SB 1391: Teachers: preparation and retention data.
- Session Year: 2023-2024
- House: Senate
- Latest Version Date: 2024-09-04
Current Status:
Failed
(2024-09-27: In Senate. Consideration of Governor's veto pending.)
Introduced
In Committee
First Chamber
In Committee
Second Chamber
Enacted
What does this bill do?
The bill requires the California Cradle-to-Career Data System to add a teacher training and retention dashboard that gives policymakers and the public a clear picture of the state’s teacher workforce, including training pipelines, credentialing, hiring and assignments, vacancies and mobility, retention, demographics, and outcomes of teacher-diversity and shortage programs. It also requires the State Department of Education to collect annual data on National Board Certification Incentive award recipients and the Student Aid Commission to collect annual demographic data on Golden State Teacher Grant recipients.
The summary is provided by generative AI which can make mistakes. For original language, please view the details in the table below.
Under existing law, the California Cradle-to-Career Data System is established to be a source for actionable data and research on education, economic, and health outcomes for individuals, families, and communities, and is established to provide for expanded access to tools and services that support the navigation of the education-to-employment pipeline. Existing law establishes a governing board to govern the data system and the Office of Cradle-to-Career Data as the managing entity required to implement and manage the data system.
This bill would require the managing entity, under the direction of the governing board, to create a teacher training and retention dashboard within the data system on or before January 1, 2026. The bill would require the dashboard to provide information on Californias teacher workforce, including, among other things, trends regarding teacher training pipelines, teacher credentialing, teacher hiring, and teacher retention, as provided.
Existing law establishes the National Board for Professional Teaching Standards Certification Incentive Program, under the administration of the State Department of Education, to award grants to teachers who have, among other things, attained certification from the National Board for Professional Teaching Standards. Existing law establishes the Golden State Teacher Grant Program, under the administration of the Student Aid Commission, and requires, for applications received on July 1, 2024, to June 30, 2025, inclusive, the commission to award grants to students enrolled in professional preparation programs who commit to work for 2 years at a priority school or a preschool program, as provided.
This bill would require the department to annually collect data on award recipients pursuant to the National Board for Professional Teaching Standards Certification Incentive Program, and would require the commission to annually collect demographic data on grant recipients pursuant to the Golden State Teacher Grant Program, as provided.
This bill would incorporate additional changes to Section 69617 of the Education Code proposed by AB 176 and SB 176 to be operative only if this bill and one or both of AB 176 and SB 176 are enacted and this bill is enacted last.
Under existing law, the California Cradle-to-Career Data System is established to be a source for actionable data and research on education, economic, and health outcomes for individuals, families, and communities, and is established to provide for expanded access to tools and services that support the navigation of the education-to-employment pipeline. Existing law establishes a governing board to govern the data system and the Office of Cradle-to-Career Data as the managing entity required to implement and manage the data system.
This bill would require the managing entity, under the direction of the governing board, to create a teacher training and retention dashboard within the data system on or before January 1, 2026. The bill would require the dashboard to provide information on Californias teacher workforce, including, among other things, trends regarding teacher training pipelines, teacher credentialing, teacher hiring, and teacher retention, as provided.
Existing law establishes the National Board for Professional Teaching Standards Certification Incentive Program, under the administration of the State Department of Education, to award grants to teachers who have, among other things, attained certification from the National Board for Professional Teaching Standards. Existing law establishes the Golden State Teacher Grant Program, under the administration of the Student Aid Commission, and requires, for applications received on July 1, 2024, to June 30, 2025, inclusive, the commission to award grants to students enrolled in professional preparation programs who commit to work for 2 years at a priority school or a preschool program, as provided.
This bill would require the department to annually collect data on award recipients pursuant to the National Board for Professional Teaching Standards Certification Incentive Program, and would require the commission to annually collect demographic data on grant recipients pursuant to the Golden State Teacher Grant Program, as provided.
This bill would incorporate additional changes to Section 69617 of the Education Code proposed by AB 2768 176 and SB 176 to be operative only if this bill and AB 2768 one or both of AB 176 and SB 176 are enacted and this bill is enacted last.
Under existing law, the California Cradle-to-Career Data System is established to be a source for actionable data and research on education, economic, and health outcomes for individuals, families, and communities, and is established to provide for expanded access to tools and services that support the navigation of the education-to-employment pipeline. Existing law establishes a governing board to govern the data system and the Office of Cradle-to-Career Data as the managing entity required to implement and manage the data system.
This bill would require the managing entity, under the direction of the governing board, to create a teacher training and retention dashboard within the data system on or before January 1, 2026. The bill would require the dashboard to provide information on Californias teacher workforce, including, among other things, trends regarding teacher training pipelines, teacher credentialing, teacher hiring, and teacher retention, as provided.
Existing law establishes the National Board for Professional Teaching Standards Certification Incentive Program, under the administration of the State Department of Education, to award grants to teachers who have, among other things, attained certification from the National Board for Professional Teaching Standards. Existing law establishes the Golden State Teacher Grant Program, under the administration of the Student Aid Commission, and requires, for applications received on July 1, 2024, to June 30, 2025, inclusive, the commission to award grants to students enrolled in professional preparation programs who commit to work for 4 2 years at a priority school or a preschool program, as provided.
This bill would require the department to annually collect data on award recipients pursuant to the National Board for Professional Teaching Standards Certification Incentive Program, and would require the commission to annually collect demographic data on grant recipients pursuant to the Golden State Teacher Grant Program, as provided.
This bill would incorporate additional changes to Section 69617 of the Education Code proposed by AB 2768 to be operative only if this bill and AB 2768 are enacted and this bill is enacted last.
Under existing law, the California Cradle-to-Career Data System is established to be a source for actionable data and research on education, economic, and health outcomes for individuals, families, and communities, and is established to provide for expanded access to tools and services that support the navigation of the education-to-employment pipeline. Existing law establishes a governing board to govern the data system and the Office of Cradle-to-Career Data as the managing entity required to implement and manage the data system.
This bill would require the managing entity, under the direction of the governing board, to create a teacher training and retention dashboard within the data system on or before January 1, 2026. The bill would require the dashboard to provide information on Californias teacher workforce, including, among other things, trends regarding teacher training pipelines, teacher credentialing, teacher hiring, and teacher retention, as provided.
Existing law establishes the National Board for Professional Teaching Standards Certification Incentive Program, under the administration of the State Department of Education, to award grants to teachers who have, among other things, attained certification from the National Board for Professional Teaching Standards. Existing law establishes the Golden State Teacher Grant Program, under the administration of the Student Aid Commission, to award grants to students enrolled in professional preparation programs who commit to work for 4 years at a priority school or a preschool program, as provided.
This bill would require the department to annually collect data on award recipients pursuant to the National Board for Professional Teaching Standards Certification Incentive Program, and would require the commission to annually collect demographic data on grant recipients pursuant to the Golden State Teacher Grant Program, as provided.
Under existing law, the California Cradle-to-Career Data System is established to be a source for actionable data and research on education, economic, and health outcomes for individuals, families, and communities, and is established to provide for expanded access to tools and services that support the navigation of the education-to-employment pipeline. Existing law establishes a governing board to govern the data system and the Office of Cradle-to-Career Data as the managing entity required to implement and manage the data system.
This bill would require the managing entity, under the direction of the governing board, to create a teacher training and retention dashboard within the data system on or before January 1, 2026. The bill would require the dashboard to provide information on Californias teacher workforce, including, among other things, trends regarding teacher training pipelines, teacher credentialing, teacher hiring, and teacher retention, as provided.
Existing law establishes the National Board for Professional Teaching Standards Certification Incentive Program, under the administration of the State Department of Education, to award grants to teachers who have, among other things, attained certification from the National Board for Professional Teaching Standards. Existing law establishes the Golden State Teacher Grant Program, under the administration of the Student Aid Commission, to award grants to students enrolled in professional preparation programs who commit to work for 4 years at a priority school or a preschool program, as provided.
This bill would require the department to annually collect data on award recipients pursuant to the National Board for Professional Teaching Standards Certification Incentive Program, and would require the commission to annually collect demographic data on grant recipients pursuant to the Golden State Teacher Grant Program, as provided.
Under existing law, the California Cradle-to-Career Data System is established to be a source for actionable data and research on education, economic, and health outcomes for individuals, families, and communities, and is established to provide for expanded access to tools and services that support the navigation of the education-to-employment pipeline. Existing law establishes a governing board to govern the data system and the Office of Cradle-to-Career Data as the managing entity required to implement and manage the data system.
This bill would require the managing entity, under the direction of the governing board, to create a teacher training and retention dashboard within the data system on or before January 1, 2026. The bill would require the dashboard to provide information on Californias teacher workforce, including, among other things, trends regarding teacher training pipelines, teacher credentialing, teacher hiring, and teacher retention, as provided.
Existing law establishes the National Board for Professional Teaching Standards Certification Incentive Program, under the administration of the State Department of Education, to award grants to teachers who have, among other things, attained certification from the National Board for Professional Teaching Standards. Existing law establishes the Golden State Teacher Grant Program, under the administration of the Student Aid Commission, to award grants to students enrolled in professional preparation programs who commit to work for 4 years at a priority school or a preschool program, as provided.
This bill would require the department to annually collect data on award recipients pursuant to the National Board for Professional Teaching Standards Certification Incentive Program, and would require the commission to annually collect demographic data on grant recipients pursuant to the Golden State Teacher Grant Program, as provided.
The Legislature finds and declares all of the following:
(a)Research shows that teachers are the single most impactful in-school factor associated with pupil outcomes and success.
(b)The shortage of qualified teachers in many areas continues to be a challenge in California. Education experts agree that shortages of qualified and effective teachers in high-poverty schools and in particular teaching fields create a need for high-quality teachers who will enter, stay, and be effective in these areas.
(c)Teacher shortages and high turnover rates have a negative impact on both pupil achievement and the quality of education pupils receive, and disproportionately impact pupils of color and pupils from low-income households.
(d)Education experts agree that teachers of color and multilingual teachers have a positive impact on the pupils they serve, regardless of the pupils race or ethnicity, and further help to close pupil achievement gaps.
(e)The demographic makeup of Californias teaching force is not reflective of the diversity of its pupil population.
(f)The state has invested in initiatives to recruit, prepare, support, and retain teachers. Education experts suggest that many of the strategies used to address teacher shortages can also help with the recruitment and retention of more teachers of color and multilingual teachers in the teacher workforce.
(g)It is critical to develop programs that increase the probability of teacher recruits succeeding and staying in the classrooms where they are needed. This will in turn help to build a teacher workforce that is more representative of the pupils they teach.
(h)To optimize these programs and inform policy decisions about how to best recruit, train, support, and sustain a diverse educator workforce, state and local leaders need a full and actionable view of data, creating a comprehensive picture of the teacher workforce at each segment of the educator pipeline, beginning with preparation and continuing through credentialing, placement, assignment and misassignment, and retention, including demographic data.
(i)State leaders have a responsibility to provide oversight of investments in the transitional kindergarten through grade 12 education systems, including the educator workforce, which requires actionable, integrated data.
(j)The California Cradle-to-Career Data System provides the data infrastructure necessary to create a comprehensive picture of the teacher workforce.
SEC. 2.Section 10868.5 is added to the Education Code, to read:10868.5.(a)In enacting this section, it is the intent of the Legislature to provide data tools that enable policymakers and agencies to assess, plan for, and optimize educational workforce programs to ensure all pupils have access to a diverse and sustainable teacher workforce.
(b)On or before January 1, 2026, the managing entity, under the direction of the governing board, shall create a teacher training and retention dashboard within the data system. The dashboard shall provide information on Californias teacher workforce, including, but not limited to, all of the following:
(1)Trends regarding teacher training pipelines.
(2)Trends regarding teacher credentialing.
(3)Trends regarding teacher hiring and assignments.
(4)Trends regarding teacher retention.
(5)Trends regarding educator demographics.
(6)Trends regarding teacher vacancies and mobility.
(7)Trends regarding participation in programs for addressing teacher shortages and teacher diversity, as appropriate, including, but not limited to, the Teacher Residency Grant Program established in Section 44415, the California Classified School Employee Teacher Credentialing Program established in Section 44393, the Golden State Teacher Grant Program established in Section 69617, and the National Board for Professional Teaching Standards Certification Incentive Program established in Section 44395. Data on these programs shall address all of the following topics, to the extent applicable, disaggregated by race and ethnicity:
(A)The number and percentage of program participants, additionally disaggregated by cohort, who complete a teacher preparation program and earn a preliminary teaching credential.
(B)The extent to which program graduates are teaching in high-need subjects and locations.
(C)The extent to which program graduates increase the diversity of the grant recipients workforce, including the number and percentage of program graduates who are members of underrepresented groups.
(D)Teacher retention rates for program graduates, within the boundaries of the grant recipient and within California public schools.
(E)Program graduate achievement, as determined by first-time pass rates on the state teaching performance assessment pursuant to Section 44320.2.
(F)The percentage of program participants who complete a beginning teacher induction program and earn a clear teaching credential.
(G)Results from candidate and program graduate surveys of the quality of preparation they received.
SEC. 3.Section 44393 of the Education Code is amended to read:44393.(a)The California Classified School Employee Teacher Credentialing Program is hereby established for the purpose of recruiting classified school employees to participate in a program designed to encourage them to enroll in teacher training programs and to provide instructional service as teachers in the public schools.
(b)Subject to an appropriation for these purposes in the annual Budget Act or another statute, the commission shall issue a request for proposals to all school districts, charter schools, and county offices of education in the state in order to solicit applications for funding. The criteria adopted by the commission for the selection of school districts, charter schools, or county offices of education to participate in the program shall include all of the following:
(1)The extent to which the applicant demonstrates the capacity and willingness to accommodate the participation of classified school employees in teacher training programs conducted at institutions of higher education or a local educational agency.
(2)The extent to which the applicants plan for the implementation of its recruitment program involves the active participation of one or more local campuses of the participating institutions of higher education in the development of coursework and teaching programs for participating classified school employees. Each selected applicant shall be required to enter into a written articulation agreement with the participating campuses of the institutions of higher education.
(3)The extent to which the applicants plan for recruitment attempts to meet the demand for bilingual cross-cultural teachers and teachers in shortage areas in transitional kindergarten, kindergarten, and grades 1 to 12, inclusive.
(4)The extent to which a developmentally sequenced series of job descriptions leads from an entry-level classified school employee position to an entry-level teaching position in that school district, charter school, or county office of education.
(5)The extent to which the applicants plan for recruitment attempts to meet its own specific teacher needs.
(c)An applicant that is selected to participate pursuant to subdivision (b) shall provide information about the program to all eligible classified school employees in the school district, charter school, or county office of education and assistance to each classified school employee it recruits under the program regarding admission to a teacher training program.
(d)(1)An applicant shall require participants to satisfy both of the following requirements before participating in the program:
(A)Pass a criminal background check.
(B)Provide verification of one of the following:
(i)Has earned an associate or higher level degree.
(ii)Has successfully completed at least two years of study at a postsecondary educational institution.
(2)An applicant shall certify that it has received a commitment from each participant that the participant will accomplish all of the following:
(A)Graduate from an institution of higher education under the program with a bachelors degree.
(B)Complete all of the requirements for, and obtain, a multiple subject, single subject, or education specialist teaching credential.
(C)Complete one school year of classroom instruction in the school district, charter school, or county office of education for each year that the participant receives assistance for books, fees, and tuition while attending an institution of higher education under the program.
(e)The commission shall contract with an independent evaluator with a proven record of experience in assessing teacher training programs to conduct an evaluation to determine the success of the program. The evaluation shall be completed on or before July 1, 2021. The commission shall submit the completed evaluation to the Governor and the education policy and fiscal committees of the Assembly and Senate.
(f)(1)On or before January 1 of each year, the commission shall report to the Legislature regarding the status of the program, including, but not limited to, the number of classified school employees recruited, the academic progress of the classified school employees recruited, the number of classified school employees recruited who are subsequently employed as teachers in the public schools, the degree to which the applicant meets the teacher shortage needs of the school district, charter school, or county office of education, and the ethnic and racial composition of the participants in the program. The report shall be made in conformance with Section 9795 of the Government Code.
(2)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data required to provide the reports described in paragraph (1) should be integrated within the California Cradle-to-Career Data System.
SEC. 4.Section 44395 of the Education Code is amended to read:44395.(a)(1)The National Board for Professional Teaching Standards Certification Incentive Program is hereby established to award grants to school districts for the purpose of providing awards to teachers who are employed by school districts or charter schools, are assigned to teach in California public schools, and have attained or will attain certification from the National Board for Professional Teaching Standards. Awards shall be granted to the extent that funds have been appropriated for this purpose in the annual Budget Act.
(2)(A)Commencing July 1, 2021, any teacher who has attained certification from the National Board for Professional Teaching Standards is eligible to receive an award of up to twenty-five thousand dollars ($25,000) if the teacher agrees to teach at a high-priority school for at least five years. Teaching service before July 1, 2021, may not be counted towards satisfaction of this five-year commitment.
(B)Awards granted pursuant to this paragraph shall be disbursed in annual payments of five thousand dollars ($5,000) over a five-year period. The annual payment shall be made upon completion of the school year, and upon approval of a district-certified application pursuant to the guidelines of subdivision (c) of Section 44396.
(3)(A)Commencing July 1, 2021, any teacher who initiates the process of pursuing a certification from the National Board for Professional Teaching Standards when teaching at a high-priority school is eligible to receive an award of two thousand five hundred dollars ($2,500).
(B)Awards granted pursuant to this paragraph shall be disbursed from the department to the National Board for Professional Teaching Standards. Any unused funds shall be applied to future candidates.
(C)A teacher who receives an award pursuant to this paragraph may still apply to receive funds under paragraph (2) after completion of a certification from the National Board for Professional Teaching Standards to the extent funds are available.
(4)(A)(i)Commencing July 1, 2023, any teacher who initiates the process of maintenance of certification from the National Board for Professional Teaching Standards when teaching at a high-priority school is eligible to receive an award of four hundred ninety-five dollars ($495).
(ii)Awards granted pursuant to this paragraph shall be disbursed from the department to the National Board for Professional Teaching Standards. Any unused funds shall be applied to future candidates.
(iii)A teacher who receives an award pursuant to this paragraph may still apply to receive funds under paragraph (2).
(B)This paragraph may be implemented using funds appropriated pursuant to Section 137 of Chapter 44 of the Statutes of 2021.
(b)The department shall administer the awards authorized by subdivision (a), and shall develop, in consultation with the Commission on Teacher Credentialing, certification and award information, criteria, procedures, and applications, all of which shall be submitted to the state board for approval. Amendments requested by the state board to that information, criteria, procedures, and applications shall be made before the dissemination of the material and the granting of any award under this article.
(c)The department shall distribute the materials described in subdivision (b) to school districts. Each school district is strongly encouraged to ensure that teachers employed by the district or by charter schools affiliated with the district are informed about the program and can acquire the necessary application and information materials.
(d)School districts are encouraged to provide for adequate release time and support for a teacher to complete the certification process. As a condition to providing that release time and support, a school district may require that a teacher serve in a mentor teacher capacity.
(e)(1)The department shall annually collect data on award recipients pursuant to this section, including assignment and demographic data.
(2)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to paragraph (1) should be integrated within the California Cradle-to-Career Data System.
(f)For purposes of this article, the following definitions apply:
(1)School district means school district, county board of education, county superintendent of schools, a state operated program, including a special school, a regional occupational center or program operated by a joint powers authority or a county office of education, or an education program providing instruction in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive, that is offered by a state agency, including the Department of Youth and Community Restoration and the State Department of Developmental Services.
(2)High-priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02. This designation shall be determined by the department.
SEC. 5.Section 44417.7 is added to the Education Code, to read:44417.7.To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data required to provide the reports described in Sections 44417 and 44417.5 should be integrated within the California Cradle-to-Career Data System.
SEC. 6.Section 69617 of the Education Code is amended to read:69617.(a)(1)(A)Subject to moneys appropriated by the Legislature for purposes of this section, the commission shall administer the Golden State Teacher Grant Program. Under the program, the commission shall provide one-time grant funds of up to twenty thousand dollars ($20,000) to each student enrolled, or who has applied for enrollment, on or after January 1, 2020, to June 30, 2024, inclusive, in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential, at either a qualifying institution, as defined in subdivision (l) of Section 69432.7, or a professional preparation program approved by the Commission on Teaching Credentialing that has a main campus location or administrative entity that resides in California, including professional preparation programs operated by local educational agencies in California, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program.
(B)For applications received under the program on July 1, 2024, to June 30, 2025, inclusive, the commission shall provide reduced one-time grant funds of up to ten thousand dollars ($10,000) to each student eligible for a grant pursuant to subparagraph (A), except intern credential program participants, if the student commits to working at a priority school or a California preschool program for two years within the four years following the date the student completes the professional preparation program.
(2)(A)Under the program, the commission shall provide one-time grant funds of up to ten thousand dollars ($10,000) to each California resident student enrolled, or who has applied for enrollment, on or after January 1, 2020, to June 30, 2024, inclusive, in a professional preparation program leading to a preliminary teaching credential or pupil personnel services credential at a qualified institution, as determined by the commission pursuant to Section 69617.5, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program. Of the funds appropriated in support of the program, no more than 8 percent of the total funding may be allocated for the purpose of awards provided pursuant to this paragraph.
(B)For applications received on July 1, 2024, to June 30, 2025, inclusive, under the program, the commission shall provide reduced one-time grant funds of up to five thousand dollars ($5,000) to each student eligible for a grant pursuant to subparagraph (A), except intern credential program participants, if the student commits to working at a priority school or a California preschool program for two years within the four years following the date the student completes the professional preparation program.
(3)(A)Funds appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021 shall be available for encumbrance or expenditure by the commission until June 30, 2026.
(B)For applications submitted to the commission in the 202324 fiscal year, the commission shall issue no more than fifty million dollars ($50,000,000) in grants pursuant to this section.
(4)Grant funds shall be used to supplement and not supplant other sources of grant financial aid, and may be disbursed in more than one academic year, provided that the total amount of funds granted to an applicant does not exceed the applicable amount specified in this section.
(b)The one-time grant funds issued pursuant to this section shall not exceed the amount appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021.
(c)Commencing July 1, 2024, the commission shall prioritize awards to eligible applicants with the lowest income at the time of application.
(d)(1)A grant recipient shall agree to serve at a priority school or a California preschool program for two or four years, as applicable, and shall have four or eight years, as applicable, upon completion of the recipients professional preparation program, to meet that obligation. Except as provided in paragraph (4), a grant recipient shall agree to repay the state 50 or 25 percent, as applicable, of the total received grant funds annually, up to full repayment of the received grant funds, for each year the recipient fails to do one or more of the following:
(A)Be enrolled in or have successfully completed a professional preparation program approved by the Commission on Teacher Credentialing.
(B)While enrolled in the professional preparation program, maintain good academic standing.
(C)Before or upon completion of the professional preparation program, complete a baccalaureate degree program from a regionally accredited institution of higher education.
(D)Complete the required teaching service or clinical practice following completion of the recipients professional preparation program.
(E)Complete their teacher preparation program and earn a preliminary credential within six years after the first distribution of grant funds.
(2)Nonperformance of the commitment to serve at a priority school or a California preschool program for the applicable two or four years shall be certified by the commission.
(3)Nonperformance of the commitment to earn a preliminary teaching credential or pupil personnel services credential shall be certified by the Commission on Teacher Credentialing to the Student Aid Commission.
(4)Any exceptions to the requirement for repayment shall be defined by the commission, and may include, but shall not necessarily be limited to, counting a school year towards the required applicable service requirement at a priority school or a California preschool program if a grant recipient is unable to complete the school year when any of the following occur:
(A)The grant recipient has completed at least one-half of the school year or preschool program year, as applicable.
(B)The employer deems the grant recipient to have fulfilled the grant recipients contractual requirements for the school year or preschool program year, as applicable, for purposes of salary increases, probationary or permanent status, and retirement.
(C)The grant recipient was not able to serve due to the financial circumstances of the school district, including a decision to not reelect the employee for the next succeeding school year.
(D)The grant recipient has a condition covered under the federal Family and Medical Leave Act of 1993 (29 U.S.C. Sec. 2601 et seq.) or similar state law.
(E)The grant recipient was called or ordered to active duty status for more than 30 days as a member of a reserve component of the Armed Forces of the United States.
(e)The commission may use up to 1.5 percent of funding appropriated for purposes of this section for outreach and administration.
(f)The commission shall develop a process by which students interested in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential may submit a request for a preenrollment conditional award notice from the commission. The notice shall provide information regarding the Golden State Teacher Grant Program award amount the student may be eligible to receive upon enrollment in the professional preparation program and formal application to the commission to participate in the Golden State Teacher Grant Program.
(g)(1)A priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02.
(2)The commission, in coordination with the State Department of Education, shall publish a list of priority schools by April 15 of each year.
(3)For purposes of satisfying the service requirement, a grant recipient may use service at a school listed on the most recent list of priority schools published by the commission that is available when the grant recipient seeks employment at a priority school. Further service at that school shall continue to satisfy the applicable service requirement, even if the school is no longer included on future priority school lists.
(h)(1)The commission may adopt regulations, including any amendments to regulations, necessary for the implementation of the Golden State Teacher Grant Program. The commission may adopt emergency regulations it deems necessary for the implementation of this program, in accordance with the rulemaking provisions of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code). For purposes of the Administrative Procedure Act, including Section 11349.6 of the Government Code, the adoption of those regulations or amendments to those regulations shall be deemed to be an emergency and necessary for the immediate preservation of the public peace, health and safety, or general welfare, notwithstanding subdivision (e) of Section 11346.1 of the Government Code.
(2)Notwithstanding any other law and without further compliance with the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code), any emergency regulations and amendments to the emergency regulations adopted pursuant to paragraph (1) shall remain in force and effect until June 30, 2025.
(3)No rule, policy, or standard of general application issued by the commission in implementing this section shall be subject to the requirements of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code).
(i)(1)The commission shall conduct, in partnership with the Commission on Teacher Credentialing, an evaluation of the Golden State Teacher Grant Program to determine the effectiveness of the program in recruiting credential candidates and employing credentialholders at priority schools and California preschool programs. The commission is encouraged to use qualitative and quantitative measures to quantify the number of credential candidates the program recruited into professional preparation programs, disaggregated by program and institution type, and the number of credentialholders employed at priority schools and California preschool programs, disaggregated by subject matter placement, and to describe the effects of the program on the decisions of credential candidates to enter and remain in the education field. The commission shall provide, with respect to the evaluation, a report to the Department of Finance and the appropriate fiscal and policy committees of the Legislature on or before December 31, 2025, and every two years thereafter.
(2)(A)The commission shall annually collect demographic data on grant recipients.
(B)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to subparagraph (A) should be integrated within the California Cradle-to-Career Data System.
(j)(1)The commission shall accept applications for the Golden State Teacher Grant Program beginning on September 1 for the following academic year and shall establish a process and timeline that allows institutions of higher education to provide applicants with grant eligibility determinations before the deadline for enrolling in their professional preparation program.
(2)Commencing July 1, 2024, the commission shall establish up to three application periods each year, consistent with subdivision (a).
(k)The commission shall permit grant recipients to receive funds in more than one academic year, provided the total amount of funds granted to any applicant does not exceed the applicable amount specified in this section.
(l)As used in this section, California preschool program means a state-funded or federally funded preschool program in the state, including California state preschool programs, tribal preschool programs, and Head Start programs.
SEC. 6.5.Section 69617 of the Education Code is amended to read:69617.(a)(1)(A)Subject to moneys appropriated by the Legislature for purposes of this section, the commission shall administer the Golden State Teacher Grant Program. Under the program, the commission shall provide one-time grant funds of up to twenty thousand dollars ($20,000) to each student enrolled, or who has applied for enrollment, on or after January 1, 2020, to June 30, 2024, inclusive, in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential, at either a qualifying institution, as defined in subdivision (l) of Section 69432.7, or a professional preparation program approved by the Commission on Teaching Credentialing that has a main campus location or administrative entity that resides in California, including professional preparation programs operated by local educational agencies in California, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program.
(B)For applications received under the program on July 1, 2024, to June 30, 2025, inclusive, the commission shall provide reduced one-time grant funds of up to ten thousand dollars ($10,000) to each student eligible for a grant pursuant to subparagraph (A), except intern credential program participants, if the student commits to working at a priority school or a California preschool program for two years within the four years following the date the student completes the professional preparation program.
(2)(A)Under the program, the commission shall provide one-time grant funds of up to ten thousand dollars ($10,000) to each California resident student enrolled, or who has applied for enrollment, on or after January 1, 2020, to June 30, 2024, inclusive, in a professional preparation program leading to a preliminary teaching credential or pupil personnel services credential at a qualified institution, as determined by the commission pursuant to Section 69617.5, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program. Of the funds appropriated in support of the program, no more than 8 percent of the total funding may be allocated for the purpose of awards provided pursuant to this paragraph.
(B)For applications received on July 1, 2024, to June 30, 2025, inclusive, under the program, the commission shall provide reduced one-time grant funds of up to five thousand dollars ($5,000) to each student eligible for a grant pursuant to subparagraph (A), except intern credential program participants, if the student commits to working at a priority school or a California preschool program for two years within the four years following the date the student completes the professional preparation program.
(3)(A)Funds appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021 shall be available for encumbrance or expenditure by the commission until June 30, 2026.
(B)For applications submitted to the commission in the 202324 fiscal year, the commission shall issue no more than fifty million dollars ($50,000,000) in grants pursuant to this section.
(4)Grant funds shall be used to supplement and not supplant other sources of grant financial aid, and may be disbursed in more than one academic year, provided that the total amount of funds granted to an applicant does not exceed the applicable amount specified in this section.
(b)The one-time grant funds issued pursuant to this section shall not exceed the amount appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021.
(c)Commencing July 1, 2024, the commission shall prioritize awards to eligible applicants with the lowest income and asset levels at the time of application. Income and asset levels shall be calculated using the same methodology set forth for the Student Aid Index.
(d)(1)A grant recipient shall agree to serve at a priority school or a California preschool program for two or four years, as applicable, and shall have four or eight years, as applicable, upon completion of the recipients professional preparation program, to meet that obligation. Except as provided in paragraph (4), a grant recipient shall agree to repay the state 50 or 25 percent, as applicable, of the total received grant funds annually, up to full repayment of the received grant funds, for each year the recipient fails to do one or more of the following:
(A)Be enrolled in or have successfully completed a professional preparation program approved by the Commission on Teacher Credentialing.
(B)While enrolled in the professional preparation program, maintain good academic standing.
(C)Before or upon completion of the professional preparation program, complete a baccalaureate degree program from a regionally accredited institution of higher education.
(D)Complete the required teaching service or clinical practice following completion of the recipients professional preparation program.
(E)Complete their teacher preparation program and earn a preliminary credential within six years after the first distribution of grant funds.
(2)Nonperformance of the commitment to serve at a priority school or a California preschool program for the applicable two or four years shall be certified by the commission.
(3)Nonperformance of the commitment to earn a preliminary teaching credential or pupil personnel services credential shall be certified by the Commission on Teacher Credentialing to the Student Aid Commission.
(4)Any exceptions to the requirement for repayment shall be defined by the commission, and may include, but shall not necessarily be limited to, counting a school year towards the required applicable service requirement at a priority school or a California preschool program if a grant recipient is unable to complete the school year when any of the following occur:
(A)The grant recipient has completed at least one-half of the school year or preschool program year, as applicable.
(B)The employer deems the grant recipient to have fulfilled the grant recipients contractual requirements for the school year or preschool program year, as applicable, for purposes of salary increases, probationary or permanent status, and retirement.
(C)The grant recipient was not able to serve due to the financial circumstances of the school district, including a decision to not reelect the employee for the next succeeding school year.
(D)The grant recipient has a condition covered under the federal Family and Medical Leave Act of 1993 (29 U.S.C. Sec. 2601 et seq.) or similar state law.
(E)The grant recipient was called or ordered to active duty status for more than 30 days as a member of a reserve component of the Armed Forces of the United States.
(e)The commission may use up to 1.5 percent of funding appropriated for purposes of this section for outreach and administration.
(f)The commission shall develop a process by which students interested in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential may submit a request for a preenrollment conditional award notice from the commission. The notice shall provide information regarding the Golden State Teacher Grant Program award amount the student may be eligible to receive upon enrollment in the professional preparation program and formal application to the commission to participate in the Golden State Teacher Grant Program.
(g)(1)A priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02.
(2)The commission, in coordination with the State Department of Education, shall publish a list of priority schools by April 15 of each year.
(3)For purposes of satisfying the service requirement, a grant recipient may use service at a school listed on the most recent list of priority schools published by the commission that is available when the grant recipient seeks employment at a priority school. Further service at that school shall continue to satisfy the applicable service requirement, even if the school is no longer included on future priority school lists.
(h)(1)The commission may adopt regulations, including any amendments to regulations, necessary for the implementation of the Golden State Teacher Grant Program. The commission may adopt emergency regulations it deems necessary for the implementation of this program, in accordance with the rulemaking provisions of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code). For purposes of the Administrative Procedure Act, including Section 11349.6 of the Government Code, the adoption of those regulations or amendments to those regulations shall be deemed to be an emergency and necessary for the immediate preservation of the public peace, health and safety, or general welfare, notwithstanding subdivision (e) of Section 11346.1 of the Government Code.
(2)Notwithstanding any other law and without further compliance with the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code), any emergency regulations and amendments to the emergency regulations adopted pursuant to paragraph (1) shall remain in force and effect until June 30, 2025.
(3)No rule, policy, or standard of general application issued by the commission in implementing this section shall be subject to the requirements of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code).
