Existing law establishes the California Career Technical Education Incentive Grant Program, administered by the State Department of Education, with the purpose of encouraging, maintaining, and strengthening the delivery of high-quality career technical education programs. Existing law provides, for the 202122 fiscal year and each fiscal year thereafter, that $300,000,000 shall be available to the department, upon appropriation by the Legislature, for the program. Existing law requires an applicant to demonstrate a proportional dollar-for-dollar match and sets that amount for the 202122 fiscal year, and each fiscal year thereafter, at $2 for every $1 received from the program. Existing law prohibits an applicant from being awarded an amount higher than the amount that the allocation formula determines them to be eligible to receive under the program.

Existing law requires the Superintendent of Public Instruction, in administering the program, to perform specified duties, including, among other duties, to (1) determine, in collaboration with the executive director of the State Board of Education, and make public on a preliminary basis at least 30 days before a regularly scheduled meeting of the state board, the allocation formula, (2) distribute funding on a multiyear schedule, (3) require grant recipients to submit program reports, (4) manage the grant process, and (5) promote the success of K12 career technical education programs, as provided.

This bill would require the department, instead of the Superintendent, to perform the above-described duties. The bill would, for purposes of allocations commencing no later than the 202728 fiscal year and pursuant to the above-described requirements, also require the department to determine, in consultation with the executive director of the state board, a revised allocation formula that ensures that all funds appropriated for the program in any given fiscal year are fully allocated to program applicants in that fiscal year, as provided.

Existing law establishes the California Career Technical Education Incentive Grant Program, administered by the State Department of Education, with the purpose of encouraging, maintaining, and strengthening the delivery of high-quality career technical education programs. Existing law provides, for the 202122 fiscal year and each fiscal year thereafter, that $300,000,000 shall be available to the department, upon appropriation by the Legislature, for the program. Existing law requires an applicant to demonstrate a proportional dollar-for-dollar match and sets that amount for the 202122 fiscal year, and each fiscal year thereafter, at $2 for every $1 received from the program. Existing law prohibits an applicant from being awarded an amount higher than the amount that the allocation formula determines them to be eligible to receive under the program.

Existing law requires the Superintendent of Public Instruction, in administering the program, to perform specified duties, including, among other duties, to (1) determine, in collaboration with the executive director of the State Board of Education, and make public on a preliminary basis at least 30 days before a regularly scheduled meeting of the state board, the allocation formula, (2) distribute funding on a multiyear schedule, (3) require grant recipients to submit program reports, (4) manage the grant process, and (5) promote the success of K12 career technical education programs, as provided.

This bill would require the department, instead of the Superintendent, to perform the above-described duties. The bill would, for purposes of allocations commencing no later than the 202728 fiscal year and pursuant to the above-described requirements, also require the department to determine, in consultation with the executive director of the state board, a revised allocation formula that ensures that all funds appropriated for the program in any given fiscal year are fully allocated to program applicants in that fiscal year, as provided.

Existing law establishes the California Career Technical Education Incentive Grant Program, administered by the State Department of Education, with the purpose of encouraging, maintaining, and strengthening the delivery of high-quality career technical education programs. Existing law provides, for the 202122 fiscal year and each fiscal year thereafter, that $300,000,000 shall be available to the department, upon appropriation by the Legislature, for the program. Existing law requires an applicant to demonstrate a proportional dollar-for-dollar match and sets that amount for the 202122 fiscal year, and each fiscal year thereafter, at $2 for every $1 received from the program. Existing law prohibits an applicant from being awarded an amount higher than the amount that the allocation formula determines them to be eligible to receive under the program.

Existing law requires the Superintendent of Public Instruction Instruction, in administering the program, to perform specified duties, including, among other duties, to (1) determine, in collaboration with the executive director of the State Board of Education, and to make public on a preliminary basis at least 30 days before a regularly scheduled meeting of the state board, the allocation formula, specific funding amounts, the purposes for which grant funds may be used, allowable and nonallowable expenditures, and the number of grants to be awarded. Existing law requires that same information to also be provided in writing to the appropriate policy and fiscal committees of the Legislature, the Department of Finance, and the Governor within 30 days following final approval of the state board. formula, (2) distribute funding on a multiyear schedule, (3) require grant recipients to submit program reports, (4) manage the grant process, and (5) promote the success of K12 career technical education programs, as provided.

This bill would, would require the department, instead of the Superintendent, to perform the above-described duties. The bill would, for purposes of allocations commencing no later than the 202728 fiscal year and pursuant to the above-described requirements, also require the Superintendent department to determine, in consultation with the executive director of the state board, a revised allocation formula that ensures that all funds appropriated for the program in any given fiscal year are fully allocated to program applicants in that fiscal year. year, as provided.

Existing law establishes the California Career Technical Education Incentive Grant Program, administered by the State Department of Education, with the purpose of encouraging, maintaining, and strengthening the delivery of high-quality career technical education programs. Existing law provides, for the 202122 fiscal year and each fiscal year thereafter, that $300,000,000 shall be available to the department, upon appropriation by the Legislature, for the program. Existing law requires an applicant to demonstrate a proportional dollar-for-dollar match and sets that amount for the 202122 fiscal year, and each fiscal year thereafter, at $2 for every $1 received from the program. Existing law prohibits an applicant from being awarded an amount higher than the amount that the allocation formula determines them to be eligible to receive under the program.

Existing law requires the Superintendent of Public Instruction to determine, in collaboration with the executive director of the State Board of Education, and to make public on a preliminary basis at least 30 days before a regularly scheduled meeting of the state board, the allocation formula, specific funding amounts, the purposes for which grant funds may be used, allowable and nonallowable expenditures, and the number of grants to be awarded. Existing law requires that same information to also be provided in writing to the appropriate policy and fiscal committees of the Legislature, the Department of Finance, and the Governor within 30 days following final approval of the state board.

This bill would, for purposes of allocations commencing no later than the 202728 fiscal year and pursuant to the above-described requirements, require the Superintendent to determine, in consultation with the executive director of the state board, a revised allocation formula that ensures that all funds appropriated for the program in any given fiscal year are fully allocated to program applicants in that fiscal year.

CONCURRENCE IN SENATE AMENDMENTS

CSA1 Bill Id:AB 1590

Author:(Ransom)

As Amended Ver:August 13, 2026

Majority vote

SUMMARY

Requires the California Department of Education (CDE) beginning in 2027-28, to determine, in consultation with the executive director of the State Board of Education (SBE), a revised allocation formula for the Career Technical Education Incentive Grant Program (CTEIG) that ensures that all funds appropriated for the program in any given fiscal year are fully allocated to program applicants in that year to the maximum extent practicable.

Senate Amendments

1. Make technical corrections to replace ″Superintendent of Public Instruction″ with ″department″.
2. Add a co-author.

COMMENTS

Funding for CTEIG program going unused in spite of high demand. This bill would require the SPI, in consultation with the SBE, by the 2027-2028 fiscal year, to revise the CTEIG formula to ensure all funds appropriated are allocated for the purposes of CTE.

According to the author, over the past five years, nearly $120 million in state-approved CTEIG funding has gone unallocated due to a provision of the allocation formula which prohibits LEAs from receiving more than they are eligible to receive under the allocation formula. This has prevented otherwise qualified school districts from receiving full funding that would directly benefit students.

Career Technical Education Incentive Grant Program (CTEIG) was originally established in 2015 as a one-time investment of $900 million to cover a three-year span, and acted as a bridge for LEAs to support CTE programs until the Local Control Funding Formula (LCFF) was fully funded. It was created as a state education, economic, and workforce development initiative to provide students in kindergarten through grade twelve with the knowledge and skills necessary to transition from secondary education to postsecondary education and living-wage employment. The purpose of the program is to encourage, maintain, and strengthen the delivery of high-quality CTE programs. The program is administered by the CDE. In 2018, ongoing funding of $150 million for CTEIG was appropriated. In 2021, the annual funding for CTEIG was increased to $300 million.

Prior to the adoption of the LCFF, the state provided funding for CTE through a number of categorical programs, including the Regional Occupational Centers/Programs (ROC/P), which was funded at $400 million at the time. This funding was folded into the Local Control Funding Formula (LCFF), increasing the LCFF base rate for high schools by 2.6%.

Grants are awarded under the CTEIG program by CDE, in consultation with the SBE, in response to applications submitted by LEAs outlining the ways in which they meet the statutorily defined requirements, including a 2:1 match of local to state funding.

According to the Author

The author states, ″Career Technical Education programs are essential in exposing students to a wide range of career pathways, preparing them with practical, workforce-ready skills, and offering specialized coursework that support both career readiness and access to higher education. Unfortunately, nearly $120 million in state-approved CTE funding has not reached our students due to a broken funding formula. AB 1590 requires the Superintendent of Public Instruction and the State Board of Education to fix this formula to ensure that when the state appropriates funding for CTE, all those dollars go directly to students.″

Arguments in Support

The Coalition for Career Technical Education in California writes, ″Quality career technical education courses and pathways are a critical part of the comprehensive high school curriculum. Such courses have been demonstrated to increase the engagement of students in their education and to help prepare them for success in college and careers.

Unfortunately, a bureaucratic impasse regarding the CTE Incentive Grant (CTEIG) program has resulted in tens of millions of dollars in available funding not being allocated to school districts to support CTE classes for students. AB 1590 would directly address this problem by requiring the state agencies to adopt and implement a formula that allocates all the state-approved funding to local schools.″

Arguments in Opposition

None on file.

FISCAL COMMENTS

According to the Senate Appropriations Committee, this bill is not expected to result in additional Proposition 98 General Fund costs to the state. Additionally, the California Department of Education (CDE) indicates that any workload costs would be minor and absorbable.

