(1)Existing law requires the adopted course of study for grades 1 to 6, inclusive, to include certain areas of study, including, among others, English, mathematics, social sciences, science, and visual and performing arts, as specified. With respect to the study of English, existing law requires that instruction to include knowledge of, and appreciation for, literature and the language, as well as the skills of speaking, reading, listening, spelling, handwriting, and composition.

This bill would require handwriting instruction for grades 1 to 6, inclusive, to include instruction in cursive or joined italics in the appropriate grade levels. To the extent that this bill would impose new duties on local educational agencies, it would constitute a state-mandated local program.

(2)This bill would incorporate additional changes to Section 51210 of the Education Code proposed by AB 285 and SB 509 to be operative only if this bill and either or both of those bills are enacted and this bill is enacted last.

(3)The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.

This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.

(1)Existing law requires the adopted course of study for grades 1 to 6, inclusive, to include certain areas of study, including, among others, English, mathematics, social sciences, science, and visual and performing arts, as specified. With respect to the study of English, existing law requires that instruction to include knowledge of, and appreciation for, literature and the language, as well as the skills of speaking, reading, listening, spelling, handwriting, and composition.

This bill would require handwriting instruction for grades 1 to 6, inclusive, to include instruction in cursive or joined italics in the appropriate grade levels. To the extent that this bill would impose new duties on local educational agencies, it would constitute a state-mandated local program.

(2)This bill would incorporate additional changes to Section 51210 of the Education Code proposed by AB 285 and SB 509 to be operative only if this bill and either or both of those bills are enacted and this bill is enacted last.

(3)The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.

This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.

(1)Existing law requires the adopted course of study for grades 1 to 6, inclusive, to include certain areas of study, including, among others, English, mathematics, social sciences, science, and visual and performing arts, as specified. With respect to the study of English, existing law requires that instruction to include knowledge of, and appreciation for, literature and the language, as well as the skills of speaking, reading, listening, spelling, handwriting, and composition.

This bill would require handwriting instruction for grades 1 to 6, inclusive, to include instruction in cursive or joined italics in the appropriate grade levels. To the extent that this bill would impose new duties on local educational agencies, it would constitute a state-mandated local program.

(3)The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.

This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.

(1)Existing law requires the adopted course of study for grades 1 to 6, inclusive, to include certain areas of study, including, among others, English, mathematics, social sciences, science, and visual and performing arts, as specified. With respect to the study of English, existing law requires that instruction to include knowledge of of, and appreciation for for, literature and the language, as well as the skills of speaking, reading, listening, spelling, handwriting, and composition.

This bill would require handwriting instruction for grades 1 to 6, inclusive, to include instruction in cursive or joint joined italics in the appropriate grade levels. To the extent that this bill would impose new duties on local educational agencies, it would constitute a state-mandated local program.

(2)The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.

This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.

(1)Existing law requires the adopted course of study for grades 1 to 6, inclusive, to include certain areas of study, including, among others, English, mathematics, social sciences, science, and visual and performing arts, as specified. With respect to the study of English, existing law requires that instruction to include knowledge of and appreciation for literature and the language, as well as the skills of speaking, reading, listening, spelling, handwriting, and composition.

This bill would require handwriting instruction for grades 1 to 6, inclusive, to include instruction in cursive or joint italics in the appropriate grade levels. To the extent that this bill would impose new duties on local educational agencies, it would constitute a state-mandated local program.

(2)The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.

This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.

CONCURRENCE IN SENATE AMENDMENTS

CSA1 Bill Id:AB 446

Author:(Quirk-Silva)

As Amended Ver:September 7, 2023

Majority vote

SUMMARY

Defines handwriting, in the course of study for grades 1 to 6, to include cursive and joined italics.

Senate Amendments

Add double jointing language to avoid chaptering out issues with AB 285 (Luz Rivas) of the current legislative session.

COMMENTS

Cursive and joined italics left out of national Common Core State Standards but added in California's standards. The Common Core State Standards, developed by the National Governors Association and the Council of Chief State School Officers and released in 2010, are a set of ELA and mathematics content standards intended to serve as consistent standards among the states. States adopting the Common Core standards were required to adopt at least 85% of the standards. California used part of its "15% flexibility" to add cursive and joined italics to the state's standards.

Cursive and joined italics part of English Language Arts/English Language Development standards and curriculum framework. Cursive and joined italics are included in the ELA and English Language Development (ELD) content standards adopted by the State Board of Education (SBE) in 2010 and modified in 2013, in grades 3 and 4:

1. Grade 3, Conventions of Standard English: "Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence."
2. Grade 4, Conventions of Standard English: "Write fluidly and legibly in cursive or joined italics."

The ELA/ELD Curriculum Framework adopted by the SBE in 2014 states: "In grade 3, students, learn cursive (or joined italics) writing through instruction in letter formation, and connections (L.3.2j). They practice and refine their developing skill in authentic writing activities. Legible handwriting not only allow students to read their own work, but to read others' work. In grade 3, students also begin to acquire keyboarding skills (W.3.6); keyboarding is given more attention in grades four and five. Importantly, as noted in the grade-2 discussion, the more the mechanics of writing (that is printing, cursive, and keyboarding) become effortless, the more students can focus on developing and communicating their ideas."

