Existing law establishes the State Seal of Biliteracy to recognize high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English. Existing law requires the State Seal of Biliteracy to be awarded by the Superintendent of Public Instruction to a pupil who completes all English language arts requirements for graduation with an overall grade point average of 2.0 or above in those classes, passes the California Assessment of Student Performance and Progress for English language arts, as provided, and demonstrates proficiency in one or more languages other than English through at least one method, as specified.

This bill would change the criteria needed to be met by a pupil to be awarded the State Seal of Biliteracy by requiring the pupil to both demonstrate proficiency in English by meeting one of 4 specified requirements and demonstrate proficiency in one or more languages other than English by meeting one of 3 specified requirements.

Existing law requires the State Seal of Biliteracy to be awarded to a pupil whose primary language is other than English if the pupil meets the above-specified requirements and additionally attains a level demonstrating English language proficiency on the English Language Proficiency Assessments for California, as provided.

The bill would instead require a pupil who is an English learner to achieve an Oral Language composite score of level 4 on the English Language Proficiency Assessments for California rather than attain a level demonstrating English language proficiency on those assessments to be awarded the State Seal of Biliteracy.

Existing law establishes the State Seal of Biliteracy to recognize high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English. Existing law requires the State Seal of Biliteracy to be awarded by the Superintendent of Public Instruction to a pupil who completes all English language arts requirements for graduation with an overall grade point average of 2.0 or above in those classes, passes the California Assessment of Student Performance and Progress for English language arts, as provided, and demonstrates proficiency in one or more languages other than English through at least one method, as specified.

This bill would change the criteria needed to be met by a pupil to be awarded the State Seal of Biliteracy by requiring the pupil to both demonstrate proficiency in English by meeting one of 4 specified requirements and demonstrate proficiency in one or more languages other than English by meeting one of 3 specified requirements.

Existing law requires the State Seal of Biliteracy to be awarded to a pupil whose primary language is other than English if the pupil meets the above-specified requirements and additionally attains a level demonstrating English language proficiency on the English Language Proficiency Assessments for California, as provided.

The bill would instead require a pupil who is an English learner to achieve an Oral Language composite score of level 4 on the English Language Proficiency Assessments for California rather than attain a level demonstrating English language proficiency on those assessments to be awarded the State Seal of Biliteracy.

Existing law establishes the State Seal of Biliteracy to recognize high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English. Existing law requires the State Seal of Biliteracy to be awarded by the Superintendent of Public Instruction to a pupil who completes all English language arts requirements for graduation with an overall grade point average of 2.0 or above in those classes, passes the California Assessment of Student Performance and Progress for English language arts, as provided, and demonstrates proficiency in one or more languages other than English through at least one method, as specified.

This bill would change the criteria needed to be met by a pupil to be awarded the State Seal of Biliteracy by requiring the pupil to both demonstrate proficiency in English by meeting one of 4 specified requirements and demonstrate proficiency in one or more languages other than English by meeting one of 3 specified requirements.

Existing law requires the State Seal of Biliteracy to be awarded to a pupil whose primary language is other than English if the pupil meets the above-specified requirements and additionally attains a level demonstrating English language proficiency on the English Language Proficiency Assessments for California, as provided.

The bill would instead require a pupil who is an English learner to achieve an Oral Language composite score of level 4 on the English Language Proficiency Assessments for California rather than attain a level demonstrating English language proficiency on those assessments to be awarded the State Seal of Biliteracy.

Existing law establishes the State Seal of Biliteracy to recognize high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English. Existing law requires the State Seal of Biliteracy to be awarded by the Superintendent of Public Instruction to a pupil who completes all English language arts requirements for graduation with an overall grade point average of 2.0 or above in those classes, passes the California Assessment of Student Performance and Progress for English language arts, as provided, and demonstrates proficiency in one or more languages other than English through at least one method, as specified.

This bill would change the criteria needed to be met by a pupil to be awarded the State Seal of Biliteracy by requiring the pupil to both demonstrate proficiency in English by meeting one of 4 specified requirements and demonstrate proficiency in one or more languages other than English by meeting one of 3 specified requirements.

Existing law requires the State Seal of Biliteracy to be awarded to a pupil whose primary language is other than English if the pupil meets the above-specified requirements and additionally attains a level demonstrating English language proficiency on the English Language Proficiency Assessments for California, as provided.

The bill would instead require a pupil who is an English learner to achieve an Oral Language composite score of level 4 on the English Language Proficiency Assessments for California rather than attain a level demonstrating English language proficiency on those assessments to be awarded the State Seal of Biliteracy.

Existing law establishes the State Seal of Biliteracy to recognize high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English. Existing law requires the State Seal of Biliteracy to be awarded by the Superintendent of Public Instruction to a pupil that who completes all English language arts requirements for graduation with an overall grade point average of 2.0 or above in those classes, passes the California Assessment of Student Performance and Progress for English language arts, as provided, and demonstrates proficiency in one or more languages other than English through at least one method, as specified.

This bill would change the criteria needed to be met by a pupil to be awarded the State Seal of Biliteracy by requiring the pupil to both demonstrate proficiency in English by meeting one of 4 specified requirements and demonstrate proficiency in one or more languages other than English by meeting one of 3 specified requirements.

Existing law requires the State Seal of Biliteracy to be awarded to a pupil whose primary language is other than English if the pupil meets the above-specified requirements and additionally attains a level demonstrating English language proficiency on the English Language Proficiency Assessments for California, as provided.

The bill would instead require a pupil who is an English learner to achieve an Oral Language composite score of level 4 on the English Language Proficiency Assessments for California rather than attain a level demonstrating English language proficiency on those assessments to be awarded the State Seal of Biliteracy.

Existing law establishes the State Seal of Biliteracy to recognize high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English. Existing law requires the State Seal of Biliteracy to be awarded by the Superintendent of Public Instruction to a pupil that completes all English language arts requirements for graduation with an overall grade point average of 2.0 or above in those classes, passes the California Assessment of Student Performance and Progress for English language arts, as provided, and demonstrates proficiency in one or more languages other than English through at least one method, as specified.

This bill would change the criteria needed to be met by a pupil to be awarded the State Seal of Biliteracy by requiring the pupil to both demonstrate proficiency in English by meeting one of 5 4 specified requirements and demonstrate proficiency in one or more languages other than English by meeting one of 4 3 specified requirements.

Existing law requires the State Seal of Biliteracy to be awarded to a pupil whose primary language is other than English if the pupil meets the above-specified requirements and additionally attains a level demonstrating English language proficiency on the English Language Proficiency Assessments for California, as provided.