VOTES:

ASM EDUCATION: 8-0-0

YES: Patel, Hoover, Alvarez, Bonta, Castillo, Garcia, Lowenthal, Zbur

ASM APPROPRIATIONS: 14-0-1

YES: Wicks, Hoover, Aguiar-Curry, Caloza, Dixon, Fong, Mark González, Krell, Pacheco, Pellerin, Sharp-Collins, Solache, Ta, Tangipa

ABS, ABST OR NV: Arambula

ASSEMBLY FLOOR: 77-0-3

YES: Addis, Aguiar-Curry, Ahrens, Alanis, Alvarez, Ávila Farías, Bains, Bauer-Kahan, Bennett, Berman, Boerner, Bonta, Bryan, Calderon, Caloza, Carrillo, Castillo, Chen, Connolly, Davies, DeMaio, Dixon, Elhawary, Ellis, Fong, Gabriel, Gallagher, Garcia, Gipson, Jeff Gonzalez, Mark González, Hadwick, Haney, Harabedian, Hart, Hoover, Irwin, Jackson, Johnson, Kalra, Krell, Lackey, Lee, Lowenthal, Macedo, McKinnor, Muratsuchi, Nguyen, Ortega, Pacheco, Papan, Patel, Patterson, Pellerin, Petrie-Norris, Quirk-Silva, Ramos, Ransom, Michelle Rodriguez, Rogers, Blanca Rubio, Sanchez, Schiavo, Schultz, Sharp-Collins, Solache, Soria, Stefani, Ta, Tangipa, Valencia, Wallis, Ward, Wicks, Wilson, Zbur, Rivas

ABS, ABST OR NV: Arambula, Flora, Celeste Rodriguez

UPDATED

VERSION: August 13, 2026

CONSULTANT: Debbie Look / ED. / (916) 319-2087 FN: 0004242

 THIRD READING  

Bill No: AB 1590

Author: Ransom (D), et al.

Introduced: 8/13/26 in Senate

Vote: 21

SENATE EDUCATION COMMITTEE: 7-0, 6/10/26

AYES: Pérez, Ochoa Bogh, Cabaldon, Choi, Cortese, Menjivar, Reyes

SENATE APPROPRIATIONS COMMITTEE: 7-0, 8/13/26

AYES: Cervantes, Seyarto, Cabaldon, Dahle, Grayson, Richardson, Wahab

ASSEMBLY FLOOR: 77-0, 5/14/26 (Consent) - See last page for vote

SUBJECT: California Career Technical Education Incentive Grant Program: revised allocation formula

SOURCE: Career Technical Education Coalition

DIGEST:

This bill requires the California Department of Education (CDE), in consultation with the Executive Director of the State Board of Education (SBE), to revise the California Career Technical Education Incentive Grant (CTEIG) allocation formula no later than the 2027-28 fiscal year to ensure that all funds appropriated for the program are fully allocated in the fiscal year in which the funds are appropriated, to the maximum extent practicable.

ANALYSIS:

Existing law:

1. Establishes the CTEIG Program as a state education, economic, and workforce development initiative intended to encourage, maintain, and strengthen the delivery of high-quality career technical education (CTE) programs. (Education Code (EC) § 53070)
2. Provides an ongoing appropriation of $300 million annually for the CTEIG program beginning in the 2021-22 fiscal year, subject to appropriation by the Legislature, and specifies that funding be distributed among small, medium, and large applicants based on average daily attendance (ADA). (EC § 53070)
3. Requires applicants to provide a local match of $2 for every $1 received from the program and prohibits an applicant from receiving an amount greater than the amount determined by the allocation formula. (EC § 53071)
4. Requires applicants to demonstrate that their CTE programs meet specified minimum eligibility standards, including high-quality curriculum and instruction, work-based learning opportunities, student support services, labor market alignment, industry partnerships, pathways to postsecondary education and employment, access for students with exceptional needs, and annual data reporting. (EC § 53071)
5. Requires the California Department of Education (CDE), in consultation with the Executive Director of the SBE, to give positive consideration to applicants serving unduplicated pupils, students with higher-than-average dropout rates, applicants in areas of high unemployment, regional programs operated by county offices of education or joint powers authorities, and applicants demonstrating regional collaboration, industry engagement, and infrastructure investment. (EC § 53075)
6. Requires the Superintendent of Public Instruction (SPI), in collaboration with the Executive Director of the SBE, to determine and publicly release the CTEIG allocation formula, allowable expenditures, funding amounts, and number of grants to be awarded. (EC § 53076)
7. Establishes the K-12 Strong Workforce Program, administered by the California Community Colleges Chancellor’s Office, to support regional CTE and workforce alignment efforts. (EC § 88827)
8. Establishes the Golden State Pathways Program to support the development and implementation of college and career pathways in high-wage, high-skill, and high-growth industry sectors. (EC § 53020)

This bill requires CDE, in consultation with the Executive Director of the SBE, to revise the CTEIG allocation formula no later than the 2027-28 fiscal year to ensure that all funds appropriated for the program are fully allocated in the fiscal year in which the funds are appropriated, to the maximum extent practicable.

Comments

1. Need for the bill. According to the author, “Career Technical Education programs are essential in exposing students to a wide range of career pathways, preparing them with practical, workforce-ready skills, and offering specialized coursework that support both career readiness and access to higher education. Unfortunately, nearly $120 million in state-approved CTE funding has not reached our students due to a broken funding formula. AB 1590 requires the Superintendent of Public Instruction and the State Board of Education to fix this formula to ensure that when the state appropriates funding for CTE, all those dollars go directly to students.”
2. This bill appears to respond to growing frustration regarding unallocated CTEIG funds. This bill is intended to address longstanding concerns from local educational agencies (LEAs), county offices of education, regional occupational programs, and other CTE stakeholders that significant amounts of appropriated CTEIG funding have gone unallocated despite strong statewide demand for CTE investments. According to the author and supporters, nearly $120 million in appropriated funding remained unawarded over recent grant cycles due to limitations within the allocation methodology currently used by the CDE.

The concern underlying this bill appears to stem less from insufficient applicant demand than from the interaction between the formula-generated entitlement amount and the program’s required local match. Historically, applicants have been effectively funded based on the lesser of: (1) the amount generated by the allocation formula; or (2) the amount supported by the applicant’s available local match. In instances where an applicant’s available match has been lower than its calculated entitlement, the remaining entitlement capacity has not been redistributed to other applicants with unused match capacity, resulting in carryover balances and subsequent funding rounds.

1. Existing law provides broad authority over the allocation formula, but also establishes guardrails. Existing law grants CDE, in consultation with the Executive Director of the SBE, substantial discretion to determine the CTEIG allocation formula. At the same time, statute establishes several significant parameters around the program, including the required 2:1 local match, the distribution of funds among small, medium, and large applicants, minimum eligibility standards, and required “positive consideration” factors favoring high-need and regionally collaborative applicants.

This bill does not prescribe a specific revised methodology. Instead, it establishes an outcome-oriented requirement that all appropriated funds be allocated within the fiscal year in which they are appropriated. As a result, the bill raises an important policy and legal question regarding the extent to which existing law already provides CDE sufficient authority to revise the methodology in a manner that fully allocates available funds absent additional statutory changes.

1. Potential administrative changes may partially address the concerns raised by this bill. Since the introduction of this measure, CDE has been evaluating revisions to the CTEIG allocation methodology intended to reduce or eliminate the carryover balances that have occurred in recent funding rounds. The recently released Round 12 Request for Applications states that the allocation methodology for the upcoming cycle will “slightly differ” from prior years and further states that the CDE “anticipates allocating all available funds in a single funding round.”

According to CDE, the Round 12 allocation methodology differs from prior years in two significant ways. First, the methodology proportionally allocates an applicant’s unduplicated pupil count (UPC) based on the percentage of ADA attributed to an individual application versus a consortium application. Second, where an applicant’s available local match is less than the amount generated by the allocation formula, funding that would otherwise remain unallocated is redistributed among other applicants with remaining match capacity. According to CDE, these changes are anticipated to allow all available program funds to be allocated in a single funding round.

To the extent the CDE is able to implement a methodology that consistently allocates the full annual appropriation within existing statutory authority, this bill may not be necessary. At the same time, proponents may argue that codifying the expectation that all appropriated funds be fully allocated each fiscal year would help ensure that future administrations continue prioritizing full allocation of available CTEIG funding.

1. Bill reflects a broader statewide focus on workforce development and career readiness. This measure aligns with ongoing state efforts to strengthen college and career pathways, improve alignment between TK-12 education and workforce needs, and expand access to work-based learning opportunities. As noted in the Governor’s Master Plan for Career Education stakeholder discussions, stakeholders identified fragmented and inconsistent funding streams as a major challenge to sustaining high-quality CTE pathways and workforce partnerships over time.

CTE coursework has also been associated with improved educational and workforce outcomes, including higher graduation rates, improved postsecondary participation, and stronger employment outcomes, particularly for historically underserved student populations. In that context, supporters argue that ensuring existing CTEIG appropriations consistently reach LEAs and students is an important component of the state’s broader workforce and economic development goals.

1. CTEIG operates within a broader landscape of CTE funding streams. While concerns regarding unallocated CTEIG funds are significant, CTEIG is one of several major state and federal funding streams supporting CTE programs. LEAs may also support CTE programs using Local Control Funding Formula (LCFF) base funding, Perkins V funds, the K-12 Strong Workforce Program, Golden State Pathways grants, California Partnership Academies, Agricultural Career Technical Education Incentive Grants, and various local or regional workforce initiatives.

Nevertheless, because CTEIG remains one of the state’s largest ongoing dedicated K-12 CTE funding sources, stakeholders argue that persistent carryover balances undermine both the practical and symbolic value of the state’s continued investment in workforce preparation and career readiness.

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

According to the Senate Appropriations Committee:

This bill is not expected to result in additional Proposition 98 General Fund costs to the state. Additionally, the California Department of Education (CDE) indicates that any workload costs would be minor and absorbable.

