportunity for tutors to become future bilingual teachers. AB 2845 enhances accountability and provides stability so that the program can continue to support aspiring bilingual teachers in regions throughout the state that serve a significant portion of migrant students."

Arguments in Support

Californians Together writes, "A critical barrier to the expansion of bilingual programs is the bilingual teacher shortage. This bill, by addressing the bilingual teacher shortage, will help California to be a national leader in bilingual education and catch up to other states. According to 2021-22 data from the US Department of Education, just 9% ELs attended a dual language immersion program, considerably less than Texas (19%) and Illinois (14%). If we are to truly lead the nation and ensure that our multilingual students have the opportunity to attend a bilingual program, then meeting the bilingual teacher pipeline needs is of utmost importance. Raising strong bilingual children will keep California an economic powerhouse and cultural lighthouse in our nation."

Arguments in Opposition

None on file.

FISCAL COMMENTS

According to the Assembly Appropriations Committee:

1. Minor, if any, additional cost to CDE to administer the program.
2. Minor and absorbable Proposition 98 General fund costs to the COE administering the program to report certain information to the CTC.
3. Minor and absorbable special fund costs to CTC to provide certain information to CDE.
4. Ongoing Proposition 98 General Fund cost pressures of $1.2 million to support the restoration of programs that have been closed in the last five years due to a lack of funding to reopen three sites that closed in the last five years.
5. Ongoing Proposition 98 General Fund cost pressures, of an unknown amount, but potentially in the mid hundreds of thousands of dollars, to increase the number of tutors participating in the program.
6. Ongoing Proposition 98 General Fund cost pressures, of up to about $525,000 annually, to support a COLA for tutor stipends.

VOTES

ASM EDUCATION: 7-0-0

YES: Muratsuchi, Addis, Alvarez, Bonta, Flora, Hoover, McCarty

ASM APPROPRIATIONS: 11-0-4

YES: Wicks, Arambula, Bryan, Calderon, Wendy Carrillo, Mike Fong, Grayson, Haney, Hart, Pellerin, Villapudua

ABS, ABST OR NV: Sanchez, Dixon, Jim Patterson, Ta

UPDATED

VERSION: May 16, 2024

CONSULTANT: Tanya Lieberman / ED. / (916) 319-2087 FN: 0003324

Date of Hearing: May 15, 2024

ASSEMBLY COMMITTEE ON APPROPRIATIONS

Buffy Wicks, Chair

ABPCA Bill Id:AB 2845

Author:(Robert Rivas) – As Amended Ver:April 29, 2024

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

SUMMARY:

This bill codifies an existing program, the California Mini-Corps, which provides opportunities to postsecondary students with migrant backgrounds to work as tutors to provide supplemental education to migrant students in transitional kindergarten through grade twelve classrooms. The bill also states the intent of the Legislature that, commencing with the 2024-25 fiscal year, the annual Budget Act provides sufficient funding to support the restoration of programs that have been closed in the last five years due to a lack of funding, increase the number of tutors that participate in the program, and provide a cost of living adjustment (COLA) for tutor stipends.

Specifically, this bill directs the California Department of Education (CDE) to annually select a county office of education to administer the program for the next fiscal year. The county office is to operate not less than 20 program sites at institutions of higher education for the purposes of providing tutoring programs to currently migratory children during the school year and offer a summer outdoor education program and a summer indoor institute.

The bill also requires the California Commission on Teacher Credentialing (CTC), on or before July 31 of each year, report to the county office of education selected to administer the program the number of tutors from the prior fiscal year’s cohort who subsequently enrolled in an educator preparation program or subsequently earned a preliminary teaching credential.

FISCAL EFFECT:

1. Minor, if any, additional costs to CDE to administer the program. CDE indicates it already administers this program and this bill would not result in additional administrative costs.
2. Ongoing Proposition 98 General Fund costs of $240,000 for the county office selected to administer the program to offer a summer outdoor education program and a summer indoor institute.
3. Unknown special fund costs to CTC to report certain information related to teacher credentialing. CTC indicates that under its current data capabilities, it may not be able to collect this information.
4. Ongoing Proposition 98 General Fund cost pressures of $1.2 million to support the restoration of programs that have been closed in the last five years due to a lack of funding.

In the past five years, the California Mini-Corps closed four program sites and reopened one site. Stipend costs for 14 tutors equates to costs of about $400,000 annually per site.

1. Ongoing Proposition 98 General Fund cost pressures, of an unknown amount, but potentially in the mid-hundreds of thousands of dollars, to increase the number of tutors participating in the program. Costs to increase the number of tutors at 23 program sites from 14 tutors to 16 tutors could range from $460,000 to $782,000 annually.
2. Ongoing Proposition 98 General Fund cost pressures, of up to about $525,000 annually, to support a COLA for tutor stipends. The state’s most recent COLA, for the 2023-24 fiscal year, is 8.38%. This equates to a stipend increase of between $10,838 and $18,425 per tutor. For 368 tutors, costs could be as high as $524,253 annually.

COMMENTS:

1. Purpose. According to the author:

Since 1967, the California Mini-Corps Program has provided critical academic tutoring to migrant students. The program reinforces California’s efforts to recruit and support a diverse educator workforce by creating an opportunity for tutors to become future bilingual teachers. AB 2845 enhances accountability and provides stability so that the program can continue to support aspiring bilingual teachers in regions throughout the state that serve a significant portion of migrant students.

1. Background. Since 1967, CDE has partnered with the Butte County Office of Education (BCOE) to implement the California Mini-Corps Program. The program annually provides educational support to over 5,000 migrant students and introduces over 400 college tutors from across the state to careers in education. According to CDE, to implement the goal of providing supplemental instructional tutorial services, BCOE contracts with 19 colleges and universities statewide to recruit and hire 14 to 18 college students per site to work as tutors in transitional kindergarten through grade twelve classrooms. Tutors receive annual stipends, which depend on the number of hours worked and their experience. Stipends typically range from $10,000 to $17,000 annually. Currently, sites tend to have about 14 tutors. BCOE also hires a coordinator for each college site who places students in local schools under the supervision of master teachers.

The program is funded with federal Title I migrant education funding. Funding has been set at about $7 million annually for decades and has not received regular COLAs. Rising costs over time have resulted in the closure of three California Mini-Corps sites.

This bill codifies the existing program and states the Legislature’s intent to provide sufficient funding to support the restoration of programs that have been closed in the last five years due to a lack of funding, increase the number of tutors, and to support a COLA for tutor stipends.

Analysis Prepared by: Natasha Collins / APPR. / (916) 319-2081