(i)(1)The commission shall conduct, in partnership with the Commission on Teacher Credentialing, an evaluation of the Golden State Teacher Grant Program to determine the effectiveness of the program in recruiting credential candidates and employing credentialholders at priority schools and California preschool programs. The commission is encouraged to use qualitative and quantitative measures to quantify the number of credential candidates the program recruited into professional preparation programs, disaggregated by program and institution type, and the number of credentialholders employed at priority schools and California preschool programs, disaggregated by subject matter placement, and to describe the effects of the program on the decisions of credential candidates to enter and remain in the education field. The commission shall provide, with respect to the evaluation, a report to the Department of Finance and the appropriate fiscal and policy committees of the Legislature on or before December 31, 2025, and every two years thereafter.
(2)(A)The commission shall annually collect demographic data on grant recipients.
(B)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to subparagraph (A) should be integrated within the California Cradle-to-Career Data System.
(j)(1)The commission shall accept applications for the Golden State Teacher Grant Program beginning on September 1 for the following academic year and shall establish a process and timeline that allows institutions of higher education to provide applicants with grant eligibility determinations before the deadline for enrolling in their professional preparation program.
(2)Commencing July 1, 2024, the commission shall establish up to three application periods each year, consistent with subdivision (a).
(k)The commission shall permit grant recipients to receive funds in more than one academic year, provided the total amount of funds granted to any applicant does not exceed the applicable amount specified in this section.
(l)As used in this section, California preschool program means a state-funded or federally funded preschool program in the state, including California state preschool programs, tribal preschool programs, and Head Start programs.
SEC. 7.Section 6.5 of this bill incorporates amendments to Section 69617 of the Education Code proposed by this bill, Assembly Bill 176, and Senate Bill 176. That section of this bill shall only become operative if (A) this bill and one or both of Assembly Bill 176 and Senate Bill 176 are enacted and become effective on or before January 1, 2025, (B) this bill and one or both of Assembly Bill 176 and Senate Bill 176, as enacted, amend Section 69617 of the Education Code, and (C) this bill is enacted last, in which case Section 69617 of the Education Code, as amended by either Assembly Bill 176 or Senate Bill 176, whichever is operative, shall remain operative only until the operative date of this bill, at which time Section 6.5 of this bill shall become operative, and Section 6 of this bill shall not become operative.
The Legislature finds and declares all of the following:
(a)Research shows that teachers are the single most impactful in-school factor associated with pupil outcomes and success.
(b)The shortage of qualified teachers in many areas continues to be a challenge in California. Education experts agree that shortages of qualified and effective teachers in high-poverty schools and in particular teaching fields create a need for high-quality teachers who will enter, stay, and be effective in these areas.
(c)Teacher shortages and high turnover rates have a negative impact on both pupil achievement and the quality of education pupils receive, and disproportionately impact pupils of color and pupils from low-income households.
(d)Education experts agree that teachers of color and multilingual teachers have a positive impact on the pupils they serve, regardless of the pupils race or ethnicity, and further help to close pupil achievement gaps.
(e)The demographic makeup of Californias teaching force is not reflective of the diversity of its pupil population.
(f)The state has invested in initiatives to recruit, prepare, support, and retain teachers. Education experts suggest that many of the strategies used to address teacher shortages can also help with the recruitment and retention of more teachers of color and multilingual teachers in the teacher workforce.
(g)It is critical to develop programs that increase the probability of teacher recruits succeeding and staying in the classrooms where they are needed. This will in turn help to build a teacher workforce that is more representative of the pupils they teach.
(h)To optimize these programs and inform policy decisions about how to best recruit, train, support, and sustain a diverse educator workforce, state and local leaders need a full and actionable view of data, creating a comprehensive picture of the teacher workforce at each segment of the educator pipeline, beginning with preparation and continuing through credentialing, placement, assignment and misassignment, and retention, including demographic data.
(i)State leaders have a responsibility to provide oversight of investments in the transitional kindergarten through grade 12 education systems, including the educator workforce, which requires actionable, integrated data.
(j)The California Cradle-to-Career Data System provides the data infrastructure necessary to create a comprehensive picture of the teacher workforce.
SEC. 2.Section 10868.5 is added to the Education Code, to read:10868.5.(a)In enacting this section, it is the intent of the Legislature to provide data tools that enable policymakers and agencies to assess, plan for, and optimize educational workforce programs to ensure all pupils have access to a diverse and sustainable teacher workforce.
(b)On or before January 1, 2026, the managing entity, under the direction of the governing board, shall create a teacher training and retention dashboard within the data system. The dashboard shall provide information on Californias teacher workforce, including, but not limited to, all of the following:
(1)Trends regarding teacher training pipelines.
(2)Trends regarding teacher credentialing.
(3)Trends regarding teacher hiring and assignments.
(4)Trends regarding teacher retention.
(5)Trends regarding educator demographic data on the entirety of the educator workforce. demographics.
(6)Trends regarding teacher vacancies and mobility.
(7)Trends regarding participation in programs for addressing teacher shortages and teacher diversity, as appropriate, including, but not limited to, the Teacher Residency Grant Program established in Section 44415, the California Classified School Employee Teacher Credentialing Program established in Section 44393, the Golden State Teacher Grant Program established in Section 69617, and the National Board for Professional Teaching Standards Certification Incentive Program established in Section 44395. Data on these programs shall address all of the following topics, to the extent applicable, disaggregated by race and ethnicity:
(A)The number and percentage of program participants, additionally disaggregated by cohort, who complete a teacher preparation program and earn a preliminary teaching credential.
(B)The extent to which program graduates are teaching in high-need subjects and locations.
(C)The extent to which program graduates increase the diversity of the grant recipients workforce, including the number and percentage of program graduates who are members of underrepresented groups.
(D)Teacher retention rates for program graduates, within the boundaries of the grant recipient and within California public schools.
(E)Program graduate achievement, as determined by first-time pass rates on the state teaching performance assessment pursuant to Section 44320.2.
(F)The percentage of program participants who complete a beginning teacher induction program and earn a clear teaching credential.
(G)Results from candidate and program graduate surveys of the quality of preparation they received.
SEC. 3.Section 44393 of the Education Code is amended to read:44393.(a)The California Classified School Employee Teacher Credentialing Program is hereby established for the purpose of recruiting classified school employees to participate in a program designed to encourage them to enroll in teacher training programs and to provide instructional service as teachers in the public schools.
(b)Subject to an appropriation for these purposes in the annual Budget Act or another statute, the commission shall issue a request for proposals to all school districts, charter schools, and county offices of education in the state in order to solicit applications for funding. The criteria adopted by the commission for the selection of school districts, charter schools, or county offices of education to participate in the program shall include all of the following:
(1)The extent to which the applicant demonstrates the capacity and willingness to accommodate the participation of classified school employees in teacher training programs conducted at institutions of higher education or a local educational agency.
(2)The extent to which the applicants plan for the implementation of its recruitment program involves the active participation of one or more local campuses of the participating institutions of higher education in the development of coursework and teaching programs for participating classified school employees. Each selected applicant shall be required to enter into a written articulation agreement with the participating campuses of the institutions of higher education.
(3)The extent to which the applicants plan for recruitment attempts to meet the demand for bilingual cross-cultural teachers and teachers in shortage areas in transitional kindergarten, kindergarten, and grades 1 to 12, inclusive.
(4)The extent to which a developmentally sequenced series of job descriptions leads from an entry-level classified school employee position to an entry-level teaching position in that school district, charter school, or county office of education.
(5)The extent to which the applicants plan for recruitment attempts to meet its own specific teacher needs.
(c)An applicant that is selected to participate pursuant to subdivision (b) shall provide information about the program to all eligible classified school employees in the school district, charter school, or county office of education and assistance to each classified school employee it recruits under the program regarding admission to a teacher training program.
(d)(1)An applicant shall require participants to satisfy both of the following requirements before participating in the program:
(A)Pass a criminal background check.
(B)Provide verification of one of the following:
(i)Has earned an associate or higher level degree.
(ii)Has successfully completed at least two years of study at a postsecondary educational institution.
(2)An applicant shall certify that it has received a commitment from each participant that the participant will accomplish all of the following:
(A)Graduate from an institution of higher education under the program with a bachelors degree.
(B)Complete all of the requirements for, and obtain, a multiple subject, single subject, or education specialist teaching credential.
(C)Complete one school year of classroom instruction in the school district, charter school, or county office of education for each year that the participant receives assistance for books, fees, and tuition while attending an institution of higher education under the program.
(e)The commission shall contract with an independent evaluator with a proven record of experience in assessing teacher training programs to conduct an evaluation to determine the success of the program. The evaluation shall be completed on or before July 1, 2021. The commission shall submit the completed evaluation to the Governor and the education policy and fiscal committees of the Assembly and Senate.
(f)(1)On or before January 1 of each year, the commission shall report to the Legislature regarding the status of the program, including, but not limited to, the number of classified school employees recruited, the academic progress of the classified school employees recruited, the number of classified school employees recruited who are subsequently employed as teachers in the public schools, the degree to which the applicant meets the teacher shortage needs of the school district, charter school, or county office of education, and the ethnic and racial composition of the participants in the program. The report shall be made in conformance with Section 9795 of the Government Code.
(2)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data required to provide the reports described in paragraph (1) should be integrated within the California Cradle-to-Career Data System.
SEC. 4.Section 44395 of the Education Code is amended to read:44395.(a)(1)The National Board for Professional Teaching Standards Certification Incentive Program is hereby established to award grants to school districts for the purpose of providing awards to teachers who are employed by school districts or charter schools, are assigned to teach in California public schools, and have attained or will attain certification from the National Board for Professional Teaching Standards. Awards shall be granted to the extent that funds have been appropriated for this purpose in the annual Budget Act.
(2)(A)Commencing July 1, 2021, any teacher who has attained certification from the National Board for Professional Teaching Standards is eligible to receive an award of up to twenty-five thousand dollars ($25,000) if the teacher agrees to teach at a high-priority school for at least five years. Teaching service before July 1, 2021, may not be counted towards satisfaction of this five-year commitment.
(B)Awards granted pursuant to this paragraph shall be disbursed in annual payments of five thousand dollars ($5,000) over a five-year period. The annual payment shall be made upon completion of the school year, and upon approval of a district-certified application pursuant to the guidelines of subdivision (c) of Section 44396.
(3)(A)Commencing July 1, 2021, any teacher who initiates the process of pursuing a certification from the National Board for Professional Teaching Standards when teaching at a high-priority school is eligible to receive an award of two thousand five hundred dollars ($2,500).
(B)Awards granted pursuant to this paragraph shall be disbursed from the department to the National Board for Professional Teaching Standards. Any unused funds shall be applied to future candidates.
(C)A teacher who receives an award pursuant to this paragraph may still apply to receive funds under paragraph (2) after completion of a certification from the National Board for Professional Teaching Standards to the extent funds are available.
(4)(A)(i)Commencing July 1, 2023, any teacher who initiates the process of maintenance of certification from the National Board for Professional Teaching Standards when teaching at a high-priority school is eligible to receive an award of four hundred ninety-five dollars ($495).
(ii)Awards granted pursuant to this paragraph shall be disbursed from the department to the National Board for Professional Teaching Standards. Any unused funds shall be applied to future candidates.
(iii)A teacher who receives an award pursuant to this paragraph may still apply to receive funds under paragraph (2).
(B)This paragraph may be implemented using funds appropriated pursuant to Section 137 of Chapter 44 of the Statutes of 2021.
(b)The department shall administer the awards authorized by subdivision (a), and shall develop, in consultation with the Commission on Teacher Credentialing, certification and award information, criteria, procedures, and applications, all of which shall be submitted to the state board for approval. Amendments requested by the state board to that information, criteria, procedures, and applications shall be made before the dissemination of the material and the granting of any award under this article.
(c)The department shall distribute the materials described in subdivision (b) to school districts. Each school district is strongly encouraged to ensure that teachers employed by the district or by charter schools affiliated with the district are informed about the program and can acquire the necessary application and information materials.
(d)School districts are encouraged to provide for adequate release time and support for a teacher to complete the certification process. As a condition to providing that release time and support, a school district may require that a teacher serve in a mentor teacher capacity.
(e)(1)The department shall annually collect data on award recipients pursuant to this section, including assignment and demographic data.
(2)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to paragraph (1) should be integrated within the California Cradle-to-Career Data System.
(f)For purposes of this article, the following definitions apply:
(1)School district means school district, county board of education, county superintendent of schools, a state operated program, including a special school, a regional occupational center or program operated by a joint powers authority or a county office of education, or an education program providing instruction in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive, that is offered by a state agency, including the Department of Youth and Community Restoration and the State Department of Developmental Services.
(2)High-priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02. This designation shall be determined by the department.
SEC. 5.Section 44417.7 is added to the Education Code, to read:44417.7.To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data required to provide the reports described in Sections 44417 and 44417.5 should be integrated within the California Cradle-to-Career Data System.
SEC. 6.Section 69617 of the Education Code is amended to read:69617.(a)(1)(A)Subject to moneys appropriated by the Legislature for purposes of this section, the commission shall administer the Golden State Teacher Grant Program. Under the program, the commission shall provide one-time grant funds of up to twenty thousand dollars ($20,000) to each student enrolled, or who has applied for enrollment, on or after January 1, 2020, to June 30, 2024, inclusive, in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential, at either a qualifying institution, as defined in subdivision (l) of Section 69432.7, or a professional preparation program approved by the Commission on Teaching Credentialing that has a main campus location or administrative entity that resides in California, including professional preparation programs operated by local educational agencies in California, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program.
(B)For applications received under the program on July 1, 2024, to June 30, 2025, inclusive, the commission shall provide reduced one-time grant funds of up to ten thousand dollars ($10,000) to each student eligible for a grant pursuant to subparagraph (A), except intern credential program participants, if the student commits to working at a priority school or a California preschool program for two years within the four years following the date the student completes the professional preparation program.
(2)(A)Under the program, the commission shall provide one-time grant funds of up to ten thousand dollars ($10,000) to each California resident student enrolled, or who has applied for enrollment, on or after January 1, 2020, to June 30, 2024, inclusive, in a professional preparation program leading to a preliminary teaching credential or pupil personnel services credential at a qualified institution, as determined by the commission pursuant to Section 69617.5, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program. Of the funds appropriated in support of the program, no more than 8 percent of the total funding may be allocated for the purpose of awards provided pursuant to this paragraph.
(B)For applications received on July 1, 2024, to June 30, 2025, inclusive, under the program, the commission shall provide reduced one-time grant funds of up to five thousand dollars ($5,000) to each student eligible for a grant pursuant to subparagraph (A), except intern credential program participants, if the student commits to working at a priority school or a California preschool program for two years within the four years following the date the student completes the professional preparation program.
(3)(A)Funds appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021 shall be available for encumbrance or expenditure by the commission until June 30, 2026.
(B)For applications submitted to the commission in the 202324 fiscal year, the commission shall issue no more than fifty million dollars ($50,000,000) in grants pursuant to this section.
(4)Grant funds shall be used to supplement and not supplant other sources of grant financial aid, and may be disbursed in more than one academic year, provided that the total amount of funds granted to an applicant does not exceed the applicable amount specified in this section.
(b)The one-time grant funds issued pursuant to this section shall not exceed the amount appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021.
(c)Commencing July 1, 2024, the commission shall prioritize awards to eligible applicants with the lowest income at the time of application.
(d)(1)A grant recipient shall agree to serve at a priority school or a California preschool program for two or four years, as applicable, and shall have four or eight years, as applicable, upon completion of the recipients professional preparation program, to meet that obligation. Except as provided in paragraph (4), a grant recipient shall agree to repay the state 50 or 25 percent, as applicable, of the total received grant funds annually, up to full repayment of the received grant funds, for each year the recipient fails to do one or more of the following:
(A)Be enrolled in or have successfully completed a professional preparation program approved by the Commission on Teacher Credentialing.
(B)While enrolled in the professional preparation program, maintain good academic standing.
(C)Before or upon completion of the professional preparation program, complete a baccalaureate degree program from a regionally accredited institution of higher education.
(D)Complete the required teaching service or clinical practice following completion of the recipients professional preparation program.
(E)Complete their teacher preparation program and earn a preliminary credential within six years after the first distribution of grant funds.
(2)Nonperformance of the commitment to serve at a priority school or a California preschool program for the applicable two or four years shall be certified by the commission.
(3)Nonperformance of the commitment to earn a preliminary teaching credential or pupil personnel services credential shall be certified by the Commission on Teacher Credentialing to the Student Aid Commission.
(4)Any exceptions to the requirement for repayment shall be defined by the commission, and may include, but shall not necessarily be limited to, counting a school year towards the required applicable service requirement at a priority school or a California preschool program if a grant recipient is unable to complete the school year when any of the following occur:
(A)The grant recipient has completed at least one-half of the school year or preschool program year, as applicable.
(B)The employer deems the grant recipient to have fulfilled the grant recipients contractual requirements for the school year or preschool program year, as applicable, for purposes of salary increases, probationary or permanent status, and retirement.
(C)The grant recipient was not able to serve due to the financial circumstances of the school district, including a decision to not reelect the employee for the next succeeding school year.
(D)The grant recipient has a condition covered under the federal Family and Medical Leave Act of 1993 (29 U.S.C. Sec. 2601 et seq.) or similar state law.
(E)The grant recipient was called or ordered to active duty status for more than 30 days as a member of a reserve component of the Armed Forces of the United States.
(e)The commission may use up to 1.5 percent of funding appropriated for purposes of this section for outreach and administration.
(f)The commission shall develop a process by which students interested in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential may submit a request for a preenrollment conditional award notice from the commission. The notice shall provide information regarding the Golden State Teacher Grant Program award amount the student may be eligible to receive upon enrollment in the professional preparation program and formal application to the commission to participate in the Golden State Teacher Grant Program.
(g)(1)A priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02.
(2)The commission, in coordination with the State Department of Education, shall publish a list of priority schools by April 15 of each year.
(3)For purposes of satisfying the service requirement, a grant recipient may use service at a school listed on the most recent list of priority schools published by the commission that is available when the grant recipient seeks employment at a priority school. Further service at that school shall continue to satisfy the applicable service requirement, even if the school is no longer included on future priority school lists.
(h)(1)The commission may adopt regulations, including any amendments to regulations, necessary for the implementation of the Golden State Teacher Grant Program. The commission may adopt emergency regulations it deems necessary for the implementation of this program, in accordance with the rulemaking provisions of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code). For purposes of the Administrative Procedure Act, including Section 11349.6 of the Government Code, the adoption of those regulations or amendments to those regulations shall be deemed to be an emergency and necessary for the immediate preservation of the public peace, health and safety, or general welfare, notwithstanding subdivision (e) of Section 11346.1 of the Government Code.
(2)Notwithstanding any other law and without further compliance with the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code), any emergency regulations and amendments to the emergency regulations adopted pursuant to paragraph (1) shall remain in force and effect until June 30, 2025.
(3)No rule, policy, or standard of general application issued by the commission in implementing this section shall be subject to the requirements of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code).
(i)(1)The commission shall conduct, in partnership with the Commission on Teacher Credentialing, an evaluation of the Golden State Teacher Grant Program to determine the effectiveness of the program in recruiting credential candidates and employing credentialholders at priority schools and California preschool programs. The commission is encouraged to use qualitative and quantitative measures to quantify the number of credential candidates the program recruited into professional preparation programs, disaggregated by program and institution type, and the number of credentialholders employed at priority schools and California preschool programs, disaggregated by subject matter placement, and to describe the effects of the program on the decisions of credential candidates to enter and remain in the education field. The commission shall provide, with respect to the evaluation, a report to the Department of Finance and the appropriate fiscal and policy committees of the Legislature on or before December 31, 2025, and every two years thereafter.
(2)(A)The commission shall annually collect demographic data on grant recipients.
(B)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to subparagraph (A) should be integrated within the California Cradle-to-Career Data System.
(j)(1)The commission shall accept applications for the Golden State Teacher Grant Program beginning on September 1 for the following academic year and shall establish a process and timeline that allows institutions of higher education to provide applicants with grant eligibility determinations before the deadline for enrolling in their professional preparation program.
(2)Commencing July 1, 2024, the commission shall establish up to three application periods each year, consistent with subdivision (a).
(k)The commission shall permit grant recipients to receive funds in more than one academic year, provided the total amount of funds granted to any applicant does not exceed the applicable amount specified in this section.
(l)As used in this section, California preschool program means a state-funded or federally funded preschool program in the state, including California state preschool programs, tribal preschool programs, and Head Start programs.
SEC. 6.5.Section 69617 of the Education Code is amended to read:69617.(a)(1)(A)Subject to moneys appropriated by the Legislature for purposes of this section, the commission shall administer the Golden State Teacher Grant Program. Under the program, the commission shall provide one-time grant funds of up to twenty thousand dollars ($20,000) to each student enrolled, or who has applied for enrollment, on or after January 1, 2020, to June 30, 2024, inclusive, in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential, at either a qualifying institution, as defined in subdivision (l) of Section 69432.7, or a professional preparation program approved by the Commission on Teaching Credentialing that has a main campus location or administrative entity that resides in California, including professional preparation programs operated by local educational agencies in California, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program.(B)For applications received under the program on July 1, 2024, to June 30, 2025, inclusive, the commission shall provide reduced one-time grant funds of up to ten thousand dollars ($10,000) to each student eligible for a grant pursuant to subparagraph (A), except intern credential program participants, if the student commits to working at a priority school or a California preschool program for two years within the four years following the date the student completes the professional preparation program.(2)(A)Under the program, the commission shall provide one-time grant funds of up to ten thousand dollars ($10,000) to each California resident student enrolled, or who has applied for enrollment, on or after January 1, 2020, to June 30, 2024, inclusive, in a professional preparation program leading to a preliminary teaching credential or pupil personnel services credential at a qualified institution, as determined by the commission pursuant to Section 69617.5, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program. Of the funds appropriated in support of the program, no more than 8 percent of the total funding may be allocated for the purpose of awards provided pursuant to this paragraph.(B)For applications received on July 1, 2024, to June 30, 2025, inclusive, under the program, the commission shall provide reduced one-time grant funds of up to five thousand dollars ($5,000) to each student eligible for a grant pursuant to subparagraph (A), except intern credential program participants, if the student commits to working at a priority school or a California preschool program for two years within the four years following the date the student completes the professional preparation program.(3)(A)Funds appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021 shall be available for encumbrance or expenditure by the commission until June 30, 2026.(B)For applications submitted to the commission in the 202324 fiscal year, the commission shall issue no more than fifty million dollars ($50,000,000) in grants pursuant to this section.(4)Grant funds shall be used to supplement and not supplant other sources of grant financial aid, and may be disbursed in more than one academic year, provided that the total amount of funds granted to an applicant does not exceed the applicable amount specified in this section.(b)The one-time grant funds issued pursuant to this section shall not exceed the amount appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021.(c)Commencing July 1, 2024, the commission shall prioritize awards to eligible applicants with the lowest income at the time of application.(d)(1)A grant recipient shall agree to serve at a priority school or a California preschool program for two or four years, as applicable, and shall have four or eight years, as applicable, upon completion of the recipients professional preparation program, to meet that obligation. Except as provided in paragraph (4), a grant recipient shall agree to repay the state 50 or 25 percent, as applicable, of the total received grant funds annually, up to full repayment of the received grant funds, for each year the recipient fails to do one or more of the following:(A)Be enrolled in or have successfully completed a professional preparation program approved by the Commission on Teacher Credentialing.(B)While enrolled in the professional preparation program, maintain good academic standing.(C)Before or upon completion of the professional preparation program, complete a baccalaureate degree program from a regionally accredited institution of higher education.(D)Complete the required teaching service or clinical practice following completion of the recipients professional preparation program.(E)Complete their teacher preparation program and earn a preliminary credential within six years after the first distribution of grant funds.(2)Nonperformance of the commitment to serve at a priority school or a California preschool program for the applicable two or four years shall be certified by the commission.(3)Nonperformance of the commitment to earn a preliminary teaching credential or pupil personnel services credential shall be certified by the Commission on Teacher Credentialing to the Student Aid Commission.(4)Any exceptions to the requirement for repayment shall be defined by the commission, and may include, but shall not necessarily be limited to, counting a school year towards the required applicable service requirement at a priority school or a California preschool program if a grant recipient is unable to complete the school year when any of the following occur:(A)The grant recipient has completed at least one-half of the school year or preschool program year, as applicable.(B)The employer deems the grant recipient to have fulfilled the grant recipients contractual requirements for the school year or preschool program year, as applicable, for purposes of salary increases, probationary or permanent status, and retirement.(C)The grant recipient was not able to serve due to the financial circumstances of the school district, including a decision to not reelect the employee for the next succeeding school year.(D)The grant recipient has a condition covered under the federal Family and Medical Leave Act of 1993 (29 U.S.C. Sec. 2601 et seq.) or similar state law.(E)The grant recipient was called or ordered to active duty status for more than 30 days as a member of a reserve component of the Armed Forces of the United States.(e)The commission may use up to 1.5 percent of funding appropriated for purposes of this section for outreach and administration.(f)The commission shall develop a process by which students interested in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential may submit a request for a preenrollment conditional award notice from the commission. The notice shall provide information regarding the Golden State Teacher Grant Program award amount the student may be eligible to receive upon enrollment in the professional preparation program and formal application to the commission to participate in the Golden State Teacher Grant Program.(g)(1)A priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02, or a nonpublic, nonsectarian school, as defined in Section 56034.(2)The commission, in coordination with the State Department of Education, shall publish a list of priority schools by April 15 of each year.(3)For purposes of satisfying the service requirement, a grant recipient may use service at a school listed on the most recent list of priority schools published by the commission that is available when the grant recipient seeks employment at a priority school. Further service at that school shall continue to satisfy the applicable service requirement, even if the school is no longer included on future priority school lists.(h)(1)The commission may adopt regulations, including any amendments to regulations, necessary for the implementation of the Golden State Teacher Grant Program. The commission may adopt emergency regulations it deems necessary for the implementation of this program, in accordance with the rulemaking provisions of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code). For purposes of the Administrative Procedure Act, including Section 11349.6 of the Government Code, the adoption of those regulations or amendments to those regulations shall be deemed to be an emergency and necessary for the immediate preservation of the public peace, health and safety, or general welfare, notwithstanding subdivision (e) of Section 11346.1 of the Government Code.(2)Notwithstanding any other law and without further compliance with the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code), any emergency regulations and amendments to the emergency regulations adopted pursuant to paragraph (1) shall remain in force and effect until June 30, 2025.(3)No rule, policy, or standard of general application issued by the commission in implementing this section shall be subject to the requirements of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code).(i)(1)The commission shall conduct, in partnership with the Commission on Teacher Credentialing, an evaluation of the Golden State Teacher Grant Program to determine the effectiveness of the program in recruiting credential candidates and employing credentialholders at priority schools and California preschool programs. The commission is encouraged to use qualitative and quantitative measures to quantify the number of credential candidates the program recruited into professional preparation programs, disaggregated by program and institution type, and the number of credentialholders employed at priority schools and California preschool programs, disaggregated by subject matter placement, and to describe the effects of the program on the decisions of credential candidates to enter and remain in the education field. The commission shall provide, with respect to the evaluation, a report to the Department of Finance and the appropriate fiscal and policy committees of the Legislature on or before December 31, 2025, and every two years thereafter.(2)(A)The commission shall annually collect demographic data on grant recipients.(B)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to subparagraph (A) should be integrated within the California Cradle-to-Career Data System.(j)(1)The commission shall accept applications for the Golden State Teacher Grant Program beginning on September 1 for the following academic year and shall establish a process and timeline that allows institutions of higher education to provide applicants with grant eligibility determinations before the deadline for enrolling in their professional preparation program.(2)Commencing July 1, 2024, the commission shall establish up to three application periods each year, consistent with subdivision (a).(k)The commission shall permit grant recipients to receive funds in more than one academic year, provided the total amount of funds granted to any applicant does not exceed the applicable amount specified in this section.(l)As used in this section, California preschool program means a state-funded or federally funded preschool program in the state, including California state preschool programs, tribal preschool programs, and Head Start programs.SEC. 7.Section 6.5 of this bill incorporates amendments to Section 69617 of the Education Code proposed by both this bill and Assembly Bill 2768. That section of this bill shall only become operative if (1) both bills are enacted and become effective on or before January 1, 2025, (2) each bill amends Section 69617 of the Education Code, and (3) this bill is enacted after Assembly Bill 2768, in which case Section 6 of this bill shall not become operative.SEC. 6.5.Section 69617 of the Education Code is amended to read:69617.(a)(1)(A)Subject to moneys appropriated by the Legislature for purposes of this section, the commission shall administer the Golden State Teacher Grant Program. Under the program, the commission shall provide one-time grant funds of up to twenty thousand dollars ($20,000) to each student enrolled, or who has applied for enrollment, on or after January 1, 2020, to June 30, 2024, inclusive, in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential, at either a qualifying institution, as defined in subdivision (l) of Section 69432.7, or a professional preparation program approved by the Commission on Teaching Credentialing that has a main campus location or administrative entity that resides in California, including professional preparation programs operated by local educational agencies in California, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program.
(B)For applications received under the program on July 1, 2024, to June 30, 2025, inclusive, the commission shall provide reduced one-time grant funds of up to ten thousand dollars ($10,000) to each student eligible for a grant pursuant to subparagraph (A), except intern credential program participants, if the student commits to working at a priority school or a California preschool program for two years within the four years following the date the student completes the professional preparation program.
(2)(A)Under the program, the commission shall provide one-time grant funds of up to ten thousand dollars ($10,000) to each California resident student enrolled, or who has applied for enrollment, on or after January 1, 2020, to June 30, 2024, inclusive, in a professional preparation program leading to a preliminary teaching credential or pupil personnel services credential at a qualified institution, as determined by the commission pursuant to Section 69617.5, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program. Of the funds appropriated in support of the program, no more than 8 percent of the total funding may be allocated for the purpose of awards provided pursuant to this paragraph.
(B)For applications received on July 1, 2024, through to June 30, 2025, inclusive, under the program, the commission shall provide reduced one-time grant funds of up to five thousand dollars ($5,000) to each student eligible for a grant pursuant to subparagraph (A), except intern credential program participants, if the student commits to working at a priority school or a California preschool program for two years within the four years following the date the student completes the professional preparation program.
(3)(A)Funds appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021 shall be available for encumbrance or expenditure by the commission until June 30, 2026.
(B)For applications submitted to the commission in the 202324 fiscal year, the commission shall issue no more than fifty million dollars ($50,000,000) in grants pursuant to this section.
(4)Grant funds shall be used to supplement and not supplant other sources of grant financial aid, and may be disbursed in more than one academic year, provided that the total amount of funds granted to an applicant does not exceed the applicable amount specified in this section.
(b)The one-time grant funds issued pursuant to this section shall not exceed the amount appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021.
(c)Commencing July 1, 2024, the commission shall prioritize awards to eligible applicants with the lowest income and asset levels at the time of application. Income and asset levels shall be calculated using the same methodology set forth for the Student Aid Index.
(d)(1)A grant recipient shall agree to serve at a priority school or a California preschool program for two or four years, as applicable, and shall have four or eight years, as applicable, upon completion of the recipients professional preparation program, to meet that obligation. Except as provided in paragraph (4), a grant recipient shall agree to repay the state 50 or 25 percent, as applicable, of the total received grant funds annually, up to full repayment of the received grant funds, for each year the recipient fails to do one or more of the following:
(A)Be enrolled in or have successfully completed a professional preparation program approved by the Commission on Teacher Credentialing.
(B)While enrolled in the professional preparation program, maintain good academic standing.
(C)Before or upon completion of the professional preparation program, complete a baccalaureate degree program from a regionally accredited institution of higher education.
(D)Complete the required teaching service or clinical practice following completion of the recipients professional preparation program.
(E)Complete their teacher preparation program and earn a preliminary credential within six years after the first distribution of grant funds.
(2)Nonperformance of the commitment to serve at a priority school or a California preschool program for the applicable two or four years shall be certified by the commission.
(3)Nonperformance of the commitment to earn a preliminary teaching credential or pupil personnel services credential shall be certified by the Commission on Teacher Credentialing to the Student Aid Commission.
(4)Any exceptions to the requirement for repayment shall be defined by the commission, and may include, but shall not necessarily be limited to, counting a school year towards the required applicable service requirement at a priority school or a California preschool program if a grant recipient is unable to complete the school year when any of the following occur:
(A)The grant recipient has completed at least one-half of the school year or preschool program year, as applicable.
(B)The employer deems the grant recipient to have fulfilled the grant recipients contractual requirements for the school year or preschool program year, as applicable, for purposes of salary increases, probationary or permanent status, and retirement.
(C)The grant recipient was not able to serve due to the financial circumstances of the school district, including a decision to not reelect the employee for the next succeeding school year.
(D)The grant recipient has a condition covered under the federal Family and Medical Leave Act of 1993 (29 U.S.C. Sec. 2601 et seq.) or similar state law.
(E)The grant recipient was called or ordered to active duty status for more than 30 days as a member of a reserve component of the Armed Forces of the United States.
(e)The commission may use up to 1.5 percent of funding appropriated for purposes of this section for outreach and administration.
(f)The commission shall develop a process by which students interested in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential may submit a request for a preenrollment conditional award notice from the commission. The notice shall provide information regarding the Golden State Teacher Grant Program award amount the student may be eligible to receive upon enrollment in the professional preparation program and formal application to the commission to participate in the Golden State Teacher Grant Program.
(g)(1)A priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02.
(2)The commission, in coordination with the State Department of Education, shall publish a list of priority schools by April 15 of each year.