SUPPORT: (Verified 8/13/26)

Career Technical Education Joint Powers Authority Coalition (source)
aiEDU
Alameda County Office of Education
Amador County Unified School District
Association of California School Administrators
Baldy View Regional Occupational Program
California Charter Schools Association
California County Superintendents
California High School District Coalition
California Legislative Women’s Caucus
California New Car Dealers Association
CAROCP - the Association of Career and College Readiness Organizations
Central Valley Education Coalition
Chaffey Joint Union High School District
Coalition for Career Technical Education
Coastline Regional Occupational Program
Contra Costa County Office of Education
Desert Sands Unified School District
Educational Results Partnership
El Monte Union High School District
Fullerton Joint Union High School District
Glenn County Office of Education
Grossmont Union High School District
Huntington Beach Union High School District
John Muir Charter Schools
LA Educ Corps
Lake County Office of Education
Manteca Unified School District
Mission Valley ROP
Mountain Desert Career Pathways Joint Powers Authority
Murrieta Valley Unified School District
Napa County Office of Education
Nevada Joint Union High School District
Northern Humboldt Union High School District
Orange County Department of Education
San Benito High School District
San Bernardino County District Advocates for Better Schools
San Diego Unified School District
San Gabriel Valley Regional Occupational Program
San Joaquin County Office of Education
Shasta-Trinity Regional Occupational Program
SIATech High Schools
Small School Districts Association
Sutter County Superintendent of Schools
Tri-Cities Regional Occupational Program
Valley Regional Occupational Program
Wheatland Union High School District
YouthBuild Charter School of California

OPPOSITION: (Verified 8/13/26)

None received

ASSEMBLY FLOOR: 77-0, 5/14/26

AYES: Addis, Aguiar-Curry, Ahrens, Alanis, Alvarez, Ávila Farías, Bains, Bauer-Kahan, Bennett, Berman, Boerner, Bonta, Bryan, Calderon, Caloza, Carrillo, Castillo, Chen, Connolly, Davies, DeMaio, Dixon, Elhawary, Ellis, Fong, Gabriel, Gallagher, Garcia, Gipson, Jeff Gonzalez, Mark González, Hadwick, Haney, Harabedian, Hart, Hoover, Irwin, Jackson, Johnson, Kalra, Krell, Lackey, Lee, Lowenthal, Macedo, McKinnor, Muratsuchi, Nguyen, Ortega, Pacheco, Papan, Patel, Patterson, Pellerin, Petrie-Norris, Quirk-Silva, Ramos, Ransom, Michelle Rodriguez, Rogers, Blanca Rubio, Sanchez, Schiavo, Schultz, Sharp-Collins, Solache, Soria, Stefani, Ta, Tangipa, Valencia, Wallis, Ward, Wicks, Wilson, Zbur, Rivas

NO VOTE RECORDED: Arambula, Flora, Celeste Rodriguez

Prepared by: Ian Johnson / ED. / (916) 651-4105

8/17/26 10:38:02

**** END ****

SENATE COMMITTEE ON

Senator Sabrina Cervantes, Chair

2025 - 2026 Regular Session

AB 1590 (Ransom) - California Career Technical Education Incentive Grant Program: revised allocation formula

Bill Summary:

This bill requires the Superintendent of Public Instruction (SPI) to revise the California Career Technical Education Incentive Grant (CTEIG) allocation formula no later than the 2027-28 fiscal year to ensure that all funds appropriated for the program are fully allocated in the year in which they are appropriated.

*********** ANALYSIS ADDENDUM – SUSPENSE FILE ***********

The following information is revised to reflect amendments

adopted by the committee on August 13, 2026

Fiscal Impact:

This bill is not expected to result in additional Proposition 98 General Fund costs to the state. Additionally, the California Department of Education (CDE) indicates that any workload costs would be minor and absorbable.

Author Amendments:

Make clarifying changes.

-- END --

SENATE COMMITTEE ON

Senator Sabrina Cervantes, Chair

2025 - 2026 Regular Session

AB 1590 (Ransom) - California Career Technical Education Incentive Grant Program: revised allocation formula

Bill Summary:

This bill requires the Superintendent of Public Instruction (SPI) to revise the California Career Technical Education Incentive Grant (CTEIG) allocation formula no later than the 2027-28 fiscal year to ensure that all funds appropriated for the program are fully allocated in the year in which they are appropriated.

Fiscal Impact:

• This bill could result in forgone savings in the tens of millions of dollars each year that would otherwise revert to the Proposition 98 General Fund and reappropriated for other K-14 educational purposes. Based on grant award data from CDE, there has been about $102.5 million in savings from the CTEIG from 2021-22 to 2023-24.
• The California Department of Education (CDE) estimates General Fund costs of $494,000 each year and 2.0 positions to comply with the bill’s requirements.

Background:

Existing law establishes the CTEIG Program as a state education, economic, and workforce development initiative intended to encourage, maintain, and strengthen the delivery of high-quality career technical education (CTE) programs. It requires applicants to provide a local match of $2 for every $1 received from the program and prohibits an applicant from receiving an amount greater than the amount determined by the allocation formula.

Existing law requires applicants to demonstrate that their CTE programs meet specified minimum eligibility standards, including high-quality curriculum and instruction, work-based learning opportunities, student support services, labor market alignment, industry partnerships, pathways to postsecondary education and employment, access for students with exceptional needs, and annual data reporting.

Existing law requires the CDE, in consultation with the Executive Director of the SBE, to give positive consideration to applicants serving unduplicated pupils, students with higher-than-average dropout rates, applicants in areas of high unemployment, regional programs operated by county offices of education or joint powers authorities, and applicants demonstrating regional collaboration, industry engagement, and infrastructure investment.

Existing law requires the SPI, in collaboration with the Executive Director of the SBE, to determine and publicly release the CTEIG allocation formula, allowable expenditures, funding amounts, and number of grants to be awarded.

Proposed Law:

This bill requires the SPI, in consultation with the Executive Director of the SBE, to revise the CTEIG allocation formula no later than the 2027-28 fiscal year to ensure that all funds appropriated for the program are fully allocated in the fiscal year in which the funds are appropriated.

Related Legislation:

AB 1694 (Carrillo, 2026) revises the CTEIG program by requiring renewal grants for prior grantees for up to three additional years, reserving up to 90% of annual funding for renewal applicants beginning in the 2026-27 fiscal year, deleting the prohibition against applicants receiving awards above the amount generated by the allocation formula, and authorizing the SPI to cease or recover funding if specified program requirements are not met. The bill is scheduled to be heard in this committee on June 29, 2026.

Staff Comments:

This bill is intended to address longstanding concerns from local educational agencies, regional occupational programs, and other CTE stakeholders that significant amounts of appropriated CTEIG funding have gone unallocated despite strong statewide demand for CTE investments. According to the author, “Career Technical Education programs are essential in exposing students to a wide range of career pathways, preparing them with practical, workforce-ready skills, and offering specialized coursework that support both career readiness and access to higher education. Unfortunately, nearly $120 million in state-approved CTE funding has not reached our students due to a broken funding formula. AB 1590 requires the Superintendent of Public Instruction and the State Board of Education to fix this formula to ensure that when the state appropriates funding for CTE, all those dollars go directly to students.”

-- END --

SENATE COMMITTEE ON EDUCATION

Senator Sasha Renée Pérez, Chair

2025 - 2026 Regular

Bill No: Hearing Date: June 10, 2026

Subject:

SUMMARY

This bill requires the Superintendent of Public Instruction (SPI), in consultation with the Executive Director of the State Board of Education (SBE), to revise the California Career Technical Education Incentive Grant (CTEIG) allocation formula no later than the 2027-28 fiscal year to ensure that all funds appropriated for the program are fully allocated in the fiscal year in which the funds are appropriated.

BACKGROUND

Existing law:

1. Establishes the CTEIG Program as a state education, economic, and workforce development initiative intended to encourage, maintain, and strengthen the delivery of high-quality career technical education (CTE) programs. (Education Code (EC) § 53070)
2. Provides an ongoing appropriation of $300 million annually for the CTEIG program beginning in the 2021-22 fiscal year, subject to appropriation by the Legislature, and specifies that funding be distributed among small, medium, and large applicants based on average daily attendance (ADA). (EC § 53070)
3. Requires applicants to provide a local match of $2 for every $1 received from the program and prohibits an applicant from receiving an amount greater than the amount determined by the allocation formula. (EC § 53071)
4. Requires applicants to demonstrate that their CTE programs meet specified minimum eligibility standards, including high-quality curriculum and instruction, work-based learning opportunities, student support services, labor market alignment, industry partnerships, pathways to postsecondary education and employment, access for students with exceptional needs, and annual data reporting. (EC § 53071)
5. Requires the California Department of Education (CDE), in consultation with the Executive Director of the SBE, to give positive consideration to applicants serving unduplicated pupils, students with higher-than-average dropout rates, applicants in areas of high unemployment, regional programs operated by county offices of education or joint powers authorities, and applicants demonstrating regional collaboration, industry engagement, and infrastructure investment. (EC § 53075)
6. Requires the SPI, in collaboration with the Executive Director of the SBE, to determine and publicly release the CTEIG allocation formula, allowable expenditures, funding amounts, and number of grants to be awarded. (EC § 53076)
7. Establishes the K-12 Strong Workforce Program, administered by the California Community Colleges Chancellor’s Office, to support regional CTE and workforce alignment efforts. (EC § 88827)
8. Establishes the Golden State Pathways Program to support the development and implementation of college and career pathways in high-wage, high-skill, and high-growth industry sectors. (EC § 53020)

ANALYSIS

This bill requires the SPI, in consultation with the Executive Director of the SBE, to revise the CTEIG allocation formula no later than the 2027-28 fiscal year to ensure that all funds appropriated for the program are fully allocated in the fiscal year in which the funds are appropriated.