Research confirms that teaching handwriting of some kind is worthwhile. The rest is unclear. Since at least 1922, elementary school children in North America have been taught print first, and then cursive writing in or around third grade. Historically, where print and cursive have been taught sequentially, this sequence has been considered more accessible to young children. (Schwellnus, 2012)

However, practices vary by country and have changed over time. Schools in some countries teach only cursive, some teach print and cursive simultaneously or sequentially, some do not teach cursive at all, and some leave the choice up to individual teachers.

Two major meta analyses of research on print and cursive handwriting have been published since 2012 (Schwellnus, 2012; Pullido, 2022) which attempt to answer some basic questions about the efficacy of different handwriting instruction methods, including which kind of handwriting (print – also known as manuscript – or cursive, or both) should be taught to students. In total, these reviews include analysis of 110 studies conducted between 1968 and 2021. (Schwellnus, 2012) Broadly speaking, they conclude the following with respect to the effects of handwriting instruction:

1. Teaching handwriting of some kind is worthwhile;
2. Limited evidence suggests that the sequence of handwriting instruction has an effect on reading proficiency; and

Whether print, cursive, or both, should be taught, remains unclear.

According to the Author

"As an elementary school teacher for over three decades, cursive writing was always an important part of our curriculum. Writing in cursive has multiple benefits, including better brain development, retention, and learning in children. Writing in cursive helps join the auditory and language centers of the brain. It is also beneficial as an adult; the ability to sign their name in cursive is important for future job applications, writing checks, signing medical forms, obtaining driver's licenses, and voting. However, whether students are taught cursive writing depends on where they attend school. Every child should be exposed to learning as well as the benefits of cursive writing on their educational development."

Arguments in Support

The Los Angeles County Office of Education writes, "Researchers have long studied the effects and links between handwriting and reading development. There are clear connections between the linguistic processes of reading and the motor process of handwriting, which keyboarding skills do not replicate. The mechanics of handwriting follows a sequence initiated in the brain, similar to reading - the sound is heard and processed, a letter attached and visualized, then translated into a shape on a page and produced with motor skills that reinforce the direction of lines and shapes to form letters. These letters then connect to form words and meaning is attached. Handwriting not only activates the literacy regions of the brain, it also reinforces print awareness skills like visual tracking, reading left to right, as well as capitalization and punctuation rules. It supports spelling and vocabulary acquisition, which boosts fluency in reading. It also helps with retention of linguistic patterns as well as content learning. Most students with reading difficulties also struggle with handwriting and writing structures in general. As a general rule, reading and writing go hand in hand, and the ability to actually handwrite is key in the development of young learners. AB 446 would require handwriting instruction in cursive or joined italics to be standard across our state. Every student will be taught this important skill no matter what city, county or school district a student resides in."

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: 6-1-0

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

NO: Lee

ASM APPROPRIATIONS: 15-0-1

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

ABS, ABST OR NV: Bryan

ASSEMBLY FLOOR: 79-1-0

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, Low, Lowenthal, Maienschein, Mathis, McCarty, McKinnor, Muratsuchi, Stephanie Nguyen, Ortega, Pacheco, Papan, Jim Patterson, 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: Lee

SENATE FLOOR: 39-0-1

YES: Allen, 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

ABS, ABST OR NV: Alvarado-Gil

UPDATED

VERSION: September 7, 2023

CONSULTANT: Tanya Lieberman / ED. / (916) 319-2087 FN: 0002220

 THIRD READING  

Bill No: AB 446

Author: Quirk-Silva (D)

Amended: 9/7/23 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

SENATE FLOOR: 39-0, 6/29/23 (Consent)

AYES: Allen, 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

NO VOTE RECORDED: Alvarado-Gil

ASSEMBLY FLOOR: 79-1, 4/27/23 - See last page for vote

SUBJECT: Pupil instruction: handwriting

SOURCE: Author

DIGEST:

This bill defines handwriting in the adopted course of study for grades 1 to 6 for English, including cursive or joined italics.

Senate Floor Amendment of 9/7/23 incorporate additional changes to Section 51210 of the Education Code proposed by AB 285 and SB 509 to be operative only if this bill and either or both of those bills are enacted and this bill is enacted last.

ANALYSIS:

Existing law:

1. Requires the adopted course of study for grades 1 to 6, inclusive, shall include instruction, beginning in grade 1 and continuing through grade 6, in the following areas of study:
2. English, including knowledge of and appreciation for literature and the language, as well as speaking, reading, listening, spelling, handwriting, and composition skills.
3. Mathematics, including concepts, operational skills, and problem-solving.
4. Social sciences, drawing upon anthropology, economics, geography, history, political science, psychology, and sociology, are designed to fit the pupils’ maturity.
5. Science, including the biological and physical aspects, with emphasis on the processes of experimental inquiry and the place of humans in ecological systems.
6. Visual and performing arts, including instruction in the subjects of dance, music, theatre, and visual arts, aimed at the development of aesthetic appreciation and the skills of creative expression.
7. Health, including instruction in the principles and practices of individual, family, and community health.
8. Physical education, emphasizing the physical activities for the pupils that may be conducive to health and vigor of body and mind.
9. Other studies that the governing board may prescribe. (Education Code (EC) § 51210)

This bill defines handwriting in the adopted course of study for grades 1 to 6 for English, including cursive or joined italics.