(3)For purposes of satisfying the service requirement, a grant recipient may use service at a school listed on the most recent list of priority schools published by the commission that is available when the grant recipient seeks employment at a priority school. Further service at that school shall continue to satisfy the applicable service requirement, even if the school is no longer included on future priority school lists.
(h)(1)The commission may adopt regulations, including any amendments to regulations, necessary for the implementation of the Golden State Teacher Grant Program. The commission may adopt emergency regulations it deems necessary for the implementation of this program, in accordance with the rulemaking provisions of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code). For purposes of the Administrative Procedure Act, including Section 11349.6 of the Government Code, the adoption of those regulations or amendments to those regulations shall be deemed to be an emergency and necessary for the immediate preservation of the public peace, health and safety, or general welfare, notwithstanding subdivision (e) of Section 11346.1 of the Government Code.
(2)Notwithstanding any other law and without further compliance with the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code), any emergency regulations and amendments to the emergency regulations adopted pursuant to paragraph (1) shall remain in force and effect until June 30, 2025.
(3)No rule, policy, or standard of general application issued by the commission in implementing this section shall be subject to the requirements of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code).
(i)(1)The commission shall conduct, in partnership with the Commission on Teacher Credentialing, an evaluation of the Golden State Teacher Grant Program to determine the effectiveness of the program in recruiting credential candidates and employing credentialholders at priority schools and California preschool programs. The commission is encouraged to use qualitative and quantitative measures to quantify the number of credential candidates the program recruited into professional preparation programs, disaggregated by program and institution type, and the number of credentialholders employed at priority schools and California preschool programs, disaggregated by subject matter placement, and to describe the effects of the program on the decisions of credential candidates to enter and remain in the education field. The commission shall provide, with respect to the evaluation, a report to the Department of Finance and the appropriate fiscal and policy committees of the Legislature on or before December 31, 2025, and every two years thereafter.
(2)(A)The commission shall annually collect demographic data on grant recipients.
(B)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to subparagraph (A) should be integrated within the California Cradle-to-Career Data System.
(j)(1)The commission shall accept applications for the Golden State Teacher Grant Program beginning on September 1 for the following academic year and shall establish a process and timeline that allows institutions of higher education to provide applicants with grant eligibility determinations before the deadline for enrolling in their professional preparation program.
(2)Commencing July 1, 2024, the commission shall establish up to three application periods each year, consistent with subdivision (a).
(k)The commission shall permit grant recipients to receive funds in more than one academic year, provided the total amount of funds granted to any applicant does not exceed the applicable amount specified in this section.
(l)As used in this section, California preschool program means a state-funded or federally funded preschool program in the state, including California state preschool programs, tribal preschool programs, and Head Start programs.
SEC. 7.Section 6.5 of this bill incorporates amendments to Section 69617 of the Education Code proposed by this bill, Assembly Bill 176, and Senate Bill 176. That section of this bill shall only become operative if (A) this bill and one or both of Assembly Bill 176 and Senate Bill 176 are enacted and become effective on or before January 1, 2025, (B) this bill and one or both of Assembly Bill 176 and Senate Bill 176, as enacted, amend Section 69617 of the Education Code, and (C) this bill is enacted last, in which case Section 69617 of the Education Code, as amended by either Assembly Bill 176 or Senate Bill 176, whichever is operative, shall remain operative only until the operative date of this bill, at which time Section 6.5 of this bill shall become operative, and Section 6 of this bill shall not become operative.
The Legislature finds and declares all of the following:
(a)Research shows that teachers are the single most impactful in-school factor associated with pupil outcomes and success.
(b)The shortage of qualified teachers in many areas continues to be a challenge in California. Education experts agree that shortages of qualified and effective teachers in high-poverty schools and in particular teaching fields create a need for high-quality teachers who will enter, stay, and be effective in these areas.
(c)Teacher shortages and high turnover rates have a negative impact on both pupil achievement and the quality of education pupils receive, and disproportionately impact pupils of color and pupils from low-income households.
(d)Education experts agree that teachers of color and multilingual teachers have a positive impact on the pupils they serve, regardless of the pupils race or ethnicity, and further help to close pupil achievement gaps.
(e)The demographic makeup of Californias teaching force is not reflective of the diversity of its pupil population.
(f)The state has invested in initiatives to recruit, prepare, support, and retain teachers. Education experts suggest that many of the strategies used to address teacher shortages can also help with the recruitment and retention of more teachers of color and multilingual teachers in the teacher workforce.
(g)It is critical to develop programs that increase the probability of teacher recruits succeeding and staying in the classrooms where they are needed. This will in turn help to build a teacher workforce that is more representative of the pupils they teach.
(h)To optimize these programs and inform policy decisions about how to best recruit, train, support, and sustain a diverse educator workforce, state and local leaders need a full and actionable view of data, creating a comprehensive picture of the teacher workforce at each segment of the educator pipeline, beginning with preparation and continuing through credentialing, placement, assignment and misassignment, and retention, including demographic data.
(i)State leaders have a responsibility to provide oversight of investments in the transitional kindergarten through grade 12 education systems, including the educator workforce, which requires actionable, integrated data.
(j)The California Cradle-to-Career Data System provides the data infrastructure necessary to create a comprehensive picture of the teacher workforce.
SEC. 2.Section 10868.5 is added to the Education Code, to read:10868.5.(a)In enacting this section, it is the intent of the Legislature to provide data tools that enable policymakers and agencies to assess, plan for, and optimize educational workforce programs to ensure all pupils have access to a diverse and sustainable teacher workforce.
(b)On or before January 1, 2026, the managing entity, under the direction of the governing board, shall create a teacher training and retention dashboard within the data system. The dashboard shall provide information on Californias teacher workforce, including, but not limited to, all of the following:
(1)Trends regarding teacher training pipelines.
(2)Trends regarding teacher credentialing.
(3)Trends regarding teacher hiring and assignments.
(4)Trends regarding teacher retention.
(5)Trends regarding educator demographic data on the entirety of the educator workforce.
(6)Trends regarding teacher vacancies and mobility.
(7)Trends regarding participation in programs for addressing teacher shortages and teacher diversity, as appropriate, including, but not limited to, the Teacher Residency Grant Program established in Section 44415, the California Classified School Employee Teacher Credentialing Program established in Section 44393, the Golden State Teacher Grant Program established in Section 69617, and the National Board for Professional Teaching Standards Certification Incentive Program established in Section 44395. Data on these programs shall address all of the following topics, to the extent applicable, disaggregated by race and ethnicity:
(A)The number and percentage of program participants, additionally disaggregated by cohort, who complete a teacher preparation program and earn a preliminary teaching credential.
(B)The extent to which program graduates are teaching in high-need subjects and locations.
(C)The extent to which program graduates increase the diversity of the grant recipients workforce, including the number and percentage of program graduates who are members of underrepresented groups.
(D)Teacher retention rates for program graduates, within the boundaries of the grant recipient and within California public schools.
(E)Program graduate achievement, as determined by first-time pass rates on the state teaching performance assessment pursuant to Section 44320.2.
(F)The percentage of program participants who complete a beginning teacher induction program and earn a clear teaching credential.
(G)Results from candidate and program graduate surveys of the quality of preparation they received.
SEC. 3.Section 44393 of the Education Code is amended to read:44393.(a)The California Classified School Employee Teacher Credentialing Program is hereby established for the purpose of recruiting classified school employees to participate in a program designed to encourage them to enroll in teacher training programs and to provide instructional service as teachers in the public schools.
(b)Subject to an appropriation for these purposes in the annual Budget Act or another statute, the commission shall issue a request for proposals to all school districts, charter schools, and county offices of education in the state in order to solicit applications for funding. The criteria adopted by the commission for the selection of school districts, charter schools, or county offices of education to participate in the program shall include all of the following:
(1)The extent to which the applicant demonstrates the capacity and willingness to accommodate the participation of classified school employees in teacher training programs conducted at institutions of higher education or a local educational agency.
(2)The extent to which the applicants plan for the implementation of its recruitment program involves the active participation of one or more local campuses of the participating institutions of higher education in the development of coursework and teaching programs for participating classified school employees. Each selected applicant shall be required to enter into a written articulation agreement with the participating campuses of the institutions of higher education.
(3)The extent to which the applicants plan for recruitment attempts to meet the demand for bilingual cross-cultural teachers and teachers in shortage areas in transitional kindergarten, kindergarten, and grades 1 to 12, inclusive.
(4)The extent to which a developmentally sequenced series of job descriptions leads from an entry-level classified school employee position to an entry-level teaching position in that school district, charter school, or county office of education.
(5)The extent to which the applicants plan for recruitment attempts to meet its own specific teacher needs.
(c)An applicant that is selected to participate pursuant to subdivision (b) shall provide information about the program to all eligible classified school employees in the school district, charter school, or county office of education and assistance to each classified school employee it recruits under the program regarding admission to a teacher training program.
(d)(1)An applicant shall require participants to satisfy both of the following requirements before participating in the program:
(A)Pass a criminal background check.
(B)Provide verification of one of the following:
(i)Has earned an associate or higher level degree.
(ii)Has successfully completed at least two years of study at a postsecondary educational institution.
(2)An applicant shall certify that it has received a commitment from each participant that the participant will accomplish all of the following:
(A)Graduate from an institution of higher education under the program with a bachelors degree.
(B)Complete all of the requirements for, and obtain, a multiple subject, single subject, or education specialist teaching credential.
(C)Complete one school year of classroom instruction in the school district, charter school, or county office of education for each year that the participant receives assistance for books, fees, and tuition while attending an institution of higher education under the program.
(e)The commission shall contract with an independent evaluator with a proven record of experience in assessing teacher training programs to conduct an evaluation to determine the success of the program. The evaluation shall be completed on or before July 1, 2021. The commission shall submit the completed evaluation to the Governor and the education policy and fiscal committees of the Assembly and Senate.
(f)(1)On or before January 1 of each year, the commission shall report to the Legislature regarding the status of the program, including, but not limited to, the number of classified school employees recruited, the academic progress of the classified school employees recruited, the number of classified school employees recruited who are subsequently employed as teachers in the public schools, the degree to which the applicant meets the teacher shortage needs of the school district, charter school, or county office of education, and the ethnic and racial composition of the participants in the program. The report shall be made in conformance with Section 9795 of the Government Code.
(2)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data required to provide the reports described in paragraph (1) should be integrated within the California Cradle-to-Career Data System.
SEC. 4.Section 44395 of the Education Code is amended to read:44395.(a)(1)The National Board for Professional Teaching Standards Certification Incentive Program is hereby established to award grants to school districts for the purpose of providing awards to teachers who are employed by school districts or charter schools, are assigned to teach in California public schools, and have attained or will attain certification from the National Board for Professional Teaching Standards. Awards shall be granted to the extent that funds have been appropriated for this purpose in the annual Budget Act.
(2)(A)Commencing July 1, 2021, any teacher who has attained certification from the National Board for Professional Teaching Standards is eligible to receive an award of up to twenty-five thousand dollars ($25,000) if the teacher agrees to teach at a high-priority school for at least five years. Teaching service before July 1, 2021, may not be counted towards satisfaction of this five-year commitment.
(B)Awards granted pursuant to this paragraph shall be disbursed in annual payments of five thousand dollars ($5,000) over a five-year period. The annual payment shall be made upon completion of the school year, and upon approval of a district-certified application pursuant to the guidelines of subdivision (c) of Section 44396.
(3)(A)Commencing July 1, 2021, any teacher who initiates the process of pursuing a certification from the National Board for Professional Teaching Standards when teaching at a high-priority school is eligible to receive an award of two thousand five hundred dollars ($2,500).
(B)Awards granted pursuant to this paragraph shall be disbursed from the department to the National Board for Professional Teaching Standards. Any unused funds shall be applied to future candidates.
(C)A teacher who receives an award pursuant to this paragraph may still apply to receive funds under paragraph (2) after completion of a certification from the National Board for Professional Teaching Standards to the extent funds are available.
(4)(A)(i)Commencing July 1, 2023, any teacher who initiates the process of maintenance of certification from the National Board for Professional Teaching Standards when teaching at a high-priority school is eligible to receive an award of four hundred ninety-five dollars ($495).
(ii)Awards granted pursuant to this paragraph shall be disbursed from the department to the National Board for Professional Teaching Standards. Any unused funds shall be applied to future candidates.
(iii)A teacher who receives an award pursuant to this paragraph may still apply to receive funds under paragraph (2).
(B)This paragraph may be implemented using funds appropriated pursuant to Section 137 of Chapter 44 of the Statutes of 2021.
(b)The department shall administer the awards authorized by subdivision (a), and shall develop, in consultation with the Commission on Teacher Credentialing, certification and award information, criteria, procedures, and applications, all of which shall be submitted to the state board for approval. Amendments requested by the state board to that information, criteria, procedures, and applications shall be made before the dissemination of the material and the granting of any award under this article.
(c)The department shall distribute the materials described in subdivision (b) to school districts. Each school district is strongly encouraged to ensure that teachers employed by the district or by charter schools affiliated with the district are informed about the program and can acquire the necessary application and information materials.
(d)School districts are encouraged to provide for adequate release time and support for a teacher to complete the certification process. As a condition to providing that release time and support, a school district may require that a teacher serve in a mentor teacher capacity.
(e)(1)The department shall annually collect data on award recipients pursuant to this section, including assignment and demographic data.
(2)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to paragraph (1) should be integrated within the California Cradle-to-Career Data System.
(f)For purposes of this article, the following definitions apply:
(1)School district means school district, county board of education, county superintendent of schools, a state operated program, including a special school, a regional occupational center or program operated by a joint powers authority or a county office of education, or an education program providing instruction in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive, that is offered by a state agency, including the Department of Youth and Community Restoration and the State Department of Developmental Services.
(2)High-priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02. This designation shall be determined by the department.
SEC. 5.Section 44417.7 is added to the Education Code, to read:44417.7.To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data required to provide the reports described in Sections 44417 and 44417.5 should be integrated within the California Cradle-to-Career Data System.
SEC. 6.Section 69617 of the Education Code is amended to read:69617.(a)(1)Subject to moneys appropriated by the Legislature for purposes of this section, the commission shall administer the Golden State Teacher Grant Program. Under the program, the commission shall provide one-time grant funds of up to twenty thousand dollars ($20,000) to each student enrolled, or who has applied for enrollment, on or after January 1, 2020, in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential, at either a qualifying institution, as defined in subdivision (l) of Section 69432.7, or a professional preparation program approved by the Commission on Teaching Credentialing that has a main campus location or administrative entity that resides in California, including professional preparation programs operated by local educational agencies in California, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program.(2)Under the program, the commission shall provide one-time grant funds of up to ten thousand dollars ($10,000) to each California resident student enrolled, or who has applied for enrollment, on or after January 1, 2020, in a professional preparation program leading to a preliminary teaching credential or pupil personnel services credential at a qualified institution, as determined by the commission pursuant to Section 69617.5, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program. Of the funds appropriated in support of the program, no more than 8 percent of the total funding may be allocated for the purpose of awards provided pursuant to this paragraph.(3)Funds appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021 shall be available for encumbrance or expenditure by the commission until June 30, 2026.(4)Grant funds shall be used to supplement and not supplant other sources of grant financial aid, and may be disbursed in more than one academic year, provided that the total amount of funds granted to an applicant does not exceed twenty thousand dollars ($20,000).(b)The one-time grant funds issued pursuant to this section shall not exceed the amount appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021.(c)(1)A grant recipient shall agree to serve at a priority school or a California preschool program for four years and shall have eight years, upon completion of the recipients professional preparation program, to meet that obligation. Except as provided in paragraph (4), a grant recipient shall agree to repay the state 25 percent of the total received grant funds annually, up to full repayment of the received grant funds, for each year the recipient fails to do one or more of the following:(A)Be enrolled in or have successfully completed a professional preparation program approved by the Commission on Teacher Credentialing.(B)While enrolled in the professional preparation program, maintain good academic standing.(C)Before or upon completion of the professional preparation program, satisfy the state basic skills requirement pursuant to Sections 44252 and 44252.5.(D)Complete the required teaching service or clinical practice following completion of the recipients professional preparation program.(E)Complete their teacher preparation program and earn a preliminary credential within six years after the first distribution of grant funds.(2)Nonperformance of the commitment to serve at a priority school or a California preschool program for four years shall be certified by the commission.(3)Nonperformance of the commitment to earn a preliminary teaching credential or pupil personnel services credential shall be certified by the Commission on Teacher Credentialing to the Student Aid Commission.(4)Any exceptions to the requirement for repayment shall be defined by the commission, and may include, but shall not necessarily be limited to, counting a school year towards the required four-year service requirement at a priority school or a California preschool program if a grant recipient is unable to complete the school year when any of the following occur:(A)The grant recipient has completed at least one-half of the school year or preschool program year, as applicable.(B)The employer deems the grant recipient to have fulfilled the grant recipients contractual requirements for the school year or preschool program year, as applicable, for purposes of salary increases, probationary or permanent status, and retirement.(C)The grant recipient was not able to serve due to the financial circumstances of the school district, including a decision to not reelect the employee for the next succeeding school year.(D)The grant recipient has a condition covered under the federal Family and Medical Leave Act of 1993 (29 U.S.C. Sec. 2601 et seq.) or similar state law.(E)The grant recipient was called or ordered to active duty status for more than 30 days as a member of a reserve component of the Armed Forces of the United States.(d)The commission may use up to 1.5 percent of funding appropriated for purposes of this section for outreach and administration.(e)The commission shall develop a process by which students interested in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential may submit a request for a preenrollment conditional award notice from the commission. The notice shall provide information regarding the Golden State Teacher Grant Program award amount the student may be eligible to receive upon enrollment in the professional preparation program and formal application to the commission to participate in the Golden State Teacher Grant Program.(f)(1)A priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02.(2)The commission, in coordination with the State Department of Education, shall publish a list of priority schools by April 15 of each year.(3)For purposes of satisfying the service requirement, a grant recipient may use service at a school listed on the most recent list of priority schools published by the commission that is available when the grant recipient seeks employment at a priority school. Further service at that school shall continue to satisfy the four-year service requirement, even if the school is no longer included on future priority school lists.(g)(1)The commission may adopt regulations, including any amendments to regulations, necessary for the implementation of the Golden State Teacher Grant Program. The commission may adopt emergency regulations it deems necessary for the implementation of this program, in accordance with the rulemaking provisions of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code). For purposes of the Administrative Procedure Act, including Section 11349.6 of the Government Code, the adoption of those regulations or amendments to those regulations shall be deemed to be an emergency and necessary for the immediate preservation of the public peace, health and safety, or general welfare, notwithstanding subdivision (e) of Section 11346.1 of the Government Code.(2)Notwithstanding any other law and without further compliance with the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code), any emergency regulations and amendments to the emergency regulations adopted pursuant to paragraph (1) shall remain in force and effect until June 30, 2025.(3)No rule, policy, or standard of general application issued by the commission in implementing this section shall be subject to the requirements of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code).(h)(1)The commission shall conduct, in partnership with the Commission on Teacher Credentialing, an evaluation of the Golden State Teacher Grant Program to determine the effectiveness of the program in recruiting credential candidates and employing credentialholders at priority schools and California preschool programs. The commission is encouraged to use qualitative and quantitative measures to quantify the number of credential candidates the program recruited into professional preparation programs, disaggregated by program and institution type, and the number of credentialholders employed at priority schools and California preschool programs, disaggregated by subject matter placement, and to describe the effects of the program on the decisions of credential candidates to enter and remain in the education field. The commission shall provide, with respect to the evaluation, a report to the Department of Finance and the appropriate fiscal and policy committees of the Legislature on or before December 31, 2025, and every two years thereafter.(2)(A)The commission shall annually collect demographic data on grant recipients.(B)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to subparagraph (A) should be integrated within the California Cradle-to-Career Data System.(i)The commission shall accept applications for the Golden State Teacher Grant Program beginning on September 1 for the following academic year and shall establish a process and timeline that allows institutions of higher education to provide applicants with grant eligibility determinations before the deadline for enrolling in their professional preparation program.(j)The commission shall permit grant recipients to receive funds in more than one academic year, provided the total amount of funds granted to any applicant does not exceed twenty thousand dollars ($20,000).(k)As used in this section, California preschool program means a state-funded or federally funded preschool program in the state, including California state preschool programs, tribal preschool programs, and Head Start programs.SEC. 6.Section 69617 of the Education Code is amended to read:69617.(a)(1)(A)Subject to moneys appropriated by the Legislature for purposes of this section, the commission shall administer the Golden State Teacher Grant Program. Under the program, the commission shall provide one-time grant funds of up to twenty thousand dollars ($20,000) to each student enrolled, or who has applied for enrollment, on or after January 1, 2020, to June 30, 2024, inclusive, in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential, at either a qualifying institution, as defined in subdivision (l) of Section 69432.7, or a professional preparation program approved by the Commission on Teaching Credentialing that has a main campus location or administrative entity that resides in California, including professional preparation programs operated by local educational agencies in California, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program.
(B)For applications received under the program on July 1, 2024, to June 30, 2025, inclusive, the commission shall provide reduced one-time grant funds of up to ten thousand dollars ($10,000) to each student eligible for a grant pursuant to subparagraph (A), except intern credential program participants, if the student commits to working at a priority school or a California preschool program for two years within the four years following the date the student completes the professional preparation program.
(2)(A)Under the program, the commission shall provide one-time grant funds of up to ten thousand dollars ($10,000) to each California resident student enrolled, or who has applied for enrollment, on or after January 1, 2020, to June 30, 2024, inclusive, in a professional preparation program leading to a preliminary teaching credential or pupil personnel services credential at a qualified institution, as determined by the commission pursuant to Section 69617.5, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program. Of the funds appropriated in support of the program, no more than 8 percent of the total funding may be allocated for the purpose of awards provided pursuant to this paragraph.
(B)For applications received on July 1, 2024, through to June 30, 2025, inclusive, under the program, the commission shall provide reduced one-time grant funds of up to five thousand dollars ($5,000) to each student eligible for a grant pursuant to subparagraph (A), except intern credential program participants, if the student commits to working at a priority school or a California preschool program for two years within the four years following the date the student completes the professional preparation program.
(3)(A)Funds appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021 shall be available for encumbrance or expenditure by the commission until June 30, 2026.
(B)For applications submitted to the commission in the 202324 fiscal year, the commission shall issue no more than fifty million dollars ($50,000,000) in grants pursuant to this section.
(4)Grant funds shall be used to supplement and not supplant other sources of grant financial aid, and may be disbursed in more than one academic year, provided that the total amount of funds granted to an applicant does not exceed the applicable amount specified in this section.
(b)The one-time grant funds issued pursuant to this section shall not exceed the amount appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021.
(c)Commencing July 1, 2024, the commission shall prioritize awards to eligible applicants with the lowest income at the time of application.
(d)(1)A grant recipient shall agree to serve at a priority school or a California preschool program for two or four years, as applicable, and shall have four or eight years, as applicable, upon completion of the recipients professional preparation program, to meet that obligation. Except as provided in paragraph (4), a grant recipient shall agree to repay the state 50 or 25 percent, as applicable, of the total received grant funds annually, up to full repayment of the received grant funds, for each year the recipient fails to do one or more of the following:
(A)Be enrolled in or have successfully completed a professional preparation program approved by the Commission on Teacher Credentialing.
(B)While enrolled in the professional preparation program, maintain good academic standing.
(C)Before or upon completion of the professional preparation program, complete a baccalaureate degree program from a regionally accredited institution of higher education.
(D)Complete the required teaching service or clinical practice following completion of the recipients professional preparation program.
(E)Complete their teacher preparation program and earn a preliminary credential within six years after the first distribution of grant funds.
(2)Nonperformance of the commitment to serve at a priority school or a California preschool program for the applicable two or four years shall be certified by the commission.
(3)Nonperformance of the commitment to earn a preliminary teaching credential or pupil personnel services credential shall be certified by the Commission on Teacher Credentialing to the Student Aid Commission.
(4)Any exceptions to the requirement for repayment shall be defined by the commission, and may include, but shall not necessarily be limited to, counting a school year towards the required applicable service requirement at a priority school or a California preschool program if a grant recipient is unable to complete the school year when any of the following occur:
(A)The grant recipient has completed at least one-half of the school year or preschool program year, as applicable.
(B)The employer deems the grant recipient to have fulfilled the grant recipients contractual requirements for the school year or preschool program year, as applicable, for purposes of salary increases, probationary or permanent status, and retirement.
(C)The grant recipient was not able to serve due to the financial circumstances of the school district, including a decision to not reelect the employee for the next succeeding school year.
(D)The grant recipient has a condition covered under the federal Family and Medical Leave Act of 1993 (29 U.S.C. Sec. 2601 et seq.) or similar state law.
(E)The grant recipient was called or ordered to active duty status for more than 30 days as a member of a reserve component of the Armed Forces of the United States.
(e)The commission may use up to 1.5 percent of funding appropriated for purposes of this section for outreach and administration.
(f)The commission shall develop a process by which students interested in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential may submit a request for a preenrollment conditional award notice from the commission. The notice shall provide information regarding the Golden State Teacher Grant Program award amount the student may be eligible to receive upon enrollment in the professional preparation program and formal application to the commission to participate in the Golden State Teacher Grant Program.
(g)(1)A priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02.
(2)The commission, in coordination with the State Department of Education, shall publish a list of priority schools by April 15 of each year.
(3)For purposes of satisfying the service requirement, a grant recipient may use service at a school listed on the most recent list of priority schools published by the commission that is available when the grant recipient seeks employment at a priority school. Further service at that school shall continue to satisfy the applicable service requirement, even if the school is no longer included on future priority school lists.
(h)(1)The commission may adopt regulations, including any amendments to regulations, necessary for the implementation of the Golden State Teacher Grant Program. The commission may adopt emergency regulations it deems necessary for the implementation of this program, in accordance with the rulemaking provisions of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code). For purposes of the Administrative Procedure Act, including Section 11349.6 of the Government Code, the adoption of those regulations or amendments to those regulations shall be deemed to be an emergency and necessary for the immediate preservation of the public peace, health and safety, or general welfare, notwithstanding subdivision (e) of Section 11346.1 of the Government Code.
(2)Notwithstanding any other law and without further compliance with the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code), any emergency regulations and amendments to the emergency regulations adopted pursuant to paragraph (1) shall remain in force and effect until June 30, 2025.
(3)No rule, policy, or standard of general application issued by the commission in implementing this section shall be subject to the requirements of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code).
(i)(1)The commission shall conduct, in partnership with the Commission on Teacher Credentialing, an evaluation of the Golden State Teacher Grant Program to determine the effectiveness of the program in recruiting credential candidates and employing credentialholders at priority schools and California preschool programs. The commission is encouraged to use qualitative and quantitative measures to quantify the number of credential candidates the program recruited into professional preparation programs, disaggregated by program and institution type, and the number of credentialholders employed at priority schools and California preschool programs, disaggregated by subject matter placement, and to describe the effects of the program on the decisions of credential candidates to enter and remain in the education field. The commission shall provide, with respect to the evaluation, a report to the Department of Finance and the appropriate fiscal and policy committees of the Legislature on or before December 31, 2025, and every two years thereafter.
(2)(A)The commission shall annually collect demographic data on grant recipients.
(B)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to subparagraph (A) should be integrated within the California Cradle-to-Career Data System.
(j)(1)The commission shall accept applications for the Golden State Teacher Grant Program beginning on September 1 for the following academic year and shall establish a process and timeline that allows institutions of higher education to provide applicants with grant eligibility determinations before the deadline for enrolling in their professional preparation program.
(2)Commencing July 1, 2024, the commission shall establish up to three application periods each year, consistent with subdivision (a).
(k)The commission shall permit grant recipients to receive funds in more than one academic year, provided the total amount of funds granted to any applicant does not exceed the applicable amount specified in this section.
(l)As used in this section, California preschool program means a state-funded or federally funded preschool program in the state, including California state preschool programs, tribal preschool programs, and Head Start programs.
SEC. 6.5.Section 69617 of the Education Code is amended to read:69617.(a)(1)(A)Subject to moneys appropriated by the Legislature for purposes of this section, the commission shall administer the Golden State Teacher Grant Program. Under the program, the commission shall provide one-time grant funds of up to twenty thousand dollars ($20,000) to each student enrolled, or who has applied for enrollment, on or after January 1, 2020, to June 30, 2024, inclusive, in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential, at either a qualifying institution, as defined in subdivision (l) of Section 69432.7, or a professional preparation program approved by the Commission on Teaching Credentialing that has a main campus location or administrative entity that resides in California, including professional preparation programs operated by local educational agencies in California, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program.
(B)For applications received under the program on July 1, 2024, to June 30, 2025, inclusive, the commission shall provide reduced one-time grant funds of up to ten thousand dollars ($10,000) to each student eligible for a grant pursuant to subparagraph (A), except intern credential program participants, if the student commits to working at a priority school or a California preschool program for two years within the four years following the date the student completes the professional preparation program.
(2)(A)Under the program, the commission shall provide one-time grant funds of up to ten thousand dollars ($10,000) to each California resident student enrolled, or who has applied for enrollment, on or after January 1, 2020, to June 30, 2024, inclusive, in a professional preparation program leading to a preliminary teaching credential or pupil personnel services credential at a qualified institution, as determined by the commission pursuant to Section 69617.5, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program. Of the funds appropriated in support of the program, no more than 8 percent of the total funding may be allocated for the purpose of awards provided pursuant to this paragraph.
(B)For applications received on July 1, 2024, through to June 30, 2025, inclusive, under the program, the commission shall provide reduced one-time grant funds of up to five thousand dollars ($5,000) to each student eligible for a grant pursuant to subparagraph (A), except intern credential program participants, if the student commits to working at a priority school or a California preschool program for two years within the four years following the date the student completes the professional preparation program.
(3)(A)Funds appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021 shall be available for encumbrance or expenditure by the commission until June 30, 2026.
(B)For applications submitted to the commission in the 202324 fiscal year, the commission shall issue no more than fifty million dollars ($50,000,000) in grants pursuant to this section.
(4)Grant funds shall be used to supplement and not supplant other sources of grant financial aid, and may be disbursed in more than one academic year, provided that the total amount of funds granted to an applicant does not exceed the applicable amount specified in this section.
(b)The one-time grant funds issued pursuant to this section shall not exceed the amount appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021.
(c)Commencing July 1, 2024, the commission shall prioritize awards to eligible applicants with the lowest income at the time of application.
(d)(1)A grant recipient shall agree to serve at a priority school or a California preschool program for two or four years, as applicable, and shall have four or eight years, as applicable, upon completion of the recipients professional preparation program, to meet that obligation. Except as provided in paragraph (4), a grant recipient shall agree to repay the state 50 or 25 percent, as applicable, of the total received grant funds annually, up to full repayment of the received grant funds, for each year the recipient fails to do one or more of the following:
(A)Be enrolled in or have successfully completed a professional preparation program approved by the Commission on Teacher Credentialing.
(B)While enrolled in the professional preparation program, maintain good academic standing.
(C)Before or upon completion of the professional preparation program, complete a baccalaureate degree program from a regionally accredited institution of higher education.
(D)Complete the required teaching service or clinical practice following completion of the recipients professional preparation program.
(E)Complete their teacher preparation program and earn a preliminary credential within six years after the first distribution of grant funds.
(2)Nonperformance of the commitment to serve at a priority school or a California preschool program for the applicable two or four years shall be certified by the commission.
(3)Nonperformance of the commitment to earn a preliminary teaching credential or pupil personnel services credential shall be certified by the Commission on Teacher Credentialing to the Student Aid Commission.
(4)Any exceptions to the requirement for repayment shall be defined by the commission, and may include, but shall not necessarily be limited to, counting a school year towards the required applicable service requirement at a priority school or a California preschool program if a grant recipient is unable to complete the school year when any of the following occur:
(A)The grant recipient has completed at least one-half of the school year or preschool program year, as applicable.
(B)The employer deems the grant recipient to have fulfilled the grant recipients contractual requirements for the school year or preschool program year, as applicable, for purposes of salary increases, probationary or permanent status, and retirement.
(C)The grant recipient was not able to serve due to the financial circumstances of the school district, including a decision to not reelect the employee for the next succeeding school year.
(D)The grant recipient has a condition covered under the federal Family and Medical Leave Act of 1993 (29 U.S.C. Sec. 2601 et seq.) or similar state law.
(E)The grant recipient was called or ordered to active duty status for more than 30 days as a member of a reserve component of the Armed Forces of the United States.
(e)The commission may use up to 1.5 percent of funding appropriated for purposes of this section for outreach and administration.
(f)The commission shall develop a process by which students interested in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential may submit a request for a preenrollment conditional award notice from the commission. The notice shall provide information regarding the Golden State Teacher Grant Program award amount the student may be eligible to receive upon enrollment in the professional preparation program and formal application to the commission to participate in the Golden State Teacher Grant Program.
(g)(1)A priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02. 42238.02, or a nonpublic, nonsectarian school, as defined in Section 56034.
(2)The commission, in coordination with the State Department of Education, shall publish a list of priority schools by April 15 of each year.
(3)For purposes of satisfying the service requirement, a grant recipient may use service at a school listed on the most recent list of priority schools published by the commission that is available when the grant recipient seeks employment at a priority school. Further service at that school shall continue to satisfy the applicable service requirement, even if the school is no longer included on future priority school lists.
(h)(1)The commission may adopt regulations, including any amendments to regulations, necessary for the implementation of the Golden State Teacher Grant Program. The commission may adopt emergency regulations it deems necessary for the implementation of this program, in accordance with the rulemaking provisions of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code). For purposes of the Administrative Procedure Act, including Section 11349.6 of the Government Code, the adoption of those regulations or amendments to those regulations shall be deemed to be an emergency and necessary for the immediate preservation of the public peace, health and safety, or general welfare, notwithstanding subdivision (e) of Section 11346.1 of the Government Code.