STAFF COMMENTS

1. Need for the bill. According to the author, “Career Technical Education programs are essential in exposing students to a wide range of career pathways, preparing them with practical, workforce-ready skills, and offering specialized coursework that support both career readiness and access to higher education. Unfortunately, nearly $120 million in state-approved CTE funding has not reached our students due to a broken funding formula. AB 1590 requires the Superintendent of Public Instruction and the State Board of Education to fix this formula to ensure that when the state appropriates funding for CTE, all those dollars go directly to students.”
2. This bill appears to respond to growing frustration regarding unallocated CTEIG funds. This bill is intended to address longstanding concerns from local educational agencies (LEAs), county offices of education, regional occupational programs, and other CTE stakeholders that significant amounts of appropriated CTEIG funding have gone unallocated despite strong statewide demand for CTE investments. According to the author and supporters, nearly $120 million in appropriated funding remained unawarded over recent grant cycles due to limitations within the allocation methodology currently used by the CDE.

The concern underlying this bill appears to stem less from insufficient applicant demand than from the interaction between the formula-generated entitlement amount and the program’s required local match. Under current practice, applicants are effectively funded based on the lesser of: (1) the amount generated by the allocation formula; or (2) the amount supported by the applicant’s available local match. In instances where an applicant’s available match is lower than its calculated entitlement, the remaining entitlement capacity may not be redistributed to other applicants with unused match capacity, resulting in carryover balances and subsequent funding rounds.

1. Existing law provides broad authority over the allocation formula, but also establishes guardrails. Existing law grants the SPI, in consultation with the Executive Director of the SBE, substantial discretion to determine the CTEIG allocation formula. At the same time, statute establishes several significant parameters around the program, including the required 2:1 local match, the distribution of funds among small, medium, and large applicants, minimum eligibility standards, and required “positive consideration” factors favoring high-need and regionally collaborative applicants.

This bill does not prescribe a specific revised methodology. Instead, it establishes an outcome-oriented requirement that all appropriated funds be allocated within the fiscal year in which they are appropriated. As a result, the bill raises an important policy and legal question regarding the extent to which existing law already provides CDE sufficient authority to revise the methodology in a manner that fully allocates available funds absent additional statutory changes.

1. Potential administrative changes may partially address the concerns raised by this bill. Since the introduction of this measure, the CDE has been evaluating revisions to the CTEIG allocation methodology intended to reduce or eliminate the carryover balances that have occurred in recent funding rounds. The recently released Round 12 Request for Applications states that the allocation methodology for the upcoming cycle will “slightly differ” from prior years and further states that the CDE “anticipates allocating all available funds in a single funding round.”

According to CDE, the Round 12 allocation methodology differs from prior years in two significant ways. First, the methodology proportionally allocates an applicant’s unduplicated pupil count (UPC) based on the percentage of ADA attributed to an individual application versus a consortium application. Second, where an applicant’s available local match is less than the amount generated by the allocation formula, funding that would otherwise remain unallocated is redistributed among other applicants with remaining match capacity. According to CDE, these changes are anticipated to allow all available program funds to be allocated in a single funding round.

To the extent the CDE is able to implement a methodology that consistently allocates the full annual appropriation within existing statutory authority, this bill may not be necessary. At the same time, proponents may argue that codifying the expectation that all appropriated funds be fully allocated each fiscal year would help ensure that future administrations continue prioritizing full allocation of available CTEIG funding.

1. Bill reflects a broader statewide focus on workforce development and career readiness. This measure aligns with ongoing state efforts to strengthen college and career pathways, improve alignment between TK-12 education and workforce needs, and expand access to work-based learning opportunities. As noted in the Governor’s Master Plan for Career Education stakeholder discussions, stakeholders identified fragmented and inconsistent funding streams as a major challenge to sustaining high-quality CTE pathways and workforce partnerships over time.

CTE coursework has also been associated with improved educational and workforce outcomes, including higher graduation rates, improved postsecondary participation, and stronger employment outcomes, particularly for historically underserved student populations. In that context, supporters argue that ensuring existing CTEIG appropriations consistently reach LEAs and students is an important component of the state’s broader workforce and economic development goals.

1. CTEIG operates within a broader landscape of CTE funding streams. While concerns regarding unallocated CTEIG funds are significant, CTEIG is one of several major state and federal funding streams supporting CTE programs. LEAs may also support CTE programs using Local Control Funding Formula (LCFF) base funding, Perkins V funds, the K-12 Strong Workforce Program, Golden State Pathways grants, California Partnership Academies, Agricultural Career Technical Education Incentive Grants, and various local or regional workforce initiatives.

Nevertheless, because CTEIG remains one of the state’s largest ongoing dedicated K-12 CTE funding sources, stakeholders argue that persistent carryover balances undermine both the practical and symbolic value of the state’s continued investment in workforce preparation and career readiness.

SUPPORT

aiEDU
Alameda County Office of Education
Amador County Unified School District
Association of California School Administrators
Baldy View Regional Occupational Program
California County Superintendents
California High School District Coalition
Career Technical Education Joint Powers Authority Coalition
CAROCP - the Association of Career and College Readiness Organizations
Central Valley Education Coalition
Chaffey Joint Union High School District
Coalition for Career Technical Education
Coastline Regional Occupational Program
Contra Costa County Office of Education
Desert Sands Unified School District
Educational Results Partnership
El Monte Union High School District
Fullerton Joint Union High School District
Glenn County Office of Education
Grossmont Union High School District
Huntington Beach Union High School District
Lake County Office of Education
Mission Valley ROP
Mountain Desert Career Pathways Joint Powers Authority
Napa County Office of Education
Nevada Joint Union High School District
Northern Humboldt Union High School District
Orange County Department of Education
San Benito High School District
San Bernardino County District Advocates for Better Schools
San Diego Unified School District
San Gabriel Valley Regional Occupational Program
Shasta-Trinity Regional Occupational Program
Small School Districts Association
Tri-Cities Regional Occupational Program
Valley Regional Occupational Program

OPPOSITION

None received

-- END --

Date of Hearing: May 6, 2026

ASSEMBLY COMMITTEE ON APPROPRIATIONS

Buffy Wicks, Chair

ABPCA Bill Id:AB 1590

Author:(Ransom) – As Introduced Ver:January 15, 2026

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

SUMMARY:

This bill requires, not later than the 2027-28 fiscal year, the State Superintendent of Public Instruction (SSPI) to determine, in consultation with the State Board of Education (SBE) a revised Career Technical Incentive Grant (CTEIG) allocation formula ensuring all funds appropriated for the program in a given fiscal year are fully allocated within that fiscal year.

FISCAL EFFECT:

Minor and absorbable costs to the California Department of Education (CDE).

COMMENTS:

1. Purpose. According to the author:

Unfortunately, nearly $120 million in state-approved CTE funding has not reached our students due to a broken funding formula. AB 1590 requires the Superintendent of Public Instruction and the State Board of Education to fix this formula to ensure that when the state appropriates funding for CTE, all those dollars go directly to students.

1. Background. Limited State Funding Earmarked for CTE. Originally established in 2015 as a one-time investment of $900 million to cover a three-year span, CTEIG is a state education, economic, and workforce development initiative providing students in kindergarten through grade twelve with the knowledge and skills necessary to transition from secondary education to postsecondary education and living-wage employment. The CDE administers the program, in consultation with the SBE. LEAs submit applications outlining the ways in which they meet the statutorily defined requirements, including a two-to-one match of local to state funding. In 2018, the Legislature appropriated ongoing funding of $150 million for CTEIG and increased the annual funding amount to $300 million, effective 2021. Additionally, the California Community Colleges Chancellor’s Office administers the Strong Workforce Program, with $150 million appropriated annually for K-12 LEAs to compete for regionally across eight regional consortia to fund CTE programs and pathways aligned with industry needs.

Prior to the adoption of the LCFF, the state provided funding for CTE through a number of categorical programs, including $400 million for the Regional Occupational Centers/Programs (ROC/P). In 2013 the Local Control Funding Formula (LCFF) folded this funding into LEA base funding amounts, permanently making the funding discretionary and available for other K-12 priorities. However, the LCFF does include a base grant rate adjustment for the high school grade span (grades 9 through 12) of 2.6%, an acknowledgment that most CTE course offerings are for high school students. While the state provides limited earmarked funding for K-12 CTE programs, it provides nearly double the amount of funding to LEAs in fiscal year 2024-25 than it provided in 2013-14 through the LCFF ($42.6 billion compared to an estimated $80.5 billion) and the LCFF’s accountability system provides discretion for LEAs to determine how best to meet the needs of their communities, including providing CTE coursework, if desired.

Savings Available from Prior Years’ Allocations. According to grant award data from the CDE, as of April, 2025, of the total of $900 million in CTEIG funds appropriated between fiscal years 2021-22 and 2023-24, the CDE identified $102.5 million in carryover savings. CDE then returns these savings to the Proposition 98 General Fund re-appropriation account which the Legislature appropriated for another K-12 education purpose. However, much of these returned funds under the CTEIG are a symptom of the statutory formula limiting a grant recipient’s allocation to no more than the formula calculates even when a recipient has additional matching funds beyond that amount. This bill requires the SSPI to revise, in consultation with the executive director of the SBE, a formula that ensures all appropriated funds for the CTEIG in any given fiscal year are fully allocated to applicants in that fiscal year.

1. Related Legislation. AB 1694 (Carrillo), of the current legislative session, would allow a CTEIG grant recipient to automatically continue receiving grant funds for up to four years total, allows a grant recipient to receive funding above the statutory formula, and requires the SSPI to recover grant funds from LEAs out of compliance with specified requirements. AB 1694 is pending hearing in this committee.

AB 401 (Muratsuchi), of the current legislative session, would have applied an annual cost-of-living adjustment (COLA) to the CTEIG, subject to an appropriation, allowed a grant recipient to automatically continue receiving grant funds for up to four years total, and required the State Superintendent of Public Instruction (SSPI) to recover grant funds from LEAs out of compliance with specified requirements. AB 401 was held in this committee.