Comments

1. Need for the bill. According to the author, “As an elementary school teacher for over three decades, cursive writing was always an important part of our curriculum. Writing in cursive has multiple benefits, including better brain development, retention, and learning in children. Writing in cursive helps join the auditory and language centers of the brain. It is also beneficial as an adult; the ability to sign their name in cursive is important for future job applications, writing checks, signing medical forms, obtaining driver's licenses, and voting. However, whether students are taught cursive writing depends on the where they attend school. Every child should be exposed to learning as well as the benefits of cursive writing on their educational development.”
2. Cursive and Joined Italics Already Included in State Content Standards. SBX5-1 (Steinberg, Chapter 2, Statutes of 2009-10, Fifth Extraordinary Session) established the California Academic Content Standards Commission (Commission) to evaluate the Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science, and Technical Subjects developed by the Common Core State Standards Initiative for rigor and alignment with the California standards. Cursive and joined italics are included in the ELA and English Language Development (ELD) content standards adopted by the State Board of Education (SBE) in 2010 and modified in 2013.

As indicated above, in grade 3, students learn to “write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence. In grade 4, students should be able to “write fluidly and legibly in cursive or joined italics.”

Related/Prior Legislation

AB 742 (Quirk-Silva, 2017) would have required that instruction in the skill of handwriting needed as part of the adopted course of study for grades 1 to 6 include education in cursive or joined italics. The bill was held in the Assembly Appropriations Committee.

SBX5-1 (Steinberg, Chapter 2, Statues of 2010) addressed the four Race to the Top policy reform areas of standards and assessments, data systems to support instruction, great teachers and leaders, and turning around the lowest-achieving schools.

SB 1770 (Burton, Chapter 508, Statutes of 2002) encouraged school districts to comply with the SBE’s ELA Writing Arts Strategies on cursive handwriting standards whereby pupils are expected to write fluidly and legibly and encouraged school districts to teach methods of penmanship that may include but are not limited to, the D’Nealian Method and the Palmer Method of penmanship.

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

SUPPORT: (Verified 9/6/23)

California Parents Union

Los Angeles County Office of Education

Protection of the Educational Rights of Kids

Take A Stand Stanislaus

OPPOSITION: (Verified 9/6/23)

None received

ARGUMENTS IN SUPPORT: According to The Los Angeles County Office of Education (LACOE), “Researchers have long studied the effects and links between handwriting and reading development. There are clear connections between the linguistic processes of reading and the motor process of handwriting, which keyboarding skills do not replicate. The mechanics of handwriting follows a sequence initiated in the brain, similar to reading - the sound is heard and processed, a letter attached and visualized, then translated into a shape on a page and produced with motor skills that reinforce the direction of lines and shapes to form letters. These letters then connect to form words and meaning is attached. Handwriting not only activates the literacy regions of the brain, it also reinforces print awareness skills like visual tracking, reading left to right, as well as capitalization and punctuation rules. It supports spelling and vocabulary acquisition, which boosts fluency in reading. It also helps with retention of linguistic patterns as well as content learning. Most students with reading difficulties also struggle with handwriting and writing structures in general. As a general rule, reading and writing go hand in hand, and the ability to actually handwrite is key in the development of young learners. AB 446 would require handwriting instruction in cursive or joint italics to be standard across our state. Every student will be taught this important skill not matter what city, county or school district a student resides in.”

ASSEMBLY FLOOR: 79-1, 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, Low, Lowenthal, Maienschein, Mathis, McCarty, McKinnor, Muratsuchi, Stephanie Nguyen, Ortega, Pacheco, Papan, Jim Patterson, 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

NOES: Lee

Prepared by: Kordell Hampton / ED. / (916) 651-4105

9/8/23 16:27:31

**** END ****

 CONSENT  

Bill No: AB 446

Author: Quirk-Silva (D)

Amended: 3/13/23 in Assembly

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: 79-1, 4/27/23 - See last page for vote

SUBJECT: Pupil instruction: handwriting

SOURCE: Author

DIGEST:

This bill defines handwriting in the adopted course of study for grades 1 to 6 for English, including cursive or joined italics.

ANALYSIS: Existing law, under the Education Code, requires the adopted course of study for grades 1 to 6, inclusive, shall include instruction, beginning in grade 1 and continuing through grade 6, in the following areas of study:

1. English, including knowledge of and appreciation for literature and the language, as well as speaking, reading, listening, spelling, handwriting, and composition skills.
2. Mathematics, including concepts, operational skills, and problem-solving.
3. Social sciences, drawing upon anthropology, economics, geography, history, political science, psychology, and sociology, are designed to fit the pupils’ maturity.
4. Science, including the biological and physical aspects, with emphasis on the processes of experimental inquiry and the place of humans in ecological systems.
5. Visual and performing arts, including instruction in the subjects of dance, music, theatre, and visual arts, aimed at the development of aesthetic appreciation and the skills of creative expression.
6. Health, including instruction in the principles and practices of individual, family, and community health.
7. Physical education, emphasizing the physical activities for the pupils that may be conducive to health and vigor of body and mind.
8. Other studies that the governing board may prescribe. (EC § 51210)

This bill defines handwriting in the adopted course of study for grades 1 to 6 for English, including cursive or joined italics.