(2)Notwithstanding any other law and without further compliance with the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code), any emergency regulations and amendments to the emergency regulations adopted pursuant to paragraph (1) shall remain in force and effect until June 30, 2025.
(3)No rule, policy, or standard of general application issued by the commission in implementing this section shall be subject to the requirements of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code).
(i)(1)The commission shall conduct, in partnership with the Commission on Teacher Credentialing, an evaluation of the Golden State Teacher Grant Program to determine the effectiveness of the program in recruiting credential candidates and employing credentialholders at priority schools and California preschool programs. The commission is encouraged to use qualitative and quantitative measures to quantify the number of credential candidates the program recruited into professional preparation programs, disaggregated by program and institution type, and the number of credentialholders employed at priority schools and California preschool programs, disaggregated by subject matter placement, and to describe the effects of the program on the decisions of credential candidates to enter and remain in the education field. The commission shall provide, with respect to the evaluation, a report to the Department of Finance and the appropriate fiscal and policy committees of the Legislature on or before December 31, 2025, and every two years thereafter.
(2)(A)The commission shall annually collect demographic data on grant recipients.
(B)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to subparagraph (A) should be integrated within the California Cradle-to-Career Data System.
(j)(1)The commission shall accept applications for the Golden State Teacher Grant Program beginning on September 1 for the following academic year and shall establish a process and timeline that allows institutions of higher education to provide applicants with grant eligibility determinations before the deadline for enrolling in their professional preparation program.
(2)Commencing July 1, 2024, the commission shall establish up to three application periods each year, consistent with subdivision (a).
(k)The commission shall permit grant recipients to receive funds in more than one academic year, provided the total amount of funds granted to any applicant does not exceed the applicable amount specified in this section.
(l)As used in this section, California preschool program means a state-funded or federally funded preschool program in the state, including California state preschool programs, tribal preschool programs, and Head Start programs.
SEC. 7.Section 6.5 of this bill incorporates amendments to Section 69617 of the Education Code proposed by both this bill and Assembly Bill 2768. That section of this bill shall only become operative if (1) both bills are enacted and become effective on or before January 1, 2025, (2) each bill amends Section 69617 of the Education Code, and (3) this bill is enacted after Assembly Bill 2768, in which case Section 6 of this bill shall not become operative.
The Legislature finds and declares all of the following:
(a)Research shows that teachers are the single most impactful in-school factor associated with pupil outcomes and success.
(b)The shortage of qualified teachers in many areas continues to be a challenge in California. Education experts agree that shortages of qualified and effective teachers in high-poverty schools and in particular teaching fields create a need for high-quality teachers who will enter, stay, and be effective in these areas.
(c)Teacher shortages and high turnover rates have a negative impact on both pupil achievement and the quality of education pupils receive, and disproportionately impact pupils of color and pupils from low-income households.
(d)Education experts agree that teachers of color and multilingual teachers have a positive impact on the pupils they serve, regardless of the pupils race or ethnicity, and further help to close pupil achievement gaps.
(e)The demographic makeup of Californias teaching force is not reflective of the diversity of its pupil population.
(f)The state has invested in initiatives to recruit, prepare, support, and retain teachers. Education experts suggest that many of the strategies used to address teacher shortages can also help with the recruitment and retention of more teachers of color and multilingual teachers in the teacher workforce.
(g)It is critical to develop programs that increase the probability of teacher recruits succeeding and staying in the classrooms where they are needed. This will in turn help to build a teacher workforce that is more representative of the pupils they teach.
(h)To optimize these programs and inform policy decisions about how to best recruit, train, support, and sustain a diverse educator workforce, state and local leaders need a full and actionable view of data, creating a comprehensive picture of the teacher workforce at each segment of the educator pipeline from preparation, pipeline, beginning with preparation and continuing through credentialing, placement, assignment and misassignment, and retention, including demographic data.
(i)State leaders have a responsibility to provide oversight of investments in the transitional kindergarten through grade 12 education systems, including the educator workforce, which requires actionable, integrated data.
(j)The California Cradle-to-Career Data System provides the data infrastructure necessary to create a comprehensive picture of the teacher workforce.
SEC. 2.Section 10868.5 is added to the Education Code, to read:10868.5.(a)In enacting this section, it is the intent of the Legislature to provide data tools that enable policymakers and agencies to assess, plan for, and optimize educational workforce programs to ensure all pupils have access to a diverse and sustainable teacher workforce.
(b)On or before January 1, 2026, the managing entity, under the direction of the governing board, shall create a teacher training and retention dashboard within the data system. The dashboard shall provide information on Californias teacher workforce, including, but not limited to, all of the following:
(1)Trends regarding teacher training pipelines.
(2)Trends regarding teacher credentialing.
(3)Trends regarding teacher hiring and assignments.
(4)Trends regarding teacher retention.
(5)Trends regarding educator demographic data. data on the entirety of the educator workforce.
(6)Trends regarding teacher vacancies and mobility.
(7)Trends regarding participation in programs for addressing teacher shortages and teacher diversity, as appropriate, including, but not limited to, the Teacher Residency Grant Program established in Section 44415, the California Classified School Employee Teacher Credentialing Program established in Section 44393, the Golden State Teacher Grant Program established in Section 69617, and the National Board for Professional Teaching Standards Certification Incentive Program established in Section 44395. Data on these programs shall address all of the following topics, to the extent applicable: applicable, disaggregated by race and ethnicity:
(A)The number and percentage of program participants participants, additionally disaggregated by cohort, who complete a teacher preparation program and earn a preliminary teaching credential.
(B)The extent to which program graduates are teaching in high-need subjects and locations.
(C)The extent to which program graduates increase the diversity of the grant recipients workforce, including the number and percentage of program graduates who are members of underrepresented groups.
(D)Teacher retention rates for program graduates, within the boundaries of the grant recipient and within California public schools.
(E)Program graduate achievement, as determined by first-time pass rates on the state teaching performance assessment pursuant to Section 44320.2.
(F)The percentage of program participants who complete a beginning teacher induction program and earn a clear teaching credential.
(G)Results from candidate and program graduate surveys of the quality of preparation they received.
SEC. 3.Section 44417.7 is added to the Education Code, to read:44417.7.To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data required to provide the reports described in Sections 44417 and 44417.5 should be integrated within the California Cradle-to-Career Data System.SEC. 4.SEC. 3.Section 44393 of the Education Code is amended to read:44393.(a)The California Classified School Employee Teacher Credentialing Program is hereby established for the purpose of recruiting classified school employees to participate in a program designed to encourage them to enroll in teacher training programs and to provide instructional service as teachers in the public schools.
(b)Subject to an appropriation for these purposes in the annual Budget Act or another statute, the commission shall issue a request for proposals to all school districts, charter schools, and county offices of education in the state in order to solicit applications for funding. The criteria adopted by the commission for the selection of school districts, charter schools, or county offices of education to participate in the program shall include all of the following:
(1)The extent to which the applicant demonstrates the capacity and willingness to accommodate the participation of classified school employees in teacher training programs conducted at institutions of higher education or a local educational agency.
(2)The extent to which the applicants plan for the implementation of its recruitment program involves the active participation of one or more local campuses of the participating institutions of higher education in the development of coursework and teaching programs for participating classified school employees. Each selected applicant shall be required to enter into a written articulation agreement with the participating campuses of the institutions of higher education.
(3)The extent to which the applicants plan for recruitment attempts to meet the demand for bilingual cross-cultural teachers and teachers in shortage areas in transitional kindergarten, kindergarten, and grades 1 to 12, inclusive.
(4)The extent to which a developmentally sequenced series of job descriptions leads from an entry-level classified school employee position to an entry-level teaching position in that school district, charter school, or county office of education.
(5)The extent to which the applicants plan for recruitment attempts to meet its own specific teacher needs.
(c)An applicant that is selected to participate pursuant to subdivision (b) shall provide information about the program to all eligible classified school employees in the school district, charter school, or county office of education and assistance to each classified school employee it recruits under the program regarding admission to a teacher training program.
(d)(1)An applicant shall require participants to satisfy both of the following requirements before participating in the program:
(A)Pass a criminal background check.
(B)Provide verification of one of the following:
(i)Has earned an associate or higher level degree.
(ii)Has successfully completed at least two years of study at a postsecondary educational institution.
(2)An applicant shall certify that it has received a commitment from each participant that the participant will accomplish all of the following:
(A)Graduate from an institution of higher education under the program with a bachelors degree.
(B)Complete all of the requirements for, and obtain, a multiple subject, single subject, or education specialist teaching credential.
(C)Complete one school year of classroom instruction in the school district, charter school, or county office of education for each year that the participant receives assistance for books, fees, and tuition while attending an institution of higher education under the program.
(e)The commission shall contract with an independent evaluator with a proven record of experience in assessing teacher training programs to conduct an evaluation to determine the success of the program. The evaluation shall be completed on or before July 1, 2021. The commission shall submit the completed evaluation to the Governor and the education policy and fiscal committees of the Assembly and Senate.
(f)(1)On or before January 1 of each year, the commission shall report to the Legislature regarding the status of the program, including, but not limited to, the number of classified school employees recruited, the academic progress of the classified school employees recruited, the number of classified school employees recruited who are subsequently employed as teachers in the public schools, the degree to which the applicant meets the teacher shortage needs of the school district, charter school, or county office of education, and the ethnic and racial composition of the participants in the program. The report shall be made in conformance with Section 9795 of the Government Code.
(2)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data required to provide the reports described in paragraph (1) should be integrated within the California Cradle-to-Career Data System.
SEC. 5.SEC. 4.Section 44395 of the Education Code is amended to read:44395.(a)(1)The National Board for Professional Teaching Standards Certification Incentive Program is hereby established to award grants to school districts for the purpose of providing awards to teachers who are employed by school districts or charter schools, are assigned to teach in California public schools, and have attained or will attain certification from the National Board for Professional Teaching Standards. Awards shall be granted to the extent that funds have been appropriated for this purpose in the annual Budget Act.
(2)(A)Commencing July 1, 2021, any teacher who has attained certification from the National Board for Professional Teaching Standards is eligible to receive an award of up to twenty-five thousand dollars ($25,000) if the teacher agrees to teach at a high-priority school for at least five years. Teaching service before July 1, 2021, may not be counted towards satisfaction of this five-year commitment.
(B)Awards granted pursuant to this paragraph shall be disbursed in annual payments of five thousand dollars ($5,000) over a five-year period. The annual payment shall be made upon completion of the school year, and upon approval of a district-certified application pursuant to the guidelines of subdivision (c) of Section 44396.
(3)(A)Commencing July 1, 2021, any teacher who initiates the process of pursuing a certification from the National Board for Professional Teaching Standards when teaching at a high-priority school is eligible to receive an award of two thousand five hundred dollars ($2,500).
(B)Awards granted pursuant to this paragraph shall be disbursed from the department to the National Board for Professional Teaching Standards. Any unused funds shall be applied to future candidates.
(C)A teacher who receives an award pursuant to this paragraph may still apply to receive funds under paragraph (2) after completion of a certification from the National Board for Professional Teaching Standards to the extent funds are available.
(4)(A)(i)Commencing July 1, 2023, any teacher who initiates the process of maintenance of certification from the National Board for Professional Teaching Standards when teaching at a high-priority school is eligible to receive an award of four hundred ninety-five dollars ($495).
(ii)Awards granted pursuant to this paragraph shall be disbursed from the department to the National Board for Professional Teaching Standards. Any unused funds shall be applied to future candidates.
(iii)A teacher who receives an award pursuant to this paragraph may still apply to receive funds under paragraph (2).
(B)This paragraph may be implemented using funds appropriated pursuant to Section 137 of Chapter 44 of the Statutes of 2021.
(b)The department shall administer the awards authorized by subdivision (a), and shall develop, in consultation with the Commission on Teacher Credentialing, certification and award information, criteria, procedures, and applications, all of which shall be submitted to the state board for approval. Amendments requested by the state board to that information, criteria, procedures, and applications shall be made before the dissemination of the material and the granting of any award under this article.
(c)The department shall distribute the materials described in subdivision (b) to school districts. Each school district is strongly encouraged to ensure that teachers employed by the district or by charter schools affiliated with the district are informed about the program and can acquire the necessary application and information materials.
(d)School districts are encouraged to provide for adequate release time and support for a teacher to complete the certification process. As a condition to providing that release time and support, a school district may require that a teacher serve in a mentor teacher capacity.
(e)(1)The department shall annually collect data on award recipients pursuant to this section, including assignment and demographic data.
(2)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to paragraph (1) should be integrated within the California Cradle-to-Career Data System.
(f)For purposes of this article, the following definitions apply:
(1)School district means school district, county board of education, county superintendent of schools, a state operated program, including a special school, a regional occupational center or program operated by a joint powers authority or a county office of education, or an education program providing instruction in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive, that is offered by a state agency, including the Department of Youth and Community Restoration and the State Department of Developmental Services.
(2)High-priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02. This designation shall be determined by the department.
SEC. 5.Section 44417.7 is added to the Education Code, to read:44417.7.To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data required to provide the reports described in Sections 44417 and 44417.5 should be integrated within the California Cradle-to-Career Data System.
SEC. 6.Section 69617 of the Education Code is amended to read:69617.(a)(1)Subject to moneys appropriated by the Legislature for purposes of this section, the commission shall administer the Golden State Teacher Grant Program. Under the program, the commission shall provide one-time grant funds of up to twenty thousand dollars ($20,000) to each student enrolled, or who has applied for enrollment, on or after January 1, 2020, in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential, at either a qualifying institution, as defined in subdivision (l) of Section 69432.7, or a professional preparation program approved by the Commission on Teaching Credentialing that has a main campus location or administrative entity that resides in California, including professional preparation programs operated by local educational agencies in California, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program.
(2)Under the program, the commission shall provide one-time grant funds of up to ten thousand dollars ($10,000) to each California resident student enrolled, or who has applied for enrollment, on or after January 1, 2020, in a professional preparation program leading to a preliminary teaching credential or pupil personnel services credential at a qualified institution, as determined by the commission pursuant to Section 69617.5, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program. Of the funds appropriated in support of the program, no more than 8 percent of the total funding may be allocated for the purpose of awards provided pursuant to this paragraph.
(3)Funds appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021 shall be available for encumbrance or expenditure by the commission until June 30, 2026.
(4)Grant funds shall be used to supplement and not supplant other sources of grant financial aid, and may be disbursed in more than one academic year, provided that the total amount of funds granted to an applicant does not exceed twenty thousand dollars ($20,000).
(b)The one-time grant funds issued pursuant to this section shall not exceed the amount appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021.
(c)(1)A grant recipient shall agree to serve at a priority school or a California preschool program for four years and shall have eight years, upon completion of the recipients professional preparation program, to meet that obligation. Except as provided in paragraph (4), a grant recipient shall agree to repay the state 25 percent of the total received grant funds annually, up to full repayment of the received grant funds, for each year the recipient fails to do one or more of the following:
(A)Be enrolled in or have successfully completed a professional preparation program approved by the Commission on Teacher Credentialing.
(B)While enrolled in the professional preparation program, maintain good academic standing.
(C)Before or upon completion of the professional preparation program, satisfy the state basic skills requirement pursuant to Sections 44252 and 44252.5.
(D)Complete the required teaching service or clinical practice following completion of the recipients professional preparation program.
(E)Complete their teacher preparation program and earn a preliminary credential within six years after the first distribution of grant funds.
(2)Nonperformance of the commitment to serve at a priority school or a California preschool program for four years shall be certified by the commission.
(3)Nonperformance of the commitment to earn a preliminary teaching credential or pupil personnel services credential shall be certified by the Commission on Teacher Credentialing to the Student Aid Commission.
(4)Any exceptions to the requirement for repayment shall be defined by the commission, and may include, but shall not necessarily be limited to, counting a school year towards the required four-year service requirement at a priority school or a California preschool program if a grant recipient is unable to complete the school year when any of the following occur:
(A)The grant recipient has completed at least one-half of the school year or preschool program year, as applicable.
(B)The employer deems the grant recipient to have fulfilled the grant recipients contractual requirements for the school year or preschool program year, as applicable, for purposes of salary increases, probationary or permanent status, and retirement.
(C)The grant recipient was not able to serve due to the financial circumstances of the school district, including a decision to not reelect the employee for the next succeeding school year.
(D)The grant recipient has a condition covered under the federal Family and Medical Leave Act of 1993 (29 U.S.C. Sec. 2601 et seq.) or similar state law.
(E)The grant recipient was called or ordered to active duty status for more than 30 days as a member of a reserve component of the Armed Forces of the United States.
(d)The commission may use up to 1.5 percent of funding appropriated for purposes of this section for outreach and administration.
(e)The commission shall develop a process by which students interested in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential may submit a request for a preenrollment conditional award notice from the commission. The notice shall provide information regarding the Golden State Teacher Grant Program award amount the student may be eligible to receive upon enrollment in the professional preparation program and formal application to the commission to participate in the Golden State Teacher Grant Program.
(f)(1)A priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02.
(2)The commission, in coordination with the State Department of Education, shall publish a list of priority schools by April 15 of each year.
(3)For purposes of satisfying the service requirement, a grant recipient may use service at a school listed on the most recent list of priority schools published by the commission that is available when the grant recipient seeks employment at a priority school. Further service at that school shall continue to satisfy the four-year service requirement, even if the school is no longer included on future priority school lists.
(g)(1)The commission may adopt regulations, including any amendments to regulations, necessary for the implementation of the Golden State Teacher Grant Program. The commission may adopt emergency regulations it deems necessary for the implementation of this program, in accordance with the rulemaking provisions of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code). For purposes of the Administrative Procedure Act, including Section 11349.6 of the Government Code, the adoption of those regulations or amendments to those regulations shall be deemed to be an emergency and necessary for the immediate preservation of the public peace, health and safety, or general welfare, notwithstanding subdivision (e) of Section 11346.1 of the Government Code.
(2)Notwithstanding any other law and without further compliance with the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code), any emergency regulations and amendments to the emergency regulations adopted pursuant to paragraph (1) shall remain in force and effect until June 30, 2025.
(3)No rule, policy, or standard of general application issued by the commission in implementing this section shall be subject to the requirements of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code).
(h)(1)The commission shall conduct, in partnership with the Commission on Teacher Credentialing, an evaluation of the Golden State Teacher Grant Program to determine the effectiveness of the program in recruiting credential candidates and employing credentialholders at priority schools and California preschool programs. The commission is encouraged to use qualitative and quantitative measures to quantify the number of credential candidates the program recruited into professional preparation programs, disaggregated by program and institution type, and the number of credentialholders employed at priority schools and California preschool programs, disaggregated by subject matter placement, and to describe the effects of the program on the decisions of credential candidates to enter and remain in the education field. The commission shall provide, with respect to the evaluation, a report to the Department of Finance and the appropriate fiscal and policy committees of the Legislature on or before December 31, 2025, and every two years thereafter.
(2)(A)The commission shall annually collect demographic data on grant recipients.
(B)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to subparagraph (A) should be integrated within the California Cradle-to-Career Data System.
(i)The commission shall accept applications for the Golden State Teacher Grant Program beginning on September 1 for the following academic year and shall establish a process and timeline that allows institutions of higher education to provide applicants with grant eligibility determinations before the deadline for enrolling in their professional preparation program.
(j)The commission shall permit grant recipients to receive funds in more than one academic year, provided the total amount of funds granted to any applicant does not exceed twenty thousand dollars ($20,000).
(k)As used in this section, California preschool program means a state-funded or federally funded preschool program in the state, including California state preschool programs, tribal preschool programs, and Head Start programs.
The Legislature finds and declares all of the following:
(a)Research shows that teachers are the single most impactful in-school factor associated with pupil outcomes and success.
(b)The shortage of qualified teachers in many areas continues to be a challenge in California. Education experts agree that shortages of qualified and effective teachers in high-poverty schools and in particular teaching fields create a need for high-quality teachers who will enter, stay, and be effective in these areas.
(c)Teacher shortages and high turnover rates have a negative impact on both pupil achievement and the quality of education pupils receive, and disproportionately impact pupils of color and pupils from low-income households.
(d)Education experts agree that teachers of color and multilingual teachers have a positive impact on the pupils they serve, regardless of the pupils race or ethnicity, and further help to close pupil achievement gaps.
(e)The demographic makeup of Californias teaching force is not reflective of the diversity of its pupil population.
(f)The state has invested in initiatives to recruit, prepare, support, and retain teachers. Education experts suggest that many of the strategies used to address teacher shortages can also help with the recruitment and retention of more teachers of color and multilingual teachers in the teacher workforce.
(g)It is critical to develop programs that increase the probability of teacher recruits succeeding and staying in the classrooms where they are needed. This will in turn help to build a teacher workforce that is more representative of the pupils they teach.
(h)To optimize these programs and inform policy decisions about how to best recruit, train, support, and sustain a diverse educator workforce, state and local leaders need a full and actionable view of data, creating a comprehensive picture of the teacher workforce at each segment of the educator pipeline from preparation, credentialing, placement, misassignment, and retention, including demographic data.
(i)State leaders have a responsibility to provide oversight of investments in the transitional kindergarten through grade 12 education systems, including the educator workforce, which requires actionable, integrated data.
(i)(j)The California Cradle-to-Career Data System provides the data infrastructure necessary to create a comprehensive picture of the teacher workforce.
SEC. 2.Section 10868.5 is added to the Education Code, to read:10868.5.(a)In enacting this section, it is the intent of the Legislature to provide data tools that enable policymakers and agencies to assess, plan for, and optimize educational workforce programs to ensure all pupils have access to a diverse and sustainable teacher workforce.
(b)On or before January 1, 2026, the managing entity, under the direction of the governing board, shall create a teacher training and retention dashboard within the data system. The dashboard shall provide information on Californias teacher workforce, including, but not limited to, all of the following:
(1)Trends regarding teacher training pipelines, including, but not limited to, all of the following: pipelines.
(A)Whether there is a strong pipeline of individuals entering teacher preparation programs.(B)For individuals in teacher preparation programs, the disciplines they pursued for their community college and bachelors degrees.(C)Whether individuals entering teacher preparation programs reflect the pupil populations in elementary and secondary schools.(D)If individuals in teacher preparation programs are studying subjects where there are teacher shortages.(E)The types of teacher preparation programs prospective teachers are participating in.(F)The sectors other than schools in which prospective teachers get jobs.(2)Trends regarding teacher credentialing, including, but not limited to, all of the following: credentialing.
(A)Whether individuals who complete teacher preparation programs obtain teaching credentials.(B)The extent to which those who complete teacher preparation programs and earn teaching credentials reflect the pupil populations in elementary and secondary schools.(C)Whether individuals who complete teacher preparation programs are earning credentials in subjects where there are teacher shortages.(D)The types of teacher preparation programs that produce individuals who earn credentials.(E)The ways in which prospective teachers demonstrate subject matter competency and other required skills.(3)Trends regarding teacher hiring and assignments, including, but not limited to, all of the following: assignments.
(A)Whether newly credentialed teachers get jobs in public schools.(B)The number of years it takes for newly credentialed teachers to get jobs in public schools.(C)The types of jobs newly credentialed teachers get.(D)The extent of the alignment between the subject in which teachers earned credentials and their teaching assignments.(E)The setting and course type for teacher misassignments according to the monitoring data obtained pursuant to Section 44258.9.(4)Trends regarding teacher retention, including, but not limited to, all of the following: retention.
(A)The ways in which retention rates differ by teacher characteristics.(B)Whether teachers from different racial or ethnic groups are more likely to remain in the profession over time.(C)Whether retention rates differ by credentialing pathways.(D)Whether retention rates differ based on a teachers participation in different state-funded programs.(5)Trends regarding educator demographic data, including, but not limited to, race and ethnicity, languages spoken other than English, and years of service, including all of the following information: data.
(A)The ways in which the race or ethnicity of newly credentialed teachers compares to those of the pupils they teach.(B)The relationship between the racial mix of newly credentialed teachers and types of pupils in schools where they teach.(C)The relationship between the racial mix of newly credentialed teachers and the geographic location of the schools where they teach.(6)Trends regarding teacher vacancies and mobility, including, but not limited to, all of the following: mobility.
(A)The number of teachers local educational agencies need to hire, as estimated in data from the California Basic Educational Data System.(B)The ways in which estimated hiring and vacancies differ by course and category.(C)The ways in which estimated hiring and vacancies differ by region.(7)Evaluation of all programs for investments in Trends regarding participation in programs for addressing teacher shortages and teacher diversity, as appropriate, to determine the effectiveness of these programs in recruiting, developing support systems for, and retaining special education, bilingual education, and science, technology, engineering, and mathematics (STEM) teachers and teachers of color, including, but not limited to, the Teacher Residency Grant Program established in Section 44415, the California Classified School Employee Teacher Credentialing Program established in Section 44393, the Golden State Teacher Grant Program established in Section 69617, and the National Board for Professional Teaching Standards Certification Incentive Program established in Section 44395. The evaluation of Data on these programs shall address all of the following topics, to the extent applicable:
(A)The percentage of program participants who complete a teacher preparation program and earn a preliminary teaching credential.
(B)The extent to which program graduates are teaching in high-need subjects and locations.
(C)The extent to which program graduates increase the diversity of the grant recipients workforce, including the number and percentage of program graduates who are members of underrepresented groups.
(D)Teacher retention rates for program graduates, within the boundaries of the grant recipient and within California public schools.
(E)Program graduate achievement, as determined by first-time pass rates on the state teaching performance assessment pursuant to Section 44320.2.
(F)The percentage of program participants who complete a beginning teacher induction program and earn a clear teaching credential.
(G)Results from candidate and program graduate surveys of the quality of preparation they received.
SEC. 3.Section 44417.7 is added to the Education Code, to read:44417.7.To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data required to provide the reports described in Sections 44417 and 44417.5 should be integrated within the California Cradle-to-Career Data System.
SEC. 4.Section 44393 of the Education Code is amended to read:44393.(a)The California Classified School Employee Teacher Credentialing Program is hereby established for the purpose of recruiting classified school employees to participate in a program designed to encourage them to enroll in teacher training programs and to provide instructional service as teachers in the public schools.
(b)Subject to an appropriation for these purposes in the annual Budget Act or another statute, the commission shall issue a request for proposals to all school districts, charter schools, and county offices of education in the state in order to solicit applications for funding. The criteria adopted by the commission for the selection of school districts, charter schools, or county offices of education to participate in the program shall include all of the following:
(1)The extent to which the applicant demonstrates the capacity and willingness to accommodate the participation of classified school employees in teacher training programs conducted at institutions of higher education or a local educational agency.
(2)The extent to which the applicants plan for the implementation of its recruitment program involves the active participation of one or more local campuses of the participating institutions of higher education in the development of coursework and teaching programs for participating classified school employees. Each selected applicant shall be required to enter into a written articulation agreement with the participating campuses of the institutions of higher education.
(3)The extent to which the applicants plan for recruitment attempts to meet the demand for bilingual cross-cultural teachers and teachers in shortage areas in transitional kindergarten, kindergarten, and grades 1 to 12, inclusive.
(4)The extent to which a developmentally sequenced series of job descriptions leads from an entry-level classified school employee position to an entry-level teaching position in that school district, charter school, or county office of education.
(5)The extent to which the applicants plan for recruitment attempts to meet its own specific teacher needs.
(c)An applicant that is selected to participate pursuant to subdivision (b) shall provide information about the program to all eligible classified school employees in the school district, charter school, or county office of education and assistance to each classified school employee it recruits under the program regarding admission to a teacher training program.
(d)(1)An applicant shall require participants to satisfy both of the following requirements before participating in the program:
(A)Pass a criminal background check.
(B)Provide verification of one of the following:
(i)Has earned an associate or higher level degree.
(ii)Has successfully completed at least two years of study at a postsecondary educational institution.
(2)An applicant shall certify that it has received a commitment from each participant that the participant will accomplish all of the following:
(A)Graduate from an institution of higher education under the program with a bachelors degree.
(B)Complete all of the requirements for, and obtain, a multiple subject, single subject, or education specialist teaching credential.
(C)Complete one school year of classroom instruction in the school district, charter school, or county office of education for each year that the participant receives assistance for books, fees, and tuition while attending an institution of higher education under the program.
(e)The commission shall contract with an independent evaluator with a proven record of experience in assessing teacher training programs to conduct an evaluation to determine the success of the program. The evaluation shall be completed on or before July 1, 2021. The commission shall submit the completed evaluation to the Governor and the education policy and fiscal committees of the Assembly and Senate.
(f)(1)On or before January 1 of each year, the commission shall report to the Legislature regarding the status of the program, including, but not limited to, the number of classified school employees recruited, the academic progress of the classified school employees recruited, the number of classified school employees recruited who are subsequently employed as teachers in the public schools, the degree to which the applicant meets the teacher shortage needs of the school district, charter school, or county office of education, and the ethnic and racial composition of the participants in the program. The report shall be made in conformance with Section 9795 of the Government Code.
(2)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data required to provide the reports described in paragraph (1) should be integrated within the California Cradle-to-Career Data System.
SEC. 5.Section 44395 of the Education Code is amended to read:44395.(a)(1)The National Board for Professional Teaching Standards Certification Incentive Program is hereby established to award grants to school districts for the purpose of providing awards to teachers who are employed by school districts or charter schools, are assigned to teach in California public schools, and have attained or will attain certification from the National Board for Professional Teaching Standards. Awards shall be granted to the extent that funds have been appropriated for this purpose in the annual Budget Act.
(2)(A)Commencing July 1, 2021, any teacher who has attained certification from the National Board for Professional Teaching Standards is eligible to receive an award of up to twenty-five thousand dollars ($25,000) if the teacher agrees to teach at a high-priority school for at least five years. Teaching service before July 1, 2021, may not be counted towards satisfaction of this five-year commitment.
(B)Awards granted pursuant to this paragraph shall be disbursed in annual payments of five thousand dollars ($5,000) over a five-year period. The annual payment shall be made upon completion of the school year, and upon approval of a district-certified application pursuant to the guidelines of subdivision (c) of Section 44396.
(3)(A)Commencing July 1, 2021, any teacher who initiates the process of pursuing a certification from the National Board for Professional Teaching Standards when teaching at a high-priority school is eligible to receive an award of two thousand five hundred dollars ($2,500).
(B)Awards granted pursuant to this paragraph shall be disbursed from the department to the National Board for Professional Teaching Standards. Any unused funds shall be applied to future candidates.
(C)A teacher who receives an award pursuant to this paragraph may still apply to receive funds under paragraph (2) after completion of a certification from the National Board for Professional Teaching Standards to the extent funds are available.
(4)(A)(i)Commencing July 1, 2023, any teacher who initiates the process of maintenance of certification from the National Board for Professional Teaching Standards when teaching at a high-priority school is eligible to receive an award of four hundred ninety-five dollars ($495).
(ii)Awards granted pursuant to this paragraph shall be disbursed from the department to the National Board for Professional Teaching Standards. Any unused funds shall be applied to future candidates.
(iii)A teacher who receives an award pursuant to this paragraph may still apply to receive funds under paragraph (2).
(B)This paragraph may be implemented using funds appropriated pursuant to Section 137 of Chapter 44 of the Statutes of 2021.
(b)The department shall administer the awards authorized by subdivision (a), and shall develop, in consultation with the Commission on Teacher Credentialing, certification and award information, criteria, procedures, and applications, all of which shall be submitted to the state board for approval. Amendments requested by the state board to that information, criteria, procedures, and applications shall be made before the dissemination of the material and the granting of any award under this article.
(c)The department shall distribute the materials described in subdivision (b) to school districts. Each school district is strongly encouraged to ensure that teachers employed by the district or by charter schools affiliated with the district are informed about the program and can acquire the necessary application and information materials.
(d)School districts are encouraged to provide for adequate release time and support for a teacher to complete the certification process. As a condition to providing that release time and support, a school district may require that a teacher serve in a mentor teacher capacity.
(e)(1)The department shall annually collect data on award recipients pursuant to this section, including assignment and demographic data.
(2)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to paragraph (1) should be integrated within the California Cradle-to-Career Data System.
(f)For purposes of this article, the following definitions apply:
(1)School district means school district, county board of education, county superintendent of schools, a state operated program, including a special school, a regional occupational center or program operated by a joint powers authority or a county office of education, or an education program providing instruction in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive, that is offered by a state agency, including the Department of Youth and Community Restoration and the State Department of Developmental Services.
(2)High-priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02. This designation shall be determined by the department.
SEC. 6.Section 69617 of the Education Code is amended to read:69617.(a)(1)Subject to moneys appropriated by the Legislature for purposes of this section, the commission shall administer the Golden State Teacher Grant Program. Under the program, the commission shall provide one-time grant funds of up to twenty thousand dollars ($20,000) to each student enrolled, or who has applied for enrollment, on or after January 1, 2020, in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential, at either a qualifying institution, as defined in subdivision (l) of Section 69432.7, or a professional preparation program approved by the Commission on Teaching Credentialing that has a main campus location or administrative entity that resides in California, including professional preparation programs operated by local educational agencies in California, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program.
(2)Under the program, the commission shall provide one-time grant funds of up to ten thousand dollars ($10,000) to each California resident student enrolled, or who has applied for enrollment, on or after January 1, 2020, in a professional preparation program leading to a preliminary teaching credential or pupil personnel services credential at a qualified institution, as determined by the commission pursuant to Section 69617.5, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program. Of the funds appropriated in support of the program, no more than 8 percent of the total funding may be allocated for the purpose of awards provided pursuant to this paragraph.
(3)Funds appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021 shall be available for encumbrance or expenditure by the commission until June 30, 2026.
(4)Grant funds shall be used to supplement and not supplant other sources of grant financial aid, and may be disbursed in more than one academic year, provided that the total amount of funds granted to an applicant does not exceed twenty thousand dollars ($20,000).
(b)The one-time grant funds issued pursuant to this section shall not exceed the amount appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021.
(c)(1)A grant recipient shall agree to serve at a priority school or a California preschool program for four years and shall have eight years, upon completion of the recipients professional preparation program, to meet that obligation. Except as provided in paragraph (4), a grant recipient shall agree to repay the state 25 percent of the total received grant funds annually, up to full repayment of the received grant funds, for each year the recipient fails to do one or more of the following:
(A)Be enrolled in or have successfully completed a professional preparation program approved by the Commission on Teacher Credentialing.
(B)While enrolled in the professional preparation program, maintain good academic standing.
(C)Before or upon completion of the professional preparation program, satisfy the state basic skills requirement pursuant to Sections 44252 and 44252.5.
(D)Complete the required teaching service or clinical practice following completion of the recipients professional preparation program.
(E)Complete their teacher preparation program and earn a preliminary credential within six years after the first distribution of grant funds.
(2)Nonperformance of the commitment to serve at a priority school or a California preschool program for four years shall be certified by the commission.
(3)Nonperformance of the commitment to earn a preliminary teaching credential or pupil personnel services credential shall be certified by the Commission on Teacher Credentialing to the Student Aid Commission.
(4)Any exceptions to the requirement for repayment shall be defined by the commission, and may include, but shall not necessarily be limited to, counting a school year towards the required four-year service requirement at a priority school or a California preschool program if a grant recipient is unable to complete the school year when any of the following occur:
(A)The grant recipient has completed at least one-half of the school year or preschool program year, as applicable.
(B)The employer deems the grant recipient to have fulfilled the grant recipients contractual requirements for the school year or preschool program year, as applicable, for purposes of salary increases, probationary or permanent status, and retirement.
(C)The grant recipient was not able to serve due to the financial circumstances of the school district, including a decision to not reelect the employee for the next succeeding school year.
(D)The grant recipient has a condition covered under the federal Family and Medical Leave Act of 1993 (29 U.S.C. Sec. 2601 et seq.) or similar state law.
(E)The grant recipient was called or ordered to active duty status for more than 30 days as a member of a reserve component of the Armed Forces of the United States.
(d)The commission may use up to 1.5 percent of funding appropriated for purposes of this section for outreach and administration.
(e)The commission shall develop a process by which students interested in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential may submit a request for a preenrollment conditional award notice from the commission. The notice shall provide information regarding the Golden State Teacher Grant Program award amount the student may be eligible to receive upon enrollment in the professional preparation program and formal application to the commission to participate in the Golden State Teacher Grant Program.
(f)(1)A priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02.
(2)The commission, in coordination with the State Department of Education, shall publish a list of priority schools by April 15 of each year.
(3)For purposes of satisfying the service requirement, a grant recipient may use service at a school listed on the most recent list of priority schools published by the commission that is available when the grant recipient seeks employment at a priority school. Further service at that school shall continue to satisfy the four-year service requirement, even if the school is no longer included on future priority school lists.
(g)(1)The commission may adopt regulations, including any amendments to regulations, necessary for the implementation of the Golden State Teacher Grant Program. The commission may adopt emergency regulations it deems necessary for the implementation of this program, in accordance with the rulemaking provisions of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code). For purposes of the Administrative Procedure Act, including Section 11349.6 of the Government Code, the adoption of those regulations or amendments to those regulations shall be deemed to be an emergency and necessary for the immediate preservation of the public peace, health and safety, or general welfare, notwithstanding subdivision (e) of Section 11346.1 of the Government Code.
(2)Notwithstanding any other law and without further compliance with the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code), any emergency regulations and amendments to the emergency regulations adopted pursuant to paragraph (1) shall remain in force and effect until June 30, 2025.
(3)No rule, policy, or standard of general application issued by the commission in implementing this section shall be subject to the requirements of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code).
(h)(1)The commission shall conduct, in partnership with the Commission on Teacher Credentialing, an evaluation of the Golden State Teacher Grant Program to determine the effectiveness of the program in recruiting credential candidates and employing credentialholders at priority schools and California preschool programs. The commission is encouraged to use qualitative and quantitative measures to quantify the number of credential candidates the program recruited into professional preparation programs, disaggregated by program and institution type, and the number of credentialholders employed at priority schools and California preschool programs, disaggregated by subject matter placement, and to describe the effects of the program on the decisions of credential candidates to enter and remain in the education field. The commission shall provide, with respect to the evaluation, a report to the Department of Finance and the appropriate fiscal and policy committees of the Legislature on or before December 31, 2025, and every two years thereafter.
(2)(A)The commission shall annually collect demographic data on grant recipients.
(B)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to subparagraph (A) should be integrated within the California Cradle-to-Career Data System.
(i)The commission shall accept applications for the Golden State Teacher Grant Program beginning on September 1 for the following academic year and shall establish a process and timeline that allows institutions of higher education to provide applicants with grant eligibility determinations before the deadline for enrolling in their professional preparation program.
(j)The commission shall permit grant recipients to receive funds in more than one academic year, provided the total amount of funds granted to any applicant does not exceed twenty thousand dollars ($20,000).
(k)As used in this section, California preschool program means a state-funded or federally funded preschool program in the state, including California state preschool programs, tribal preschool programs, and Head Start programs.
The Legislature finds and declares all of the following:
(a)Research shows that teachers are the single most impactful in-school factor associated with pupil outcomes and success.
(b)The shortage of qualified teachers in many areas continues to be a challenge in California. Education experts agree that shortages of qualified and effective teachers in high-poverty schools and in particular teaching fields create a need for high-quality teachers who will enter, stay, and be effective in these areas.
(c)Teacher shortages and high turnover rates have a negative impact on both pupil achievement and the quality of education pupils receive, and disproportionately impact pupils of color and pupils from low-income households.
(d)Education experts agree that teachers of color and multilingual teachers have a positive impact on the pupils they serve, regardless of the pupils race or ethnicity, and further help to close pupil achievement gaps.
(e)The demographic makeup of Californias teaching force is not reflective of the diversity of its pupil population.
(f)The state has invested in initiatives to recruit, prepare, support, and retain teachers. Education experts suggest that many of the strategies used to address teacher shortages can also help with the recruitment and retention of more teachers of color and multilingual teachers in the teacher workforce.
(g)It is critical to develop programs that increase the probability of teacher recruits succeeding and staying in the classrooms where they are needed. This will in turn help to build a teacher workforce that is more representative of the pupils they teach.
(h)To optimize these programs and inform policy decisions about how to best recruit, train, support, and sustain a diverse educator workforce, state and local leaders need a full and actionable view of data, creating a comprehensive picture of the teacher workforce at each segment of the educator pipeline from preparation, credentialing, placement, and retention, including demographic data.
(i)The California Cradle-to-Career Data System provides the data infrastructure necessary to create a comprehensive picture of the teacher workforce.
SEC. 2.Section 10868.5 is added to the Education Code, to read:10868.5.(a)In enacting this section, it is the intent of the Legislature to provide data tools that enable policymakers and agencies to assess, plan for, and optimize educational workforce programs to ensure all pupils have access to a diverse and sustainable teacher workforce.
(b)On or before January 1, 2026, the managing entity, under the direction of the governing board, shall create a teacher training and retention dashboard within the data system. The dashboard shall provide information on Californias teacher workforce, including, but not limited to, all of the following:
(1)Trends regarding teacher training pipelines, including, but not limited to, all of the following:
(A)Whether there is a strong pipeline of individuals entering teacher preparation programs.
(B)For individuals in teacher preparation programs, the disciplines they pursued for their community college and bachelors degrees.
(C)Whether individuals entering teacher preparation programs reflect the pupil populations in elementary and secondary schools.
(D)If individuals in teacher preparation programs are studying subjects where there are teacher shortages.
(E)The types of teacher preparation programs prospective teachers are participating in.
(F)The sectors other than schools in which prospective teachers get jobs.
(2)Trends regarding teacher credentialing, including, but not limited to, all of the following:
(A)Whether individuals who complete teacher preparation programs obtain teaching credentials.
(B)The extent to which those who complete teacher preparation programs and earn teaching credentials reflect the pupil populations in elementary and secondary schools.
(C)Whether individuals who complete teacher preparation programs are earning credentials in subjects where there are teacher shortages.
(D)The types of teacher preparation programs that produce individuals who earn credentials.
(E)The ways in which prospective teachers demonstrate subject matter competency and other required skills.
(3)Trends regarding teacher hiring and assignments, including, but not limited to, all of the following:
(A)Whether newly credentialed teachers get jobs in public schools.
(B)The number of years it takes for newly credentialed teachers to get jobs in public schools.
(C)The types of jobs newly credentialed teachers get.
(D)The extent of the alignment between the subject in which teachers earned credentials and their teaching assignments.
(E)The setting and course type for teacher misassignments according to the monitoring data obtained pursuant to Section 44258.9.
(4)Trends regarding teacher retention, including, but not limited to, all of the following:
(A)The ways in which retention rates differ by teacher characteristics.
(B)Whether teachers from different racial or ethnic groups are more likely to remain in the profession over time.
(C)Whether retention rates differ by credentialing pathways.
(D)Whether retention rates differ based on a teachers participation in different state-funded programs.
(5)Trends regarding educator demographic data, including, but not limited to, race and ethnicity, languages spoken other than English, and years of service, including all of the following information:
(A)The ways in which the race or ethnicity of newly credentialed teachers compares to those of the pupils they teach.
(B)The relationship between the racial mix of newly credentialed teachers and types of pupils in schools where they teach.
(C)The relationship between the racial mix of newly credentialed teachers and the geographic location of the schools where they teach.
(6)Trends regarding teacher vacancies and mobility, including, but not limited to, all of the following:
(A)The number of teachers local educational agencies need to hire, as estimated in data from the California Basic Educational Data System.
(B)The ways in which estimated hiring and vacancies differ by course and category.
(C)The ways in which estimated hiring and vacancies differ by region.
(7)Evaluation of all programs for investments in addressing teacher shortages and teacher diversity, as appropriate, to determine the effectiveness of these programs in recruiting, developing support systems for, and retaining special education, bilingual education, and science, technology, engineering, and mathematics (STEM) teachers and teachers of color, including, but not limited to, the Teacher Residency Grant Program established in Section 44415, the California Classified School Employee Teacher Credentialing Program established in Section 44393, the Golden State Teacher Grant Program established in Section 69617, and the National Board for Professional Teaching Standards Certification Incentive Program established in Section 44395. The evaluation of these programs shall address all of the following topics, to the extent applicable:
(A)The percentage of program participants who complete a teacher preparation program and earn a preliminary teaching credential.
(B)The extent to which program graduates are teaching in high-need subjects and locations.
(C)The extent to which program graduates increase the diversity of the grant recipients workforce, including the number and percentage of program graduates who are members of underrepresented groups.
(D)Teacher retention rates for program graduates, within the boundaries of the grant recipient and within California public schools.
(E)Program graduate achievement, as determined by first-time pass rates on the state teaching performance assessment pursuant to Section 44320.2.
(F)The percentage of program participants who complete a beginning teacher induction program and earn a clear teaching credential.
(G)Results from candidate and program graduate surveys of the quality of preparation they received.
SEC. 3.Section 44417.7 is added to the Education Code, to read:44417.7.To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data required to provide the reports described in Sections 44417 and 44417.5 should be integrated within the California Cradle-to-Career Data System.
SEC. 4.Section 44393 of the Education Code is amended to read:44393.(a)The California Classified School Employee Teacher Credentialing Program is hereby established for the purpose of recruiting classified school employees to participate in a program designed to encourage them to enroll in teacher training programs and to provide instructional service as teachers in the public schools.
(b)Subject to an appropriation for these purposes in the annual Budget Act or another statute, the commission shall issue a request for proposals to all school districts, charter schools, and county offices of education in the state in order to solicit applications for funding. The criteria adopted by the commission for the selection of school districts, charter schools, or county offices of education to participate in the program shall include all of the following:
(1)The extent to which the applicant demonstrates the capacity and willingness to accommodate the participation of classified school employees in teacher training programs conducted at institutions of higher education or a local educational agency.
(2)The extent to which the applicants plan for the implementation of its recruitment program involves the active participation of one or more local campuses of the participating institutions of higher education in the development of coursework and teaching programs for participating classified school employees. Each selected applicant shall be required to enter into a written articulation agreement with the participating campuses of the institutions of higher education.
(3)The extent to which the applicants plan for recruitment attempts to meet the demand for bilingual cross-cultural teachers and teachers in shortage areas in transitional kindergarten, kindergarten, and grades 1 to 12, inclusive.
(4)The extent to which a developmentally sequenced series of job descriptions leads from an entry-level classified school employee position to an entry-level teaching position in that school district, charter school, or county office of education.
(5)The extent to which the applicants plan for recruitment attempts to meet its own specific teacher needs.
(c)An applicant that is selected to participate pursuant to subdivision (b) shall provide information about the program to all eligible classified school employees in the school district, charter school, or county office of education and assistance to each classified school employee it recruits under the program regarding admission to a teacher training program.
(d)(1)An applicant shall require participants to satisfy both of the following requirements before participating in the program:
(A)Pass a criminal background check.
(B)Provide verification of one of the following:
(i)Has earned an associate or higher level degree.
(ii)Has successfully completed at least two years of study at a postsecondary educational institution.
(2)An applicant shall certify that it has received a commitment from each participant that he or she the participant will accomplish all of the following:
(A)Graduate from an institution of higher education under the program with a bachelors degree.
(B)Complete all of the requirements for, and obtain, a multiple subject, single subject, or education specialist teaching credential.
(C)Complete one school year of classroom instruction in the school district, charter school, or county office of education for each year that he or she the participant receives assistance for books, fees, and tuition while attending an institution of higher education under the program.
(e)The commission shall contract with an independent evaluator with a proven record of experience in assessing teacher training programs to conduct an evaluation to determine the success of the program. The evaluation shall be completed on or before July 1, 2021. The commission shall submit the completed evaluation to the Governor and the education policy and fiscal committees of the Assembly and Senate.
(f)(1)On or before January 1 of each year, the commission shall report to the Legislature regarding the status of the program, including, but not limited to, the number of classified school employees recruited, the academic progress of the classified school employees recruited, the number of classified school employees recruited who are subsequently employed as teachers in the public schools, the degree to which the applicant meets the teacher shortage needs of the school district, charter school, or county office of education, and the ethnic and racial composition of the participants in the program. The report shall be made in conformance with Section 9795 of the Government Code.
(2)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data required to provide the reports described in paragraph (1) should be integrated within the California Cradle-to-Career Data System.
SEC. 5.Section 44395 of the Education Code is amended to read:44395.(a)(1)The National Board for Professional Teaching Standards Certification Incentive Program is hereby established to award grants to school districts for the purpose of providing awards to teachers who are employed by school districts or charter schools, are assigned to teach in California public schools, and have attained or will attain certification from the National Board for Professional Teaching Standards. Awards shall be granted to the extent that funds have been appropriated for this purpose in the annual Budget Act.
(2)(A)Commencing July 1, 2021, any teacher who has attained certification from the National Board for Professional Teaching Standards is eligible to receive an award of up to twenty-five thousand dollars ($25,000) if the teacher agrees to teach at a high-priority school for at least five years. Teaching service before July 1, 2021, may not be counted towards satisfaction of this five-year commitment.
(B)Awards granted pursuant to this paragraph shall be disbursed in annual payments of five thousand dollars ($5,000) over a five-year period. The annual payment shall be made upon completion of the school year, and upon approval of a district-certified application pursuant to the guidelines of subdivision (c) of Section 44396.
(3)(A)Commencing July 1, 2021, any teacher who initiates the process of pursuing a certification from the National Board for Professional Teaching Standards when teaching at a high-priority school is eligible to receive an award of two thousand five hundred dollars ($2,500).
(B)Awards granted pursuant to this paragraph shall be disbursed from the department to the National Board for Professional Teaching Standards. Any unused funds shall be applied to future candidates.
(C)A teacher who receives an award pursuant to this paragraph may still apply to receive funds under paragraph (2) after completion of a certification from the National Board for Professional Teaching Standards to the extent funds are available.
(4)(A)(i)Commencing July 1, 2023, any teacher who initiates the process of maintenance of certification from the National Board for Professional Teaching Standards when teaching at a high-priority school is eligible to receive an award of four hundred ninety-five dollars ($495).
(ii)Awards granted pursuant to this paragraph shall be disbursed from the department to the National Board for Professional Teaching Standards. Any unused funds shall be applied to future candidates.
(iii)A teacher who receives an award pursuant to this paragraph may still apply to receive funds under paragraph (2).
(B)This paragraph may be implemented using funds appropriated pursuant to Section 137 of Chapter 44 of the Statutes of 2021.
(b)The department shall administer the awards authorized by subdivision (a), and shall develop, in consultation with the Commission on Teacher Credentialing, certification and award information, criteria, procedures, and applications, all of which shall be submitted to the state board for approval. Amendments requested by the state board to that information, criteria, procedures, and applications shall be made before the dissemination of the material and the granting of any award under this article.
(c)The department shall distribute the materials described in subdivision (b) to school districts. Each school district is strongly encouraged to ensure that teachers employed by the district or by charter schools affiliated with the district are informed about the program and can acquire the necessary application and information materials.
(d)School districts are encouraged to provide for adequate release time and support for a teacher to complete the certification process. As a condition to providing that release time and support, a school district may require that a teacher serve in a mentor teacher capacity.
(e)(1)The department shall annually collect data on award recipients pursuant to this section, including assignment and demographic data.
(2)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to paragraph (1) should be integrated within the California Cradle-to-Career Data System.
(e)(f)For purposes of this article, the following definitions apply:
(1)School district means school district, county board of education, county superintendent of schools, a state operated program, including a special school, a regional occupational center or program operated by a joint powers authority or a county office of education, or an education program providing instruction in transitional kindergarten, kindergarten, or any of grades 1 to 12, inclusive, that is offered by a state agency, including the Department of Youth and Community Restoration and the State Department of Developmental Services.
(2)High-priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02. This designation shall be determined by the department.
SEC. 6.Section 69617 of the Education Code is amended to read:69617.(a)(1)Subject to moneys appropriated by the Legislature for purposes of this section, the commission shall administer the Golden State Teacher Grant Program. Under the program, the commission shall provide one-time grant funds of up to twenty thousand dollars ($20,000) to each student enrolled, or who has applied for enrollment, on or after January 1, 2020, in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential, at either a qualifying institution, as defined in subdivision (l) of Section 69432.7, or a professional preparation program approved by the Commission on Teaching Credentialing that has a main campus location or administrative entity that resides in California, including professional preparation programs operated by local educational agencies in California, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program.
(2)Under the program, the commission shall provide one-time grant funds of up to ten thousand dollars ($10,000) to each California resident student enrolled, or who has applied for enrollment, on or after January 1, 2020, in a professional preparation program leading to a preliminary teaching credential or pupil personnel services credential at a qualified institution, as determined by the commission pursuant to Section 69617.5, if the student commits to working at a priority school or a California preschool program for four years within the eight years following the date the student completes the professional preparation program. Of the funds appropriated in support of the program, no more than 8 percent of the total funding may be allocated for the purpose of awards provided pursuant to this paragraph.
(3)Funds appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021 shall be available for encumbrance or expenditure by the commission until June 30, 2026.
(4)Grant funds shall be used to supplement and not supplant other sources of grant financial aid, and may be disbursed in more than one academic year, provided that the total amount of funds granted to an applicant does not exceed twenty thousand dollars ($20,000).
(b)The one-time grant funds issued pursuant to this section shall not exceed the amount appropriated for the Golden State Teacher Grant Program in the Budget Act of 2020 and the Budget Act of 2021.
(c)(1)A grant recipient shall agree to serve at a priority school or a California preschool program for four years and shall have eight years, upon completion of the recipients professional preparation program, to meet that obligation. Except as provided in paragraph (4), a grant recipient shall agree to repay the state 25 percent of the total received grant funds annually, up to full repayment of the received grant funds, for each year the recipient fails to do one or more of the following:
(A)Be enrolled in or have successfully completed a professional preparation program approved by the Commission on Teacher Credentialing.
(B)While enrolled in the professional preparation program, maintain good academic standing.
(C)Before or upon completion of the professional preparation program, satisfy the state basic skills requirement pursuant to Sections 44252 and 44252.5.
(D)Complete the required teaching service or clinical practice following completion of the recipients professional preparation program.
(E)Complete their teacher preparation program and earn a preliminary credential within six years after the first distribution of grant funds.
(2)Nonperformance of the commitment to serve at a priority school or a California preschool program for four years shall be certified by the commission.
(3)Nonperformance of the commitment to earn a preliminary teaching credential or pupil personnel services credential shall be certified by the Commission on Teacher Credentialing to the Student Aid Commission.
(4)Any exceptions to the requirement for repayment shall be defined by the commission, and may include, but shall not necessarily be limited to, counting a school year towards the required four-year service requirement at a priority school or a California preschool program if a grant recipient is unable to complete the school year when any of the following occur:
(A)The grant recipient has completed at least one-half of the school year or preschool program year, as applicable.
(B)The employer deems the grant recipient to have fulfilled the grant recipients contractual requirements for the school year or preschool program year, as applicable, for purposes of salary increases, probationary or permanent status, and retirement.
(C)The grant recipient was not able to serve due to the financial circumstances of the school district, including a decision to not reelect the employee for the next succeeding school year.
(D)The grant recipient has a condition covered under the federal Family and Medical Leave Act of 1993 (29 U.S.C. Sec. 2601 et seq.) or similar state law.
(E)The grant recipient was called or ordered to active duty status for more than 30 days as a member of a reserve component of the Armed Forces of the United States.
(d)The commission may use up to 1.5 percent of funding appropriated for purposes of this section for outreach and administration.
(e)The commission shall develop a process by which students interested in a professional preparation program leading to a preliminary teaching credential or a pupil personnel services credential may submit a request for a preenrollment conditional award notice from the commission. The notice shall provide information regarding the Golden State Teacher Grant Program award amount the student may be eligible to receive upon enrollment in the professional preparation program and formal application to the commission to participate in the Golden State Teacher Grant Program.
(f)(1)A priority school means a school with 55 percent or more of its pupils being unduplicated pupils, as defined in subdivision (b) of Section 42238.02.
(2)The commission, in coordination with the State Department of Education, shall publish a list of priority schools by April 15 of each year.
(3)For purposes of satisfying the service requirement, a grant recipient may use service at a school listed on the most recent list of priority schools published by the commission that is available when the grant recipient seeks employment at a priority school. Further service at that school shall continue to satisfy the four-year service requirement, even if the school is no longer included on future priority school lists.
(g)(1)The commission may adopt regulations, including any amendments to regulations, necessary for the implementation of the Golden State Teacher Grant Program. The commission may adopt emergency regulations it deems necessary for the implementation of this program, in accordance with the rulemaking provisions of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code). For purposes of the Administrative Procedure Act, including Section 11349.6 of the Government Code, the adoption of those regulations or amendments to those regulations shall be deemed to be an emergency and necessary for the immediate preservation of the public peace, health and safety, or general welfare, notwithstanding subdivision (e) of Section 11346.1 of the Government Code.
(2)Notwithstanding any other law and without further compliance with the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code), any emergency regulations and amendments to the emergency regulations adopted pursuant to paragraph (1) shall remain in force and effect until June 30, 2025.
(3)No rule, policy, or standard of general application issued by the commission in implementing this section shall be subject to the requirements of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code).
(h)(1)The commission shall conduct, in partnership with the Commission on Teacher Credentialing, an evaluation of the Golden State Teacher Grant Program to determine the effectiveness of the program in recruiting credential candidates and employing credentialholders at priority schools and California preschool programs. The commission is encouraged to use qualitative and quantitative measures to quantify the number of credential candidates the program recruited into professional preparation programs, disaggregated by program and institution type, and the number of credentialholders employed at priority schools and California preschool programs, disaggregated by subject matter placement, and to describe the effects of the program on the decisions of credential candidates to enter and remain in the education field. The commission shall provide, with respect to the evaluation, a report to the Department of Finance and the appropriate fiscal and policy committees of the Legislature on or before December 31, 2025, and every two years thereafter.
(2)(A)The commission shall annually collect demographic data on grant recipients.
(B)To the extent feasible, it is the intent of the Legislature that, upon the implementation of the California Cradle-to-Career Data System, the data collected pursuant to subparagraph (A) should be integrated within the California Cradle-to-Career Data System.
(i)The commission shall accept applications for the Golden State Teacher Grant Program beginning on September 1 for the following academic year and shall establish a process and timeline that allows institutions of higher education to provide applicants with grant eligibility determinations before the deadline for enrolling in their professional preparation program.
(j)The commission shall permit grant recipients to receive funds in more than one academic year, provided the total amount of funds granted to any applicant does not exceed twenty thousand dollars ($20,000).
(k)As used in this section, California preschool program means a state-funded or federally funded preschool program in the state, including California state preschool programs, tribal preschool programs, and Head Start programs.
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Date
|
Status
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|---|---|
| Sep 27, 2024 | In Senate. Consideration of Governor's veto pending. |
| Sep 27, 2024 | Vetoed by the Governor. |
| Sep 10, 2024 | Enrolled and presented to the Governor at 4 p.m. |
| Aug 30, 2024 | Assembly amendments concurred in. (Ayes 40. Noes 0. Page 5750.) Ordered to engrossing and enrolling. |
| Aug 29, 2024 | Ordered to special consent calendar. |
| Aug 28, 2024 | In Senate. Concurrence in Assembly amendments pending. |
| Aug 28, 2024 | Read third time. Passed. (Ayes 77. Noes 0. Page 6804.) Ordered to the Senate. |
| Aug 22, 2024 | Read third time and amended. |
| Aug 22, 2024 | Ordered to third reading. |
| Aug 20, 2024 | Read second time. Ordered to third reading. |
| Aug 19, 2024 | Read second time and amended. Ordered to second reading. |
| Aug 15, 2024 | From committee: Do pass as amended. (Ayes 11. Noes 0.) (August 15). |
| Aug 7, 2024 | August 7 set for first hearing. Placed on suspense file. |
| Jun 26, 2024 | From committee: Do pass and re-refer to Com. on APPR. with recommendation: To consent calendar. (Ayes 7. Noes 0.) (June 26). Re-referred to Com. on APPR. |
| Jun 19, 2024 | From committee: Do pass and re-refer to Com. on ED. (Ayes 8. Noes 0.) (June 18). Re-referred to Com. on ED. |
| Jun 6, 2024 | From committee with author's amendments. Read second time and amended. Re-referred to Com. on HIGHER ED. |
| Jun 3, 2024 | Referred to Coms. on HIGHER ED. and ED. |
| May 24, 2024 | In Assembly. Read first time. Held at Desk. |
| May 23, 2024 | Read third time. Passed. (Ayes 37. Noes 0. Page 4183.) Ordered to the Assembly. |
| May 20, 2024 | Ordered to special consent calendar. |
| May 16, 2024 | Read second time. Ordered to third reading. |
| May 16, 2024 | From committee: Do pass. (Ayes 7. Noes 0. Page 3981.) (May 16). |
| May 10, 2024 | Set for hearing May 16. |
| Apr 22, 2024 | April 22 hearing: Placed on APPR suspense file. |
| Apr 12, 2024 | Set for hearing April 22. |
| Apr 10, 2024 | From committee: Do pass and re-refer to Com. on APPR with recommendation: To consent calendar. (Ayes 7. Noes 0. Page 3560.) (April 10). Re-referred to Com. on APPR. |
| Apr 1, 2024 | From committee with author's amendments. Read second time and amended. Re-referred to Com. on ED. |
| Mar 26, 2024 | Set for hearing April 10. |
| Feb 29, 2024 | Referred to Com. on ED. |
| Feb 20, 2024 | From printer. May be acted upon on or after March 18. |
| Feb 16, 2024 | Introduced. Read first time. To Com. on RLS. for assignment. To print. |
|
Date
|
Description
|
Location
|
Votes
|
|
|---|---|---|---|---|
| Aug 30, 2024 | Special Consent SB1391 Rubio et al. | Senate Floor |
Passed |
|
| Aug 28, 2024 | SB 1391 Rubio Senate Third Reading By Quirk-Silva | Assembly Floor |
Passed |
|
| Aug 15, 2024 | Do pass as amended. | Assembly Standing Committee on Appropriations |
Passed |
|
| Jun 26, 2024 | Do pass and be re-referred to the Committee on [Appropriations] with recommendation: To Consent Calendar | Assembly Standing Committee on Education |
Passed |
|
| Jun 18, 2024 | Do pass and be re-referred to the Committee on [Education] | Assembly Standing Committee on Higher Education |
Passed |
|
| May 23, 2024 | Special Consent SB1391 Rubio et al. | Senate Floor |
Passed |
|
| May 16, 2024 | Do pass | Senate Standing Committee on Appropriations |
Passed |
|
| Apr 22, 2024 | Placed on suspense file | Senate Standing Committee on Appropriations |
Passed |
|
| Apr 10, 2024 | Do pass, but first be re-referred to the Committee on [Appropriations] with the recommendation: To Consent Calendar | Senate Standing Committee on Education |
Passed |
This list shows positions taken on this bill by organizations on the date displayed, which is linked to the original source.
Positions by individuals are not included.
|
Organization
|
Position
|
Date
|
|---|---|---|
| Alameda County Office Of Education | ** Support | |
| California Chamber Of Commerce | ** Support | |
| California Charter Schools Association | ** Support | |
| California Council on Teacher Education | ** Support | |
| California Federation Of Teachers | ** Support | |
| California Teachers Association | ** Support | |
| Californians Together | ** Support | |
| Children Now | ** Support | |
| Create CA | ** Support | |
| Educators for Excellence Los Angeles | ** Support | |
| Edvoice | ** Support | |
| Latinos for Education | ** Support | |
| Loyola Marymount University - The Center for Equity for English Learners | ** Support | |
| Northern California College Promise Coalition | ** Support | |
| Para Los Ninos | ** Support | |
| Public Advocates | ** Support | |
| Teach Plus | ** Support | |
| The Education Trust - West | ** Support | |
| TNTP Reimagine Teaching | ** Support | |
| Voters of Tomorrow | ** Support |
SENATE RULES COMMITTEE Office of Senate Floor Analyses (916) 651-1520 Fax: (916) 327-4478 | SB 1391 |
VETO
Bill No: SB 1391
Author: Rubio (D), et al.
Enrolled: 9/4/24
Vote: 27
SENATE EDUCATION COMMITTEE: 7-0, 4/10/24
AYES: Newman, Ochoa Bogh, Cortese, Glazer, Gonzalez, Smallwood-Cuevas, Wilk
SENATE APPROPRIATIONS COMMITTEE: 7-0, 5/16/24
AYES: Caballero, Jones, Ashby, Becker, Bradford, Seyarto, Wahab
SENATE FLOOR: 37-0, 5/23/24
AYES: Alvarado-Gil, Ashby, Atkins, Becker, Blakespear, Bradford, Caballero, Cortese, Dahle, Dodd, Durazo, Eggman, Glazer, Gonzalez, Grove, Hurtado, Jones, Laird, Limón, McGuire, Menjivar, Min, Nguyen, Niello, Ochoa Bogh, Padilla, Portantino, Roth, Rubio, Seyarto, Skinner, Smallwood-Cuevas, Stern, Umberg, Wahab, Wiener, Wilk
NO VOTE RECORDED: Allen, Archuleta, Newman
SENATE FLOOR: 40-0, 8/30/24
AYES: 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
ASSEMBLY FLOOR: 77-0, 8/28/24 - See last page for vote
SUBJECT: Teachers: preparation and retention data
SOURCE: Teach Plus
DIGEST:
This bill requires the Office of Cradle-to-Career (C2C) Data (managing entity) to create a teacher training and retention dashboard within the C2C data system by January 1, 2026.
ANALYSIS:
Existing law:
- Establishes the C2C data system, intended to connect data on student progress through education, workforce training, employment, health and social services. Specifies that the data system shall support user-facing tools and services to students, educators, parents, and advisers. Specifies that the data system shall be subject to the Project Approval Lifecycle at the Department of Technology, and shall comply with state and federal privacy laws. Establishes the C2C managing entity until July 1, 2026. Establishes a governing board comprised of 21 members, including representatives from higher education, various state departments, eight members of the public appointed by the Governor and Legislature, and two representatives of the Legislature.
- Establishes the California Classified School Employee Teacher Credentialing Program, intended to address the state’s teacher shortage by supporting local educational agencies (LEAs) to recruit classified school employees into teaching careers and support their undergraduate education, professional teacher preparation, and certification as credentialed California teachers. In July 2021, the state appropriated $125 million to expand the California Classified School Employees Teacher Credentialing Program for another five years. Classified staff of LEAs participating in the program receive financial assistance for degree and credentialing-related expenses and other forms of individualized support to help them complete their undergraduate education, teacher preparation program, and transition to becoming credentialed teachers.
- Establishes the National Board for Professional Teaching Standards (NBPTS) Certification Incentive Program, awarding grants to school districts for the purpose of providing incentives to teachers who have attained certification from the NBPTS and agree to teach at a high-priority school for at least five years. Additionally, any teacher who initiates the process of pursuing a certification from NBPTS when teaching at a high-priority school is eligible to receive a candidate subsidy to cover the costs of seeking certification.
- Establishes the Golden State Teacher Grant Program, awarding up to $20,000 to students currently enrolled in a professional preparation program approved by the Commission on Teacher Credentialing (CTC) and working towards earning their preliminary teaching or pupil personnel services credential. Grant recipients commit to work at an eligible priority school or preschool for 4 years within 8 years of the date they complete their professional preparation program.
This bill:
1) Authorizes the C2C managing entity, under the direction of the governing board of the C2C, to create a teacher training and detection dashboard within the data system. The dashboard will include information on the California's teacher workforce that will, at a minimum, include:
a) Trends regarding teacher training pipelines;
b) Trends regarding teacher credentialing;
c) Trends regarding teacher hiring and assignments;
d) Trends regarding teacher retention;
e) Trends regarding educator demographic data on the entirety of the educator workforce;
f) Trends regarding teacher vacancies and mobility;
g) Trends regarding the participation in programs for addressing teacher shortages and teacher diversity, including, but not limited to:
i) The Teacher Residency Grant Program;
ii) The California Classified School Employee Teacher Credentialing Program;
iii) The Golden State Teacher Grant Program; and,
iv) The National Board for Professional Teaching Certification Incentive Program.
2) Amends the California Classified School Employee Teacher Credential Program and the Teacher Residency Grant Program to state to state it is the intent of the Legislature, to the extent feasible, for data collected by the program to be integrated into the C2C system.
3) Authorizes the National Board for Professional Teaching Standards Certificate Incentive Program and the Golden State Teacher Grant program to collect specified data and stipulates it is the intent of the Legislature, to the extent feasible, for data collected by the program to be integrated into the C2C system.
4) Addresses chaptering out amendments with other bills that amend the same section of code as the measure.
Comments
- Need for the bill. According to the author, “The state has invested in many promising teacher grant programs and this bill would provide the means to retrieve the data that is currently not being collected, including demographics, so that we can answer key questions about how they are affecting the teacher workforce. As a public school teacher for 17 years, I have witnessed the detrimental impact teacher shortages and high turnover rates have on both student achievement and the quality of the education students’ receive. Currently, there is no state body that can provide critical information to the public and policymakers to understand and address the shortage of teachers, show patterns of teacher diversity and mobility statewide, or reflect the impact of these programs. This critical bill will help foster a more diverse and equitable teacher workforce in California.”
- Cradle to Career Teacher Training and Retention Dashboard Background. The Teacher Training and Retention Dashboard (Dashboard) is a planned public dashboard of the C2C data system. The Dashboard will provide information on teacher workforce trends including training pipelines, teacher employment and retention, and employment trends for former teachers.
The Dashboard was first proposed as part of the C2C planning process in April 2021, with the scope jointly developed by the proposed data providers, with advice from an advisory group made up of data providers, teacher union representatives, Human Resources managers from school districts, and community organizations. This first iteration of plans for the dashboard focused primarily on teacher credentialing, placement, and retention.
The C2C governing board reviewed the proposed scope of the dashboard at its
February 2022 meeting, when partner agencies proposed expanding the scope to include information from the Employment Development Department about the earnings and industry of occupation for teacher candidates and people who leave positions in the California public schools, as well as information on the subjects in which students earned community college awards and bachelor’s degrees before entering a teacher training program. These expansions reflected recommendations from the advisory group that had met during the planning process.
In the summer of 2022, the C2C managing entity convened the Teacher Data Taskforce for the purpose of identifying ways to consistently calculate data points related to teacher preparation programs, teacher credentialing, teacher placement, and teacher retention. Because this dashboard would require data points that were not yet included in the list of data points C2C’s data partners will share, in fall 2022 the Governing Board tasked an ad hoc committee with clarifying the process to include additional data points in C2C’s data set, via updates to the C2C Governance Manual.
During the first quarter of 2023, the C2C managing entity worked with WestEd to interview potential dashboard users to identify key considerations for the design and to inform input at the spring Community Engagement Advisory Board and Data & Tools Advisory Board meetings.
- Learning Policy Institute (LPI) report. The LPI’s 2016 report, “Addressing California’s Emerging Teacher Shortage: An Analysis of Sources and Solutions” included the following summary: “After many years of teacher layoffs in California, school districts around the state are hiring again. With the influx of new K-12 funding, districts are looking to lower student-teacher ratios and reinstate classes and programs that were reduced or eliminated during the Great Recession. However, mounting evidence indicates that teacher supply has not kept pace with the increased demand.” The report included the following findings:
- Enrollment in educator preparation programs has dropped by more than 70 percent over the last decade.
- In 2014-15, provisional and short-term permits nearly tripled from the number issued two years earlier, growing from about 850 to more than 2,400.
- The number of teachers hired on substandard permits and credentials nearly doubled in the last two years, to more than 7,700 comprising a third of all the new credentials issued in 2014-15.
- Estimated teacher hires for the 2015-16 school year increased by 25 percent from the previous year, while enrollment in the University of California (UC) and California State University (CSU) teacher education programs increased by only about 3.8 percent.
The LPI report offered several policy recommendations for consideration, including the creation of more innovative pipelines into teaching.
- Legislative Analyst’s Office (LAO) assessment. As part of the Proposition 98 Education Analysis for the 2016-17 Governor’s Budget released in February 2016, the LAO included a section on teacher workforce trends in which it examined evidence for teacher shortages in specific areas, identified and assessed past policy responses to these shortages, and raised issues for the Legislature to consider going forward in terms of new policy responses. In the report, the LAO indicated that the statewide teacher market will help alleviate existing shortages over time and that the shortages may decrease without direct state action. However, the LAO noted there are perennial staffing difficulties in specific areas, such as special education, math, and science, for which they encouraged the Legislature to address with narrowly tailored policies rather than with broad statewide policies.
- Already weak teaching pipeline further damaged by COVID-19 education disruptions. A March 2021 report by the LPI raised concerns about the effects of the COVID-19 pandemic on the teacher shortage in California:
- Teacher shortages remain a critical problem. Most districts have found teachers to be in short supply, especially for math, science, special education, and bilingual education. Shortages are especially concerning as a return to in-person instruction will require even more teachers to accommodate physical distancing requirements. Most districts are filling hiring needs with teachers on substandard credentials and permits, reflecting a statewide trend of increasing reliance on underprepared teachers.
- Teacher pipeline problems are exacerbated by teacher testing policies and inadequate financial aid for completing preparation. Many districts attributed shortages to having a limited pool of fully credentialed applicants, with more than half reporting that testing requirements and lack of financial support for teacher education pose barriers to entry into teaching.
- Teacher workload and burnout are major concerns. The transition to online and hybrid learning models has had a steep learning curve and poses ongoing challenges that have been a primary contributor to some teachers’ decisions to retire earlier than previously planned. With district leaders estimating that teacher workloads have at least doubled, many were concerned that the stressors of managing the challenges of the pandemic on top of the challenges of an increased workload could lead to teacher burnout and increased turnover rates.
- Growing retirements and resignations further reduce supply. In some districts, retirements and resignations are contributing to shortages, while in others, these retirements and resignations offset the need for anticipated layoffs due to expected budget cuts this school year. District leaders anticipate higher retirement rates next year, which could exacerbate teacher shortages.
FISCAL EFFECT: Appropriation: No Fiscal Com.: Yes Local: No
According to the Assembly Appropriations Committee:
1) One-time General Fund costs of $665,000 to the Office of the Cradle-to-Career Data System to comply with the requirements of this bill.
2) Ongoing General Fund costs of $138,000 for one staff member at CDE’s Educational Data Management Division.
3) To date, CDE staff have absorbed certain workload associated with its support of the Office of the Cradle-to-Career Data System. However, according to CDE, this bill's requirements are not absorbable and, in addition to other increased workload previously placed on CDE staff to engage with the Office of the Cradle-to-Career Data System, necessitate an additional staff person. Minor and absorbable General Fund costs to CSAC for data collection.
4) Minor and absorbable General Fund costs to CSAC for data collection.
SUPPORT: (Verified 10/11/24)
Teach Plus (source)
Alameda County Office of Education
California Chamber of Commerce
California Charter Schools Association
California Council on Teacher Education
California Federation of Teachers
California Teachers Association
Californians Together
Children Now
Create CA
Educators for Excellence - Los Angeles
EdVoice
Latinos for Education
Loyola Marymount University - the Center for Equity for English Learners
Northern California College Promise Coalition
Para Los Ninos
Public Advocates
The Education Trust - West
TNTP Reimagine Teaching
Voters of Tomorrow
OPPOSITION: (Verified 10/11/24)
None received
GOVERNOR'S VETO MESSAGE:
This bill would require the Office of Cradle-to-Career (C2C) to create a teacher training and retention dashboard that would provide specified trends on California's teacher workforce by January 1, 2026.
I appreciate the author's commitment to better understanding the teacher workforce at each segment of the educator pipeline, but this bill is unnecessary and its prescriptive requirements around data elements are problematic. The C2C is already creating a teacher training and retention dashboard in collaboration with the relevant data providers, and the dashboard will include many of the elements specified in this bill. Under the existing process, however, data providers retain sole control over their data provided to C2C, and there are some elements in the bill for which C2C does not currently receive data.
The Cradle-to-Career Data System has been created through careful negotiation and collaboration. Each year, there is a process that includes public engagement to develop a strategic work plan adopted by the Governing Board, which includes a member of the Senate and Assembly, as well as members appointed by each house, at a public meeting. This process ensures data quality and usability, that the C2C is responsive to public and legislative input, and that the C2C can produce informative data. Respecting this carefully negotiated balance will ensure the long-term success of the C2C Data System.
For these reasons, I cannot sign this bill.
ASSEMBLY FLOOR: 77-0, 8/28/24
AYES: Addis, Aguiar-Curry, Alanis, Alvarez, Arambula, Bains, Bauer-Kahan, Bennett, Berman, Boerner, Bonta, Bryan, Calderon, Juan Carrillo, Wendy Carrillo, Chen, Connolly, Megan Dahle, Davies, Dixon, Essayli, Flora, Mike 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, Pacheco, Papan, Jim Patterson, Joe Patterson, Pellerin, Petrie-Norris, Quirk-Silva, Ramos, Rendon, Reyes, Luz Rivas, Rodriguez, Blanca Rubio, Sanchez, Santiago, Schiavo, Soria, Ta, Ting, Valencia, Villapudua, Waldron, Wallis, Ward, Weber, Wicks, Wilson, Wood, Zbur, Robert Rivas
NO VOTE RECORDED: Cervantes, Ortega
Prepared by: Ian Johnson / ED. / (916) 651-4105
10/16/24 14:26:28
**** END ****
SENATE RULES COMMITTEE Office of Senate Floor Analyses (916) 651-1520 Fax: (916) 327-4478 | SB 1391 |
UNFINISHED BUSINESS
Bill No: SB 1391
Author: Rubio (D), et al.
Amended: 8/22/24
Vote: 21
SENATE EDUCATION COMMITTEE: 7-0, 4/10/24
AYES: Newman, Ochoa Bogh, Cortese, Glazer, Gonzalez, Smallwood-Cuevas, Wilk
SENATE APPROPRIATIONS COMMITTEE: 7-0, 5/16/24
AYES: Caballero, Jones, Ashby, Becker, Bradford, Seyarto, Wahab
SENATE FLOOR: 37-0, 5/23/24
AYES: Alvarado-Gil, Ashby, Atkins, Becker, Blakespear, Bradford, Caballero, Cortese, Dahle, Dodd, Durazo, Eggman, Glazer, Gonzalez, Grove, Hurtado, Jones, Laird, Limón, McGuire, Menjivar, Min, Nguyen, Niello, Ochoa Bogh, Padilla, Portantino, Roth, Rubio, Seyarto, Skinner, Smallwood-Cuevas, Stern, Umberg, Wahab, Wiener, Wilk
NO VOTE RECORDED: Allen, Archuleta, Newman
ASSEMBLY FLOOR: 77-0, 8/28/24 - See last page for vote
SUBJECT: Teachers: preparation and retention data
SOURCE: Teach Plus
DIGEST:
This bill requires the Office of Cradle-to-Career (C2C) Data (managing entity) to create a teacher training and retention dashboard within the C2C data system by January 1, 2026.
Assembly Amendments
make minor clarifying changes and address chaptering issues with other legislation.
ANALYSIS:
Existing law:
- Establishes the C2C data system, intended to connect data on student progress through education, workforce training, employment, health and social services. Specifies that the data system shall support user-facing tools and services to students, educators, parents, and advisers. Specifies that the data system shall be subject to the Project Approval Lifecycle at the Department of Technology, and shall comply with state and federal privacy laws. Establishes the C2C managing entity until July 1, 2026. Establishes a governing board comprised of 21 members, including representatives from higher education, various state departments, eight members of the public appointed by the Governor and Legislature, and two representatives of the Legislature.
- Establishes the California Classified School Employee Teacher Credentialing Program, intended to address the state’s teacher shortage by supporting local educational agencies (LEAs) to recruit classified school employees into teaching careers and support their undergraduate education, professional teacher preparation, and certification as credentialed California teachers. In July 2021, the state appropriated $125 million to expand the California Classified School Employees Teacher Credentialing Program for another five years. Classified staff of LEAs participating in the program receive financial assistance for degree and credentialing-related expenses and other forms of individualized support to help them complete their undergraduate education, teacher preparation program, and transition to becoming credentialed teachers.
- Establishes the National Board for Professional Teaching Standards (NBPTS) Certification Incentive Program, awarding grants to school districts for the purpose of providing incentives to teachers who have attained certification from the NBPTS and agree to teach at a high-priority school for at least five years. Additionally, any teacher who initiates the process of pursuing a certification from NBPTS when teaching at a high-priority school is eligible to receive a candidate subsidy to cover the costs of seeking certification.
- Establishes the Golden State Teacher Grant Program, awarding up to $20,000 to students currently enrolled in a professional preparation program approved by the Commission on Teacher Credentialing (CTC) and working towards earning their preliminary teaching or pupil personnel services credential. Grant recipients commit to work at an eligible priority school or preschool for 4 years within 8 years of the date they complete their professional preparation program.
This bill:
1) Authorizes the C2C managing entity, under the direction of the governing board of the C2C, to create a teacher training and detection dashboard within the data system. The dashboard will include information on the California's teacher workforce that will, at a minimum, include:
a) Trends regarding teacher training pipelines;
b) Trends regarding teacher credentialing;
c) Trends regarding teacher hiring and assignments;
d) Trends regarding teacher retention;
e) Trends regarding educator demographic data on the entirety of the educator workforce;
f) Trends regarding teacher vacancies and mobility;
g) Trends regarding the participation in programs for addressing teacher shortages and teacher diversity, including, but not limited to:
i) The Teacher Residency Grant Program;
ii) The California Classified School Employee Teacher Credentialing Program;
iii) The Golden State Teacher Grant Program; and,
iv) The National Board for Professional Teaching Certification Incentive Program.
2) Amends the California Classified School Employee Teacher Credential Program and the Teacher Residency Grant Program to state to state it is the intent of the Legislature, to the extent feasible, for data collected by the program to be integrated into the C2C system.
3) Authorizes the National Board for Professional Teaching Standards Certificate Incentive Program and the Golden State Teacher Grant program to collect specified data and stipulates it is the intent of the Legislature, to the extent feasible, for data collected by the program to be integrated into the C2C system.
4) Addresses chaptering out amendments with other bills that amend the same section of code as the measure.
Comments
- Need for the bill. According to the author, “The state has invested in many promising teacher grant programs and this bill would provide the means to retrieve the data that is currently not being collected, including demographics, so that we can answer key questions about how they are affecting the teacher workforce. As a public school teacher for 17 years, I have witnessed the detrimental impact teacher shortages and high turnover rates have on both student achievement and the quality of the education students’ receive. Currently, there is no state body that can provide critical information to the public and policymakers to understand and address the shortage of teachers, show patterns of teacher diversity and mobility statewide, or reflect the impact of these programs. This critical bill will help foster a more diverse and equitable teacher workforce in California.”
- Cradle to Career Teacher Training and Retention Dashboard Background. The Teacher Training and Retention Dashboard (Dashboard) is a planned public dashboard of the C2C data system. The Dashboard will provide information on teacher workforce trends including training pipelines, teacher employment and retention, and employment trends for former teachers.
The Dashboard was first proposed as part of the C2C planning process in April 2021, with the scope jointly developed by the proposed data providers, with advice from an advisory group made up of data providers, teacher union representatives, Human Resources managers from school districts, and community organizations. This first iteration of plans for the dashboard focused primarily on teacher credentialing, placement, and retention.
The C2C governing board reviewed the proposed scope of the dashboard at its
February 2022 meeting, when partner agencies proposed expanding the scope to include information from the Employment Development Department about the earnings and industry of occupation for teacher candidates and people who leave positions in the California public schools, as well as information on the subjects in which students earned community college awards and bachelor’s degrees before entering a teacher training program. These expansions reflected recommendations from the advisory group that had met during the planning process.
In the summer of 2022, the C2C managing entity convened the Teacher Data Taskforce for the purpose of identifying ways to consistently calculate data points related to teacher preparation programs, teacher credentialing, teacher placement, and teacher retention. Because this dashboard would require data points that were not yet included in the list of data points C2C’s data partners will share, in fall 2022 the Governing Board tasked an ad hoc committee with clarifying the process to include additional data points in C2C’s data set, via updates to the C2C Governance Manual.
During the first quarter of 2023, the C2C managing entity worked with WestEd to interview potential dashboard users to identify key considerations for the design and to inform input at the spring Community Engagement Advisory Board and Data & Tools Advisory Board meetings.
- Learning Policy Institute (LPI) report. The LPI’s 2016 report, “Addressing California’s Emerging Teacher Shortage: An Analysis of Sources and Solutions” included the following summary: “After many years of teacher layoffs in California, school districts around the state are hiring again. With the influx of new K-12 funding, districts are looking to lower student-teacher ratios and reinstate classes and programs that were reduced or eliminated during the Great Recession. However, mounting evidence indicates that teacher supply has not kept pace with the increased demand.” The report included the following findings:
- Enrollment in educator preparation programs has dropped by more than 70 percent over the last decade.
- In 2014-15, provisional and short-term permits nearly tripled from the number issued two years earlier, growing from about 850 to more than 2,400.
- The number of teachers hired on substandard permits and credentials nearly doubled in the last two years, to more than 7,700 comprising a third of all the new credentials issued in 2014-15.
- Estimated teacher hires for the 2015-16 school year increased by 25 percent from the previous year, while enrollment in the University of California (UC) and California State University (CSU) teacher education programs increased by only about 3.8 percent.
The LPI report offered several policy recommendations for consideration, including the creation of more innovative pipelines into teaching.
- Legislative Analyst’s Office (LAO) assessment. As part of the Proposition 98 Education Analysis for the 2016-17 Governor’s Budget released in February 2016, the LAO included a section on teacher workforce trends in which it examined evidence for teacher shortages in specific areas, identified and assessed past policy responses to these shortages, and raised issues for the Legislature to consider going forward in terms of new policy responses. In the report, the LAO indicated that the statewide teacher market will help alleviate existing shortages over time and that the shortages may decrease without direct state action. However, the LAO noted there are perennial staffing difficulties in specific areas, such as special education, math, and science, for which they encouraged the Legislature to address with narrowly tailored policies rather than with broad statewide policies.
- Already weak teaching pipeline further damaged by COVID-19 education disruptions. A March 2021 report by the LPI raised concerns about the effects of the COVID-19 pandemic on the teacher shortage in California:
- Teacher shortages remain a critical problem. Most districts have found teachers to be in short supply, especially for math, science, special education, and bilingual education. Shortages are especially concerning as a return to in-person instruction will require even more teachers to accommodate physical distancing requirements. Most districts are filling hiring needs with teachers on substandard credentials and permits, reflecting a statewide trend of increasing reliance on underprepared teachers.
- Teacher pipeline problems are exacerbated by teacher testing policies and inadequate financial aid for completing preparation. Many districts attributed shortages to having a limited pool of fully credentialed applicants, with more than half reporting that testing requirements and lack of financial support for teacher education pose barriers to entry into teaching.
- Teacher workload and burnout are major concerns. The transition to online and hybrid learning models has had a steep learning curve and poses ongoing challenges that have been a primary contributor to some teachers’ decisions to retire earlier than previously planned. With district leaders estimating that teacher workloads have at least doubled, many were concerned that the stressors of managing the challenges of the pandemic on top of the challenges of an increased workload could lead to teacher burnout and increased turnover rates.
- Growing retirements and resignations further reduce supply. In some districts, retirements and resignations are contributing to shortages, while in others, these retirements and resignations offset the need for anticipated layoffs due to expected budget cuts this school year. District leaders anticipate higher retirement rates next year, which could exacerbate teacher shortages.
FISCAL EFFECT: Appropriation: No Fiscal Com.: Yes Local: No
According to the Assembly Committee on Appropriations:
1) One-time General Fund costs of $665,000 to the Office of the Cradle-to-Career Data System to comply with the requirements of this bill.
2) Ongoing General Fund costs of $138,000 for one staff member at CDE’s Educational Data Management Division.
3) To date, CDE staff have absorbed certain workload associated with its support of the Office of the Cradle-to-Career Data System. However, according to CDE, this bill's requirements are not absorbable and, in addition to other increased workload previously placed on CDE staff to engage with the Office of the Cradle-to-Career Data System, necessitate an additional staff person. Minor and absorbable General Fund costs to CSAC for data collection.
4) Minor and absorbable General Fund costs to CSAC for data collection.
SUPPORT: (Verified 8/28/24)
Teach Plus (source)
Alameda County Office of Education
California Chamber of Commerce
California Charter Schools Association
California Council on Teacher Education
California Federation of Teachers
California Teachers Association
Californians Together
Children Now
Create CA
Educators for Excellence - Los Angeles
EdVoice
Latinos for Education
Loyola Marymount University - the Center for Equity for English Learners
Northern California College Promise Coalition
Para Los Ninos
Public Advocates
The Education Trust - West
TNTP Reimagine Teaching
Voters of Tomorrow
OPPOSITION: (Verified 8/28/24)
None received
ASSEMBLY FLOOR: 77-0, 8/28/24
AYES: Addis, Aguiar-Curry, Alanis, Alvarez, Arambula, Bains, Bauer-Kahan, Bennett, Berman, Boerner, Bonta, Bryan, Calderon, Juan Carrillo, Wendy Carrillo, Chen, Connolly, Megan Dahle, Davies, Dixon, Essayli, Flora, Mike 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, Pacheco, Papan, Jim Patterson, Joe Patterson, Pellerin, Petrie-Norris, Quirk-Silva, Ramos, Rendon, Reyes, Luz Rivas, Rodriguez, Blanca Rubio, Sanchez, Santiago, Schiavo, Soria, Ta, Ting, Valencia, Villapudua, Waldron, Wallis, Ward, Weber, Wicks, Wilson, Wood, Zbur, Robert Rivas
NO VOTE RECORDED: Cervantes, Ortega
Prepared by: Ian Johnson / ED. / (916) 651-4105
8/28/24 23:06:51
**** END ****
SENATE THIRD READING
STR Bill Id:SB 1391
Author:(Rubio)
As Amended Ver:August 22, 2024
Majority vote
SUMMARY
Requires the Office of the Cradle-to-Career Data System (managing entity) to establish a teacher training and retention dashboard with specified data points by January 1, 2026.
Major Provisions
- Authorizes the Cradle-to-Career (C2C) managing entity, under the direction of the governing board of the C2C, to create a teacher training and detection dashboard within the data system. The dashboard will include information on the California's teacher workforce that will, at a minimum, include:
- Trends regarding teacher training pipelines;
- Trends regarding teacher credentialing;
- Trends regarding teacher hiring and assignments;
- Trends regarding teacher retention;
- Trends regarding educator demographic data on the entirety of the educator workforce;
- Trends regarding teacher vacancies and mobility;
- Trends regarding the participation in programs for addressing teacher shortages and teacher diversity, including, but not limited to:
- The Teacher Residency Grant Program;
- The California Classified School Employee Teacher Credentialing Program;
- The Golden State Teacher Grant Program; and,
- The National Board for Professional Teaching Certification Incentive Program.
- Amends the California Classified School Employee Teacher Credential Program and the Teacher Residency Grant Program to state to state it is the intent of the Legislature, to the extent feasible, for data collected by the program to be integrated into the C2C system.
- Authorizes the National Board for Professional Teaching Standards Certificate Incentive Program and the Golden State Teacher Grant program to collect specified data and stipulates it is the intent of the Legislature, to the extent feasible, for data collected by the program to be integrated into the C2C system.
- Address chaptering out amendments with other bills that amend the same section of code as the measure.
COMMENTS
Cradle-to-Career Data System. The C2C is a statewide longitudinal database that incorporates and links data sourced from multiple agencies, who interact with Californians at every stage of their educational journey, from preschool to career. Once operational, the C2C will accept data from 15 different data providers, link the data received, and aggregate and de-identify the data. Once this occurs, the C2C will place the data into publicly consumable dashboards and query tables, and will provide data sets, once approved by data providers, to researchers. Once fully operational, the C2C will maintain de-identified data from education, social service, and workforce entities and will have data on student's progress from preschool through college and employment. The data system will help policy makers and researchers access data to “foster evidence-based decision-making to help California build a more equitable future.”
The C2C is in its third operational year and is part of the Government Operations Agency. The day to day function of the C2C is managed the managing entity, the Office of the C2C, whose executive director is Mary Ann Bates. The governing board is comprised of data providers, members of the public, and representatives from State Legislature. Currently, Assembly member Irwin and Senator Laird represent the Legislature on the C2C Governing Board.
Since its inception, the C2C has accomplished several major milestones:
- In May 2022, each of the 15 data providers signed legal data agreements with the C2C for the provision of data to the C2C; and,
- On November 1, 2023, over one billion data points were transmitted from 13 of the 15 data provider to the C2C.
Existing structure to add data to the system. EDC Section 10861 permits the C2C governing board to add or remove requested data points based on changes in the usage of the data. EDC Section 10866 further explains how the governing board may expand the P20W data set provided by the data providers. The P20W data set is the agreed upon “original set” of data to be provided by the data providers pursuant to EDC and the partnership agreements.
Specifically, the C2C governing board may expand the P20W data set to include additional data points by either: 1) approving additional data providers; or 2) by requesting additional data points from data providers.
Scenarios for how the C2C governing board can add data points to the data system is outlined in the C2C governance manual, published on February 28, 2024.
- Scenario 1 – A data provider and the managing entity explore including an additional data point to the data set. The director of data programs assists the data provider with a data definition and a method for data transfer. The data provider, the Governing Board member of the data provider, and the Executive Director of the C2C all agree on the requested change to the data set. At this point the changes are presented to the C2C governing board who will either vote to include the data set as part of the annual data set for all data providers; or, the initial data provider begins to share the data point as part of their annual transfer of data to the C2C.
- Scenario 2 – The Data and Tools Advisory Board for the C2C recommends additional data points and the C2C conducts a feasibility study as to whether the data point is available and can be validated by the C2C. The feasibility study is presented to the Data and Tools Advisory Board who will then determines whether to move forward with presenting the additional data points to the Governing Board for a vote. The data is then requested from the applicable data providers.
Within the current year, the C2C governing board has successfully added a new data provider and new data points from the California State University and the University of California. This measure circumvents the established pathways in code for adding a data point to the C2C, by requiring the C2C to create a dashboard and ask each data provider to collect and transmit the data for the new dashboard. Furthermore, this measure does not address what occurs if the C2C asks for the data for the dashboard and the data providers refuse.
Analytical tools – dashboards. The C2C is required to create and display dashboards filled with the data from data providers. Once operational, the C2C intends to display eight dashboards, each with their own theme and educational outcome for the user. One of the intended dashboards, is a teacher training and retention dashboard; which will include information on teacher workforce trends, including training pipelines, teacher employment and retention, and employment trends for former teachers.
Even though the C2C is planning a teacher training and retention dashboard, this measure is not duplicative, as there are data points required by the measure that are not included in the planned C2C dashboard. Specifically, the data points related to teacher preparation grant programs are not included in the C2C dashboard and some of the data points required by this measure are not currently transmitted to the C2C.
According to the Author
As indicted by the author, "California is facing a severe teacher shortage, and as state leaders, we must act now. SB 1391 seeks to gather critical data on our teacher workforce, including demographics, to better understand and address issues surrounding California’s teacher shortage. Our state has invested heavily in various teacher support programs, but without comprehensive data, we cannot fully assess their impact. Having taught in public schools for nearly 20 years, I have seen the detrimental effects of teacher shortages on student achievement and education quality. This bill will provide the necessary information to build a more diverse and effective teacher workforce reflective of our student population."
Arguments in Support
The Education Trust – West expresses the need for SB 1391 (Rubio) stating, "The Office of the C2C is currently planning on releasing the Teacher Training and Retention Dashboard in the Summer of 2024. However, this legislation would ensure that the data points that contributing agencies – such as the Commission on Teacher Credentialing, the California Department of Education, and institutions of higher education – share with C2C for inclusion in the dashboard are comprehensive enough to provide policymakers, researchers, and advocates with a clear and actionable picture of the current state of our teacher workforce and the effectiveness of teacher preparation pathways."
Arguments in Opposition
None on file.
FISCAL COMMENTS
According to the Assembly Committee on Appropriations:
- One-time General Fund costs of $665,000 to the Office of the Cradle-to-Career Data System to comply with the requirements of this bill.
- Ongoing General Fund costs of $138,000 for one staff member at CDE’s Educational Data Management Division.
- To date, CDE staff have absorbed certain workload associated with its support of the Office of the Cradle-to-Career Data System. However, according to CDE, this bill's requirements are not absorbable and, in addition to other increased workload previously placed on CDE staff to engage with the Office of the Cradle-to-Career Data System, necessitate an additional staff person. Minor and absorbable General Fund costs to CSAC for data collection.
- Minor and absorbable General Fund costs to CSAC for data collection.
VOTES
SENATE FLOOR: 37-0-3
YES: Alvarado-Gil, Ashby, Atkins, Becker, Blakespear, Bradford, Caballero, Cortese, Dahle, Dodd, Durazo, Eggman, Glazer, Gonzalez, Grove, Hurtado, Jones, Laird, Limón, McGuire, Menjivar, Min, Nguyen, Niello, Ochoa Bogh, Padilla, Portantino, Roth, Rubio, Seyarto, Skinner, Smallwood-Cuevas, Stern, Umberg, Wahab, Wiener, Wilk
ABS, ABST OR NV: Allen, Archuleta, Newman
ASM HIGHER EDUCATION: 8-0-3
YES: Mike Fong, Ta, Arambula, Boerner, Essayli, Irwin, Jackson, Quirk-Silva
ABS, ABST OR NV: Chen, Low, Muratsuchi
ASM EDUCATION: 7-0-0
YES: Muratsuchi, Addis, Alvarez, Bonta, Flora, Hoover, McCarty
ASM APPROPRIATIONS: 11-0-4
YES: Wicks, Arambula, Bryan, Calderon, Wendy Carrillo, Mike Fong, Grayson, Haney, Hart, Pellerin, Villapudua
ABS, ABST OR NV: Sanchez, Dixon, Jim Patterson, Ta
UPDATED
VERSION: August 22, 2024
CONSULTANT: Ellen Cesaretti-Monroy / HIGHER ED. / (916) 319-3960 FN: 0004487
SENATE THIRD READING
STR Bill Id:SB 1391
Author:(Rubio)
As Amended Ver:August 19, 2024
Majority vote
SUMMARY
Requires the Office of the Cradle-to-Career Data System (managing entity) to establish a teacher training and retention dashboard with specified data points by January 1, 2026.
Major Provisions
- Authorizes the Cradle-to-Career (C2C) managing entity, under the direction of the governing board of the C2C, to create a teacher training and detection dashboard within the data system. The dashboard will include information on the California’s teacher workforce that will, at a minimum, include:
- Trends regarding teacher training pipelines;
- Trends regarding teacher credentialing;
- Trends regarding teacher hiring and assignments;
- Trends regarding teacher retention;
- Trends regarding educator demographic data on the entirety of the educator workforce;
- Trends regarding teacher vacancies and mobility;
- Trends regarding the participation in programs for addressing teacher shortages and teacher diversity, including, but not limited to:
- The Teacher Residency Grant Program;
- The California Classified School Employee Teacher Credentialing Program;
- The Golden State Teacher Grant Program; and,
- The National Board for Professional Teaching Certification Incentive Program.
- Amends the California Classified School Employee Teacher Credential Program and the Teacher Residency Grant Program to state to state it is the intent of the Legislature, to the extent feasible, for data collected by the program to be integrated into the C2C system.
- Authorizes the National Board for Professional Teaching Standards Certificate Incentive Program and the Golden State Teacher Grant program to collect specified data and stipulates it is the intent of the Legislature, to the extent feasible, for data collected by the program to be integrated into the C2C system.
COMMENTS
Cradle-to-Career Data System. The C2C is a statewide longitudinal database that incorporates and links data sourced from multiple agencies, who interact with Californians at every stage of their educational journey, from preschool to career. Once operational, the C2C will accept data from 15 different data providers, link the data received, and aggregate and de-identify the data. Once this occurs, the C2C will place the data into publicly consumable dashboards and query tables, and will provide data sets, once approved by data providers, to researchers. Once fully operational, the C2C will maintain de-identified data from education, social service, and workforce entities and will have data on student’s progress from preschool through college and employment. The data system will help policy makers and researchers access data to “foster evidence-based decision-making to help California build a more equitable future.”
The C2C is in its third operational year and is part of the Government Operations Agency. The day to day function of the C2C is managed the managing entity, the Office of the C2C, whose executive director is Mary Ann Bates. The governing board is comprised of data providers, members of the public, and representatives from State Legislature. Currently, Assembly member Irwin and Senator Laird represent the Legislature on the C2C Governing Board.