Analysis Prepared by: Aaron Heredia / APPR. / (916) 319-2081

Date of Hearing:

ASSEMBLY COMMITTEE ON

Darshana Patel, Chair

ABPCA Bill Id: (

Author:) – As Ver:

SUBJECT:

SUMMARY: Requires the Superintendent of Public Instruction (SPI) to determine, in consultation with the executive director of the State Board of Education (SBE), a revised allocation formula for the Career Technical Education Incentive Grant Program (CTEIG) that ensures that all funds appropriated for the program in any given fiscal year are fully allocated to program applicants in that fiscal year. Specifically, this bill:

1. Requires the SPI to determine, in consultation with the executive director of the SBE, a revised allocation formula for the CTEIG program that ensures that all funds appropriated for the program in any given fiscal year are fully allocated to program applicants in that fiscal year.

EXISTING LAW:

1. Authorizes the CTEIG Program as a state education, economic, and workforce development initiative with the goal of providing students in kindergarten through 12th grade with the knowledge and skills necessary to transition to employment and postsecondary education, and:
2. Identifies the purpose of the competitive CTEIG program as the encouragement and maintenance of the delivery of career technical education (CTE) programs by school districts and charter schools.
3. Appropriates funding for the CTEIG program as follows: $400 million for 2015-16; $300 million for 2016-17; $200 million for 2017-18; and $150 million per year for 2018-19 to 2020-21; and $300 million per year beginning in the 2021-22 fiscal year and every year thereafter.
4. Specifies the distribution of the funds appropriated by school size as follows: 4% to applicants with an average daily attendance (ADA) of 140 or less; 8% to applicants with an ADA of 141 to 550; and 88% to applicants with an ADA of more than 550. (Education Code (EC) 53070)
5. Requires that applicants demonstrate the ability to provide local matching funds as follows:
6. $1.00 for every $1 received in 2015-16;
7. $1.50 for every $1 received in 2016-17;
8. $2.00 for every $1 received in 2017-18, and each fiscal year thereafter; and
9. As of July 1, 2021, requires the proportional match to be encumbered in the fiscal year for which the applicant is applying for a grant under the program. (EC 53071)
10. Requires applicants for the CTEIG Program to demonstrate that their CTE programs provide all of the following to meet minimum eligibility standards:
11. High-quality curriculum and instruction aligned with the California CTE Model Curriculum Standards, including a coherent sequence of CTE courses that enable students to transition to postsecondary education programs, that lead to a career pathway or attain employment or industry certification upon graduation from high school, including programs that integrate academic and CTE and that offer the opportunity for participants to prepare for postsecondary enrollment and to earn postsecondary credits through Advanced Placement courses, International Baccalaureate courses, or dual enrollment opportunities;
12. Career exploration, guidance, and a continuum of work-based learning opportunities aligned with academic coursework, which may include paid internships;
13. Student support services, including counseling and leadership development to address students’ social, emotional, career, and academic needs;
14. System alignment, coherence, and articulation with postsecondary institutions, allowing for dual enrollment opportunities;
15. Ongoing and meaningful industry and labor partnerships, evidenced by written agreements and through participation on advisory committees and collaboration with business and labor organizations to provide opportunities for students to gain access to pre-apprenticeships, internships, industry certifications, and work-based learning opportunities, as well as opportunities for industry to provide input to the CTE programs and curriculum;
16. Opportunities for students to participate in after-school, extended day, and out-of-school internships, competitions, leadership development opportunities, and other work-based learning opportunities;
17. Connection to regional or local labor market demands and a focus on current or emerging high-skill, high-wage, or high-demand occupations, and is informed by the regional plan of the local SWP consortium;
18. Pathway to an industry-recognized credential or certificate, or appropriate postsecondary education or training, employment, or a postsecondary degree;
19. Staffing by skilled teachers or faculty and the provision of professional development opportunities for any teachers or faculty members supporting students in those programs;
20. Opportunities for students with exceptional needs to participate in all programs; and
21. Annual data reporting to allow for an evaluation of the program. (EC 53071)
22. Requires CTEIG grantees to report data, including the core metrics required by the federal Strengthening Career and Technical Education for the 21st Century Act (Perkins V), the quality indicators described in the California State Plan for CTE, as well as additional specified metrics. Requires the California Workforce Pathways Joint Advisory Committee to review the data metrics annually and make recommendations on whether these data metrics remain the most appropriate metrics to evaluate program outcomes for new and renewal applicants, or whether other metrics should be included. (EC 53071)
23. Defines grant recipients for CTEIG as one or more school districts, county offices of education (COEs), charter schools, regional occupational centers or programs (ROCPs) operated by joint power authorities (JPAs) or COEs, or any combination of these. (EC 53072)
24. Requires the California Department of Education (CDE) to annually submit the list of recommended new and renewal grant recipients to the SBE for review and approval prior to making annual grant awards. CDE and SBE, in determining proposed grant recipients, are required to give positive consideration and the greatest weight to those applicants who:
25. Serve unduplicated students or subgroups with higher than average dropout rates;
26. Are located in an area of the state with a high unemployment rate; and
27. Offer an existing high-quality regional-based CTE program as a joint powers authority(JPA) or county office of education (COE).
28. Requires the CDE and the SBE, in determining proposed grant recipients to also give positive consideration to those applicants who:
    1. Successfully leverage existing CTE resources and funding, including Perkins, California Partnership Academies, or Agricultural CTE Incentive Grants, as well as contributions from industry, labor, and philanthropic sources;
    2. Engage in regional collaborations with postsecondary education or other local educational agencies (LEAs), including the SWP consortium operating in their areas, as well as pathway programs provided under an adopted California and Career Access Pathways partnership agreement;
    3. Make significant investments in CTE infrastructure, equipment, and facilities; and
    4. Operate within rural districts. (EC 53075)
29. Requires that CTEIG grantees be eligible to receive a renewal grant if their CTE program meets the specified requirements and has been evaluated and deemed successful by the SPI in collaboration with the SBE, based upon the metrics identified. Requires that renewal grant recipients include the CTE program within their local control accountability plan (LCAP) and annual update. (EC 53073)
30. Authorizes the K-12 component of the SWP to create, support, or expand high-quality CTE programs at the K-12 level that are aligned with the workforce development efforts occurring through the SWP, and authorizes, commencing with the 2018-19 fiscal year, and subject to an annual appropriation, $150 million to be apportioned annually by the California Community College Chancellor’s Office (CCCCO) to local consortia. (EC 88827)
31. Establishes the California Golden State Pathways Program (GSPP) to provide LEAs with the resources to promote pathways in high-wage, high-skill, high-growth areas, including technology, health care, education, and climate-related fields that, among other things, allow students to advance seamlessly from high school to college and career and provide the workforce needed for economic growth. (EC 53020)
32. Federal law, the Strengthening Career and Technical Education for the 21st Century Act, reauthorizes the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins), provides federal support for CTE programs and focuses on improving the academic and technical achievement of CTE students, strengthening the connections between secondary and postsecondary education, and improving accountability.

FISCAL EFFECT: Unknown

COMMENTS:

Need for the bill. The author states, “Career Technical Education programs are essential in exposing students to a wide range of career pathways, preparing them with practical, workforce-ready skills, and offering specialized coursework that support both career readiness and access to higher education. Unfortunately, nearly $120 million in state-approved CTE funding has not reached our students due to a broken funding formula. AB 1590 requires the Superintendent of Public Instruction and the State Board of Education to fix this formula to ensure that when the state appropriates funding for CTE, all those dollars go directly to students.”

Funding for CTEIG program going unused in spite of high demand. This bill would require the SPI, in consultation with the SBE, by the 2027-2028 fiscal year, to revise the CTEIG formula to ensure all funds appropriated are allocated for the purposes of CTE.

According to the author, over the past five years, nearly $120 million in state-approved CTEIG funding has gone unallocated due to a provision of the allocation formula which prohibits LEAs from receiving more than they are eligible to receive under the allocation formula. This has prevented otherwise qualified school districts from receiving full funding that would directly benefit students. Data provided by the author is shown below:

Master plan for career education identifies need for sustained funding. In August 2023, Governor Newsom issued an Executive Order calling for a new Master Plan for Career Education to increase equitable access to living wage jobs by creating and strengthening education and training pathways specific to sectors, regions, and individuals’ skills and experience. Initial input from the agencies focused on four primary concepts: creating stronger coordination mechanisms, building skills-based pathways, expanding work-based learning, and increasing access to public benefits and career pathways.

Additional input gained from numerous stakeholder input sessions held around the state identified numerous barriers to achieving the goals of universal access to high-quality CTE opportunities within the TK-12 education system. The lack of sustained and coordinated funding for programs was identified as a key barrier. Participants noted that siloed funding streams, “nonsustainable funding sources,” and “competitive/unpredictable funding” for career education posed challenges to long-term planning, collaboration, and sustained programming. Participants reported a need for long-term, “sustained, consistent funding” for college and career readiness programs, as opposed to relying on annual one-time grants or competitive funding.

Current K-12 CTE programs. There are a number of initiatives supporting K-12 CTE programs supported by state and federal funds, including two large competitive grant programs with ongoing funding:

1) The Career Technical Education Incentive Grant Program was originally established in 2015 as a one-time investment of $900 million to cover a three-year span, and acted as a bridge for LEAs to support CTE programs until the Local Control Funding Formula (LCFF) was fully funded. It was created as a state education, economic, and workforce development initiative to provide students in kindergarten through grade twelve with the knowledge and skills necessary to transition from secondary education to postsecondary education and living-wage employment. The purpose of the program is to encourage, maintain, and strengthen the delivery of high-quality CTE programs. The program is administered by the CDE. In 2018, ongoing funding of $150 million for CTEIG was appropriated. In 2021, the annual funding for CTEIG was increased to $300 million.

Prior to the adoption of the LCFF, the state provided funding for CTE through a number of categorical programs, including the Regional Occupational Centers/Programs (ROC/P), which was funded at $400 million at the time. This funding was folded into the Local Control Funding Formula (LCFF), increasing the LCFF base rate for high schools by 2.6%.