Comments

1. Need for the bill. According to the author, “As an elementary school teacher for over three decades, cursive writing was always an important part of our curriculum. Writing in cursive has multiple benefits, including better brain development, retention, and learning in children. Writing in cursive helps join the auditory and language centers of the brain. It is also beneficial as an adult; the ability to sign their name in cursive is important for future job applications, writing checks, signing medical forms, obtaining driver's licenses, and voting. However, whether students are taught cursive writing depends on the where they attend school. Every child should be exposed to learning as well as the benefits of cursive writing on their educational development.”
2. Cursive and Joined Italics Already Included in State Content Standards. SBX5-1 (Steinberg, Chapter 2, Statutes of 2009-10, Fifth Extraordinary Session) established the California Academic Content Standards Commission (Commission) to evaluate the Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science, and Technical Subjects developed by the Common Core State Standards Initiative for rigor and alignment with the California standards. Cursive and joined italics are included in the ELA and English Language Development (ELD) content standards adopted by the State Board of Education (SBE) in 2010 and modified in 2013.

As indicated above, in grade 3, students learn to “write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence. In grade 4, students should be able to “write fluidly and legibly in cursive or joined italics.”

Related/Prior Legislation

AB 742 (Quirk-Silva, 2017) would have required that instruction in the skill of handwriting needed as part of the adopted course of study for grades 1 to 6 include education in cursive or joined italics. The bill was held in the Assembly Appropriations Committee.

SBX5-1 (Steinberg, Chapter 2, Statues of 2010) addressed the four Race to the Top policy reform areas of standards and assessments, data systems to support instruction, great teachers and leaders, and turning around the lowest-achieving schools.

SB 1770 (Burton, Chapter 508, Statutes of 2002) encouraged school districts to comply with the SBE’s ELA Writing Arts Strategies on cursive handwriting standards whereby pupils are expected to write fluidly and legibly and encouraged school districts to teach methods of penmanship that may include but are not limited to, the D’Nealian Method and the Palmer Method of penmanship.

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

SUPPORT: (Verified 6/27/23)

California Parents Union

Los Angeles County Office of Education

Take A Stand Stanislaus

OPPOSITION: (Verified 6/27/23)

None received

ARGUMENTS IN SUPPORT: According to The Los Angeles County Office of Education (LACOE), “Researchers have long studied the effects and links between handwriting and reading development. There are clear connections between the linguistic processes of reading and the motor process of handwriting, which keyboarding skills do not replicate. The mechanics of handwriting follows a sequence initiated in the brain, similar to reading - the sound is heard and processed, a letter attached and visualized, then translated into a shape on a page and produced with motor skills that reinforce the direction of lines and shapes to form letters. These letters then connect to form words and meaning is attached. Handwriting not only activates the literacy regions of the brain, it also reinforces print awareness skills like visual tracking, reading left to right, as well as capitalization and punctuation rules. It supports spelling and vocabulary acquisition, which boosts fluency in reading. It also helps with retention of linguistic patterns as well as content learning. Most students with reading difficulties also struggle with handwriting and writing structures in general. As a general rule, reading and writing go hand in hand, and the ability to actually handwrite is key in the development of young learners. AB 446 would require handwriting instruction in cursive or joint italics to be standard across our state. Every student will be taught this important skill not matter what city, county or school district a student resides in.”

ASSEMBLY FLOOR: 79-1, 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, Low, Lowenthal, Maienschein, Mathis, McCarty, McKinnor, Muratsuchi, Stephanie Nguyen, Ortega, Pacheco, Papan, Jim Patterson, 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

NOES: Lee

Prepared by: Kordell Hampton / ED. / (916) 651-4105

6/28/23 14:13:41

**** END ****

SENATE COMMITTEE ON EDUCATION

Senator Josh Newman, Chair

2023 - 2024 Regular

Bill No: Hearing Date: June 7, 2023

Subject: .

SUMMARY

This bill further defines handwriting in the adopted course of study for grades 1 to 6 for English, including cursive or joined italics.

BACKGROUND

Existing Law:

Education Code (EC)

1. Requires the adopted course of study for grades 1 to 6, inclusive, shall include instruction, beginning in grade 1 and continuing through grade 6, in the following areas of study:
   1. English, including knowledge of and appreciation for literature and the language, as well as speaking, reading, listening, spelling, handwriting, and composition skills.
   2. Mathematics, including concepts, operational skills, and problem-solving.
   3. Social sciences, drawing upon anthropology, economics, geography, history, political science, psychology, and sociology, are designed to fit the pupils’ maturity.
   4. Science, including the biological and physical aspects, with emphasis on the processes of experimental inquiry and the place of humans in ecological systems.
   5. Visual and performing arts, including instruction in the subjects of dance, music, theatre, and visual arts, aimed at the development of aesthetic appreciation and the skills of creative expression.
   6. Health, including instruction in the principles and practices of individual, family, and community health.
   7. Physical education, emphasizing the physical activities for the pupils that may be conducive to health and vigor of body and mind.
   8. Other studies that the governing board may prescribe. (EC § 51210)

ANALYSIS

This bill further defines handwriting in the adopted course of study for grades 1 to 6 for English, including cursive or joined italics.