Since its inception, the C2C has accomplished several major milestones:
- In May 2022, each of the 15 data providers signed legal data agreements with the C2C for the provision of data to the C2C;
- On November 1, 2023, over one billion data points were transmitted from 13 of the 15 data provider to the C2C; and,
- On May 1, 2024, the C2C governing board approved adding the Department of Developmental Services as a new data provider to provide key insights into the lives of Californians living with a developmental disability.
At the time of this analysis, none of the analytical tools (dashboards) are operational by the C2C; however, the C2C website indicates data will be available in 2024.
Existing structure to add data to the system. EDC Section 10861 permits the C2C governing board to add or remove requested data points based on changes in the usage of the data. EDC Section 10866 further explains how the governing board may expand the P20W data set provided by the data providers. The P20W data set is the agreed upon “original set” of data to be provided by the data providers pursuant to EDC and the partnership agreements.
Specifically, the C2C governing board may expand the P20W data set to include additional data points by either: 1) approving additional data providers; or 2) by requesting additional data points from data providers.
Scenarios for how the C2C governing board can add data points to the data system is outlined in the C2C governance manual, published on February 28, 2024.
- Scenario 1 – A data provider and the managing entity explore including an additional data point to the data set. The director of data programs assists the data provider with a data definition and a method for data transfer. The data provider, the Governing Board member of the data provider, and the Executive Director of the C2C all agree on the requested change to the data set. At this point the changes are presented to the C2C governing board who will either vote to include the data set as part of the annual data set for all data providers; or, the initial data provider begins to share the data point as part of their annual transfer of data to the C2C.
- Scenario 2 – The Data and Tools Advisory Board for the C2C recommends additional data points and the C2C conducts a feasibility study as to whether the data point is available and can be validated by the C2C. The feasibility study is presented to the Data and Tools Advisory Board who will then determines whether to move forward with presenting the additional data points to the Governing Board for a vote. The data is then requested from the applicable data providers.
Within the current year, the C2C governing board has successfully added a new data provider and new data points from the California State University and the University of California. This measure circumvents the established pathways in code for adding a data point to the C2C, by requiring the C2C to create a dashboard and ask each data provider to collect and transmit the data for the new dashboard. Furthermore, this measure does not address what occurs if the C2C asks for the data for the dashboard and the data providers refuse.
Analytical tools – dashboards. The C2C is required to create and display dashboards filled with the data from data providers. Once operational, the C2C intends to display eight dashboards, each with their own theme and educational outcome for the user. One of the intended dashboards, is a teacher training and retention dashboard; which will include information on teacher workforce trends, including training pipelines, teacher employment and retention, and employment trends for former teachers.
Even though the C2C is planning a teacher training and retention dashboard, this measure is not duplicative, as there are data points required by the measure that are not included in the planned C2C dashboard. Specifically, the data points related to teacher preparation grant programs are not included in the C2C dashboard and some of the data points required by this measure are not currently transmitted to the C2C.
According to the Author
As indicted by the author, "California is facing a severe teacher shortage, and as state leaders, we must act now. SB 1391 seeks to gather critical data on our teacher workforce, including demographics, to better understand and address issues surrounding California's teacher shortage. Our state has invested heavily in various teacher support programs, but without comprehensive data, we cannot fully assess their impact. Having taught in public schools for nearly 20 years, I have seen the detrimental effects of teacher shortages on student achievement and education quality. This bill will provide the necessary information to build a more diverse and effective teacher workforce reflective of our student population."
Arguments in Support
The Education Trust – West expresses the need for SB 1391 (Rubio) stating, "The Office of the C2C is currently planning on releasing the Teacher Training and Retention Dashboard in the Summer of 2024. However, this legislation would ensure that the data points that contributing agencies – such as the Commission on Teacher Credentialing, the California Department of Education, and institutions of higher education – share with C2C for inclusion in the dashboard are comprehensive enough to provide policymakers, researchers, and advocates with a clear and actionable picture of the current state of our teacher workforce and the effectiveness of teacher preparation pathways."
Arguments in Opposition
None on file.
FISCAL COMMENTS
According to the Assembly Committee on Appropriations:
- One-time General Fund costs of $665,000 to the Office of the Cradle-to-Career Data System to comply with the requirements of this bill.
- Ongoing General Fund costs of $138,000 for one staff member at CDE's Educational Data Management Division.
- To date, CDE staff have absorbed certain workload associated with its support of the Office of the Cradle-to-Career Data System. However, according to CDE, this bill's requirements are not absorbable and, in addition to other increased workload previously placed on CDE staff to engage with the Office of the Cradle-to-Career Data System, necessitate an additional staff person.
- Minor and absorbable General Fund costs to CSAC for data collection.
VOTES
SENATE FLOOR: 37-0-3
YES: Alvarado-Gil, Ashby, Atkins, Becker, Blakespear, Bradford, Caballero, Cortese, Dahle, Dodd, Durazo, Eggman, Glazer, Gonzalez, Grove, Hurtado, Jones, Laird, Limón, McGuire, Menjivar, Min, Nguyen, Niello, Ochoa Bogh, Padilla, Portantino, Roth, Rubio, Seyarto, Skinner, Smallwood-Cuevas, Stern, Umberg, Wahab, Wiener, Wilk
ABS, ABST OR NV: Allen, Archuleta, Newman
ASM HIGHER EDUCATION: 8-0-3
YES: Mike Fong, Ta, Arambula, Boerner, Essayli, Irwin, Jackson, Quirk-Silva
ABS, ABST OR NV: Chen, Low, Muratsuchi
ASM EDUCATION: 7-0-0
YES: Muratsuchi, Addis, Alvarez, Bonta, Flora, Hoover, McCarty
ASM APPROPRIATIONS: 11-0-4
YES: Wicks, Arambula, Bryan, Calderon, Wendy Carrillo, Mike Fong, Grayson, Haney, Hart, Pellerin, Villapudua
ABS, ABST OR NV: Sanchez, Dixon, Jim Patterson, Ta
UPDATED
VERSION: August 19, 2024
CONSULTANT: Ellen Cesaretti-Monroy / HIGHER ED. / (916) 319-3960 FN: 0004065
Date of Hearing: August 7, 2024
ASSEMBLY COMMITTEE ON APPROPRIATIONS
Buffy Wicks, Chair
SBPCA Bill Id:SB 1391
Author:(Rubio) – As Amended Ver:June 6, 2024
Policy Committee: | Higher Education | Vote: | 8 - 0 |
Education | 7 - 0 | ||
|
|
Urgency: No State Mandated Local Program: No Reimbursable: No
SUMMARY:
This bill requires the Office of the Cradle-to-Career Data System to establish, by January 1, 2026, a teacher training and retention dashboard displaying certain data points.
Specifically, the dashboard is to provide information on California’s teacher workforce, including trends regarding teacher training pipelines, teacher credentialing, hiring and assignments, teacher retention, educator demographic data on the entirety of the educator workforce, teacher vacancies and mobility, and participation in programs for addressing teacher shortages and teacher diversity, such as the National Board for Professional Teaching Standards Certification Incentive Program and the Golden State Teacher Grant Program, among others.
This bill further requires the California Department of Education (CDE), in order to fulfill the data requirements of dashboard, to annually collect data on award recipients of the National Board for Professional Teaching Standards Certification Incentive Program and requires the California Student Aid Commission (CSAC) to annually collect demographic data on grant recipients of the Golden State Teacher Grant Program.
FISCAL EFFECT:
- One-time General Fund costs of $665,000 to the Office of the Cradle-to-Career Data System to comply with the requirements of this bill. Of this, (a) $420,000 would be for contracting costs for the ingestion, validation, and mastering of new elements, (b) $195,000 would be for the extension of an existing contract for the design, display, and visualization of new elements, and (c) $50,000 related to the section of the bill that requires expanding educator demographic data to "the entirety of the educator workforce." According to the Office of the Cradle-to-Career Data System, because the bill does not define the term “the entirety of the educator workforce,” the office would need to provide additional interpretation, solicit community engagement, and run focus groups.
- Ongoing General Fund costs of $138,000 for one staff member at CDE’s Educational Data Management Division.
To date, CDE staff have absorbed certain workload associated with its support of the Office of the Cradle-to-Career Data System. However, according to CDE, this bill’s requirements are not absorbable and, in addition to other increased workload previously placed on CDE staff to engage with the Office of the Cradle-to-Career Data System, necessitate an additional staff person.
- Minor and absorbable General Fund costs to CSAC for data collection.
According to the Legislative Analyst’s Office, the General Fund faces a structural deficit in the tens of billions of dollars over the next several fiscal years.
COMMENTS:
- Purpose. According to the author, this bill will gather important data to help the state address its teacher shortage.
- Background. SB 75 (Committee on Budget and Fiscal Review), Chapter 51, Statutes of 2019, called for the establishment of a statewide, longitudinal data system for California students. Once fully implemented, the data system is to provide public access to a comprehensive state longitudinal data system, linking existing education, workforce, financial aid, and social service information to address disparities in opportunities and to improve outcomes for communities.
AB 132 (Committee on Budget), Chapter 144, Statutes of 2021, created the Office of Cradle-to-Career Data System within the Government Operations Agency, established a governing board for the system, and required the governing board to adopt a timeline for phasing in the data system. The Office of Cradle-to-Career Data System eventually intends to display eight dashboards, each with their own theme and educational outcomes. One of the intended dashboards is a teacher training and retention dashboard. The dashboard is to provide information on teacher workforce trends, including training pipelines, teacher employment and retention, and employment trends for former teachers.
This bill requires the Office of the Cradle-to-Career Data System to establish, by January 1, 2026, a teacher training and retention dashboard displaying certain data points. While the Office of Cradle-to-Career Data System intends to create a dashboard similar to the dashboard required by this bill, this bill requires its dashboard include data points the office does not intend to include in its planned dashboard.
- Related Legislation. AB 2723 (Irwin) makes several changes and updates to The California Cradle-to-Career Data System Act, including exempting the data system from the Information Practices Act of 1977. The bill is pending in the Senate Appropriations Committee.
Analysis Prepared by: Natasha Collins / APPR. / (916) 319-2081
Date of Hearing: June 26, 2024
ASSEMBLY COMMITTEE ON EDUCATION
Al Muratsuchi, Chair
SBPCA Bill Id:SB 1391
Author:(Rubio) – As Amended Ver:April 1, 2024
[This bill was double referred to the Assembly Higher Education Committee and was heard by that Committee as it relates to issues under its jurisdiction.]
SENATE VOTE: 37-0
SUBJECT: Teachers: preparation and retention data
SUMMARY: Requires the Cradle-to-Career (C2C) managing entity to create a teacher training and retention dashboard within the data system by January 1, 2026. Specifically, this bill:
- Requires the C2C managing entity, under the direction of the governing board, to create a teacher training and retention dashboard within the data system by January 1, 2026, providing information on the following:
- Trends regarding teacher training pipelines;
- Trends regarding teacher credentialing;
- Trends regarding teacher hiring and assignments;
- Trends regarding teacher retention;
- Trends regarding educator demographic data on the entirety of the educator workforce;
- Trends regarding teacher vacancies and mobility; and
- Trends regarding participation in programs for addressing teacher shortages and teacher diversity, as appropriate, including, but not limited to, the Teacher Residency Grant Program, the California Classified School Employee Teacher Credentialing Program, the Golden State Teacher Grant Program, and the National Board for Professional Teaching Standards Certification Incentive Program.
- Requires the California Department of Education (CDE) to annually collect data on award recipients, including assignment and demographic data, from the National Board for Professional Teaching Standards Certification Incentive Program.
- Requires the California Student Aid Commission to annually collect demographic data on award recipients from the Golden State Teacher Grant Program.
EXISTING LAW:
- Establishes the California C2C Data System Act in order to do all of the following:
- Build a data system to enable partner entities to share information in a manner that promotes data privacy and security;
- Design a data system that minimizes the need for new infrastructure, is adaptable, and is flexible to meet future needs;
- Serve students and families by doing all of the following:
- Identifying and tracking predictive indicators to enable parents, teachers, health and human services providers, and policymakers to provide appropriate interventions and supports to address disparities in opportunities and improve outcomes for all students;
- Creating direct support tools for teachers, parents, advisors, and students;
- Enabling agencies to plan for and optimize educational, workforce, and health and human services programs;
- Enabling and streamlining the administration of student financial aid; and
- Advancing academic and governmental research on improving policies from birth through career.
- Improve the quality and reliability of data reported, and ensure consistency of key data definitions; and
- Identify additional data points and metrics that can be developed and integrated into the data system to support the goals of the C2C. (Education Code (EC) 10850 and 10852)
- Establishes the workgroup to assess and recommend data system structural components, processes, and options for expansion and enhancement of data system functionality, and advises ongoing efforts to develop, administer, and enhance the data system. Requires meetings of the workgroup to be subject to the Bagley-Keene Open Meeting Act. (EC 10853)
- Establishes the C2C for the purpose of connecting individuals and organizations to trusted information and resources. Requires the data system to be considered a source for actionable data and research on education, economic, and health outcomes for individuals, families, and communities, and provides for expanded access to tools and services that support the navigation of the education-to-employment pipeline. Requires the data system to be used to provide access to data and information necessary to provide insights into critical milestones in the education-to-employment pipeline, including insight regarding early learning and care to grade 12, inclusive, and into higher education, skills training opportunities, and employment to better enable individuals to maximize their educational and career opportunities, and to foster evidence-based decision-making to help the state build a more equitable future. (EC 10861)
- Requires the data system to comply with applicable federal and state laws to protect individual privacy at all times. (EC 10861)
- Creates the Office of Cradle-to-Career Data (Office) within the California Government Operations Agency (GovOps), as the managing entity. (EC 10862)
- Requires the data system to be governed by a governing board composed of 21 specified members. (EC 10864)
- Requires the governing board to appoint an executive officer to oversee the managing entity. (EC 10866)
- Establishes the California Classified School Employee Teacher Credentialing Program, intended to address the state’s teacher shortage by supporting local educational agencies (LEAs) to recruit classified school employees into teaching careers and support their undergraduate education, professional teacher preparation, and certification as credentialed California teachers. In July 2021, the state appropriated $125 million to expand the California Classified School Employees Teacher Credentialing Program for another five years. Classified staff of LEAs participating in the program receive financial assistance for degree and credentialing-related expenses and other forms of individualized support to help them complete their undergraduate education, teacher preparation program, and transition to becoming credentialed teachers.
- Establishes the National Board for Professional Teaching Standards (NBPTS) Certification Incentive Program, awarding grants to school districts for the purpose of providing incentives to teachers who have attained certification from the NBPTS and agree to teach at a high-priority school for at least five years. Additionally, any teacher who initiates the process of pursuing a certification from NBPTS when teaching at a high-priority school is eligible to receive a candidate subsidy to cover the costs of seeking certification.
- Establishes the Golden State Teacher Grant Program, awarding up to $20,000 to students currently enrolled in a professional preparation program approved by the Commission on Teacher Credentialing (CTC) and working towards earning their preliminary teaching or pupil personnel services credential. Grant recipients commit to work at an eligible priority school or preschool for 4 years within 8 years of the date they complete their professional preparation program. (Education Code (EC) 69617)
- Establishes the Teacher Residency Grant Program, funded until June 30, 2026, to provide funding to programs that partner with one or more teacher preparation programs accredited by the CTC, in which a prospective teacher teaches at least one-half time alongside a teacher of record, who is designated as the experienced mentor teacher, for at least one full school year while engaging in initial preparation coursework. Requires grants allocated to be up to $20,000 per teacher candidate in the residency program of the jurisdiction of the grant recipient, matched by that grant recipient on a dollar-for-dollar basis. Requires grant program funding to be used for, but is not limited to, any of the following: teacher preparation costs, stipends for mentor teachers, stipends for teacher candidates, and mentoring and beginning teacher induction costs following initial preparation. (EC 44415)
FISCAL EFFECT: According to the Senate Appropriations Committee:
The C2C estimates one-time General Fund costs of $515,000 to comply with the bill’s provisions. This estimate includes $320,000 for the amendment of an existing contract or a new contract for the inclusion of the additional data elements required by this bill, with the remaining amount of $195,000 for the design, display, and visualization of the new elements.
- The California Department of Education estimates General Fund costs of $138,000 and 1.0 position to comply with the bill’s data collection requirements.
- The California Student Aid Commission (CSAC) indicates that any costs resulting from this bill would be minor and absorbable within existing resources.
COMMENTS:
Need for the bill. According to the author, “California is facing a severe teacher shortage, and as state leaders, we must act now. SB 1391 seeks to gather critical data on our teacher workforce, including demographics, to better understand and address issues surrounding California’s teacher shortage. Our state has invested heavily in various teacher support programs, but without comprehensive data, we cannot fully assess their impact. Having taught in public schools for nearly 20 years, I've seen the detrimental effects of teacher shortages on student achievement and education quality. This bill will provide the necessary information to build a more diverse and effective teacher workforce reflective of our student population.”
The California Cradle-to-Career Data System. According to the Cradle-to-Career Data System, the data system is a statewide longitudinal data system that provides tools to help students reach their goals and delivers information on education and workforce outcomes.
Prior to the creation of the data system in 2019, according to an Education Commission of the States fact sheet, 50-State Comparison Statewide Longitudinal Data System, California was one of nine states that did not have a longitudinal data system. SB 75 (Committee on Budget and Fiscal Review), Chapter 51, Statutes of 2019, called for the establishment of a statewide, longitudinal data system for California. Over the course of 2020 and the first half of 2021, more than 200 people from 15 state agencies and many educational institutions, research and policy organizations, and community groups worked together to design a blueprint for the data system.
The planning included multiple subcommittees that considered various aspects of data system development, including technology and security, legal frameworks, data definitions, and community engagement. A workgroup composed of entities that will provide information and state agencies with expertise in data considered the findings of these subcommittees and advice from two advisory groups made up of community members. AB 132 (Committee on Budget), Chapter 144, Statutes of 2021, authorized funding for the California Cradle-to-Career Data System. The data system is housed within and is implemented by the GovOps agency.
The planning phase concluded by phasing in regular meetings of the governing board, and appointment of an executive officer. The governing board adopted a five-year implementation plan, (see figure above), based on the recommendations of the planning process.
The creation of the data system includes a three-pronged approach of 1) community engagement to inform development, interpretation, and awareness building about available information, 2) tools to support college planning and transition, and 3) an analytical data set on education, well-being, and job outcomes.
Once fully implemented, the data system will provide public access to a comprehensive state longitudinal data system, linking existing education, workforce, financial aid, and social service information to address disparities in opportunities and improve outcomes for all communities throughout California. The data system will be a suite of resources focused on early learning through K-12 and higher education, providing financial aid and social services to help students reach their goals.
Since its inception, the C2C has accomplished several major milestones:
- 2021: Governing board selected executive director
- 2022: Legal agreements signed between C2C and 15 data providers to make data available to the public through the data system.
- 2023: Over 1 billion data points were transmitted from data providers to the data system for integration.
- 2024: The first data dashboard is planned to be available to the public, of which the educator dashboard is included.
Classified School Employee Teacher Credentialing Program background. According to the CTC, the Legislature approved a combined total of $45 million for two separate rounds of funding for the Classified School Employee Teacher Credentialing Program—$20 million in 2016 and an additional $25 million in 2017. This grant program provides up to $4,000 per participant per year for up to five years. The LEAs that successfully applied to this competitive grant program use these funds to support tuition, fees, books, and related services for participating classified staff; they may also use some of this funding for program administrative purposes. This state grant funding has provided for 2,250 annual participant slots (1,010 slots for Round One and 1,250 slots for Round Two). The program is designed to address the state’s teacher shortages in math, science, special education, and bilingual education, and provide those classified school employees who are familiar with and already working in school settings an opportunity and incentive to complete their undergraduate education and teacher preparation to become a credentialed California teacher.
Golden State Teacher Grant Program (GSTG). Since 2016-17, the state has spent $1.4 billion in one-time funds to address teacher shortages. The 2019-20 Budget Act established the GSTG program, which awards up to $20,000 to students who meet eligibility requirements and commit to a four-year service agreement. The program was first available to students who were enrolled during the 2020-21 academic year (AY) in a CTC-approved teacher preparation program to earn their Education Specialist (Special Education) preliminary teaching credential.
The 2021-22 Budget Act then authorized the expansion of the GSTG program to students enrolled during the 2021-22 AY who committed to working in an eligible high-need field. Subsequently, the 2022-23 Budget Act authorized an additional expansion of the program to include those working towards their multiple subject or single subject credential and those working towards their pupil personnel services (PPS) credential. Additionally, all GSTG recipients (including past grantees) were required to complete their program and obtain their credential within three years from the date their first GSTG payment was mailed to their institution and to complete their four-year service at a California priority school within eight years from the date they completed their program.
Further, commencing with the 2022-23 AY, students may receive up to the maximum $20,000 GSTG award paid out across multiple academic years as long as they continue to meet eligibility requirements each year. The 2023-24 Budget Act expanded the program once again by awarding up to $10,000 (also payable over multiple academic years) to California residents enrolled in an online credential program at an approved institution that meets specified requirements. The timeframe for students to complete their program and obtain their credential was also lengthened from three to six years. Lastly, the service obligation was expanded to be fulfilled at a California preschool program in addition to eligible priority schools.
Teacher residency grant program. For the purposes of the Teacher Residency Grant Programs, a teacher residency program is defined as an LEA-based partnership between an LEA and an institution of higher education (IHE) with a CTC-approved preliminary teacher preparation program in which a prospective teacher teaches at least half time alongside a teacher of record, who is designated as the experienced mentor teacher, for at least one full school year while engaging in initial preparation coursework. Grantees may receive up to $20,000 per participating teacher resident each year.
The Teacher Residency Grant Programs were initially authorized in the 2018-19 Budget Act to support the development, implementation, and expansion of teacher residency programs, with a total of $75 million for competitive grants.
The 2021-22 Budget Act provided $350 million through the 2025-26 fiscal year for Teacher Residency Programs, including Capacity, Expansion, and Implementation for “designated shortage fields” including special education, bilingual education, science, computer science, technology, engineering, mathematics, transitional kindergarten, or kindergarten, and any other fields identified by the CTC based on an annual analysis of hiring and vacancy data, and/or for recruiting, developing support systems for, providing outreach and communication strategies to, and retaining a diverse teacher workforce that reflects the LEA community’s diversity.
Of the $350 million, $25 million is set aside for Teacher Residency Capacity Grants. Grant awards may be up to $250,000 for eligible LEAs, which is an increase of $200,000 per grant award from the 2018-19 fiscal year. Teacher Residency Capacity Grants are intended to support a collaborative partnership between eligible LEAs and one or more CTC-approved teacher preparation programs offered by a regionally accredited IHE to expand, strengthen, improve access to, or create a teacher residency program. The remaining $325 million is set aside for Teacher Residency Expansion and/or Implementation grants.
Already weak teaching pipeline further damaged by COVID-19 education disruptions. A March 2021 report by the LPI raised concerns about the effects of the COVID-19 pandemic on the teacher shortage in California:
- Teacher shortages remain a critical problem. Most districts have found teachers to be in short supply, especially for math, science, special education, and bilingual education. Most districts are filling hiring needs with teachers on substandard credentials and permits, reflecting a statewide trend of increasing reliance on underprepared teachers.
- Teacher pipeline problems are exacerbated by teacher testing policies and inadequate financial aid for completing preparation. Many districts attributed shortages to having a limited pool of fully credentialed applicants, with more than half reporting that testing requirements and lack of financial support for teacher education pose barriers to entry into teaching.
- Teacher workload and burnout are major concerns. The transition to online and hybrid learning models has had a steep learning curve and poses ongoing challenges that have been a primary contributor to some teachers’ decisions to retire earlier than previously planned. With district leaders estimating that teacher workloads have at least doubled, many were concerned that the stressors of managing the challenges of the pandemic on top of the challenges of an increased workload could lead to teacher burnout and increased turnover rates.
- Growing retirements and resignations further reduce supply. In some districts, retirements and resignations are contributing to shortages, while in others, these retirements and resignations offset the need for anticipated layoffs due to expected budget cuts this school year. District leaders anticipate higher retirement rates next year, which could exacerbate teacher shortages.
In a 2022 report of survey data from large and small school districts serving a total of 20% of California students, the Learning Policy Institute (LPI) found that the pandemic caused an increase in teacher resignations. In one large district, resignations increased by about two-thirds, and leaves of absence increased by about 50%. This is consistent with a nationally representative survey of 3,600 teachers published by the National Education Association (NEA) in 2022, which found that, among school employees (including classified employees), 55% of educators were considering leaving the profession earlier than they had planned, an increase from 37% in 2021, with higher rates for African American and Latino employees. 86% of respondents said that they have seen more educators leaving the profession or retiring early since the start of the pandemic in 2020. Among the most commonly cited reasons for leaving the profession or retiring early were burnout and general stress from the pandemic.
REGISTERED SUPPORT / OPPOSITION:
Support
Alameda County Office of Education
Association of California School Administrators
California Chamber of Commerce
California Charter Schools Association
California Council on Teacher Education
California Federation of Teachers Afl-cio
California Teachers Association
Californians Together
Cft- a Union of Educators & Classified Professionals, Aft, Afl-cio
Children Now
Create CA
Educators for Excellence - Los Angeles
Edvoice
Latinos for Education
Loyola Marymount University - the Center for Equity for English Learners
Northern California College Promise Coalition
Para Los Ninos
Public Advocates
Southwest California Legislative Council
Teach Plus
Teach Plus - Calfornia
The Education Trust - West
Tntp Reimagine Teaching
Tri County Chamber Alliance
Voters of Tomorrow
Opposition
None on file
Analysis Prepared by: Chelsea Kelley / ED. / (916) 319-2087
Date of Hearing: June 18, 2024
ASSEMBLY COMMITTEE ON HIGHER EDUCATION
Mike Fong, Chair
SBPCA Bill Id:SB 1391
Author:(Rubio) – As Amended Ver:June 6, 2024
[Note: This bill is double referred to the Assembly Education Committee and will be heard by that Committee as it related to issues under its jurisdiction.]
SENATE VOTE: 37-0
SUBJECT: Teachers: preparation and retention data
SUMMARY: Requires the Office of the Cradle-to-Career Data System (managing entity) to establish a teacher training and retention dashboard with specified data points by January 1, 2026. Specifically, this bill:
- States it is the intent of the Legislature to provide data tools to assist policymakers and agencies in assessing, planning for, and optimizing educational workforce programs with the intended outcome of ensuring all pupils have access to a diverse and sustainable teacher workforce.
- Authorizes the Cradle-to-Career (C2C) managing entity, under the direction of the governing board of the C2C, to create a teacher training and detection dashboard within the data system. The dashboard will include information on the California’s teacher workforce that will, at a minimum, include:
- Trends regarding teacher training pipelines;
- Trends regarding teacher credentialing;
- Trends regarding teacher hiring and assignments;
- Trends regarding teacher retention;
- Trends regarding educator demographic data on the entirety of the educator workforce;
- Trends regarding teacher vacancies and mobility;
- Trends regarding the participation in programs for addressing teacher shortages and teacher diversity, including, but not limited to:
- The Teacher Residency Grant Program;
- The California Classified School Employee Teacher Credentialing Program;
- The Golden State Teacher Grant Program; and,
- The National Board for Professional Teaching Certification Incentive Program.
- Clarifies the data collected pursuant to (2) (g) of this analysis will address all of the following topics, disaggregated by race and ethnicity:
- The number and percentage of program participants, disaggregated by cohort, who complete a teacher preparation program and earn a preliminary teaching credential;
- Whether the graduates of the programs are teaching in high-need subjects and locations;
- Whether the graduates of the programs are increasing the diversity of the grant recipient’s workforce, including the number and percentage of graduates who are members of underrepresented groups;
- Teacher retention rates for program graduates, within boundaries of the grant recipient and within California public schools;
- Program graduate achievement, as determined by first-time pass rates on the state teaching performance assessment;
- The percentage of program participants who complete a beginning teacher induction program and earn a clear teaching credential; and,
- Results from candidate and program graduate surveys of the quality of preparation they received.
- Amends the California Classified School Employee Teacher Credential Program to state it is the intent of the Legislature, to the extent feasible, for data collected by the program to be integrated into the C2C system.
- Authorizes the National Board for Professional Teaching Standards Certificate Incentive Program to collect data on award recipients, including assignment and demographic data. Stipulates it is the intent of the Legislature, to the extent feasible, for data collected by the program to be integrated into the C2C system.
- Amends the Teacher Residency Grant Program to state it is the intent of the Legislature, to the extent feasible, for data collected by the program to be integrated into the C2C system.
- Authorizes the Golden State Teacher Grant Program to collect demographic data on grant recipients. Stipulates it is the intent of the Legislature, to the extent feasible, for data collected by the program to be integrated into the C2C system.
EXISTING LAW:
- Establishes the C2C data system, for the purpose of connecting individuals and organizations to trusted information and resources relating to education, workforce training, employment, health and social services. Authorizes the Office of the C2C data also known as the managing entity, to establish the data system, scale up operational tools for the public, and provide technical assistant for the data system. Authorizes data provides to annually provide data points to the data system. Establishes the C2C governing board to oversee the operations of the C2C data system. The C2C governing board is comprised of 21 member including data providers, public appointees, and two members of the Legislature (Education Code Section 10860 – 10874).
- Authorizes the creation of the California School Employee Teacher Credentialing program to address the state’s teacher shortage in science, technology, engineering, and math (STEM), special education, bilingual education, and transitional kindergarten, by recruiting classified employees to enroll in teacher training programs in order to provide instructional service as teachers in public school. Establishes the qualifying criteria for the program and requires a report to be provided to the Legislature by the Commission on Teacher Credentialing each year on the outcomes of the program, as defined (EDC 44393).
- Creates the National Board for Professional Teaching Standards Certification Incentive Program in order to provide awards to teachers employed by school districts of charter schools, who teach at California public school and have attained or will attain a certification from the National Board for Professional Teaching Standards. Each qualifying teacher is eligible to receive up to $5,000 each year for five years (EDC Section 44395).
- Establishes the Teacher Residency Grant program to support existing or to assist in the development of teacher residency programs that recruit and support the preparation of teachers in designated shortage fields or to support local efforts to recruit and retain a diverse teacher workforce. Requires evaluations of the program to by the CTC (EDC Section 44415 – 44417.5).
- Establishes the Golden State Teacher Program to provide one-time funding of up to $20,000 to college students who are enrolled or intent to enroll in a teacher professional preparation program that will lead to a preliminary credential or pupil personnel services credential (EDC 69617).
FISCAL EFFECT: According to the Senate Committee on Appropriations:
- The C2C estimates one-time General Fund costs of $515,000 to comply with the bill’s provisions. This estimate includes $320,000 for the amendment of an existing contract or a new contract for the inclusion of the additional data elements required by this bill, with the remaining amount of $195,000 for the design, display, and visualization of the new elements.
- The California Department of Education estimates General Fund costs of $138,000 and 1.0 position to comply with the bill’s data collection requirements.
- The California Student Aid Commission (CSAC) indicates that any costs resulting from this bill would be minor and absorbable within existing resources.
COMMENTS: Need for the measure. As indicted by the author, “California is facing a severe teacher shortage, and as state leaders, we must act now. SB 1391 seeks to gather critical data on our teacher workforce, including demographics, to better understand and address issues surrounding California’s teacher shortage. Our state has invested heavily in various teacher support programs, but without comprehensive data, we cannot fully assess their impact. Having taught in public schools for nearly 20 years, I have seen the detrimental effects of teacher shortages on student achievement and education quality. This bill will provide the necessary information to build a more diverse and effective teacher workforce reflective of our student population.”
The author contends that, “existing law establishes a number of initiatives to recruit, prepare, support, and retain teachers, which education experts suggest can also help with the recruitment and retention of more teachers of color and multilingual teachers in the teacher workforce. Existing law does not establish consistent oversight or data collection for these programs or the educator workforce as a whole. The lack of comprehensive data about the educator workforce and the related state programs matters because the shortage of qualified teachers in many areas continues to be a challenge in California. It is difficult for state leaders to make better informed policy decisions about future and ongoing investments and programs to support the California educator workforce, because they are unable to answer key questions about the educator workforce and understand the implementation and impact of these current programs in addressing both issues of teacher shortages and diversity.”
SB 1391 (Rubio) will rectify the lack of “consistent oversight or data collection” by requiring the C2C data system to publish a dashboard containing trends in teacher recruitment, and retention along with workforce demographic data. SB 1391 (Rubio) leverages existing data agreements between the C2C and the data providers to ensure data elements related to the California educational workforce are collected and displayed in a manner that will help policymakers make evidence-based decision of where to best use finite state resources to enhance and diversify the teacher workforce in California.
Cradle-to-Career Data System. The C2C is a statewide longitudinal database that incorporates and links data sourced from multiple agencies, who interact with Californians at every stage of their educational journey, from preschool to career. Once operational, the C2C will accept data from 15 different data providers, link the data received, and aggregate and de-identify the data. Once this occurs, the C2C will place the data into publicly consumable dashboards and query tables, and will provide data sets, once approved by data providers, to researchers. Once fully operational, the C2C will maintain de-identified data from education, social service, and workforce entities and will have data on student’s progress from preschool through college and employment. The data system will help policy makers and researchers access data to “foster evidence-based decision-making to help California build a more equitable future.”[1]
The C2C is in its third operational year and is part of the Government Operations Agency. The day to day function of the C2C is managed the managing entity, the Office of the C2C, whose executive director is Mary Ann Bates. The governing board is comprised of data providers, members of the public, and representatives from State Legislature. Currently, Assemblymember Irwin and Senator Laird represent the Legislature on the C2C Governing Board.
Since its inception, the C2C has accomplished several major milestones:
- In May 2022, each of the 15 data providers signed legal data agreements with the C2C for the provision of data to the C2C;
- On November 1, 2023, over one billion data points were transmitted from 13 of the 15 data provider to the C2C; and,
- On May 1, 2024, the C2C governing board approved adding the Department of Developmental Services as a new data provider to provide key insights into the lives of Californians living with a developmental disability.[2]
At the time of this analysis, none of the analytical tools (dashboards) are operational by the C2C; however, the C2C website indicates data will be available in 2024.
Data agreements with data providers. As previously mentioned, in May 2022, following an 18-month process, all 15 data providers, originally envisioned by the Governor to provide data elements into the longitudinal data base, signed two data agreements that would enable the sharing of data with the C2C.
Heralded as a monolithic and landmark legal agreement, the Governor’s press release stated, “with these legal agreements in place, it will now be possible to compile information using strict security standards, while still making data available through easy-to-use tools designed for a variety of users. The tools will roll out in phases over the next five years.”[3]
The legal agreement referenced in the press release is the Partnership agreement between the data providers and the managing entity for the C2C, which, contains the responsibilities of the data providers and the managing entity of the C2C. While the partnership agreement has each data providers annually uploading data into secure, segregated data repositories, there is a caveat that each data provider retains sole control over the source data. Each data provider has the legal authority to reject, add, or remove data points contributed to the C2C.
Furthermore, the data agreement states, the data submissions by the data providers are a “request” and not a requirement; meaning at any point a data provider may reject adding or submitting data to the C2C data system. The data partnership agreement does not require the data providers to collect data for submission nor does it specify that the data providers must retain data for submission.
As stated on the C2C’s website, “the Office of C2C does not collect new data from students of families. It links and enables the public to gain insight from data that has already been collected and validated by the [C2C’s] data partners.”1 The C2C is a managing repository for data, it does not collect, nor own the data, but rather manages or maintains the data provided by the data providers. The C2C has no authority to mandate nor require data providers to collect and transmit the data to the system.
Existing structure to add data to the system. EDC Section 10861 permits the C2C governing board to add or remove requested data points based on changes in the usage of the data. EDC Section 10866 further explains how the governing board may expand the P20W data set provided by the data providers. The P20W data set is the agreed upon “original set” of data to be provided by the data providers pursuant to EDC and the partnership agreements.
Specifically, the C2C governing board may expand the P20W data set to include additional data points by either: 1) approving additional data providers; or 2) by requesting additional data points from data providers.
Scenarios for how the C2C governing board can add data points to the data system is outlined in the C2C governance manual, published on February 28, 2024.
- Scenario 1 – A data provider and the managing entity explore including an additional data point to the data set. The director of data programs assists the data provider with a data definition and a method for data transfer. The data provider, the Governing Board member of the data provider, and the Executive Director of the C2C all agree on the requested change to the data set. At this point the changes are presented to the C2C governing board who will either vote to include the data set as part of the annual data set for all data providers; or, the initial data provider begins to share the data point as part of their annual transfer of data to the C2C.
- Scenario 2 – The Data and Tools Advisory Board for the C2C recommends additional data points and the C2C conducts a feasibility study as to whether the data point is available and can be validated by the C2C. The feasibility study is presented to the Data and Tools Advisory Board who will then determines whether to move forward with presenting the additional data points to the Governing Board for a vote. The data is then requested from the applicable data providers.
Within the current year, the C2C governing board has successfully added a new data provider and new data points from the California State University and the University of California. SB 1391 (Rubio) circumvents the established pathways in code for adding a data point to the C2C, by requiring the C2C to create a dashboard and ask each data provider to collect and transmit the data for the new dashboard.
The measure does not address what occurs if the C2C asks for the data for the dashboard and the data providers refuse.
Analytical tools – dashboards. The C2C is required to create and display dashboards filled with the data from data providers. The Education Code authorizes the governing board of the C2C to create new analytical tools that would help the public interact with data and the Office of the C2C creates and maintains the infrastructure of the analytical tools. The Office of the C2C also provides analysis and recommends to the governing board the type of analytical tools that should be created/added to the C2C.
As previously mentioned the Legislature, has two representatives on the C2C governing board.
The Committee may wish to contemplate whether a bill is the appropriate tool to compel the C2C to create a dashboard or if the existing Legislative members on the C2C governing board should request it during a C2C board meeting.
Once operational, the C2C intends to display eight dashboards, each with their own theme and educational outcome for the user. One of the intended dashboards, is a teacher training and retention dashboard.[4]
The C2C teacher training and retention dashboard will provide information on teacher workforce trends, including training pipelines, teacher employment and retention, and employment trends for former teachers.
An update on the dashboard was provided in July 2023 during a board meeting of the C2C governing board. According to the update, the C2C governing board approved additional data points to be included in the data set provided by data providers that would make the first phase of the teacher dashboard possible.
The teacher dashboard with the new data points will include the following:
- Infographic showing the types of certificate or degrees that the California State University teacher preparation program participants completed at a community college or four-year institution;
- Infographic showing the alignment of demographics between participants enrolled in the California State University teacher preparation programs and individuals earning teaching credentials;
- Infographic showing the alignment of California State University credential program completion in comparison with the areas of Commission for teacher credentialing areas of authorization;
- Infographic showing the ways teachers are trained and credentialed, and the number of people earning teaching credentials; and,
- Infographic showing, for teachers who stop working in the education industry, the industries that hire them, and median change in earnings.
Even though the C2C is planning a teacher training and retention dashboard, SB 1391 (Rubio) is not duplicative, as there are data points required by the measure that are not included in the planned C2C dashboard. Specifically, the data points related to teacher preparation grant programs are not included in the C2C dashboard and some of the data points required by SB 1391 (Rubio) are not currently transmitted to the C2C.
Committee Staff note the measure requires the collection of various data points and states it is the intention of the Legislature for the data to be transmitted to the C2C, but stops short of mandating the transmission of the data.
Arguments in support. The Education Trust – West expresses the need for SB 1391 (Rubio) stating, “in 2023, the California Research Bureau (CRB) compiled a report to evaluate the implementation and effectiveness of six teacher grant programs in the state. However, due to the lack of data, CRB could not provide a comprehensive picture of the impacts of teacher grant programs for the educator workforce. In addition to data needed to evaluate the impact of programs, education data experts have long uplifted the importance of urgently connecting annually updated teacher demographic data to workforce data. The current demographic makeup of California’s teacher workforce is not reflective of the state’s student population. The shortage of a qualified and diverse teacher workforce remains a challenge in many areas throughout California and school, district leaders, and state-level decision makers need actionable data to evaluate ongoing investments and the needs to greater supports. The Office of the C2C is currently planning on releasing the Teacher Training and Retention Dashboard in the Summer of 2024. However, this legislation would ensure that the data points that contributing agencies – such as the Commission on Teacher Credentialing, the California Department of Education, and institutions of higher education – share with C2C for inclusion in the dashboard are comprehensive enough to provide policymakers, researchers, and advocates with a clear and actionable picture of the current state of our teacher workforce and the effectiveness of teacher preparation pathways.
Committee comments. The C2C data system was designed as a collaborative agreement between 15 data providers and Governor Newsom for the transmission and display of integrated data on educational and workforce pathways in California. The data system was designed to never “require” the data providers to relinquish control of their data and by never stipulating an oversight or regulatory body, the following policy questions remain unanswered:
- Who is responsible for ensuring participation in the C2C data system if data providers refuse to provide new or existing data sets?
- Who is responsible for ensuring the analytical tools are providing the appropriate data to help the Legislature make informed decisions?
SB 1391 (Rubio) requires the C2C to create a teacher training and retention dashboard and requires specific data points to be displayed on the dashboard. By requiring the operational tool, the measure is in turn, requiring the C2C to request the necessary data elements from the data providers.
SB 1391 (Rubio) honors the existing data request procedures by mandating the collection of data by the data providers and then stating it is the intent of the Legislature for the data points to be transmitted to the C2C.
The measure does not require the data points to be transmitted and therefore, the C2C could still conduct is operational procedures for including a new data point to the data sets in compliance with state law and their governance manual. However, this measure does not account for the event of the data providers refusing to provide data points for the potentially statutorily required database.
The Committee may wish to consider whether mandating the creation of a dashboard without a guarantee of the transmission of the required data for the dashboard is the appropriate method of procuring data to answer policy questions.
Moving forward the author may wish to either include a severability clause for any data points required by this measure if the data providers refuse to provide the data point to the C2C; or to include an annual reporting requirement for all data points requested by the C2C that are rejected by data providers.
REGISTERED SUPPORT / OPPOSITION:
Support
Alameda County Office of Education
Association of California School Administrators
California Chamber of Commerce
California Charter Schools Association
California Council on Teacher Education
California Teachers Association
Californians Together
CFT- a Union of Educators & Classified Professionals, AFT, AFL-CIO
Children Now
Create CA
Educators for Excellence - Los Angeles
EdVoice
Latinos for Education
Loyola Marymount University - the Center for Equity for English Learners
Northern California College Promise Coalition
Para Los Ninos
Public Advocates
Southwest California Legislative Council
Teach Plus
Teach Plus - California
The Education Trust - West
TNTP Reimagine Teaching
Tri County Chamber Alliance
Voters of Tomorrow
Opposition
None on file.
Analysis Prepared by: Ellen Cesaretti-Monroy / HIGHER ED. / (916) 319-3960
https://c2c.ca.gov/resources/cradle-to-career-informational-one-pager/ ↑
https://c2c.ca.gov/c2c-governing-board-votes-to-approve-adding-department-of-developmental-services-as-new-data-partner/ ↑
https://www.gov.ca.gov/2022/05/12/californias-cradle-to-career-data-system-achieves-early-milestones-announces-multi-agency-data-sharing-agreement/ ↑
https://c2c.ca.gov/cradle-to-career-dashboards/ ↑
SENATE RULES COMMITTEE Office of Senate Floor Analyses (916) 651-1520 Fax: (916) 327-4478 | SB 1391 |
THIRD READING
Bill No: SB 1391
Author: Rubio (D), et al.
Amended: 4/1/24
Vote: 21
SENATE EDUCATION COMMITTEE: 7-0, 4/10/24
AYES: Newman, Ochoa Bogh, Cortese, Glazer, Gonzalez, Smallwood-Cuevas, Wilk
SENATE APPROPRIATIONS COMMITTEE: 7-0, 5/16/24
AYES: Caballero, Jones, Ashby, Becker, Bradford, Seyarto, Wahab
SUBJECT: Teachers: preparation and retention data
SOURCE: Teach Plus
DIGEST:
This bill requires the Office of Cradle-to-Career (C2C) Data (managing entity) to create a teacher training and retention dashboard within the C2C data system by January 1, 2026.
ANALYSIS:
Existing law:
- Establishes the C2C data system, intended to connect data on student progress through education, workforce training, employment, health and social services. Specifies that the data system shall support user-facing tools and services to students, educators, parents, and advisers. Specifies that the data system shall be subject to the Project Approval Lifecycle at the Department of Technology, and shall comply with state and federal privacy laws. Establishes the C2C managing entity until July 1, 2026. Establishes a governing board comprised of 21 members, including representatives from higher education, various state departments, eight members of the public appointed by the Governor and Legislature, and two representatives of the Legislature.
- Establishes the California Classified School Employee Teacher Credentialing Program, intended to address the state’s teacher shortage by supporting local educational agencies (LEAs) to recruit classified school employees into teaching careers and support their undergraduate education, professional teacher preparation, and certification as credentialed California teachers. In July 2021, the state appropriated $125 million to expand the California Classified School Employees Teacher Credentialing Program for another five years. Classified staff of LEAs participating in the program receive financial assistance for degree and credentialing-related expenses and other forms of individualized support to help them complete their undergraduate education, teacher preparation program, and transition to becoming credentialed teachers.
- Establishes the National Board for Professional Teaching Standards (NBPTS) Certification Incentive Program, awarding grants to school districts for the purpose of providing incentives to teachers who have attained certification from the NBPTS and agree to teach at a high-priority school for at least five years. Additionally, any teacher who initiates the process of pursuing a certification from NBPTS when teaching at a high-priority school is eligible to receive a candidate subsidy to cover the costs of seeking certification.
- Establishes the Golden State Teacher Grant Program, awarding up to $20,000 to students currently enrolled in a professional preparation program approved by the Commission on Teacher Credentialing (CTC) and working towards earning their preliminary teaching or pupil personnel services credential. Grant recipients commit to work at an eligible priority school or preschool for 4 years within 8 years of the date they complete their professional preparation program.
This bill:
- Requires the C2C managing entity, under the direction of the governing board, to create a teacher training and retention dashboard within the data system by January 1, 2026, providing information on the following:
- Trends regarding teacher training pipelines.
- Trends regarding teacher credentialing.
- Trends regarding teacher hiring and assignments.
- Trends regarding teacher retention.
- Trends regarding educator demographic data.
- Trends regarding teacher vacancies and mobility.
- Trends regarding participation in programs for addressing teacher shortages and teacher diversity, as appropriate, including, but not limited to, the Teacher Residency Grant Program, the California Classified School Employee Teacher Credentialing Program, the Golden State Teacher Grant Program, the National Board for Professional Teaching Standards Certification Incentive Program.
- Requires the California Department of Education to annually collect data on award recipients, including assignment and demographic data, from the National Board for Professional Teaching Standards Certification Incentive Program.
- Requires the California Student Aid Commission to annually collect demographic data on award recipients from the Golden State Teacher Grant Program.
Comments
- Need for the bill. According to the author, “The state has invested in many promising teacher grant programs and this bill would provide the means to retrieve the data that is currently not being collected, including demographics, so that we can answer key questions about how they are affecting the teacher workforce. As a public school teacher for 17 years, I have witnessed the detrimental impact teacher shortages and high turnover rates have on both student achievement and the quality of the education students’ receive. Currently, there is no state body that can provide critical information to the public and policymakers to understand and address the shortage of teachers, show patterns of teacher diversity and mobility statewide, or reflect the impact of these programs. This critical bill will help foster a more diverse and equitable teacher workforce in California.”
- Cradle to Career Teacher Training and Retention Dashboard Background. The Teacher Training and Retention Dashboard (Dashboard) is a planned public dashboard of the C2C data system. The Dashboard will provide information on teacher workforce trends including training pipelines, teacher employment and retention, and employment trends for former teachers.
The Dashboard was first proposed as part of the C2C planning process in April 2021, with the scope jointly developed by the proposed data providers, with advice from an advisory group made up of data providers, teacher union representatives, Human Resources managers from school districts, and community organizations. This first iteration of plans for the dashboard focused primarily on teacher credentialing, placement, and retention.
The C2C governing board reviewed the proposed scope of the dashboard at its
February 2022 meeting, when partner agencies proposed expanding the scope to include information from the Employment Development Department about the earnings and industry of occupation for teacher candidates and people who leave positions in the California public schools, as well as information on the subjects in which students earned community college awards and bachelor’s degrees before entering a teacher training program. These expansions reflected recommendations from the advisory group that had met during the planning process.
In the summer of 2022, the C2C managing entity convened the Teacher Data Taskforce for the purpose of identifying ways to consistently calculate data points related to teacher preparation programs, teacher credentialing, teacher placement, and teacher retention. Because this dashboard would require data points that were not yet included in the list of data points C2C’s data partners will share, in fall 2022 the Governing Board tasked an ad hoc committee with clarifying the process to include additional data points in C2C’s data set, via updates to the C2C Governance Manual.
During the first quarter of 2023, the C2C managing entity worked with WestEd to interview potential dashboard users to identify key considerations for the design and to inform input at the spring Community Engagement Advisory Board and Data & Tools Advisory Board meetings.
- Learning Policy Institute (LPI) report. The LPI’s 2016 report, “Addressing California’s Emerging Teacher Shortage: An Analysis of Sources and Solutions” included the following summary: “After many years of teacher layoffs in California, school districts around the state are hiring again. With the influx of new K-12 funding, districts are looking to lower student-teacher ratios and reinstate classes and programs that were reduced or eliminated during the Great Recession. However, mounting evidence indicates that teacher supply has not kept pace with the increased demand.” The report included the following findings:
- Enrollment in educator preparation programs has dropped by more than 70 percent over the last decade.
- In 2014-15, provisional and short-term permits nearly tripled from the number issued two years earlier, growing from about 850 to more than 2,400.
- The number of teachers hired on substandard permits and credentials nearly doubled in the last two years, to more than 7,700 comprising a third of all the new credentials issued in 2014-15.
- Estimated teacher hires for the 2015-16 school year increased by 25 percent from the previous year, while enrollment in the University of California (UC) and California State University (CSU) teacher education programs increased by only about 3.8 percent.
The LPI report offered several policy recommendations for consideration, including the creation of more innovative pipelines into teaching.
- Legislative Analyst’s Office (LAO) assessment. As part of the Proposition 98 Education Analysis for the 2016-17 Governor’s Budget released in February 2016, the LAO included a section on teacher workforce trends in which it examined evidence for teacher shortages in specific areas, identified and assessed past policy responses to these shortages, and raised issues for the Legislature to consider going forward in terms of new policy responses. In the report, the LAO indicated that the statewide teacher market will help alleviate existing shortages over time and that the shortages may decrease without direct state action. However, the LAO noted there are perennial staffing difficulties in specific areas, such as special education, math, and science, for which they encouraged the Legislature to address with narrowly tailored policies rather than with broad statewide policies.
- Already weak teaching pipeline further damaged by COVID-19 education disruptions. A March 2021 report by the LPI raised concerns about the effects of the COVID-19 pandemic on the teacher shortage in California:
- Teacher shortages remain a critical problem. Most districts have found teachers to be in short supply, especially for math, science, special education, and bilingual education. Shortages are especially concerning as a return to in-person instruction will require even more teachers to accommodate physical distancing requirements. Most districts are filling hiring needs with teachers on substandard credentials and permits, reflecting a statewide trend of increasing reliance on underprepared teachers.
- Teacher pipeline problems are exacerbated by teacher testing policies and inadequate financial aid for completing preparation. Many districts attributed shortages to having a limited pool of fully credentialed applicants, with more than half reporting that testing requirements and lack of financial support for teacher education pose barriers to entry into teaching.
- Teacher workload and burnout are major concerns. The transition to online and hybrid learning models has had a steep learning curve and poses ongoing challenges that have been a primary contributor to some teachers’ decisions to retire earlier than previously planned. With district leaders estimating that teacher workloads have at least doubled, many were concerned that the stressors of managing the challenges of the pandemic on top of the challenges of an increased workload could lead to teacher burnout and increased turnover rates.
- Growing retirements and resignations further reduce supply. In some districts, retirements and resignations are contributing to shortages, while in others, these retirements and resignations offset the need for anticipated layoffs due to expected budget cuts this school year. District leaders anticipate higher retirement rates next year, which could exacerbate teacher shortages.
FISCAL EFFECT: Appropriation: No Fiscal Com.: Yes Local: No
According to the Senate Appropriations Committee:
- The C2C estimates one-time General Fund costs of $515,000 to comply with the bill’s provisions. This estimate includes $320,000 for the amendment of an existing contract or a new contract for the inclusion of the additional data elements required by this bill, with the remaining amount of $195,000 for the design, display, and visualization of the new elements.
- The California Department of Education estimates General Fund costs of $138,000 and 1.0 position to comply with the bill’s data collection requirements.
- The California Student Aid Commission (CSAC) indicates that any costs resulting from this bill would be minor and absorbable within existing resources.
SUPPORT: (Verified 5/16/24)
Teach Plus (source)
Alameda County Office of Education
California Chamber of Commerce
California Charter Schools Association
California Council on Teacher Education
California Federation of Teachers
California Teachers Association
Californians Together
Children Now
Create CA
Educators for Excellence - Los Angeles
EdVoice
Latinos for Education
Loyola Marymount University - the Center for Equity for English Learners
Northern California College Promise Coalition
Para Los Ninos
Public Advocates
The Education Trust - West
TNTP Reimagine Teaching
Voters of Tomorrow
OPPOSITION: (Verified 5/16/24)
None received
Prepared by: Ian Johnson / ED. / (916) 651-4105
5/17/24 10:09:36
SENATE COMMITTEE ON
Senator Anna Caballero, Chair
2023 - 2024 Regular Session
SB 1391 (Rubio) - Teachers: preparation and retention data
Version: | Policy Vote: |
Urgency: | Mandate: |
Hearing Date: | Consultant: |
Bill Summary:
This bill requires the Office of Cradle-to-Career (C2C) Data to create a teacher training and retention dashboard within the C2C data system by January 1, 2026.
Fiscal Impact:
The C2C estimates one-time General Fund costs of $515,000 to comply with the bill’s provisions. This estimate includes $320,000 for the amendment of an existing contract or a new contract for the inclusion of the additional data elements required by this bill, with the remaining amount of $195,000 for the design, display, and visualization of the new elements.
The California Department of Education estimates General Fund costs of $138,000 and 1.0 position to comply with the bill’s data collection requirements.
The California Student Aid Commission (CSAC) indicates that any costs resulting from this bill would be minor and absorbable within existing resources.
Background:
Existing law establishes the C2C data system, intended to connect data on student progress through education, workforce training, employment, health and social services. Existing law specifies that the data system shall support user-facing tools and services to students, educators, parents, and advisers.
Existing law establishes the C2C managing entity until July 1, 2026, and also establishes a governing board comprised of 21 members, including representatives from higher education, various state departments, eight members of the public appointed by the Governor and Legislature, and two representatives of the Legislature.
The Teacher Training and Retention Dashboard (Dashboard) is a planned public dashboard of the C2C data system. The Dashboard was first proposed as part of the C2C planning process in April 2021, with the scope jointly developed by the proposed data providers, with advice from an advisory group made up of data providers, teacher union representatives, Human Resources managers from school districts, and community organizations. This first iteration of plans for the dashboard focused primarily on teacher credentialing, placement, and retention. The Dashboard is intended to provide information on teacher workforce trends including training pipelines, teacher employment and retention, and employment trends for former teachers.
Proposed Law:
This bill requires the C2C managing entity, under the direction of the governing board, to create a teacher training and retention dashboard within the data system by January 1, 2026, providing information on the following:
- Trends regarding teacher training pipelines.
- Trends regarding teacher credentialing.
- Trends regarding teacher hiring and assignments.
- Trends regarding teacher retention.
- Trends regarding educator demographic data.
- Trends regarding teacher vacancies and mobility.
- Trends regarding participation in programs for addressing teacher shortages and teacher diversity, as specified.
This bill requires the California Department of Education (CDE) to annually collect data on award recipients, including assignment and demographic data, from the National Board for Professional Teaching Standards Certification Incentive Program. It also requires the CSAC to annually collect demographic data on award recipients from the Golden State Teacher Grant Program.
Staff Comments:
The C2C indicates that it is currently working to build a teacher training dashboard with data elements provided by data providers, some but not all of which are included in this bill. However, upon taking effect, C2C will need additional internal capacity to process and release a dashboard with significant additional data elements by the January 1, 2026 statutory deadline, which it anticipates will be absorbable.
The C2C also indicates it has an existing contract for the build of interactive prototypes, user interfaces, and visual design specifications for the external-facing data request system. However, it would need to amend or sign a new contract for the inclusion of the additional data elements required by SB 1391, which would be responsible for the ingestion, warehousing, and mastering of new data. The C2C estimates this cost to be $320,000 for the ingestion, validation, and mastering of new elements.
Further, the C2C has a project management contract for the display and timeline management of its data infrastructure construction. This contract exists through April of 2025. By including the January 1st, 2026 data, C2C would likely need to extend this contract through the end of calendar year 2026, resulting in additional costs of $195,000 for the design, display, and visualization of the new data elements.
-- END --
SENATE COMMITTEE ON EDUCATION
Senator Josh Newman, Chair
2023 - 2024 Regular
Bill No: Hearing Date: April 10, 2024
Author: | Rubio | ||
Version: |
| ||
Urgency: | Fiscal: | ||
Consultant: | |||
Subject: .
SUMMARY
This bill requires the Office of Cradle-to-Career (C2C) Data (managing entity) to create a teacher training and retention dashboard within the C2C data system by January 1, 2026.
BACKGROUND
Existing law:
- Establishes the C2C data system, intended to connect data on student progress through education, workforce training, employment, health and social services. Specifies that the data system shall support user-facing tools and services to students, educators, parents, and advisers. Specifies that the data system shall be subject to the Project Approval Lifecycle at the Department of Technology, and shall comply with state and federal privacy laws. Establishes the C2C managing entity until July 1, 2026. Establishes a governing board comprised of 21 members, including representatives from higher education, various state departments, eight members of the public appointed by the Governor and Legislature, and two representatives of the Legislature.
- Establishes the California Classified School Employee Teacher Credentialing Program, intended to address the state’s teacher shortage by supporting local educational agencies (LEAs) to recruit classified school employees into teaching careers and support their undergraduate education, professional teacher preparation, and certification as credentialed California teachers. In July 2021, the state appropriated $125 million to expand the California Classified School Employees Teacher Credentialing Program for another five years. Classified staff of LEAs participating in the program receive financial assistance for degree and credentialing-related expenses and other forms of individualized support to help them complete their undergraduate education, teacher preparation program, and transition to becoming credentialed teachers.
- Establishes the National Board for Professional Teaching Standards (NBPTS) Certification Incentive Program, awarding grants to school districts for the purpose of providing incentives to teachers who have attained certification from the NBPTS and agree to teach at a high-priority school for at least five years. Additionally, any teacher who initiates the process of pursuing a certification from NBPTS when teaching at a high-priority school is eligible to receive a candidate subsidy to cover the costs of seeking certification.
- Establishes the Golden State Teacher Grant Program, awarding up to $20,000 to students currently enrolled in a professional preparation program approved by the Commission on Teacher Credentialing (CTC) and working towards earning their preliminary teaching or pupil personnel services credential. Grant recipients commit to work at an eligible priority school or preschool for 4 years within 8 years of the date they complete their professional preparation program.
ANALYSIS
This bill:
- Requires the C2C managing entity, under the direction of the governing board, to create a teacher training and retention dashboard within the data system by January 1, 2026, providing information on the following:
- Trends regarding teacher training pipelines.
- Trends regarding teacher credentialing.
- Trends regarding teacher hiring and assignments.
- Trends regarding teacher retention.
- Trends regarding educator demographic data.
- Trends regarding teacher vacancies and mobility.
- Trends regarding participation in programs for addressing teacher shortages and teacher diversity, as appropriate, including, but not limited to, the Teacher Residency Grant Program, the California Classified School Employee Teacher Credentialing Program, the Golden State Teacher Grant Program, the National Board for Professional Teaching Standards Certification Incentive Program.
- Requires the California Department of Education to annually collect data on award recipients, including assignment and demographic data, from the National Board for Professional Teaching Standards Certification Incentive Program.
- Requires the California Student Aid Commission to annually collect demographic data on award recipients from the Golden State Teacher Grant Program.
STAFF COMMENTS
- Need for the bill. According to the author, “The state has invested in many promising teacher grant programs and this bill would provide the means to retrieve the data that is currently not being collected, including demographics, so that we can answer key questions about how they are affecting the teacher workforce. As a public school teacher for 17 years, I have witnessed the detrimental impact teacher shortages and high turnover rates have on both student achievement and the quality of the education students’ receive. Currently, there is no state body that can provide critical information to the public and policymakers to understand and address the shortage of teachers, show patterns of teacher diversity and mobility statewide, or reflect the impact of these programs. This critical bill will help foster a more diverse and equitable teacher workforce in California.”
- Cradle to Career Teacher Training and Retention Dashboard Background. The Teacher Training and Retention Dashboard (Dashboard) is a planned public dashboard of the C2C data system. The Dashboard will provide information on teacher workforce trends including training pipelines, teacher employment and retention, and employment trends for former teachers.
The Dashboard was first proposed as part of the C2C planning process in April 2021, with the scope jointly developed by the proposed data providers, with advice from an advisory group made up of data providers, teacher union representatives, Human Resources managers from school districts, and community organizations. This first iteration of plans for the dashboard focused primarily on teacher credentialing, placement, and retention.
The C2C governing board reviewed the proposed scope of the dashboard at its
February 2022 meeting, when partner agencies proposed expanding the scope to include information from the Employment Development Department about the earnings and industry of occupation for teacher candidates and people who leave positions in the California public schools, as well as information on the subjects in which students earned community college awards and bachelor’s degrees before entering a teacher training program. These expansions reflected recommendations from the advisory group that had met during the planning process.
In the summer of 2022, the C2C managing entity convened the Teacher Data Taskforce for the purpose of identifying ways to consistently calculate data points related to teacher preparation programs, teacher credentialing, teacher placement, and teacher retention. Because this dashboard would require data points that were not yet included in the list of data points C2C’s data partners will share, in fall 2022 the Governing Board tasked an ad hoc committee with clarifying the process to include additional data points in C2C’s data set, via updates to the C2C Governance Manual.
During the first quarter of 2023, the C2C managing entity worked with WestEd to interview potential dashboard users to identify key considerations for the design and to inform input at the spring Community Engagement Advisory Board and Data & Tools Advisory Board meetings.
- Learning Policy Institute (LPI) report. The LPI’s 2016 report, “Addressing California’s Emerging Teacher Shortage: An Analysis of Sources and Solutions” included the following summary: “After many years of teacher layoffs in California, school districts around the state are hiring again. With the influx of new K-12 funding, districts are looking to lower student-teacher ratios and reinstate classes and programs that were reduced or eliminated during the Great Recession. However, mounting evidence indicates that teacher supply has not kept pace with the increased demand.” The report included the following findings:
- Enrollment in educator preparation programs has dropped by more than 70 percent over the last decade.
- In 2014-15, provisional and short-term permits nearly tripled from the number issued two years earlier, growing from about 850 to more than 2,400.
- The number of teachers hired on substandard permits and credentials nearly doubled in the last two years, to more than 7,700 comprising a third of all the new credentials issued in 2014-15.
- Estimated teacher hires for the 2015-16 school year increased by 25 percent from the previous year, while enrollment in the University of California (UC) and California State University (CSU) teacher education programs increased by only about 3.8 percent.
The LPI report offered several policy recommendations for consideration, including the creation of more innovative pipelines into teaching.
- Legislative Analyst’s Office (LAO) assessment. As part of the Proposition 98 Education Analysis for the 2016-17 Governor’s Budget released in February 2016, the LAO included a section on teacher workforce trends in which it examined evidence for teacher shortages in specific areas, identified and assessed past policy responses to these shortages, and raised issues for the Legislature to consider going forward in terms of new policy responses. In the report, the LAO indicated that the statewide teacher market will help alleviate existing shortages over time and that the shortages may decrease without direct state action. However, the LAO noted there are perennial staffing difficulties in specific areas, such as special education, math, and science, for which they encouraged the Legislature to address with narrowly tailored policies rather than with broad statewide policies.
- Already weak teaching pipeline further damaged by COVID-19 education disruptions. A March 2021 report by the LPI raised concerns about the effects of the COVID-19 pandemic on the teacher shortage in California:
- Teacher shortages remain a critical problem. Most districts have found teachers to be in short supply, especially for math, science, special education, and bilingual education. Shortages are especially concerning as a return to in-person instruction will require even more teachers to accommodate physical distancing requirements. Most districts are filling hiring needs with teachers on substandard credentials and permits, reflecting a statewide trend of increasing reliance on underprepared teachers.
- Teacher pipeline problems are exacerbated by teacher testing policies and inadequate financial aid for completing preparation. Many districts attributed shortages to having a limited pool of fully credentialed applicants, with more than half reporting that testing requirements and lack of financial support for teacher education pose barriers to entry into teaching.
- Teacher workload and burnout are major concerns. The transition to online and hybrid learning models has had a steep learning curve and poses ongoing challenges that have been a primary contributor to some teachers’ decisions to retire earlier than previously planned. With district leaders estimating that teacher workloads have at least doubled, many were concerned that the stressors of managing the challenges of the pandemic on top of the challenges of an increased workload could lead to teacher burnout and increased turnover rates.
- Growing retirements and resignations further reduce supply. In some districts, retirements and resignations are contributing to shortages, while in others, these retirements and resignations offset the need for anticipated layoffs due to expected budget cuts this school year. District leaders anticipate higher retirement rates next year, which could exacerbate teacher shortages.
- Arguments in support. The Alameda County Office of Education writes, “Alameda County Office of Education is committed to strengthening the education workforce and removing barriers to equitable access to the teaching profession. Research shows that student outcomes improve when students are taught by a diverse body of educators. Alameda County Office of Education is developing innovative programs to attract and retain highly qualified education staff from diverse backgrounds.
“In 2023, the California Research Bureau released a report on the educator workforce to further evaluate the implementation and effectiveness of six teacher grant programs across the state. However, results from the report are unclear as to how these programs have altered the educator workforce.
“The shortage of qualified teachers in disadvantaged communities continues to be a challenge in California. Additionally, the demographic makeup of California’s teacher workforce is not reflective of the diversity of its student population. In 2018-19, the California Department of Education published statewide teacher demographic data that found, only 23 percent of California public school students identified as white, while 61 percent of teachers identified as white.”
SUPPORT
Teach Plus (sponsor)
Alameda County Office of Education
California Chamber of Commerce
California Charter Schools Association
Californians Together
Children Now
Create CA
Educators for Excellence - Los Angeles
EdVoice
Loyola Marymount University - the Center for Equity for English Learners
Northern California College Promise Coalition
Para Los Ninos
Public Advocates
The Education Trust - West
TNTP Reimagine Teaching
Voters of Tomorrow
OPPOSITION
None received
-- END --
Discussed in Hearing
1MIN
Assembly Floor
13MIN
Assembly Standing Committee on Higher Education
32SEC
Senate Standing Committee on Appropriations
Bill Author