2) The K-12 Strong Workforce Program (K-12 SWP) was established in 2018 as a component of the Community Colleges’ SWP to create, support, or expand high-quality CTE programs at the secondary level that are aligned with the workforce development efforts occurring through the SWP.

As is the case for CTEIG, the K-12 SWP is meant to support the overall development of high-quality K-12 CTE programs, courses, course sequences, programs of study, and pathways. The program is administered by the California Community College Chancellor’s Office (CCCCO). The program is currently funded at $150 million per year for the LEAs, $12 million for 72 K-12 Pathway Coordinators and 8 regional K-14 Technical Assistance Providers, and $1.5 million for consortia administrative costs, for a total of $163.5 million.

Unlike the CTEIG program, which is administered at the state level, the CCCCO allocates K-12 SWP grant funding to eight regional consortia according to a statutory formula. Each regional consortium is required to administer a competitive grant program it receives to LEAs in the region. Each consortium establishes a selection committee made up of individuals with expertise in K-12 CTE and workforce development, including teachers, administrators, community college faculty or administrators, and other K-12 education stakeholders. Employees of LEAs applying for grants under the program may serve as members of the selection committees. Each selection committee has exclusive authority under state law to determine the recipients of K-12 SWP grants in its region and the specific amount for each grant.

Defining Career Technical Education. CTE prepares students for the world of work by introducing them to workplace competencies and makes academic content accessible to students by providing it in a hands-on context. Along the way, students develop career-relevant, real-world 21st Century skills.

CTE is a program of study that involves a multiyear sequence of courses that integrates core academic knowledge with technical and occupational knowledge to provide students with a pathway to postsecondary education and careers. CTE programs in California are organized into 15 industry sectors, covering 58 pathways that identify the knowledge and skills students need. Partnerships are usually developed between high schools, businesses, and postsecondary schools, providing pathways to employment and associate, Bachelor’s, and advanced degrees.

CTE courses and pathways may be offered in comprehensive high schools with CTE programs, as well as through regional CTE programs or centers operated by JPAs or COEs. Some CTE programs are blended with academic programs in what is known as a “linked learning model.” Community colleges and technical institutes also offer CTE at the postsecondary level.

Improved outcomes for CTE students. A wide body of research indicates that involvement in CTE coursework provides improved academic outcomes and other benefits to students with findings, such as the following:

• Students with greater exposure to CTE are more likely to graduate from high school, enroll in a two-year college, be employed, and earn higher wages;
• The average high school graduation rate for students concentrating in CTE programs is 93%, compared to an average national graduation rate of 80%;
• Students taking more CTE classes are just as likely to pursue a four-year degree as their peers;
• 91% of high school graduates who earned 2-3 CTE credits enrolled in college;
• CTE provides the greatest boost to students who need it most – boys and students from low-income families; and
• 80% of students taking a college preparatory academic curriculum with rigorous CTE met college and career readiness goals, compared to only 63% of students taking the same academic core who did not experience rigorous CTE.

College and career readiness is a state priority. Each LEA’s LCAP must demonstrate, among other priorities, how they are ensuring that all students are being prepared to be college and career ready. The College and Career Readiness Index displayed on each LEA’s California School Dashboard includes data on the number of students completing a CTE pathway.

Arguments in support. The Coalition for Career Technical Education in California writes, “Quality career technical education courses and pathways are a critical part of the

comprehensive high school curriculum. Such courses have been demonstrated to increase the

engagement of students in their education and to help prepare them for success in college and

careers.

Unfortunately, a bureaucratic impasse regarding the CTE Incentive Grant (CTEIG) program has

resulted in tens of millions of dollars in available funding not being allocated to school districts

to support CTE classes for students. AB 1590 would directly address this problem by requiring

the state agencies to adopt and implement a formula that allocates all the state-approved

funding to local schools.”

Related legislation. AB 1694 (Carrillo) of the 2025-26 Session would, for purposes of the CTEIG program, delete the prohibition against an applicant being awarded more than the amount determined by the allocation formula; require that an applicant receiving a grant receive a renewal grant for three additional years; and require, beginning with the 2027-28 fiscal year, that up to 90% of the grants be for renewal grants and up to 10% for new grants.

AB 401 (Muratsuchi) of the 2025-26 Session would have required CTEIG program recipients to be granted renewal grants for a total of four years, subject to specified conditions; required the SPI to designate 90% of the CTEIG funds for renewal grants and 10% for new applicants; added a cost-of-living adjustment to the CTEIG appropriation; and removed a limitation on grant awards above a specified level. This bill was held in the Assembly Appropriations Committee.

SB 612 (Valladares) of the 2025-26 Session would require, subject to an appropriation, a one-semester course in CTE as a graduation requirement beginning with students graduating in the 2031-32 school year and require LEAs serving students in grades 9 to 12 to offer at least one course in CTE at all of its high schools.

SB 845 (Pérez) of the 2025-26 Session would require the CDE to coordinate the updating of CTE model curriculum standards and framework at least every 5 years, convene CTE industry advisory groups for each CTE subject area including specified representatives, to provide input to the updating of the standards and frameworks, identify various work-based learning opportunities, including apprenticeship and pre-apprenticeship programs, as well as outlining the responsibilities of the LEA in sponsoring work-based learning.

SB 721 (Dahle) of the 2025-26 Session would include participation in CTE enhancement, as defined, as an excused absence.

AB 1929 (McKinnor) Chapter 145, Statutes of 2024, requires that LEAs receiving specified CTE state grants and the California Community College Chancellor’s Office disaggregate program and performance accountability outcome data by race and gender.

AB 3131 (McCarty) Chapter 434, Statutes of 2024, requires that LEAs receiving Equity Multiplier funding through the LCFF be given positive consideration for the K-12 SWP, a career technical education initiative.

AB 377 (Muratsuchi) of the 2023-24 Session, would have required the consolidation of specified K-12 CTE programs, increased ongoing funding for the CTEIG, administered by the CDE, to $450 million per year; requires specified CTE staffing at the state and regional level to support local CTE programs and pathways; and deletes authorization for the K-12 SWP administered by the CCCCO. Also, requires the CDE to establish a stakeholder workgroup to consider improvements to the CTEIG program.

AB 2058 (O’Donnell) of the 2021-22 Session was substantially similar to this bill. The bill was held in the Senate Education Committee.

AB 181 (Committee on Budget) Chapter 52, Statutes of 2022, appropriates $500 million in one-time Proposition 98 funding for the Golden State Pathways Program to support the development and implementation of college and career educational pathways in critically needed sectors of the economy. Authorizes the CDE to contract with up to 10 LEAs for the provision of technical assistance to LEAs, applicants, and grant recipients.

AB 1923 (Mathis), Chapter 114, Statutes of 2022, requires the SPI to prioritize proposals for new California Partnership Academies based on a school district’s enrollment of socioeconomically disadvantaged students, and for school districts located in a rural or economically disadvantaged area.

AB 130 (Committee on Budget), Chapter 44, Statutes of 2021, provides that, for the 2021–22 fiscal year and each fiscal year thereafter, $300 million would be made available to the CDE, upon appropriation for the CTEIG program. Also makes adjustments to program provisions relating to eligibility requirements for grant applicants, and for ensuring compliance with program requirements.

AB 1808 (Committee on Budget), Chapter 32, Statutes of 2018, appropriates in the 2018–19 fiscal year and each fiscal year thereafter, $150 million to the CTEIG program administered through CDE. Also establishes a K–12 component of the SWP to create, support, or expand high-quality CTE programs at the K–12 level aligned with the workforce development efforts and, commencing with the 2018–19 fiscal year, requires the CCCCO to allocate $150 million for this program to regional CTE consortia.

AB 1743 (O’Donnell) of the 2017-18 Session would have extended funding for the CTEIG Program by providing ongoing funding of $500 million per year with a 1:1 local match and $12 million per year for regional K-12 CTE coordinators to provide technical assistance and support to local CTE providers. This bill was held in the Senate Education Committee.

AB 104 (Committee on Budget), Chapter 13, Statutes of 2015, establishes the CTEIG, a competitive grant program administered by the CDE, to provide support for career technical education in grades K-12, and provides $400 million in 2015-16, $300 million in 2016-17, and $200 million in 2017-18 for this program.

REGISTERED SUPPORT / OPPOSITION:

Support

AIedu
Alameda County Office of Education
Association of California School Administrators
Baldy View Regional Occupational Program
Bret Harte Union High School District

California Charter Schools Association
California County Superintendents
California High School District Coalition
Career Technical Education Joint Powers Authority Coalition
CAROP - the Association of Career and College Readiness Organizations
Chaffey Joint Union High School District
Coalition for Career Technical Education
Coastline ROP
College and Career Advantage, JPA ROP
Contra Costa County Office of Education
Desert Sands Unified School District
Eden Area ROP
Fall River Joint Unified School District
Fullerton Joint Union High School District
Humboldt County Office of Education
Huntington Beach Union High School District
Lake County Office of Education
Los Banos Unified School District
Madera County Superintendent of Schools

Marin County Office of Education
Metropolitan Education District
Mission Valley ROP

Monterey County Office of Education
Mountain Desert Career Pathways Joint Powers Authority

Mountain View Los Altos Union High School District
Napa County Office of Education
Nevada Joint Union High School District
Orange County Department of Education
Oxnard Union High School District
Pasadena Unified School District
San Benito County Office of Education
San Benito High School District
San Bernardino County District Advocates for Better Schools
San Bernardino County Superintendent of Schools
San Dieguito Union High School District
San Joaquin County Office of Education
Shasta-Trinity Regional Occupational Program
Small School Districts Association
Sutter County Superintendent of Schools
Taft Union School District

Tehama County Department of Education
Torrance Unified School District
Tri-Cities Regional Occupational Program
Tri-Valley Regional Occupational Program
Valley Regional Occupational Program
Ventura County Office of Education
Ventura Unified School District
Windsor Unified School District

Opposition

None on file

Analysis Prepared by:

Date of Hearing:

ASSEMBLY COMMITTEE ON

, Chair

ABPCA Bill Id: (

Author:) – As Ver:

SUBJECT:

SUMMARY: Requires the Superintendent of Public Instruction (SPI) to determine, in consultation with the executive director of the State Board of Education (SBE), a revised allocation formula for the Career Technical Education Incentive Grant Program (CTEIG) that ensures that all funds appropriated for the program in any given fiscal year are fully allocated to program applicants in that fiscal year. Specifically, this bill:

1. Requires the SPI to determine, in consultation with the executive director of the SBE, a revised allocation formula for the CTEIG program that ensures that all funds appropriated for the program in any given fiscal year are fully allocated to program applicants in that fiscal year.