The bill would instead require a pupil who is an English learner to achieve a level 4 on the an Oral Language section of composite score of level 4 on the English Language Proficiency Assessments for California rather than attain a level demonstrating English language proficiency on those assessments to be awarded the State Seal of Biliteracy.

Existing law establishes the State Seal of Biliteracy to recognize high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English. Existing law requires the State Seal of Biliteracy to be awarded by the Superintendent of Public Instruction to a pupil that completes all English language arts requirements for graduation with an overall grade point average of 2.0 or above in those classes, passes the California Assessment of Student Performance and Progress for English language arts, as provided, and demonstrates proficiency in one or more languages other than English through at least one method, as specified.

This bill would change the criteria needed to be met by a pupil to be awarded the State Seal of Biliteracy by requiring the pupil to both demonstrate proficiency in English by meeting one of 4 5 specified requirements and demonstrate proficiency in one or more languages other than English by meeting one of 2 4 specified requirements.

Existing law requires the State Seal of Biliteracy to be awarded to a pupil whose primary language is other than English if the pupil meets the above-specified requirements and additionally attains a level demonstrating English language proficiency on the English Language Proficiency Assessments for California, as provided.

The bill would instead require a pupil whose primary language is other than English who is an English learner to achieve a level 4 on the Oral Language section of the English Language Proficiency Assessments for California rather than attain a level demonstrating English language proficiency on those assessments to be awarded the State Seal of Biliteracy.

Existing law establishes the State Seal of Biliteracy to recognize high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English. Existing law requires the State Seal of Biliteracy to be awarded by the Superintendent of Public Instruction to a pupil that completes all English language arts requirements for graduation with an overall grade point average of 2.0 or above in those classes, passes the California Assessment of Student Performance and Progress for English language arts, as provided, and demonstrates proficiency in one or more languages other than English through at least one method, as specified.

This bill would change the criteria needed to be met by a pupil to be awarded the State Seal of Biliteracy by requiring the pupil to both demonstrate proficiency in English by meeting one of 4 specified requirements and demonstrate proficiency in one or more languages other than English by meeting one of 2 specified requirements.

Existing law requires the State Seal of Biliteracy to be awarded to a pupil whose primary language is other than English if the pupil meets the above-specified requirements and additionally attains a level demonstrating English language proficiency on the English Language Proficiency Assessments for California, as provided.

The bill would instead require a pupil whose primary language is other than English to achieve a level 4 on the Oral Language section of the English Language Proficiency Assessments for California rather than attain a level demonstrating English language proficiency on those assessments to be awarded the State Seal of Biliteracy.

CONCURRENCE IN SENATE AMENDMENTS

CSA1 Bill Id:AB 370

Author:(Addis)

As Amended Ver:August 17, 2023

Majority vote

SUMMARY

Modifies the criteria for demonstrating proficiency in English and a language other than English for purposes of earning the State Seal of Biliteracy (SSB).

Senate Amendments

1. Correct references to public or independent higher education institutions.
2. Clarify the types of English Advanced Placement exams that will satisfy SSB eligibility requirements.
3. Lower the score needed to demonstrate English proficiency through the SAT for SSB in order to align with the SAT's average passing score.
4. Make technical and conforming changes.

COMMENTS

Ten years of the State Seal of Biliteracy. AB 815 (Brownley), Chapter 618, Statutes of 2011, created the SSB, which recognizes 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.

In the last ten years, the number of students receiving the SSB has grown from 23,941 in 2013-14 to 57,582 in 2021-22. Participation dropped between 2020-21 and 2021-22, likely due to the COVID-19 pandemic school disruptions.

The largest number of SSBs issued are to recognize biliteracy in English and Spanish, followed by French, Chinese, Japanese, and American Sign Language (ASL).

Authorizing more ways to demonstrate proficiency for purposes of earning the SSB. This bill proposes to add several new ways for students to demonstrate that they have met the criteria to earn the SSB, including passing assessments, earning credit at a community college, and passing a school district identified examination which meets specified criteria.

ELs required to demonstrate some forms of proficiency more than once. To earn the SSB under current law, students in grades nine to 12 whose primary language is not English must score a level 4 on the ELPAC in all four domains of the test: reading, writing, listening, and speaking. They are also required to demonstrate proficiency in ELA, which also includes reading and writing. This means that under current law these students must demonstrate proficiency in these domains more than once, while non-ELs must do so only one time.

This bill proposes to eliminate this duplication by requiring that ELs show proficiency only on the oral language portions of the ELPAC. Listening and speaking are currently scored as one composite "oral language" score.

According to the Author

"Obtaining the State Seal of Biliteracy should be achievable for multilingual students from all primary-language backgrounds. AB 370 addresses this equity issue by updating the criteria required to obtain the State Seal of Biliteracy in order to make it attainable for all students, while creating a clear path for all participating Local Educational Agencies to implement. Balancing this benchmark is a step in the right direction when it comes to equitable education."

Arguments in Support

Californians Together writes, "The goal of this bill is to provide a menu of rigorous options to demonstrate English proficiency that is comparable to the current options available to demonstrate proficiency in the world language. These changes will ensure that more students have the opportunity to demonstrate English proficiency along with an additional language and attain the State Seal of Biliteracy. The updated requirements will allow students to show proficiency in English by their course work over their high school career, the Advanced Placement examination, the California Assessment of Student Performance and Progress (CAASPP) for English language arts or their score in the Scholastic Assessment Test (SAT). The most critical point with the updated criteria is that students and Local Educational Agencies have options, unlike what they have today. For instance, under the current criteria, a student who is unable to take the CAASPP assessment in 11th grade or has a bad testing day, would be ineligible to receive the SSB. This bill is a result of direct feedback from the field, lessons from the pandemic and the analysis of trends after reflection of ten years’ worth of SSB implementation."

Arguments in Opposition

None on file

FISCAL COMMENTS

According to the Senate Appropriations Committee, pursuant to Senate Rule 28.8, negligible state costs.