STAFF COMMENTS

1. Need for the bill. According to the author, “As an elementary school teacher for over three decades, cursive writing was always an important part of our curriculum. Writing in cursive has multiple benefits, including better brain development, retention, and learning in children. Writing in cursive helps join the auditory and language centers of the brain. It is also beneficial as an adult; the ability to sign their name in cursive is important for future job applications, writing checks, signing medical forms, obtaining driver's licenses, and voting. However, whether students are taught cursive writing depends on the where they attend school. Every child should be exposed to learning as well as the benefits of cursive writing on their educational development.”
2. Cursive and Joined Italics Already Included in State Content Standards. Senate Bill 1 from the fifth Extraordinary Session (SB X5 1) in 2010 established the California Academic Content Standards Commission (Commission) to evaluate the Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science, and Technical Subjects developed by the Common Core State Standards Initiative for rigor and alignment with the California standards. Cursive and joined italics are included in the ELA and English Language Development (ELD) content standards adopted by the State Board of Education (SBE) in 2010 and modified in 2013.

As indicated above, in grade 3, students learn to “write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence. In grade 4, students should be able to “write fluidly and legibly in cursive or joined italics.”

1. Related Legislation

AB 742 (Quirk-Silva, 2017) would have required that instruction in the skill of handwriting needed as part of the adopted course of study for grades 1 to 6 include education in cursive or joined italics. This bill was held in the Assembly Appropriations Committee.

SB X5 1 (Steinberg), Chapter 2, Statues of 2010, This bill addresses the four Race to the Top policy reform areas of standards and assessments, data systems to support instruction, great teachers and leaders, and turning around the lowest-achieving schools.

SB 1770 (Burton), Chapter 508, Statutes of 2002, encourages school districts to comply with the SBE’s ELA Writing Arts Strategies on cursive handwriting standards whereby pupils are expected to write fluidly and legibly and encourages school districts to teach methods of penmanship that may include but are not limited to, the D’Nealian Method and the Palmer Method of penmanship.

SUPPORT

California Parents Union

Los Angeles County Office of Education

Take A Stand Stanislaus

OPPOSITION

None received

-- END --

ASSEMBLY THIRD READING

ATR Bill Id:AB 446

Author:(Quirk-Silva)

As Amended Ver:March 13, 2023

Majority vote

SUMMARY

Defines handwriting, in the course of study for grades one to six, to include cursive and joined italics.

Major Provisions

Adds cursive and joined italics, in the appropriate grades, to the definition of handwriting in the course of study for grades one through six.

COMMENTS

Cursive and joined italics left out of national Common Core State Standards but added in California's standards. The Common Core State Standards, developed by the National Governors Association and the Council of Chief State School Officers and released in 2010, are a set of ELA and mathematics content standards intended to serve as consistent standards among the states. States adopting the Common Core standards were required to adopt at least 85% of the standards. California used part of its "15% flexibility" to add cursive and joined italics to the state's standards.

Cursive and joined italics part of English Language Arts/English Language Development standards and curriculum framework. Cursive and joined italics are included in the ELA and English Language Development (ELD) content standards adopted by the State Board of Education (SBE) in 2010 and modified in 2013, in grades three and four:

1. Grade three, Conventions of Standard English: "Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence."
2. Grade four, Conventions of Standard English: "Write fluidly and legibly in cursive or joined italics."

The ELA/ELD Curriculum Framework adopted by the SBE in 2014 states: "In grade three, students, learn cursive (or joined italics) writing through instruction in letter formation, and connections (L.3.2j). They practice and refine their developing skill in authentic writing activities. Legible handwriting not only allow students to read their own work, but to read others' work. In grade 3, students also begin to acquire keyboarding skills (W.3.6); keyboarding is given more attention in grades four and five. Importantly, as noted in the grade-two discussion, the more the mechanics of writing (that is printing, cursive, and keyboarding) become effortless, the more students can focus on developing and communicating their ideas."

Research confirms that teaching handwriting of some kind is worthwhile. The rest is unclear. Since at least 1922, elementary school children in North America have been taught print first, and then cursive writing in or around third grade. Historically, where print and cursive have been taught sequentially, this sequence has been considered more accessible to young children. (Schwellnus, 2012)

However, practices vary by country and have changed over time. Schools in some countries teach only cursive, some teach print and cursive simultaneously or sequentially, some do not teach cursive at all, and some leave the choice up to individual teachers.

Two major meta analyses of research on print and cursive handwriting have been published since 2012 (Schwellnus, 2012; Pullido, 2022) which attempt to answer some basic questions about the efficacy of different handwriting instruction methods, including which kind of handwriting (print – also known as manuscript – or cursive, or both) should be taught to students. In total, these reviews include analysis of 110 studies conducted between 1968 and 2021. (Schwellnus, 2012) Broadly speaking, they conclude the following with respect to the effects of handwriting instruction:

1. Teaching handwriting of some kind is worthwhile;
2. Limited evidence suggests that the sequence of handwriting instruction has an effect on reading proficiency; and
3. Whether print, cursive, or both, should be taught, remains unclear.

According to the Author

"As an elementary school teacher for over three decades, cursive writing was always an important part of our curriculum. Writing in cursive has multiple benefits, including better brain development, retention, and learning in children. Writing in cursive helps join the auditory and language centers of the brain. It is also beneficial as an adult; the ability to sign their name in cursive is important for future job applications, writing checks, signing medical forms, obtaining driver's licenses, and voting. However, whether students are taught cursive writing depends on where they attend school. Every child should be exposed to learning as well as the benefits of cursive writing on their educational development."

Arguments in Support

The Los Angeles County Office of Education writes, "Researchers have long studied the effects and links between handwriting and reading development. There are clear connections between the linguistic processes of reading and the motor process of handwriting, which keyboarding skills do not replicate. The mechanics of handwriting follows a sequence initiated in the brain, similar to reading - the sound is heard and processed, a letter attached and visualized, then translated into a shape on a page and produced with motor skills that reinforce the direction of lines and shapes to form letters. These letters then connect to form words and meaning is attached. Handwriting not only activates the literacy regions of the brain, it also reinforces print awareness skills like visual tracking, reading left to right, as well as capitalization and punctuation rules. It supports spelling and vocabulary acquisition, which boosts fluency in reading. It also helps with retention of linguistic patterns as well as content learning. Most students with reading difficulties also struggle with handwriting and writing structures in general. As a general rule, reading and writing go hand in hand, and the ability to actually handwrite is key in the development of young learners. AB 446 would require handwriting instruction in cursive or joined italics to be standard across our state. Every student will be taught this important skill no matter what city, county or school district a student resides in."

Arguments in Opposition

None on file

FISCAL COMMENTS

According to the Appropriations Committee, no additional costs. Cursive and joined italics are already taught as part of the state's Common Core State Standards and the state's English Language Arts/English Language Development standards and curriculum framework.

If the Commission on State Mandates determines the bill's requirements to be a reimbursable state mandate, the state would need to reimburse these costs to LEAs or provide funding through the K-12 Mandate Block Grant.

VOTES

ASM EDUCATION: 6-1-0

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

NO: Lee

ASM APPROPRIATIONS: 15-0-1

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

ABS, ABST OR NV: Bryan

UPDATED

VERSION: March 13, 2023

CONSULTANT: Tanya Lieberman / ED. / (916) 319-2087 FN: 0000227

Date of Hearing: April 19, 2023

ASSEMBLY COMMITTEE ON APPROPRIATIONS

Chris Holden, Chair

ABPCA Bill Id:AB 446

Author:(Quirk-Silva) – As Amended Ver:March 13, 2023

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

SUMMARY:

This bill requires the handwriting instruction schools currently provide to students in grades one to six to include instruction in cursive or joined italics in the appropriate grade levels.

Specifically, this bill adds to the “adopted course of study” for grades one to six instruction in cursive or joined italics.

FISCAL EFFECT:

No additional costs. Cursive and joined italics are already taught as part of the state’s Common Core State Standards and the state’s English Language Arts/English Language Development standards and curriculum framework.

If the Commission on State Mandates determines the bill’s requirements to be a reimbursable state mandate, the state would need to reimburse these costs to LEAs or provide funding through the K-12 Mandate Block Grant.

COMMENTS:

1. Background. The Common Core State Standards, released in 2010, are a set of English language arts and mathematics content standards intended to serve as consistent standards across states. States adopting the Common Core State Standards were required to adopt at least 85% of the standards. California used part of its “15% flexibility” to add cursive and joined italics to the state’s standards.

In addition, cursive and joined italics are part of the state’s English Language Arts/English Language Development standards and curriculum framework as adopted by the State Board of Education in 2010 and modified in 2013 for grades three and four.

The “adopted course of study” statute requires students to study certain areas in California’s schools, such as math, social sciences, science, visual and performing arts, health, physical education, and English. This bill adds to the English portion of statute that students must learn cursive or joined italics. Although both California’s Common Core State Standards and English Language Arts/English Language Development standards and curriculum framework require this instruction, neither is codified. This bill codifies instruction in cursive or joined italics.

1. Related Legislation. AB 742 (Quirk-Silva), of the 2017-18 Legislative Session, was very similar to this bill, but would have codified instruction in cursive or joined italics in grades two to five, inclusive. The bill died in the Assembly Education Committee.

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

Date of Hearing: March 22, 2023

ASSEMBLY COMMITTEE ON EDUCATION

Al Muratsuchi, Chair

ABPCA Bill Id:AB 446 (

Author:Quirk-Silva) – As Amended Ver:March 13, 2023

SUBJECT: Pupil instruction: handwriting

SUMMARY: Defines handwriting, in the course of study for grades 1 to 6, to include cursive and joined italics. Specifically, this bill:

1. Adds cursive and joined italics, in the appropriate grades, to the definition of handwriting in the course of study for grades 1 through 6.

EXISTING LAW:

1. Establishes the course of study for grades 1 through 6, to include English, including knowledge of, and appreciation for literature and the language, as well as the skills of speaking, reading, listening, spelling, handwriting, and composition. (Education Code (EC) 51210)
2. Requires the Superintendent of Public Instruction (SPI), the State Board of Education (SBE), and any other entity or individual designated by the Governor to participate in the Common Core State Standards Initiative consortium sponsored by the National Governors Association and the Council of Chief State School Officers or any associated or related interstate collaboration to jointly develop common high-quality standards or assessments aligned with the common set of standards. (EC 60605.7)
3. Establishes the Academic Content Standards Commission, with specified membership, and requires it to develop academic content standards in language arts and mathematics, of which at least 85% must be the common core academic standards developed by the consortium or interstate collaboration set forth in Section 60605.7. (EC 60605.8)
4. Encourages school districts to comply with the SBE’s English Language and Arts (ELA) Writing Arts Strategies on cursive handwriting standards whereby pupils are expected to write fluidly and legibly. Encourages schools to teach methods of penmanship that may include, but are not limited to, the D’Nealian Method and the Palmer Method of penmanship. (EC 33042)

FISCAL EFFECT: This bill has been keyed a possible state-mandated local program by the Office of Legislative Counsel.

COMMENTS:

Need for the bill. According to the author, "As an elementary school teacher for over three decades, cursive writing was always an important part of our curriculum. Writing in cursive has multiple benefits, including better brain development, retention, and learning in children. Writing in cursive helps join the auditory and language centers of the brain. It is also beneficial as an adult; the ability to sign their name in cursive is important for future job applications, writing checks, signing medical forms, obtaining driver's licenses, and voting. However, whether students are taught cursive writing depends on where they attend school. Every child should be exposed to learning as well as the benefits of cursive writing on their educational development."

Cursive and joined italics left out of national Common Core State Standards but added in California’s standards. The Common Core State Standards, released in 2010, are a set of ELA and mathematics content standards intended to serve as consistent standards among the states. The consortium that developed the standards was sponsored by the National Governors Association and the Council of Chief State School Officers.

States adopting the Common Core standards were required to adopt at least 85% of the standards. California used part of its “15% flexibility” to add cursive and joined italics to the state’s standards.

Cursive and joined italics part of English Language Arts/English Language Development standards and curriculum framework. Cursive and joined italics are included in the ELA and English Language Development (ELD) content standards adopted by the State Board of Education (SBE) in 2010 and modified in 2013, in grades 3 and 4:

• Grade 3, Conventions of Standard English: “Write legibly in cursive or joined italics, allowing margins and correct spacing between letters in a word and words in a sentence.”
• Grade 4, Conventions of Standard English: “Write fluidly and legibly in cursive or joined italics.”

The ELA/ELD Curriculum Framework adopted by the SBE in 2014 states:

In grade 3, students, learn cursive (or joined italics) writing through instruction in letter formation, and connections (L.3.2j). They practice and refine their developing skill in authentic writing activities. Legible handwriting not only allow students to read their own work, but to read others’ work. In grade 3, students also begin to acquire keyboarding skills (W.3.6); keyboarding is given more attention in grades four and five. Importantly, as noted in the grade-2 discussion, the more the mechanics of writing (that is printing, cursive, and keyboarding) become effortless, the more students can focus on developing and communicating their ideas.

Research confirms that teaching handwriting of some kind is worthwhile. The rest is unclear. Since at least 1922, elementary school children in North America have been taught print first, and then cursive writing in or around third grade. Historically, where print and cursive have been taught sequentially, this sequence has been considered more accessible to young children. (Schwellnus, 2012)

However, practices vary by country and have changed over time. Schools in some countries teach only cursive, some teach print and cursive simultaneously or sequentially, some do not teach cursive at all, and some leave the choice up to individual teachers:

There are still places where manuscript is taught, places where cursive handwriting is taught and places where both are taught. Morin, Bara, and Alamargot (2017) drew up a bit more detailed of an inventory and specified that teachers in many states in the U.S.A. and Mexico favor manuscript writing. Pedagogues from France teach writing in cursive. In certain provinces of Canada, in certain states in the U.S., in England, and in Australia, children learn manuscript first and then cursive writing. The authors also mention that sometimes teachers have a choice as is the case in Quebec, Canada, for example. Since 2013, this Canadian province has relaxed its rules and allows schools that wish to do so to choose only cursive or only manuscript (MELS, 2013). Semeraro, Coppola, Cassibba, Lucangeli, and Weng (2019) put forward the fact that Italian children generally learn manuscript writing and cursive simultaneously. (Pullido, 2022)

Two major meta analyses of research on print and cursive handwriting have been published since 2012 (Schwellnus, 2012; Pullido, 2022) which attempt to answer some basic questions about the efficacy of different handwriting instruction methods, including which kind of handwriting (print – also known as manuscript – or cursive, or both) should be taught to students. In total, these reviews include analysis of 110 studies conducted between 1968 and 2021 which met their inclusion criteria. (Schwellnus, 2012)

Broadly speaking, they conclude the following with respect to the effects of handwriting instruction:

• Teaching handwriting of some kind is worthwhile. “One irrefutable fact that has been established is that handwriting is a motor skill and, as such, requires practice both to learn and to improve (Hoy et al., 2011). With evidence supporting the link between learning to form letters by hand and processing shapes and letters, it would also appear that some form of handwriting is beneficial for children to learn even with the advances in technology.” (Schwellnus, 2012)

“Contemporary data shows us that the predictive effect exists from kindergarten onward: the characteristics of graphomotor strokes in kindergarten allow researchers to predict the level of reading at the end of the first grade (Malpique, Pino Pasternak, & Roberto, 2020). Even if contradictory data also exists (Pritchard et al., 2020, for example, did not observe this when they noticed a link between graphomotor skills in kindergarten and the first grade of elementary school), a meta-analysis (Feng, Lindner, Ji, & Joshi, 2019) shows that this effect is very strong overall.” (Pullido, 2022)

• Limited evidence suggests that the sequence of handwriting instruction has an effect on reading proficiency. “Manuscript was introduced first as it was thought to be easier to learn and would encourage reading (Burns, 1968). However, Otto and Rarick (1969), Duvall (1985), and Karlsdottir (1996) found that there is no difference in children’s reading skill regardless of whether manuscript or disjoined cursive is taught.” (Schwellnus, 2012).

“Morin, Lavoie, and Montésinos-Gelet (2012) compared the skills of second-grade students who learned to write in cursive to those students who learned manuscript in first grade and cursive in second grade. At the end of the second grade, students who learned to write in cursive were the slowest in writing speed, but at the same time, they were better in lexical spelling and in syntax. In the task of production of a summary of a story that they had heard, the summaries produced had comparable characteristics from one group to another.

Bara, Morin, Alamargot, and Bosse (2016) compared, for their part, the skills of letter naming, identification of the sounds of letters, and reading of words in students who had learned to write 1) in manuscript 2) in cursive 3) in manuscript and subsequently in cursive. The students of groups who learned manuscript writing had better knowledge of letters than those who had learned cursive. The students who learned both manuscript and cursive were better in reading than the others.

Semeraro et al. (2019) compared the development of skills in reading and in writing of two groups of Italian students. In the first group, students had learned straightaway to write in cursive. In the second one, the students had learned to write in manuscript and in cursive at the same time. Results of this study showed that the students who learned manuscript and cursive at the same time were better in reading comprehension, but they were worse at reading accuracy. Furthermore, children who learned cursive and manuscript scored lower in reading fluency. The fact that comprehension is better while decoding seems worse is surprising and difficult to interpret due to a lack of information regarding the test used to assess reading comprehension in this research. From the writing standpoint, children who learned manuscript and cursive had better results in the measure of accuracy of three spelling tasks: spelling for words, pseudowords and text.” (Pullido, 2022)

• Whether print, cursive, or both, should be taught, remains unclear. “Based on current literature, we cannot yet say definitively whether cursive or manuscript writing is best for children when first learning to write. Whether both are necessary is also questionable based upon some European and Australian models of instruction.” (Schwellnus, 2012)

“At the end of this analysis, is it possible to suggest that manuscript, cursive, or both should be taught? The answer to this question is unclear in the current state of knowledge. Nevertheless, the studies reviewed suggest that learning manuscript is faster, so in a context where quick results are desired, this may be the most appropriate choice. On the other hand, children who learn to write in cursive need a little more time to write legibly, but they are distinguished in terms of syntax and lexicon. Thus, in languages where spelling is not transparent, and which have a complex syntax, this choice may be worth considering. Finally, learning both manuscript and cursive is the choice that requires more effort on the part of children, so it’s probably not the first choice to consider. But this choice seems to have a positive impact on reading skills.” (Pullido, 2022)

Arguments in support. The Los Angeles County Office of Education writes, “Researchers have long studied the effects and links between handwriting and reading development. There are clear connections between the linguistic processes of reading and the motor process of handwriting, which keyboarding skills do not replicate. The mechanics of handwriting follows a sequence initiated in the brain, similar to reading - the sound is heard and processed, a letter attached and visualized, then translated into a shape on a page and produced with motor skills that reinforce the direction of lines and shapes to form letters. These letters then connect to form words and meaning is attached. Handwriting not only activates the literacy regions of the brain, it also reinforces print awareness skills like visual tracking, reading left to right, as well as capitalization and punctuation rules. It supports spelling and vocabulary acquisition, which boosts fluency in reading. It also helps with retention of linguistic patterns as well as content learning. Most students with reading difficulties also struggle with handwriting and writing structures in general. As a general rule, reading and writing go hand in hand, and the ability to actually handwrite is key in the development of young learners. AB 446 would require handwriting instruction in cursive or joined italics to be standard across our state. Every student will be taught this important skill no matter what city, county or school district a student resides in.”

Related legislation. AB 742 (Quirk-Silva) of the 2017-18 Session would have required that instruction in the skill of handwriting required as part of the adopted course of study for grades 1 to 6 include instruction in cursive or joined italics in grades 2 through 5. This bill was held in the Assembly Appropriations Committee.

SB 1770 (Burton), Chapter 508, Statutes of 2002, encourages school districts to comply with the SBE’s ELA Writing Arts Strategies on cursive handwriting standards whereby pupils are expected to write fluidly and legibly, and encourages school districts to teach methods of penmanship that may include, but are not limited to, the D’Nealian Method and the Palmer Method of penmanship.

REGISTERED SUPPORT / OPPOSITION:

Support

Los Angeles County Office of Education

Two individuals

Opposition

None on file

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