EXISTING LAW:

1. Authorizes the CTEIG Program as a state education, economic, and workforce development initiative with the goal of providing students in kindergarten through 12th grade with the knowledge and skills necessary to transition to employment and postsecondary education, and:
2. Identifies the purpose of the competitive CTEIG program as the encouragement and maintenance of the delivery of career technical education (CTE) programs by school districts and charter schools.
3. Appropriates funding for the CTEIG program as follows: $400 million for 2015-16; $300 million for 2016-17; $200 million for 2017-18; and $150 million per year for 2018-19 to 2020-21; and $300 million per year beginning in the 2021-22 fiscal year and every year thereafter.
4. Specifies the distribution of the funds appropriated by school size as follows: 4% to applicants with an average daily attendance (ADA) of 140 or less; 8% to applicants with an ADA of 141 to 550; and 88% to applicants with an ADA of more than 550. (Education Code (EC) 53070)
5. Requires that applicants demonstrate the ability to provide local matching funds as follows:
6. $1.00 for every $1 received in 2015-16;
7. $1.50 for every $1 received in 2016-17;
8. $2.00 for every $1 received in 2017-18, and each fiscal year thereafter; and
9. As of July 1, 2021, requires the proportional match to be encumbered in the fiscal year for which the applicant is applying for a grant under the program. (EC 53071)
10. Requires applicants for the CTEIG Program to demonstrate that their CTE programs provide all of the following to meet minimum eligibility standards:
11. High-quality curriculum and instruction aligned with the California CTE Model Curriculum Standards, including a coherent sequence of CTE courses that enable students to transition to postsecondary education programs, that lead to a career pathway or attain employment or industry certification upon graduation from high school, including programs that integrate academic and CTE and that offer the opportunity for participants to prepare for postsecondary enrollment and to earn postsecondary credits through Advanced Placement courses, International Baccalaureate courses, or dual enrollment opportunities;
12. Career exploration, guidance, and a continuum of work-based learning opportunities aligned with academic coursework, which may include paid internships;
13. Student support services, including counseling and leadership development to address students’ social, emotional, career, and academic needs;
14. System alignment, coherence, and articulation with postsecondary institutions, allowing for dual enrollment opportunities;
15. Ongoing and meaningful industry and labor partnerships, evidenced by written agreements and through participation on advisory committees and collaboration with business and labor organizations to provide opportunities for students to gain access to pre-apprenticeships, internships, industry certifications, and work-based learning opportunities, as well as opportunities for industry to provide input to the CTE programs and curriculum;
16. Opportunities for students to participate in after-school, extended day, and out-of-school internships, competitions, leadership development opportunities, and other work-based learning opportunities;
17. Connection to regional or local labor market demands and a focus on current or emerging high-skill, high-wage, or high-demand occupations, and is informed by the regional plan of the local SWP consortium;
18. Pathway to an industry-recognized credential or certificate, or appropriate postsecondary education or training, employment, or a postsecondary degree;
19. Staffing by skilled teachers or faculty and the provision of professional development opportunities for any teachers or faculty members supporting students in those programs;
20. Opportunities for students with exceptional needs to participate in all programs; and
21. Annual data reporting to allow for an evaluation of the program. (EC 53071)
22. Requires CTEIG grantees to report data, including the core metrics required by the federal Strengthening Career and Technical Education for the 21st Century Act (Perkins V), the quality indicators described in the California State Plan for CTE, as well as additional specified metrics. Requires the California Workforce Pathways Joint Advisory Committee to review the data metrics annually and make recommendations on whether these data metrics remain the most appropriate metrics to evaluate program outcomes for new and renewal applicants, or whether other metrics should be included. (EC 53071)
23. Defines grant recipients for CTEIG as one or more school districts, county offices of education (COEs), charter schools, regional occupational centers or programs (ROCPs) operated by joint power authorities (JPAs) or COEs, or any combination of these. (EC 53072)
24. Requires the California Department of Education (CDE) to annually submit the list of recommended new and renewal grant recipients to the SBE for review and approval prior to making annual grant awards. CDE and SBE, in determining proposed grant recipients, are required to give positive consideration and the greatest weight to those applicants who:
25. Serve unduplicated students or subgroups with higher than average dropout rates;
26. Are located in an area of the state with a high unemployment rate; and
27. Offer an existing high-quality regional-based CTE program as a joint powers authority(JPA) or county office of education (COE).
28. Requires the CDE and the SBE, in determining proposed grant recipients to also give positive consideration to those applicants who:
    1. Successfully leverage existing CTE resources and funding, including Perkins, California Partnership Academies, or Agricultural CTE Incentive Grants, as well as contributions from industry, labor, and philanthropic sources;
    2. Engage in regional collaborations with postsecondary education or other local educational agencies (LEAs), including the SWP consortium operating in their areas, as well as pathway programs provided under an adopted California and Career Access Pathways partnership agreement;
    3. Make significant investments in CTE infrastructure, equipment, and facilities; and
    4. Operate within rural districts. (EC 53075)
29. Requires that CTEIG grantees be eligible to receive a renewal grant if their CTE program meets the specified requirements and has been evaluated and deemed successful by the SPI in collaboration with the SBE, based upon the metrics identified. Requires that renewal grant recipients include the CTE program within their local control accountability plan (LCAP) and annual update. (EC 53073)
30. Authorizes the K-12 component of the SWP to create, support, or expand high-quality CTE programs at the K-12 level that are aligned with the workforce development efforts occurring through the SWP, and authorizes, commencing with the 2018-19 fiscal year, and subject to an annual appropriation, $150 million to be apportioned annually by the California Community College Chancellor’s Office (CCCCO) to local consortia. (EC 88827)
31. Establishes the California Golden State Pathways Program (GSPP) to provide LEAs with the resources to promote pathways in high-wage, high-skill, high-growth areas, including technology, health care, education, and climate-related fields that, among other things, allow students to advance seamlessly from high school to college and career and provide the workforce needed for economic growth. (EC 53020)
32. Federal law, the Strengthening Career and Technical Education for the 21st Century Act, reauthorizes the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins), provides federal support for CTE programs and focuses on improving the academic and technical achievement of CTE students, strengthening the connections between secondary and postsecondary education, and improving accountability.

FISCAL EFFECT: Unknown

COMMENTS:

Need for the bill. The author states, “Career Technical Education programs are essential in exposing students to a wide range of career pathways, preparing them with practical, workforce-ready skills, and offering specialized coursework that support both career readiness and access to higher education. Unfortunately, nearly $120 million in state-approved CTE funding has not reached our students due to a broken funding formula. AB 1590 requires the Superintendent of Public Instruction and the State Board of Education to fix this formula to ensure that when the state appropriates funding for CTE, all those dollars go directly to students.”

Funding for CTEIG program going unused in spite of high demand. This bill would require the SPI, in consultation with the SBE, by the 2027-2028 fiscal year, to revise the CTEIG formula to ensure all funds appropriated are allocated for the purposes of CTE.

According to the author, over the past five years, nearly $120 million in state-approved CTEIG funding has gone unallocated due to a provision of the allocation formula which prohibits LEAs from receiving more than they are eligible to receive under the allocation formula. This has prevented otherwise qualified school districts from receiving full funding that would directly benefit students. Data provided by the author is shown below:

Master plan for career education identifies need for sustained funding. In August 2023, Governor Newsom issued an Executive Order calling for a new Master Plan for Career Education to increase equitable access to living wage jobs by creating and strengthening education and training pathways specific to sectors, regions, and individuals’ skills and experience. Initial input from the agencies focused on four primary concepts: creating stronger coordination mechanisms, building skills-based pathways, expanding work-based learning, and increasing access to public benefits and career pathways.

Additional input gained from numerous stakeholder input sessions held around the state identified numerous barriers to achieving the goals of universal access to high-quality CTE opportunities within the TK-12 education system. The lack of sustained and coordinated funding for programs was identified as a key barrier. Participants noted that siloed funding streams, “nonsustainable funding sources,” and “competitive/unpredictable funding” for career education posed challenges to long-term planning, collaboration, and sustained programming. Participants reported a need for long-term, “sustained, consistent funding” for college and career readiness programs, as opposed to relying on annual one-time grants or competitive funding.

Current K-12 CTE programs. There are a number of initiatives supporting K-12 CTE programs supported by state and federal funds, including two large competitive grant programs with ongoing funding:

1) The Career Technical Education Incentive Grant Program was originally established in 2015 as a one-time investment of $900 million to cover a three-year span, and acted as a bridge for LEAs to support CTE programs until the Local Control Funding Formula (LCFF) was fully funded. It was created as a state education, economic, and workforce development initiative to provide students in kindergarten through grade twelve with the knowledge and skills necessary to transition from secondary education to postsecondary education and living-wage employment. The purpose of the program is to encourage, maintain, and strengthen the delivery of high-quality CTE programs. The program is administered by the CDE. In 2018, ongoing funding of $150 million for CTEIG was appropriated. In 2021, the annual funding for CTEIG was increased to $300 million.

Prior to the adoption of the LCFF, the state provided funding for CTE through a number of categorical programs, including the Regional Occupational Centers/Programs (ROC/P), which was funded at $400 million at the time. This funding was folded into the Local Control Funding Formula (LCFF), increasing the LCFF base rate for high schools by 2.6%.