VOTES:

ASM EDUCATION: 6-0-1

YES: Muratsuchi, Megan Dahle, Juan Carrillo, Hoover, Lee, Quirk-Silva

ABS, ABST OR NV: McCarty

ASM APPROPRIATIONS: 14-0-2

YES: Holden, Megan Dahle, Calderon, Wendy Carrillo, Dixon, Mike Fong, Hart, Lowenthal, Mathis, Papan, Robert Rivas, Sanchez, Weber, Wilson

ABS, ABST OR NV: Bryan, Pellerin

ASSEMBLY FLOOR: 79-0-1

YES: Addis, Aguiar-Curry, Alanis, Alvarez, Arambula, Bains, Bauer-Kahan, Bennett, Berman, Boerner, Bonta, Bryan, Calderon, Juan Carrillo, Wendy Carrillo, Cervantes, Chen, Connolly, Megan Dahle, Davies, Dixon, Essayli, Flora, Mike Fong, Vince Fong, Friedman, Gabriel, Gallagher, Garcia, Gipson, Grayson, Haney, Hart, Holden, Hoover, Irwin, Jackson, Jones‑Sawyer, Kalra, Lackey, Lee, Low, Lowenthal, Maienschein, Mathis, McCarty, McKinnor, Muratsuchi, Stephanie Nguyen, Ortega, Pacheco, Papan, Joe Patterson, Pellerin, Petrie-Norris, Quirk-Silva, Ramos, Reyes, Luz Rivas, Robert Rivas, Rodriguez, Blanca Rubio, Sanchez, Santiago, Schiavo, Soria, Ta, Ting, Valencia, Villapudua, Waldron, Wallis, Ward, Weber, Wicks, Wilson, Wood, Zbur, Rendon

ABS, ABST OR NV: Jim Patterson

SENATE FLOOR: 40-0-0

YES: Allen, Alvarado-Gil, Archuleta, Ashby, Atkins, Becker, Blakespear, Bradford, Caballero, Cortese, Dahle, Dodd, Durazo, Eggman, Glazer, Gonzalez, Grove, Hurtado, Jones, Laird, Limón, McGuire, Menjivar, Min, Newman, Nguyen, Niello, Ochoa Bogh, Padilla, Portantino, Roth, Rubio, Seyarto, Skinner, Smallwood-Cuevas, Stern, Umberg, Wahab, Wiener, Wilk

UPDATED

VERSION: August 17, 2023

CONSULTANT: Tanya Lieberman / ED. / (916) 319-2087 FN: 0001877

 THIRD READING  

Bill No: AB 370

Author: Addis (D)

Amended: 8/17/23 in Senate

Vote: 21

SENATE EDUCATION COMMITTEE: 7-0, 6/7/23

AYES: Newman, Ochoa Bogh, Cortese, Glazer, McGuire, Smallwood-Cuevas, Wilk

SENATE APPROPRIATIONS COMMITTEE: Senate Rule 28.8

ASSEMBLY FLOOR: 79-0, 4/27/23 (Consent) - See last page for vote

SUBJECT: Pupil instruction: State Seal of Biliteracy

SOURCE: Californians Together

DIGEST:

This bill modifies the criteria for demonstrating proficiency in English and a language other than English for purposes of earning the State Seal of Bilitieracy (SSB).

Senate Floor Amendments of 8/17/23 clarify the types of English Advanced Placement exams that will satisfy SSB eligibility requirements. The amendments also lower the score needed to demonstrate English proficiency through the SAT for SSB in order to align with the SAT's average passing score.

ANALYSIS:

Existing law:

1. Specifies that the SSB 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 all of the following criteria:
   1. Completing all English language arts requirements for graduation with an overall grade point average (GPA) of 2.0 or above in those classes.
   2. Passing the California Assessment of Student Performance and Progress (CAASPP) 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.
   3. Proficiency in one or more languages other than English, demonstrated through one of the following methods:
      1. Passing a world language Advanced Placement examination with a score of 3 or higher or an International Baccalaureate examination with a score of 4 or higher.
      2. Successful completion of a four-year high school course of study in a world language, attaining an overall GPA of 3.0 or above, and oral proficiency in the language comparable to that required in current law.
      3. If no Advanced Placement examination or off-the-shelf language test exists and the school district can certify to the Superintendent that the test meets the rigor of a four-year high school course of study in that world language, passing 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 a school district offers a language examination in a language in which an Advanced Placement examination or off-the-shelf language test exists, the school district language examination shall be approved by the Superintendent for the purpose of determining proficiency in a language other than English.
         1. 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, shall pass an assessment on the modalities that characterize communication in that language at the proficient level or higher.
      4. Passing the SAT II world language examination with a score of 600 or higher. (Education Code (EC) § 51461)
2. Requires the Superintendent to prepare and deliver to participating school districts an appropriate insignia to be affixed to the diploma or transcript of the pupil indicating that the pupil has been awarded an SSB by the Superintendent. (EC § 51462)
3. Requires a participating school district to maintain appropriate records to identify pupils who have earned an SSB. (EC § 51463)

This bill modifies the criteria for demonstrating proficiency in English and a language other than English for purposes of earning the SSB. Specifically, it:

1. For students demonstrating proficiency in English:
   1. Raises the overall GPA in courses in English language arts which are required for graduation from a 2.0 to a 3.0 and allows completion of one or more English language arts courses at a public higher education institution or an independent institution of higher education, as defined with a grade equivalent to a at least a GPA of 3.0 to be used to satisfy one or more course requirements in English language arts.
   2. Adds the following means of demonstrating proficiency in English:
      1. Passing an Advanced Placement English Language and Composition, Advanced Placement English Literature and Composition, or Advanced Placement Seminar examination with a score of 3 or high or an English International Baccalaureate examination with a score of 4 or higher.
      2. Achieving a score of 480 or higher on the Evidence-Based Reading and Writing section of the SAT.
2. For students demonstrating proficiency in one or more languages other than English:
   1. Adds the following means of demonstrating proficiency in a language other than English:
      1. Passing a world language ACTFL Writing Proficiency Test (WPT) and an Oral Proficiency Interview (OPI) with scores of Intermediate Mid or higher.
      2. Successful completion of a four-year course of study of content in a world language at a higher level than high school attaining an overall GPA average of 3.0 or above in that course of study, and oral proficiency in that course of study, and oral proficiency in the language comparable to that required for demonstration of English proficiency and allows either or both of the following to satisfy requirements:
         1. Successful completion of high school level courses completed in another country in a language other than English with the equivalent to a 3.0 GPA or above and oral proficiency in the language comparable to that requirement for demonstration of English proficiency, as verified through a transcript.
         2. Completion of one or more language courses at a at a public higher education institution or an independent institution of higher education, as defined with a grade equivalent to a 3.0 GPA or above and oral proficiency in the language comparable to that require for demonstration of English proficiency, as verified through a transcript.
3. For a student who is an English learner demonstrating proficiency:
   1. Changes references to students whose primary language is other than English to English learner and requires that a student attain a score of Level 4 only on the oral language section of the English Language Proficiency Assessments for California (ELPAC), instead of a level 4 in all domains of the assessment (listening, speaking, reading, writing).
   2. Modifies language to conform to criteria establish by the bill for demonstrating proficiency in English and for demonstrating proficiency in one or more languages other than English.
4. Eliminates flexibilities provided to students on track to graduate in 2020 or 2021 who were seeking to earn the SSB during the COVID-19 pandemic school disruptions.

Comments

1. Need for the bill. According to the author, “Obtaining the State Seal of Biliteracy should be achievable for multilingual students from all primary-language backgrounds. AB 370 addresses this equity issue by updating the criteria required to obtain the State Seal of Biliteracy in order to make it attainable for all students, while creating a clear path for all participating Local Educational Agencies to implement. Balancing this benchmark is a step in the right direction when it comes to equitable education.”
2. State Seal of Biliteracy is a popular option for students. SSB was established in 2011 with the goal of encouraging students to study language, to certify master of two or more languages, which in turn would provide employers and universities with a method of identifying prospective employees or students biliteracy skills. The SSB, established by AB 815 (Brownley, Chapter 618, Statutes of 2011), became effective January 1, 2012. 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, in 2022 over 72,000 insignias were awarded to qualifying students in high schools across the state, which is significant increase from the number of seals awarded in the first year.
3. Expands ways to earn the State Seal of Biliteracy. The SSB program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English. The SSB is awarded by the State Superintendent of Public Instruction in accordance with specified criteria. This bill is attempting to modify current law in order to expand options for demonstrating English proficiency and proficiency in a world language when awarding SSB, including passing other assessments and earning credit at a postsecondary institution. A primary issue the bill aims to address is students who may not have had a CAASPP test administered to them in grade 11, are ineligible for SSB despite satisfying other measures. This bill decouples the English course and CAASPP test requirements, allowing students to demonstrate English proficiency through either option, as well as by additional measures, including completion of a course in English language arts at an accredited four-year university. The criteria for establishing world language proficiency are also expanded. Passing with at least a 3.0 GPA in a high school-level non-English language course in another country is included on this extended list.
4. Increases English language arts grade requirement. In addition to expanding assessment and course options, this measure raises the English language arts GPA threshold from a 2.0 to 3.0. Attainment of a 3.0 GPA in English language arts is a higher standard than what is required for high school graduation or qualifying for admission into the California State University. According to bill sponsors, the higher benchmark is necessary to maintain a certain level of rigor as a standalone requirement and establish consistency with the GPA required to show proficiency in a world language for SSB. This abrupt change is unlikely to harm students presently pursuing SSB, given that passing the CAASPP test remains a choice for demonstrating proficiency in English language arts.
5. Eliminates duplicative requirements for English learners (EL). As noted in the Assembly Education Comittee analysis, ELs required to demonstrate some forms of proficiency more than once. To earn the SSB under current law, students in grades 9 to 12 whose primary language is not English must score a level 4 on the ELPAC in all four domains of the test: reading, writing, listening, and speaking. They are also required to demonstrate proficiency in English language arts, which also includes reading and writing. This means that under current law these students must demonstrate proficiency in these domains more than once, while non-ELs must do so only one time.

This bill proposes to eliminate this duplication by requiring that ELs show proficiency only on the oral language portions of the ELPAC. Listening and speaking are currently scored as one composite “oral language” score.

Related/Prior Legislation

AB 130 (Committee on Budget, Chapter 44, Statutes of 2021) authorized the State Superintendent of Public Instruction to use specified assessments to determine whether a student obtained the achievement level on a grade 11 English language arts for the purposes of establishing proficiency in English language arts to earn the SSB.

SB 98 (Committee on Budget and Fiscal Review, Chapter 24, Statutes of 2020) authorized the State Superintendent of Public Instruction to provide alternatives to demonstrating attainment of a high level of proficiency in one or more languages in addition to English for those pupils on track to graduate in 2020 or 2021 and who were unable to take the assessments identified in existing law, or who did not receive a letter grade in ELA.

AB 1142 (Medina, Chapter 208, Statutes of 2017) updated the criteria used to determine eligibility for the 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.

AB 24 (Eggman, Chapter 604, Statues of 2017) established a State Seal of Civic Engagement to be affixed to the diploma of qualifying high school graduates based on demonstrating excellence in civics education and participation.

AB 815 (Brownley, Chapter 618, Statutes of 2011) established the SSB to recognize high school graduates who attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English.

FISCAL EFFECT: Appropriation: No Fiscal Com.: Yes Local: No

SUPPORT: (Verified 8/14/23)

Californians Together (source)

Association of California School Administrators

Bay Area Council

California Association for Bilingual Education

California Teachers Association

Children Now

Los Angeles County Office of Education

Los Angeles Unified School District

Protection of the Educational Rights for Kids

UNITE-LA, INC.

OPPOSITION: (Verified 8/14/23)

None received

ASSEMBLY FLOOR: 79-0, 4/27/23

AYES: Addis, Aguiar-Curry, Alanis, Alvarez, Arambula, Bains, Bauer-Kahan, Bennett, Berman, Boerner, Bonta, Bryan, Calderon, Juan Carrillo, Wendy Carrillo, Cervantes, Chen, Connolly, Megan Dahle, Davies, Dixon, Essayli, Flora, Mike Fong, Vince Fong, Friedman, Gabriel, Gallagher, Garcia, Gipson, Grayson, Haney, Hart, Holden, Hoover, Irwin, Jackson, Jones-Sawyer, Kalra, Lackey, Lee, Low, Lowenthal, Maienschein, Mathis, McCarty, McKinnor, Muratsuchi, Stephanie Nguyen, Ortega, Pacheco, Papan, Joe Patterson, Pellerin, Petrie-Norris, Quirk-Silva, Ramos, Reyes, Luz Rivas, Robert Rivas, Rodriguez, Blanca Rubio, Sanchez, Santiago, Schiavo, Soria, Ta, Ting, Valencia, Villapudua, Waldron, Wallis, Ward, Weber, Wicks, Wilson, Wood, Zbur, Rendon

NO VOTE RECORDED: Jim Patterson

Prepared by: Olgalilia Ramirez / ED. / (916) 651-4105

8/23/23 14:41:07

**** END ****

SENATE COMMITTEE ON EDUCATION

Senator Josh Newman, Chair

2023 - 2024 Regular

Bill No: Hearing Date: June 7, 2023

Subject: .

SUMMARY

This bill modifies the criteria for demonstrating proficiency in English and a language other than English for purposes of earning the State Seal of Bilitieracy (SSB).

BACKGROUND

Existing law:

1. Specifies that the SSB 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 all of the following criteria:
2. Completing all English language arts requirements for graduation with an overall grade point average (GPA) of 2.0 or above in those classes.
3. Passing the California Assessment of Student Performance and Progress (CAASPP) 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.
4. Proficiency in one or more languages other than English, demonstrated through one of the following methods:
   • 1. Passing a world language Advanced Placement examination with a score of 3 or higher or an International Baccalaureate examination with a score of 4 or higher.
     2. Successful completion of a four-year high school course of study in a world language, attaining an overall GPA of 3.0 or above, and oral proficiency in the language comparable to that required in current law.
     3. If no Advanced Placement examination or off-the-shelf language test exists and the school district can certify to the Superintendent that the test meets the rigor of a four-year high school course of study in that world language, passing 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 a school district offers a language examination in a language in which an Advanced Placement examination or off-the-shelf language test exists, the school district language examination shall be approved by the Superintendent for the purpose of determining proficiency in a language other than English.
        • 1. 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, shall pass an assessment on the modalities that characterize communication in that language at the proficient level or higher.
     4. Passing the SAT II world language examination with a score of 600 or higher. (Education Code (EC) § 51461)
5. Requires the Superintendent to prepare and deliver to participating school districts an appropriate insignia to be affixed to the diploma or transcript of the pupil indicating that the pupil has been awarded an SSB by the Superintendent. (EC § 51462)
6. Requires a participating school district to maintain appropriate records to identify pupils who have earned an SSB. (EC § 51463)

ANALYSIS

This bill modifies the criteria for demonstrating proficiency in English and a language other than English for purposes of earning the SSB. Specifically, it:

1. For students demonstrating proficiency in English:
   1. Raises the overall grade point average (GPA) in courses in English

language arts which are required for graduation from a 2.0 to a 3.0 and allows completion of one or more English language arts courses at a community college or an accredited four-year university with a grade equivalent to a at least a GPA of 3.0 to be used to satisfy one or more course requirements in English language arts.

• 1. Adds the following means of demonstrating proficiency in English:
     1. Passing an English Advanced Placement examination with a score

of 3 or high or an English International Baccalaureate examination with a score of 4 or higher.

• • 1. Achieving a score of 600 or higher on the Evidence-Based Reading

and Writing section of the SAT.

1. For students demonstrating proficiency in one or more languages other than English:
   1. Adds the following means of demonstrating proficiency in a language

other than English:

• • 1. Passing a world language ACTFL Writing Proficiency Test (WPT)

and an Oral Proficiency Interview (OPI) with scores of Intermediate Mid or higher.

• • 1. Successful completion of a four-year course of study of content in a

world language at a higher level than high school attaining an overall GPA average of 3.0 or above in that course of study, and oral proficiency in that course of study, and oral proficiency in the language comparable to that required for demonstration of English proficiency and allows either or both of the following to satisfy requirements:

• • • 1. Successful completion of high school level courses

completed in another country in a language other than English with the equivalent to a 3.0 GPA or above and oral proficiency in the language comparable to that requirement for demonstration of English proficiency, as verified through a transcript.

• • • 1. Completion of one or more language courses at a

community college or an accredited four-year university with a grade equivalent to a 3.0 GPA or above and oral proficiency in the language comparable to that require for demonstration of English proficiency, as verified through a transcript.

1. For a student who is an English learner demonstrating proficiency:
   1. Changes references to students whose primary language is other than

English to English learner and requires that a student attain a score of Level 4 only on the oral language section of the English Language Proficiency Assessments for California (ELPAC), instead of a level 4 in all domains of the assessment (listening, speaking, reading, writing).

• 1. Modifies language to conform to criteria establish by the bill for

demonstrating proficiency in English and for demonstrating proficiency in one or more languages other than English.

1. Eliminates flexibilities provided to students on track to graduate in 2020 or 2021 who were seeking to earn the SSB during the COVID-19 pandemic school disruptions.

STAFF COMMENTS

1. Need for the bill. According to the author, “Obtaining the State Seal of Biliteracy should be achievable for multilingual students from all primary-language backgrounds. AB 370 addresses this equity issue by updating the criteria required to obtain the State Seal of Biliteracy in order to make it attainable for all students, while creating a clear path for all participating Local Educational Agencies to implement. Balancing this benchmark is a step in the right direction when it comes to equitable education.”
2. State Seal of Biliteracy is a popular option for students. SSB was established in 2011 with the goal of encouraging students to study language, to certify master of two or more languages, which in turn would provide employers and universities with a method of identifying prospective employees or students biliteracy skills. The SSB, established by AB 815 (Brownley, Chapter 618, Statutes of 2011), became effective January 1, 2012. 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, in 2022 over 72,000 insignias were awarded to qualifying students in high schools across the state, which is significant increase from the number of seals awarded in the first year.
3. Expands ways to earn the State Seal of Biliteracy. The SSB program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English. The SSB is awarded by the State Superintendent of Public Instruction in accordance with specified criteria. This bill is attempting to modify current law in order to expand options for demonstrating English proficiency and proficiency in a world language when awarding SSB, including passing other assessments and earning credit at a postsecondary institution. A primary issue the bill aims to address is students who may not have had a CAASPP test administered to them in grade 11, are ineligible for SSB despite satisfying other measures. This bill decouples the English course and CAASPP test requirements, allowing students to demonstrate English proficiency through either option, as well as by additional measures, including completion of a course in English language arts at an accredited four-year university. The criteria for establishing world language proficiency are also expanded. Passing with at least a 3.0 GPA in a high school-level non-English language course in another country is included on this extended list.
4. Increases English language arts grade requirement. In addition to expanding assessment and course options, this measure raises the English language arts GPA threshold from a 2.0 to 3.0. Attainment of a 3.0 GPA in English language arts is a higher standard than what is required for high school graduation or qualifying for admission into the California State University. According to bill sponsors, the higher benchmark is necessary to maintain a certain level of rigor as a standalone requirement and establish consistency with the GPA required to show proficiency in a world language for SSB. This abrupt change is unlikely to harm students presently pursuing SSB, given that passing the CAASPP test remains a choice for demonstrating proficiency in English language arts.
5. Eliminates duplicative requirements for English learners (EL). As noted in the Assembly Education Comittee analysis, ELs required to demonstrate some forms of proficiency more than once. To earn the SSB under current law, students in grades 9 to 12 whose primary language is not English must score a level 4 on the ELPAC in all four domains of the test: reading, writing, listening, and speaking. They are also required to demonstrate proficiency in English language arts, which also includes reading and writing. This means that under current law these students must demonstrate proficiency in these domains more than once, while non-ELs must do so only one time.

This bill proposes to eliminate this duplication by requiring that ELs show proficiency only on the oral language portions of the ELPAC. Listening and speaking are currently scored as one composite “oral language” score.

1. Benefits of biliteracy. Attaining proficiency in multiple languages holds numerous benefits to students and the state in general. A wide range of languages are spoken in California, indicating the diverse population of students across the state. Research shows the advantages of biliteracy programs in pre-school through grade for both English learners and native English speakers. For example, according to research published by the National Academies of Science, Engineering and Mathematics’ in 2017 concludes, among other things, that:
   1. Children given the opportunity to develop competence in two or more

languages early in life benefit from their capacity to communicate in more than one language and may show enhancement of certain cognitive skills, as well as improved academic outcomes in school.

b) The cognitive, communicative, cultural, and economic benefits of knowing English and another language are most likely to occur when individuals have high levels of linguistic and functional competence in both languages, including speaking, listening, reading, and writing in both. This is most likely to occur if development of the home language is maintained throughout the preschool and school years as dual language learners learn English.

1. Clarifying amendments. This bill authorizes passage of a course from any accredited four-year university one measure of language proficiency in English and other language. To provide further clarity on which types of universities, staff recommends that the bill be amended as follows:

• EC Section 51461(a)(1)(A). Completion of all English language arts requirements for graduation with an overall grade point average of 3.0 or above in those classes. Completion of one or more English language arts courses at a California public higher education institution or an independent institution of higher education, as defined in EC Section 66010 (a) and (b), with a grade equivalent to a grade point average of 3.0 or above may also be used to satisfy one or more course requirements of this subparagraph.
• EC Section 51461 (a)(2)(B)(ii). Completion of one or more world language courses at a California public higher education institution or an independent institution of higher education, as defined in EC Section 66010 (a) and (b), with a grade equivalent to a grade point average of 3.0 or above and oral proficiency in the language comparable to that required pursuant to subparagraph (A), as verified through a transcript.

1. Related Legislation

AB 130 (Committee on Budget, Chapter 44, Statutes of 2021), authorizes the State Superintendent of Public Instruction to use specified assessments to determine whether a student obtained the achievement level on a grade 11 English language arts for the purposes of establishing proficiency in English language arts to earn the SSB.

SB 98 (Committee on Budget and Fiscal Review), Chapter 24, Statutes of 2020, authorized the State Superintendent of Public Instruction to provide alternatives to demonstrating attainment of a high level of proficiency in one or more languages in addition to English for those pupils on track to graduate in 2020 or 2021 and who were unable to take the assessments identified in existing law, or who did not receive a letter grade in ELA.

AB 1142 (Medina, Chapter 208, Statutes of 2017) updated the criteria used to determine eligibility for the 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.

AB 24 (Eggman, Chapter 604, Statues of 2017) established a State Seal of Civic Engagement to be affixed to the diploma of qualifying high school graduates based on demonstrating excellence in civics education and participation.

AB 815 (Brownley, Chapter 618, Statutes of 2011) established the SSB to recognize high school graduates who attained a high level of proficiency in speaking, reading, and writing in one or more languages in addition to English.

SUPPORT

Californians Together (Sponsor)

Association of California School Administrators

California Association for Bilingual Education

California Teachers Association

Los Angeles County Office of Education

OPPOSITION

None received

-- END --

Date of Hearing: April 19, 2023

ASSEMBLY COMMITTEE ON APPROPRIATIONS

Chris Holden, Chair

ABPCA Bill Id:AB 370

Author:(Addis) – As Amended Ver:March 30, 2023

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

SUMMARY:

This bill adds several new ways for a student to demonstrate that they have met the criteria to earn the State Seal of Biliteracy on their high school diploma, including passing assessments, earning credit at a community college, and passing a school district-identified examination that meets specified criteria.

FISCAL EFFECT:

1. Minor, ongoing Proposition 98 General Fund costs to high schools to verify whether a student has demonstrated proficiency in English and one or more other languages through the new ways authorized by this bill. For example, a high school may need to verify a student successfully completed high school level courses in another county in a language other than English.
2. Minor and absorbable ongoing General Fund costs to CDE to send out additional seals, should this bill result in more students attaining the State Seal of Biliteracy.

COMMENTS:

1. Purpose. According to one of the co-sponsors of this bill, Californians Together:

The goal of this bill is to provide a menu of rigorous options to demonstrate English proficiency that is comparable to the current options available to demonstrate proficiency in the world language. These changes will ensure that more students have the opportunity to demonstrate English proficiency along with an additional language and attain the State Seal of Biliteracy. The updated requirements will allow students to show proficiency in English by their course work over their high school career, the Advanced Placement examination, the California Assessment of Student Performance and Progress (CAASPP) for English language arts or their score in the Scholastic Assessment Test (SAT). The most critical point with the updated criteria is that students and Local Educational Agencies have options, unlike what they have today. For instance, under the current criteria, a student who is unable to take the CAASPP assessment in 11th grade or has a bad testing day, would be ineligible to receive the SSB. This bill is a result of direct feedback from the field, lessons from the pandemic and the analysis of trends after reflection of ten years’ worth of SSB implementation.

1. Background. Diploma seals are badges that are affixed to the diplomas of qualifying high school graduates to indicate excellence in certain areas. CDE sends out the seals to California schools to affix.

AB 815 (Brownley), Chapter 618, Statutes of 2011, created the State Seal of Biliteracy, which recognizes 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. In the 2020-21 school year, over 70,000 students earned the seal.

Under current law, to earn the State Seal of Biliteracy, a student must demonstrate proficiency in English and in one or more other languages. To demonstrate proficiency in English, a student must either (a) complete all English language arts (ELA) requirements for graduation with an overall GPA of 2.0 or above in those classes; or (b) pass the California Assessment of Student Performance and Progress for ELA, or any successor test, administered in grade 11, at or above the “standard met” achievement level. To demonstrate proficiency in one or more other languages, a student has various options, including passing a world language Advanced Placement examination with a score of three or higher or successfully completing a four-year high school course of study in a world language with a demonstration of oral proficiency.

This bill expands options in demonstrating proficiency in both English and one or more other languages for the purposes of attaining the State Seal of Biliteracy.

1. Prior Legislation. AB 130 (Committee on Budget), Chapter 44, Statutes of 2021, authorizes the SPI to use specified assessments to determine whether a student obtained the achievement level on a grade 11 ELA for the purposes of establishing proficiency in ELA to earn the SSB.

AB 24 (Eggman), Chapter 604, Statutes of 2017, established a 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.

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

Date of Hearing: March 29, 2023

ASSEMBLY COMMITTEE ON EDUCATION

Al Muratsuchi, Chair

ABPCA Bill Id:AB 370 (

Author:Addis) – As Amended Ver:March 20, 2023

SUBJECT: Pupil instruction: State Seal of Biliteracy

SUMMARY: Makes changes to the criteria for demonstrating proficiency in English and a language other than English for purposes of earning the State Seal of Biliteracy (SSB). Specifically, this bill:

1. For students demonstrating proficiency in English:
2. Raises the overall grade point average (GPA) in courses in English language arts (ELA) which are required for graduation from a 2.0 to a 3.0.
3. Adds the following means of demonstrating proficiency in English:
4. Obtaining a score of 3 or higher on an English Advanced Placement (AP) examination;
5. Obtaining a score of 4 or higher on an International Baccalaureate (IB) examination;
6. Achieving a score of 600 or higher on the Evidence-Based Reading and Writing section of the SAT; and
7. Completion of one or more ELA courses at a community college or an accredited four-year university with a grade equivalent to a GPA of 3.0 or above.
8. For students demonstrating proficiency in one or more languages other than English:
9. Permits a student to take a school district language examination to fulfill this requirement, even if an AP examination or other off-the-shelf text exists. Eliminates the requirement that such a test be approved by the Superintendent of Public Instruction (SPI);
10. Eliminates the option to satisfy this requirement with a passing score of 600 or higher on the SAT II world language examination (which is no longer offered); and
11. Adds as a means of demonstrating proficiency the completion of one or more world language courses at a community college or an accredited four-year university with a grade equivalent to a GPA of 3.0 or above and oral proficiency in the language which is comparable to an AP or IB score meeting the criteria above.
12. Changes references to students whose primary language is other than English to English learner (EL) and requires that a student attain a score of Level 4 only on the oral language section of the English Language Proficiency Assessments for California (ELPAC), instead of a level 4 in all domains of the assessment (listening, speaking, reading, writing).
13. Eliminates flexibilities provided to students on track to graduate in 2020 or 2021 who were seeking to earn the SSB during the Covid-19 pandemic school disruptions.

EXISTING LAW:

1. Establishes the SSB, which 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 a graduate meets all of the following criteria:
2. To demonstrate proficiency in English:
3. Completion of all ELA requirements for graduation with an overall GPA of 2.0 or above in those classes; or
4. Passing the California Assessment of Student Performance and Progress (CASPP) for ELA, or any successor test, administered in grade 11, at or above the “standard met” achievement level;
5. To demonstrate proficiency in one or more languages other than English:
6. Passing a world language AP examination with a score of 3 or higher or an IB examination with a score of 4 or higher;
7. Successful completion of a four-year high school course of study in a world language, attaining an overall GPA of 3.0 or above in that course of study, and oral proficiency in the language comparable to that required to pass a world language Advanced Placement examination with a score of 3 or higher or an International Baccalaureate examination with a score of 4 or higher; or
8. Passing the SAT II world language examination with a score of 600 or higher.
9. 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 world language, passing 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 a school district offers a language examination in a language in which an AP examination or off-the-shelf language test exists, the school district language examination shall be approved by the SPI for the purpose of determining proficiency in a language other than English.
10. Authorizes 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, to meet this requirement by passing an assessment on the modalities that characterize communication in that language at the proficient level or higher.
11. Requires that, if the primary language of a pupil in any of grades 9 to 12, inclusive, is other than English, a student additionally attain the level demonstrating English language proficiency on the ELPAC, in transitional kindergarten to grade 12.
12. Permits the SPI to provide a listing of equivalent summative tests that school districts may use in place of an AP test for languages in which an AP test is not available, and permits a school district to provide the SPI a list of such tests.
13. Permits the SPI to provide alternatives for meeting specified requirements to earn the SSB for students who were on track to graduate in 2020, 2021, and 2022 who were unable to take assessments or who did not receive letter grades due to the Covid-19 pandemic-related school disruptions. (Education Code (EC) 51461)
14. Requires the SPI to prepare and deliver to participating school districts an appropriate insignia to be affixed to the diploma or transcript of the pupil indicating that the pupil has been awarded an SSB by the SPI. (EC 51462)
15. Requires a participating school district to maintain appropriate records in order to identify pupils who have earned an SSB. (EC 51463)

FISCAL EFFECT: Unknown

COMMENTS:

Need for the bill. The author states, “Obtaining the State Seal of Biliteracy should be achievable for multilingual students from all primary-language backgrounds. AB 370 addresses this equity issue by updating the criteria required to obtain the State Seal of Biliteracy in order to make it attainable for all students, while creating a clear path for all participating Local Educational Agencies to implement. Balancing this benchmark is a step in the right direction when it comes to equitable education.”

Ten years of the State Seal of Biliteracy. AB 815 (Brownley), Chapter 618, Statutes of 2011, created the SSB, which recognizes 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.

In the last ten years, the number of students receiving the SSB has grown from 23,941 in 2013-14 to 57,582 in 2021-22, as shown in the table above. Participation dropped between 2020-21 and 2021-22, likely due to the Covid-19 pandemic school disruptions.

As shown below, the largest number of SSBs issued are to recognize biliteracy in English and Spanish, followed by French, Chinese, Japanese, and American Sign Language ASL.

Authorizing more ways to demonstrate proficiency for purposes of earning the SSB. This bill proposes to add several new ways for students to demonstrate that they have met the criteria to earn the SSB, including passing assessments, earning credit at a community college, and passing a school district identified examination which meets specified criteria.

ELs required to demonstrate some forms of proficiency more than once. To earn the SSB under current law, students in grades 9 to 12 whose primary language is not English must score a level 4 on the ELPAC in all four domains of the test: reading, writing, listening, and speaking. They are also required to demonstrate proficiency in ELA, which also includes reading and writing. This means that under current law these students must demonstrate proficiency in these domains more than once, while non-ELs must do so only one time.

This bill proposes to eliminate this duplication by requiring that ELs show proficiency only on the oral language portions of the ELPAC. Listening and speaking are currently scored as one composite “oral language” score.

Are barriers for ELs in earning the SSB resulting in fewer students receiving it? Supporters of this bill are concerned that the current criteria for earning the SSB present barriers for EL students. According to the Public Policy Institute for California, current and former EL students constitute 38% of the total school population. So it would appear that current and former ELs are earning the SSB in numbers slightly greater than their share of the overall student population. Advocates believe that, given the primary language skills of English learners, this level of participation could be even higher.

Additional options for demonstrating proficiency in languages other than English. This bill is intended in part to expand options for demonstrating proficiency in English and other languages, while maintaining high standards for receipt of the SSB. It expands options for examinations students may take, and for coursework they may complete at an institution of higher education (IHE). The author may wish to add a few more options for students to demonstrate proficiency for purposes of earning the SSB.

Some recently arrived immigrant students may have difficulty fulfilling the requirements in existing law, despite mastery of their primary language. Another group, students taking a world language course of study starting in middle school, may not be able to complete a four year course of study while in high school, despite reaching a level of proficiency comparable to students who do. Staff recommends that the bill be amended to authorize these courses to count toward the four year course of study.

The majority of states authorize students to demonstrate proficiency in a language other than English through successful passage of a language examination produced by the American Council on the Teaching of Foreign Languages (ACTFL), an assessment offered in major languages as well as 24 less commonly taught and assessed languages including: Albanian, Amharic, Bengali/Bangla, Bosnia/Croatian, Bulgarian, Cantonese, Dari, Gujarati, Haitian Creole, Hebrew, Hindi, Malayalam, Pashto, Polish, Swahili, Tamil, Tagalog, Thai, Turkish, Ukrainian, Urdu, Vietnamese and Yoruba. Staff recommends that the bill be amended to authorize passage of this examination at the Intermediate Mid level to fulfill the language other than English requirement.

Finally, the proposed authorization to count a course taken at an IHE toward this requirement seems to imply that completion of a basic language course would suffice. Staff recommends that this bill be amended to clarify that courses completed at IHEs may apply toward the course of study requirements for ELA and languages other than English.

English Learner Roadmap for California shifts to an asset-based orientation toward home language and culture. In July, 2017, the State Board of Education (SBE) adopted the California English Learner Roadmap SBE Policy (Roadmap). The Roadmap is intended to articulate a common vision and mission for educating English learners and to assist the California Department of Education (CDE) in providing guidance to LEAs in order to welcome, understand, and educate the diverse population of students who are ELs attending California public schools.

The vision of the Roadmap is: “English learners fully and meaningfully access and participate in a twenty-first century education from early childhood through grade twelve that results in their attaining high levels of English proficiency, mastery of grade level standards, and opportunities to develop proficiency in multiple languages.” The principles of the Roadmap are:

1. Assets-Oriented and Needs-Responsive Schools;
2. Intellectual Quality of Instruction and Meaningful Access;
3. System Conditions that Support Effectiveness; and
4. Alignment and Articulation Within and Across Systems

The first principle is assets-oriented and needs-responsive schools, which is described: “Pre-schools and schools are responsive to different English learner (EL) strengths, needs, and identities and support the socio-emotional health and development of English learners. Programs value and build upon the cultural and linguistic assets students bring to their education in safe and affirming school climates. Educators value and build strong family, community, and school partnerships.”

Recommended Committee amendments. Staff recommends that this bill be amended as follows:

1. Clarify that an IB examination used to qualify for the SSB must be in the subject of English.
2. Change “Attain a level 4 on the Oral Language section,” to “Attain a level 4 composite score in Oral Language.” 
3. To address students in middle school who take high school level courses, as well as students who take dual enrollment courses at institutions of higher education (IHEs), change “a four year high school course of study” to “a four year course of study at a high school or higher level of content.”
4. Change the authorization to use one or more courses at an IHE to satisfy the ELA requirement, to an authorization to use completion of one or more English language arts courses at a community college or an accredited four-year university with a grade equivalent to a GPA of 3.0, verified through a transcript.
5. To allow for credit toward fulfilling requirements for the language other than English for newcomers with world language credit outside the U.S., and for students who earn dual enrollment credit, delete the provision relating to courses completed at IHEs, and add:  “Pupils may additionally satisfy the requirements of (B) by either or both of the following means:
6. Successful completion of high school level courses completed in another country in language other than English in another country with the equivalent of an overall GPA of 3.0, verified through a transcript;
7. Completion of one or more world language courses at a community college or an accredited four-year university with a grade equivalent to a GPA of 3.0 or above and oral proficiency in the language comparable to that required pursuant to subparagraph (A), verified through a transcript.”
8. Add passage of an ACTFL written and oral examination at the Intermediate Mid level as an option for establishing proficiency in a language other than English.
9. Delete proposed changes to (a)(2)(C)(i), regarding the use of local assessments to establish proficiency in a language other than English when a standardized measure is not available.

Arguments in support. Californians Together writes, “The goal of this bill is to provide a menu of rigorous options to demonstrate English proficiency that is comparable to the current options available to demonstrate proficiency in the world language. These changes will ensure that more students have the opportunity to demonstrate English proficiency along with an additional language and attain the State Seal of Biliteracy. The updated requirements will allow students to show proficiency in English by their course work over their high school career, the Advanced Placement examination, the California Assessment of Student Performance and Progress (CAASPP) for English language arts or their score in the Scholastic Assessment Test (SAT). The most critical point with the updated criteria is that students and Local Educational Agencies have options, unlike what they have today. For instance, under the current criteria, a student who is unable to take the CAASPP assessment in 11th grade or has a bad testing day, would be ineligible to receive the SSB. This bill is a result of direct feedback from the field, lessons from the pandemic and the analysis of trends after reflection of ten years’ worth of SSB implementation.”

Related legislation. AB 130 (Committee on Budget), Chapter 44, Statutes of 2021, authorizes the SPI to use specified assessments to determine whether a student obtained the achievement level on a grade 11 ELA for the purposes of establishing proficiency in ELA to earn the SSB.

SB 98 (Committee on Budget and Fiscal Review), Chapter 24, Statutes of 2020, authorized the SPI to provide alternatives to demonstrating attainment of a high level of proficiency in one or more languages in addition to English for those pupils on track to graduate in 2020 or 2021 and who were unable to take the assessments identified in existing law, or who did not receive a letter grade in ELA.

AB 1142 (Medina), Chapter 208, Statutes of 2017, 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 by listening, speaking, or reading, or for which there is no written system.

AB 815 (Brownley), Chapter 618, Statutes of 2011 established the SSB to recognize high school graduates who 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 (co-sponsor)

Californians Together (co-sponsor)

Alliance for a Better Community

Association of Mexican American Educators

Association of Two-way Dual Language Education

California Council on Teacher Education

Los Angeles County Office of Education

Loyola Marymount University - The Center for Equity for English Learners

Sobrato Early Academic Language

Opposition

None on file

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