2) The K-12 Strong Workforce Program (K-12 SWP) was established in 2018 as a component of the Community Colleges’ SWP to create, support, or expand high-quality CTE programs at the secondary level that are aligned with the workforce development efforts occurring through the SWP.

As is the case for CTEIG, the K-12 SWP is meant to support the overall development of high-quality K-12 CTE programs, courses, course sequences, programs of study, and pathways. The program is administered by the California Community College Chancellor’s Office (CCCCO). The program is currently funded at $150 million per year for the LEAs, $12 million for 72 K-12 Pathway Coordinators and 8 regional K-14 Technical Assistance Providers, and $1.5 million for consortia administrative costs, for a total of $163.5 million.

Unlike the CTEIG program, which is administered at the state level, the CCCCO allocates K-12 SWP grant funding to eight regional consortia according to a statutory formula. Each regional consortium is required to administer a competitive grant program it receives to LEAs in the region. Each consortium establishes a selection committee made up of individuals with expertise in K-12 CTE and workforce development, including teachers, administrators, community college faculty or administrators, and other K-12 education stakeholders. Employees of LEAs applying for grants under the program may serve as members of the selection committees. Each selection committee has exclusive authority under state law to determine the recipients of K-12 SWP grants in its region and the specific amount for each grant.

Defining Career Technical Education. CTE prepares students for the world of work by introducing them to workplace competencies and makes academic content accessible to students by providing it in a hands-on context. Along the way, students develop career-relevant, real-world 21st Century skills.

CTE is a program of study that involves a multiyear sequence of courses that integrates core academic knowledge with technical and occupational knowledge to provide students with a pathway to postsecondary education and careers. CTE programs in California are organized into 15 industry sectors, covering 58 pathways that identify the knowledge and skills students need. Partnerships are usually developed between high schools, businesses, and postsecondary schools, providing pathways to employment and associate, Bachelor’s, and advanced degrees.

CTE courses and pathways may be offered in comprehensive high schools with CTE programs, as well as through regional CTE programs or centers operated by JPAs or COEs. Some CTE programs are blended with academic programs in what is known as a “linked learning model.” Community colleges and technical institutes also offer CTE at the postsecondary level.

Improved outcomes for CTE students. A wide body of research indicates that involvement in CTE coursework provides improved academic outcomes and other benefits to students with findings, such as the following:

• Students with greater exposure to CTE are more likely to graduate from high school, enroll in a two-year college, be employed, and earn higher wages;
• The average high school graduation rate for students concentrating in CTE programs is 93%, compared to an average national graduation rate of 80%;
• Students taking more CTE classes are just as likely to pursue a four-year degree as their peers;
• 91% of high school graduates who earned 2-3 CTE credits enrolled in college;
• CTE provides the greatest boost to students who need it most – boys and students from low-income families; and
• 80% of students taking a college preparatory academic curriculum with rigorous CTE met college and career readiness goals, compared to only 63% of students taking the same academic core who did not experience rigorous CTE.

College and career readiness is a state priority. Each LEA’s LCAP must demonstrate, among other priorities, how they are ensuring that all students are being prepared to be college and career ready. The College and Career Readiness Index displayed on each LEA’s California School Dashboard includes data on the number of students completing a CTE pathway.

Arguments in support. The Coalition for Career Technical Education in California writes, “Quality career technical education courses and pathways are a critical part of the

comprehensive high school curriculum. Such courses have been demonstrated to increase the

engagement of students in their education and to help prepare them for success in college and

careers.

Unfortunately, a bureaucratic impasse regarding the CTE Incentive Grant (CTEIG) program has

resulted in tens of millions of dollars in available funding not being allocated to school districts

to support CTE classes for students. AB 1590 would directly address this problem by requiring

the state agencies to adopt and implement a formula that allocates all the state-approved

funding to local schools.”

Related legislation. AB 1694 (Carrillo) of the 2025-26 Session would, for purposes of the CTEIG program, delete the prohibition against an applicant being awarded more than the amount determined by the allocation formula; require that an applicant receiving a grant receive a renewal grant for three additional years; and require, beginning with the 2027-28 fiscal year, that up to 90% of the grants be for renewal grants and up to 10% for new grants.

AB 401 (Muratsuchi) of the 2025-26 Session would have required CTEIG program recipients to be granted renewal grants for a total of four years, subject to specified conditions; required the SPI to designate 90% of the CTEIG funds for renewal grants and 10% for new applicants; added a cost-of-living adjustment to the CTEIG appropriation; and removed a limitation on grant awards above a specified level. This bill was held in the Assembly Appropriations Committee.

SB 612 (Valladares) of the 2025-26 Session would require, subject to an appropriation, a one-semester course in CTE as a graduation requirement beginning with students graduating in the 2031-32 school year and require LEAs serving students in grades 9 to 12 to offer at least one course in CTE at all of its high schools.

SB 845 (Pérez) of the 2025-26 Session would require the CDE to coordinate the updating of CTE model curriculum standards and framework at least every 5 years, convene CTE industry advisory groups for each CTE subject area including specified representatives, to provide input to the updating of the standards and frameworks, identify various work-based learning opportunities, including apprenticeship and pre-apprenticeship programs, as well as outlining the responsibilities of the LEA in sponsoring work-based learning.

SB 721 (Dahle) of the 2025-26 Session would include participation in CTE enhancement, as defined, as an excused absence.

AB 1929 (McKinnor) Chapter 145, Statutes of 2024, requires that LEAs receiving specified CTE state grants and the California Community College Chancellor’s Office disaggregate program and performance accountability outcome data by race and gender.

AB 3131 (McCarty) Chapter 434, Statutes of 2024, requires that LEAs receiving Equity Multiplier funding through the LCFF be given positive consideration for the K-12 SWP, a career technical education initiative.

AB 377 (Muratsuchi) of the 2023-24 Session, would have required the consolidation of specified K-12 CTE programs, increased ongoing funding for the CTEIG, administered by the CDE, to $450 million per year; requires specified CTE staffing at the state and regional level to support local CTE programs and pathways; and deletes authorization for the K-12 SWP administered by the CCCCO. Also, requires the CDE to establish a stakeholder workgroup to consider improvements to the CTEIG program.

AB 2058 (O’Donnell) of the 2021-22 Session was substantially similar to this bill. The bill was held in the Senate Education Committee.

AB 181 (Committee on Budget) Chapter 52, Statutes of 2022, appropriates $500 million in one-time Proposition 98 funding for the Golden State Pathways Program to support the development and implementation of college and career educational pathways in critically needed sectors of the economy. Authorizes the CDE to contract with up to 10 LEAs for the provision of technical assistance to LEAs, applicants, and grant recipients.

AB 1923 (Mathis), Chapter 114, Statutes of 2022, requires the SPI to prioritize proposals for new California Partnership Academies based on a school district’s enrollment of socioeconomically disadvantaged students, and for school districts located in a rural or economically disadvantaged area.

AB 130 (Committee on Budget), Chapter 44, Statutes of 2021, provides that, for the 2021–22 fiscal year and each fiscal year thereafter, $300 million would be made available to the CDE, upon appropriation for the CTEIG program. Also makes adjustments to program provisions relating to eligibility requirements for grant applicants, and for ensuring compliance with program requirements.

AB 1808 (Committee on Budget), Chapter 32, Statutes of 2018, appropriates in the 2018–19 fiscal year and each fiscal year thereafter, $150 million to the CTEIG program administered through CDE. Also establishes a K–12 component of the SWP to create, support, or expand high-quality CTE programs at the K–12 level aligned with the workforce development efforts and, commencing with the 2018–19 fiscal year, requires the CCCCO to allocate $150 million for this program to regional CTE consortia.

AB 1743 (O’Donnell) of the 2017-18 Session would have extended funding for the CTEIG Program by providing ongoing funding of $500 million per year with a 1:1 local match and $12 million per year for regional K-12 CTE coordinators to provide technical assistance and support to local CTE providers. This bill was held in the Senate Education Committee.

AB 104 (Committee on Budget), Chapter 13, Statutes of 2015, establishes the CTEIG, a competitive grant program administered by the CDE, to provide support for career technical education in grades K-12, and provides $400 million in 2015-16, $300 million in 2016-17, and $200 million in 2017-18 for this program.

REGISTERED SUPPORT / OPPOSITION:

Support

AIedu
Alameda County Office of Education
Association of California School Administrators
Baldy View Regional Occupational Program
Bret Harte Union High School District

California Charter Schools Association
California County Superintendents
California High School District Coalition
Career Technical Education Joint Powers Authority Coalition
CAROP - the Association of Career and College Readiness Organizations
Chaffey Joint Union High School District
Coalition for Career Technical Education
Coastline ROP
College and Career Advantage, JPA ROP
Contra Costa County Office of Education
Desert Sands Unified School District
Eden Area ROP
Fall River Joint Unified School District
Fullerton Joint Union High School District
Humboldt County Office of Education
Huntington Beach Union High School District
Lake County Office of Education
Los Banos Unified School District
Madera County Superintendent of Schools

Marin County Office of Education
Metropolitan Education District
Mission Valley ROP

Monterey County Office of Education
Mountain Desert Career Pathways Joint Powers Authority

Mountain View Los Altos Union High School District
Napa County Office of Education
Nevada Joint Union High School District
Orange County Department of Education
Oxnard Union High School District
Pasadena Unified School District
San Benito County Office of Education
San Benito High School District
San Bernardino County District Advocates for Better Schools
San Bernardino County Superintendent of Schools
San Dieguito Union High School District
San Joaquin County Office of Education
Shasta-Trinity Regional Occupational Program
Small School Districts Association
Sutter County Superintendent of Schools
Taft Union School District

Tehama County Department of Education
Torrance Unified School District
Tri-Cities Regional Occupational Program
Tri-Valley Regional Occupational Program
Valley Regional Occupational Program
Ventura County Office of Education
Ventura Unified School District
Windsor Unified School District

Opposition

None on file

Analysis Prepared by: