AB 323: Strong Workforce Program: work-based learning opportunities.
- Session Year: 2025-2026
- House: Assembly
- Latest Version Date: 2025-10-03
Current Status:
Passed
(2025-10-03: Chaptered by Secretary of State - Chapter 255, Statutes of 2025.)
Introduced
In Committee
Awaiting First Chamber Vote
Passed First Chamber
In Committee
Awaiting Second Chamber Vote
Passed Second Chamber
Enacted
What does this bill do?
This bill lets California community college districts use Strong Workforce Program funds to directly support paid work‑based learning for students, employers, or both. It also directs the Chancellor's Office to update the program’s policies and guidance so paid internships, apprenticeships, externships, and student‑run enterprises can be funded and supported.
The summary is provided by generative AI which can make mistakes. For original language, please view the details in the table below.
Existing law establishes the California Community Colleges, under the administration of the Board of Governors of the California Community Colleges, as one of the segments of public postsecondary education in this state. Existing law establishes the Strong Workforce Program to provide funding to career technical education regional consortia made up of community college districts and local educational agencies, as specified. Existing law requires the office of the Chancellor of the California Community Colleges to, no later than June 30, 2017, bring before the board of governors any policies, regulations, and guidance necessary to accomplish, among other things, providing work-based learning opportunities for students that increase their employability and earning potential, as provided. Existing law requires a percentage of the funds apportioned for community colleges under the program to be apportioned directly to community college districts in the consortia to fund, among other things, student grants to cover fees for third-party certification and licensing.
This bill would require the chancellors office to revise, no later than June 30, 2026, the above-described policies, regulations, and guidance necessary to provide students, employers, or both, with paid work-based learning opportunities, as provided. The bill would authorize a community college district to also use those funds apportioned directly to community college districts to provide direct support to students, employers, or both, for paid work-based learning to increase employability and employment, as provided.
Existing law establishes the California Community Colleges, under the administration of the Board of Governors of the California Community Colleges, as one of the segments of public postsecondary education in this state. Existing law establishes the Strong Workforce Program to provide funding to career technical education regional consortia made up of community college districts and local educational agencies, as specified. Existing law requires the office of the Chancellor of the California Community Colleges to, no later than June 30, 2017, bring before the board of governors any policies, regulations, and guidance necessary to accomplish, among other things, providing work-based learning opportunities for students that increase their employability and earning potential, as provided. Existing law requires a percentage of the funds apportioned for community colleges under the program to be apportioned directly to community college districts in the consortia to fund, among other things, student grants to cover fees for third-party certification and licensing.
This bill would require the chancellors office to revise, no later than June 30, 2026, the above-described policies, regulations, and guidance necessary to provide students, employers, or both, with paid work-based learning opportunities, as provided. The bill would authorize a community college district to also use those funds apportioned directly to community college districts to provide direct support to students, employers, or both, for paid work-based learning to increase employability and employment, as provided.
Existing law establishes the California Community Colleges, under the administration of the Board of Governors of the California Community Colleges, as one of the segments of public postsecondary education in this state. Existing law establishes the Strong Workforce Program to provide funding to career technical education regional consortia made up of community college districts and local educational agencies, as specified. Existing law requires the office of the Chancellor of the California Community Colleges to, no later than June 30, 2017, bring before the board of governors any policies, regulations, and guidance necessary to accomplish, among other things, providing work-based learning opportunities for students that increase their employability and earning potential, as provided. Existing law requires a percentage of the funds apportioned for community colleges under the program to be apportioned directly to community college districts in the consortia to fund, among other things, student grants to cover fees for third-party certification and licensing.
This bill would require the chancellors office to revise, no later than June 30, 2026, the above-described policies, regulations, and guidance necessary to provide students, employers, or both, with paid work-based learning opportunities, as provided. The bill would authorize a community college district to also use those funds apportioned directly to community college districts to provide direct support to students, employers, or both, for paid work-based learning to increase employability and employment, as provided.
(a)The Legislature finds and declares all of the following:
(1)Californias economic competitiveness is fueled, in part, by the strength of its regional economies and its skilled workforce.
(2)Upward social and economic mobility helps keep the states economy diversified and vibrant.
(3)The attainment of industry-valued middle skill credentials serves as a gateway for a large and diverse number of careers in the states economy.
(4)Californias local educational agencies, community college districts, interested public four-year universities, local workforce development boards, economic development and industry leaders, and local civic representatives should collaboratively work together to inform the offerings of courses, programs, pathways, and workforce development opportunities that enable students to access the current and future job market and further social and economic mobility.
(b)The Strong Workforce Program is hereby established as a K14 state education, economic, and workforce development initiative for the purpose of expanding the availability of high-quality, industry-valued career technical education and workforce development courses, programs, pathways, credentials, certificates, and degrees.
(c)To facilitate program coordination and alignment with other workforce training, education, and employment services in the state, the Strong Workforce Program shall operate in a manner that complies with the California Strategic Workforce Development Plan, required pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128), and expand upon existing consortia infrastructure.
(d)To avoid duplication of effort, activities funded under the Strong Workforce Program shall be informed by, aligned with, and expand upon the activities of existing workforce and education regional partnerships, including those partnership activities that pertain to regional planning efforts established pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128), adult education block grant consortia, and other career technical education programs.
(e)All of the following guiding principles apply to each consortium participating in the Strong Workforce Program:
(1)Any community college district or local educational agency participating in the consortium shall ensure that its career technical education and workforce development courses, credentials, certificates, degrees, programs, and pathway offerings, as applicable, are responsive to the needs of employers, workers, civic leaders, and students.
(2)The consortium shall collaborate with other public institutions, including, but not limited to, adult education consortia, local workforce development boards, and interested California State University and University of California institutions.
(3)The consortium shall collaborate with civic representatives, representatives from the labor community, and economic development and industry sector leaders within the region.
(4)The consortium shall include collaborating entities and persons identified in this subdivision in planning meetings, provide them with adequate notice of the consortiums proposed decisions, and solicit, consider, and respond to comments from them regarding the consortiums proposed decisions.
(5)Collaborative efforts shall focus upon evidence-based decisionmaking and student success with workforce outcomes aligned with the performance accountability measures of the federal Workforce Innovation and Opportunity Act (Public Law 113-128), and closing labor market and employment gaps. Each consortium shall strive to align programmatic offerings in the most effective and efficient manner to avoid duplication of effort and streamline access to services, and education and training opportunities.
(6)Community college districts, local educational agencies, and other entities participating in a consortium are encouraged to develop long-term partnerships with private sector employers and labor partners to provide coordinated courses, programs, and pathways with employer involvement in the assessment, planning, and development of career technical education courses, programs, and pathways. To the extent practicable, employer partnerships should build upon regional partnerships formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) and other state or federal programs.
(7)Community college districts, local educational agencies, and other entities participating in a consortium are encouraged to develop and work closely with public and private organizations that offer workforce development programs and pathways to individuals with autism and other developmental disabilities to provide a comprehensive approach to address workforce readiness and employment.
(f)The chancellors office shall, in consultation with the California Workforce Development Board, the Academic Senate for California Community Colleges, and its partners formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128), as applicable, develop and implement policies and guidance necessary to implement the Community College component of the Strong Workforce Program, including policies and guidance necessary for consortia, including community college districts and their regional partners, to increase the number of aligned middle skill and career technical education courses, programs, pathways, credentials, certificates, and degrees. No later than June 30, 2017, the chancellors office shall develop and implement policies and guidance pursuant to this subdivision and bring before the Board of Governors of the California Community Colleges any policies, regulations, and guidance necessary to accomplish all of the following:
(1)Facilitate the development, implementation, and sharing of career technical education effective practices, curriculum models and courses, and community college credentials, certificates, degrees, and programs across regions and among community college districts.
(2)Enable community college districts to develop career technical education and workforce outcomes, and applicable associate degrees and certificates as appropriate.
(3)Provide accessible performance and labor market data that can be used flexibly by participating community college districts and their regional partners to support the implementation of the Strong Workforce Program and related efforts to align regional workforce and education programming with regional labor market needs.
(4)Encourage local efficiency through coordinated and collaborative regional workforce efforts in which community college districts are partners.
(5)Support curriculum processes to ensure that students are able to efficiently transfer college-level career technical education credits across community college districts and to the California State University and the University of California.
(6)Improve sector-based engagement with employers within a region.
(7)Provide, in partnership with employers, work-based learning opportunities for students that increase their employability and earning potential.
(8)Enable community college districts to facilitate and optimize their resources to support the Strong Workforce Program and other related regional workforce development efforts.
(9)Ensure that community college district Strong Workforce Program expenditures are focused on improving student success with workforce outcomes for all students enrolled in community college career technical education courses, programs, and pathways.
(10)(A)For the Community College component only, notwithstanding the June 30, 2017, implementation date specified in this subdivision, develop and implement a plan to streamline the course and curriculum approval process, both at the state and local levels. The plan shall reflect an expedited state approval process for career technical education courses, programs, and certificates, and may include the elimination of an existing state course and program approval process. The plan shall reflect one of the following two options:
(i)A process of course and curriculum approval that enables community college districts to develop a course or program within one academic year and to offer that course or program the subsequent academic year.
(ii)A process of course and curriculum approval that enables community college districts to develop a course or program within one academic semester and to offer that course or program the subsequent academic semester.
(B)The plan described in subparagraph (A) shall also reflect the creation of a process that enables career technical education courses and programs to be portable among community college districts. This process shall enable a community college district to adapt, adopt, or adapt and adopt another community college districts approved career technical education courses, programs, and curriculum within one academic semester and to offer that course or program, or use that curriculum, the subsequent academic semester.
(C)The chancellors office shall consult with the Legislature and the Governor before implementing the plan. The plan shall be developed no later than July 1, 2017, and implemented no later than January 1, 2018.
(11)Eliminate barriers to hiring qualified instructors for career technical education courses, including reevaluating the required minimum qualifications for career technical education instructors.
(g)Community college districts are encouraged to expedite the development of targeted credit or noncredit short-term workforce training programs, in accordance with all of the following:
(1)Short-term workforce training programs that focus on economic recovery and result in job placement.
(2)Short-term workforce training programs that focus on the reskilling and upskilling of individuals.
(3)(A)Short-term workforce training programs that have at least one proven employer partner, demonstrate job vacancies, and submit verification to the chancellors office.
(B)For purposes of subparagraph (A), verification includes the projected number of individuals served, completion rates, and job placement rates.
(4)It is the intent of the Legislature that, where possible, short-term noncredit workforce training programs should be used to be responsive to the workforce training needs of employers, with the ability to transition to credit or noncredit courses and programs upon successful completion of a program established pursuant to this subdivision. Colleges are encouraged to develop workforce training that uses competency-based approaches, and applies credit for prior learning where possible.
(h)After June 30, 2017, and only as necessary, the chancellors office may develop and implement revised polices and guidance for the Community College component only, and bring regulations before the Board of Governors of the California Community Colleges as necessary for a community college district and its regional partners to accomplish both of the following:
(1)Implement and expand the amount of aligned middle skill and career technical education credentials, certificates, degrees, courses, programs, and pathways in accordance with paragraphs (1) to (11), inclusive, of subdivision (f).
(2)Implement the recommendations of the Strong Workforce Task Force.
(i)No later than June 30, 2026, the chancellors office shall revise any policies, regulations, and guidance necessary to provide students, employers, or both, with paid work-based learning opportunities that may be directly supported with funds apportioned directly to a community college district pursuant to clause (iv) of subparagraph (B) of paragraph (2) of subdivision (c) of Section 88825.
(j)(1)For purposes of this section, the chancellors office shall consider input provided by relevant stakeholders, including the Academic Senate of the California Community Colleges, the Workforce Pathways Joint Advisory Committee, and the California Workforce Development Board, before implementing revised guidance, policies, or regulatory changes for the Community College component.
(2)For purposes of the Community College component and in compliance with the consultation requirements in Sections 70901 and 70902, the Academic Senate of the California Community Colleges shall establish a career technical education subcommittee to provide recommendations on career technical education issues. No less than 70 percent of the subcommittee shall consist of career technical education faculty. The subcommittees charter shall require it to provide assistance to community college districts to ensure that career technical education and its instruction is responsive and aligned to current and emergent industry trends, and ensure that similar courses, programs, and degrees are portable among community college districts.
SEC. 2.Section 88825 of the Education Code is amended to read:88825.(a)This section applies to the Community College component only, and applies commencing with the 201718 fiscal year.
(b)To promote the success of community college students and the career technical education programs that serve them, up to 5 percent of the funds appropriated for the Community College component may be allocated by the Board of Governors of the California Community Colleges to a community college district for statewide activities to improve and administer the program, including the facilitation of system, program, and data alignment at the state and regional levels and the implementation of the 25 recommendations presented to the board of governors on January 19 and 20, 2016, by the Strong Workforce Task Force. The chancellors office shall consult with the California Workforce Development Board and other appropriate state agencies on the development of all statewide activities that would be implemented by the selected district to facilitate broader workforce and education system alignment. Statewide coordination activities funded out of this allocation may include, but are not limited to, the following activities:
(1)State-level coordination for the development of labor market analyses pertaining to economic and industry trends and jobs projections for the purpose of supporting common regional planning efforts and the alignment of career technical education program offerings with regional labor market dynamics.
(2)Research, evaluation, and technical assistance on the use of effective local and regional policies, best practices, and model partnerships.
(3)Development and prototyping of innovative policies, practices, and coordinated services with local workforce and education partners.
(4)Participation of community college districts in existing regional coalitions and planning efforts.
(5)Cross-training local program staff.
(6)Development and maintenance of a state-level cross-system data reporting mechanism with partners formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) for the purpose of monitoring workforce program outcomes and performance accountability.
(7)Leveraging allocated funds with state and local partners through interagency agreements, memorandums of understanding, or other appropriate mechanisms.
(c)(1)Forty percent of the funds apportioned for the Community College component of the program shall be apportioned directly to the fiscal agents of the consortia for the purpose of funding regionally prioritized projects and programs that meet the needs of local and regional economies, including development of short-term workforce training programs focused on Californias economic recovery from COVID-19 beginning in 2020, as identified in regional plans and federal Workforce Innovation and Opportunity Act (Public Law 113-128) regional plans.
(2)(A)Sixty percent of the funds apportioned for the Community College component of the program shall be apportioned directly to community college districts in the consortia. Funds apportioned directly to a community college district shall be expended for the purpose of funding regionally prioritized projects and programs within the community college district that meet the needs of local and regional economies, including development of short-term workforce training programs focused on Californias economic recovery from COVID-19 beginning in 2020, as identified in regional plans and federal Workforce Innovation and Opportunity Act (Public Law 113-128) regional plans. As a condition of receiving direct funding, each community college district shall actively participate in its consortium.
(B)Funds apportioned directly to a community college district pursuant to subparagraph (A) may also be used for all of the following:
(i)Providing funds for student grants to cover fees for third-party certification and licensing.
(ii)Enhancing student services to support retention, work experience, and job placement.
(iii)Providing students with an integrated educational program that connects academic curricula to applied and experiential learning in the workplace, including, but not limited to, work-based learning programs and models.
(iv)Providing direct support to students, employers, or both, for paid work-based learning, including, but not limited to, apprenticeships, internships, externships, and student-run enterprises to increase employability and employment.
(d)The allocation of funds to a consortium shall be based on a schedule determined by the chancellors office and is effective for the four years of each plan cycle. Within the four-year plan cycle, this schedule may be altered to reflect changes in the statewide allocation for the program as appropriated in the annual Budget Act.
(e)The chancellors office shall provide to the Department of Finance and the Legislative Analysts Office its recommendations for the allocation of funds available for each consortium no later than August 30 of each year. The department shall approve the allocation plan before the release of funding.
(f)(1)For each four-year plan cycle, the chancellors office shall determine the amount of funds to be allocated to each consortium based on the following weighted factors in each region:
(A)The unemployment rate. This factor shall comprise 33 percent of the allocation formula.
(B)The proportion of career technical education full-time equivalent students. This factor shall comprise 33 percent of the allocation formula.
(C)The proportion of projected job openings. This factor shall comprise 17 percent of the allocation formula.
(D)The proportion of successful workforce outcomes as evidenced by the performance accountability measures of the federal Workforce Innovation and Opportunity Act (Public Law 113-128). This factor shall comprise 17 percent of the allocation formula.
(2)For each four-year plan cycle, the chancellors office shall determine the amount of funds to be allocated directly to each community college district within a consortium based on the weighted factors, specified in subparagraphs (A) to (D), inclusive, of paragraph (1), in each district within the region.
(g)A consortium shall allocate funds in accordance with its plan and only to community college districts. Decisions governing, or relating to, the distribution of the consortiums fiscal resources shall be determined exclusively by the community college districts participating in the consortium.
(h)As a condition of receipt of funds under this section, a participating community college district shall comply with all of the following:
(1)Be a member of a consortium.
(2)Participate in regional planning efforts formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) and other efforts that align workforce, employment, and education services.
(3)Work with other consortium members to create and submit a plan to the chancellors office by January 31 of every fourth year of a four-year plan cycle.
(4)Provide accessible performance and labor market data that can be used by community college districts and their regional partners to support the implementation of the program and any related efforts to align regional workforce and education programming with regional labor market needs, including, but not limited to, regional planning efforts established pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128).
(5)Include interested public universities and local educational agencies in regional planning.
(6)Certify that the use of funds will meet the intent of the program to accomplish all of the following:
(A)Increase the number of students in quality career technical education courses, programs, and pathways that will achieve successful workforce outcomes.
(B)Increase the number of quality career technical education courses, programs, and pathways that lead to successful workforce outcomes, or invest in new or emerging career technical education courses, programs, and pathways that may become operative in subsequent years and are likely to lead to successful workforce outcomes.
(C)Address recommendations from the Strong Workforce Task Force, including the recommended provision of student services related to career exploration, job readiness and job placement, and work-based learning.
(i)Funds appropriated to community college districts for the program shall supplement, not supplant, existing funding of community college career technical education programs. This subdivision does not prohibit a participating community college district from eliminating or altering existing programs, but the percentage of that community college districts total full-time equivalent students enrolled in career technical education courses relative to the total full-time equivalent students enrolled in the district shall not be reduced from the percentage computed for the 201516 fiscal year.
(j)Programs, courses, or instructional materials developed using funding from the program may be made available to all community college districts, as appropriate, through the online clearinghouse of information created as part of the Institutional Effectiveness Partnership Initiative.
(a)The Legislature finds and declares all of the following:
(1)Californias economic competitiveness is fueled, in part, by the strength of its regional economies and its skilled workforce.
(2)Upward social and economic mobility helps keep the states economy diversified and vibrant.
(3)The attainment of industry-valued middle skill credentials serves as a gateway for a large and diverse number of careers in the states economy.
(4)Californias local educational agencies, community college districts, interested public four-year universities, local workforce development boards, economic development and industry leaders, and local civic representatives should collaboratively work together to inform the offerings of courses, programs, pathways, and workforce development opportunities that enable students to access the current and future job market and further social and economic mobility.
(b)The Strong Workforce Program is hereby established as a K14 state education, economic, and workforce development initiative for the purpose of expanding the availability of high-quality, industry-valued career technical education and workforce development courses, programs, pathways, credentials, certificates, and degrees.
(c)To facilitate program coordination and alignment with other workforce training, education, and employment services in the state, the Strong Workforce Program shall operate in a manner that complies with the California Strategic Workforce Development Plan, required pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128), and expand upon existing consortia infrastructure.
(d)To avoid duplication of effort, activities funded under the Strong Workforce Program shall be informed by, aligned with, and expand upon the activities of existing workforce and education regional partnerships, including those partnership activities that pertain to regional planning efforts established pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128), adult education block grant consortia, and other career technical education programs.
(e)All of the following guiding principles apply to each consortium participating in the Strong Workforce Program:
(1)Any community college district or local educational agency participating in the consortium shall ensure that its career technical education and workforce development courses, credentials, certificates, degrees, programs, and pathway offerings, as applicable, are responsive to the needs of employers, workers, civic leaders, and students.
(2)The consortium shall collaborate with other public institutions, including, but not limited to, adult education consortia, local workforce development boards, and interested California State University and University of California institutions.
(3)The consortium shall collaborate with civic representatives, representatives from the labor community, and economic development and industry sector leaders within the region.
(4)The consortium shall include collaborating entities and persons identified in this subdivision in planning meetings, provide them with adequate notice of the consortiums proposed decisions, and solicit, consider, and respond to comments from them regarding the consortiums proposed decisions.
(5)Collaborative efforts shall focus upon evidence-based decisionmaking and student success with workforce outcomes aligned with the performance accountability measures of the federal Workforce Innovation and Opportunity Act (Public Law 113-128), and closing labor market and employment gaps. Each consortium shall strive to align programmatic offerings in the most effective and efficient manner to avoid duplication of effort and streamline access to services, and education and training opportunities.
(6)Community college districts, local educational agencies, and other entities participating in a consortium are encouraged to develop long-term partnerships with private sector employers and labor partners to provide coordinated courses, programs, and pathways with employer involvement in the assessment, planning, and development of career technical education courses, programs, and pathways. To the extent practicable, employer partnerships should build upon regional partnerships formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) and other state or federal programs.
(7)Community college districts, local educational agencies, and other entities participating in a consortium are encouraged to develop and work closely with public and private organizations that offer workforce development programs and pathways to individuals with autism and other developmental disabilities to provide a comprehensive approach to address workforce readiness and employment.
(f)The chancellors office shall, in consultation with the California Workforce Development Board, the Academic Senate for California Community Colleges, and its partners formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128), as applicable, develop and implement policies and guidance necessary to implement the Community College component of the Strong Workforce Program, including policies and guidance necessary for consortia, including community college districts and their regional partners, to increase the number of aligned middle skill and career technical education courses, programs, pathways, credentials, certificates, and degrees. No later than June 30, 2017, the chancellors office shall develop and implement policies and guidance pursuant to this subdivision and bring before the Board of Governors of the California Community Colleges any policies, regulations, and guidance necessary to accomplish all of the following:
(1)Facilitate the development, implementation, and sharing of career technical education effective practices, curriculum models and courses, and community college credentials, certificates, degrees, and programs across regions and among community college districts.
(2)Enable community college districts to develop career technical education and workforce outcomes, and applicable associate degrees and certificates as appropriate.
(3)Provide accessible performance and labor market data that can be used flexibly by participating community college districts and their regional partners to support the implementation of the Strong Workforce Program and related efforts to align regional workforce and education programming with regional labor market needs.
(4)Encourage local efficiency through coordinated and collaborative regional workforce efforts in which community college districts are partners.
(5)Support curriculum processes to ensure that students are able to efficiently transfer college-level career technical education credits across community college districts and to the California State University and the University of California.
(6)Improve sector-based engagement with employers within a region.
(7)Provide, in partnership with employers, work-based learning opportunities for students that increase their employability and earning potential.
(8)Enable community college districts to facilitate and optimize their resources to support the Strong Workforce Program and other related regional workforce development efforts.
(9)Ensure that community college district Strong Workforce Program expenditures are focused on improving student success with workforce outcomes for all students enrolled in community college career technical education courses, programs, and pathways.
(10)(A)For the Community College component only, notwithstanding the June 30, 2017, implementation date specified in this subdivision, develop and implement a plan to streamline the course and curriculum approval process, both at the state and local levels. The plan shall reflect an expedited state approval process for career technical education courses, programs, and certificates, and may include the elimination of an existing state course and program approval process. The plan shall reflect one of the following two options:
(i)A process of course and curriculum approval that enables community college districts to develop a course or program within one academic year and to offer that course or program the subsequent academic year.
(ii)A process of course and curriculum approval that enables community college districts to develop a course or program within one academic semester and to offer that course or program the subsequent academic semester.
(B)The plan described in subparagraph (A) shall also reflect the creation of a process that enables career technical education courses and programs to be portable among community college districts. This process shall enable a community college district to adapt, adopt, or adapt and adopt another community college districts approved career technical education courses, programs, and curriculum within one academic semester and to offer that course or program, or use that curriculum, the subsequent academic semester.
(C)The chancellors office shall consult with the Legislature and the Governor before implementing the plan. The plan shall be developed no later than July 1, 2017, and implemented no later than January 1, 2018.
(11)Eliminate barriers to hiring qualified instructors for career technical education courses, including reevaluating the required minimum qualifications for career technical education instructors.
(g)Community college districts are encouraged to expedite the development of targeted credit or noncredit short-term workforce training programs, in accordance with all of the following:
(1)Short-term workforce training programs that focus on economic recovery and result in job placement.
(2)Short-term workforce training programs that focus on the reskilling and upskilling of individuals.
(3)(A)Short-term workforce training programs that have at least one proven employer partner, demonstrate job vacancies, and submit verification to the chancellors office.
(B)For purposes of subparagraph (A), verification includes the projected number of individuals served, completion rates, and job placement rates.
(4)It is the intent of the Legislature that, where possible, short-term noncredit workforce training programs should be used to be responsive to the workforce training needs of employers, with the ability to transition to credit or noncredit courses and programs upon successful completion of a program established pursuant to this subdivision. Colleges are encouraged to develop workforce training that uses competency-based approaches, and applies credit for prior learning where possible.
(h)After June 30, 2017, and only as necessary, the chancellors office may develop and implement revised polices and guidance for the Community College component only, and bring regulations before the Board of Governors of the California Community Colleges as necessary for a community college district and its regional partners to accomplish both of the following:
(1)Implement and expand the amount of aligned middle skill and career technical education credentials, certificates, degrees, courses, programs, and pathways in accordance with paragraphs (1) to (11), inclusive, of subdivision (f).
(2)Implement the recommendations of the Strong Workforce Task Force.
(i)No later than June 30, 2026, the chancellors office shall revise any policies, regulations, and guidance necessary to provide students, employers, or both, with paid work-based learning opportunities that may be directly supported with funds apportioned directly to a community college district pursuant to clause (iv) of subparagraph (B) of paragraph (2) of subdivision (c) of Section 88825.
(j)(1)For purposes of this section, the chancellors office shall consider input provided by relevant stakeholders, including the Academic Senate of the California Community Colleges, the Workforce Pathways Joint Advisory Committee, and the California Workforce Development Board, before implementing revised guidance, policies, or regulatory changes for the Community College component.
(2)For purposes of the Community College component and in compliance with the consultation requirements in Sections 70901 and 70902, the Academic Senate of the California Community Colleges shall establish a career technical education subcommittee to provide recommendations on career technical education issues. No less than 70 percent of the subcommittee shall consist of career technical education faculty. The subcommittees charter shall require it to provide assistance to community college districts to ensure that career technical education and its instruction is responsive and aligned to current and emergent industry trends, and ensure that similar courses, programs, and degrees are portable among community college districts.
SEC. 2.Section 88825 of the Education Code is amended to read:88825.(a)This section applies to the Community College component only, and applies commencing with the 201718 fiscal year.
(b)To promote the success of community college students and the career technical education programs that serve them, up to 5 percent of the funds appropriated for the Community College component may be allocated by the Board of Governors of the California Community Colleges to a community college district for statewide activities to improve and administer the program, including the facilitation of system, program, and data alignment at the state and regional levels and the implementation of the 25 recommendations presented to the board of governors on January 19 and 20, 2016, by the Strong Workforce Task Force. The chancellors office shall consult with the California Workforce Development Board and other appropriate state agencies on the development of all statewide activities that would be implemented by the selected district to facilitate broader workforce and education system alignment. Statewide coordination activities funded out of this allocation may include, but are not limited to, the following activities:
(1)State-level coordination for the development of labor market analyses pertaining to economic and industry trends and jobs projections for the purpose of supporting common regional planning efforts and the alignment of career technical education program offerings with regional labor market dynamics.
(2)Research, evaluation, and technical assistance on the use of effective local and regional policies, best practices, and model partnerships.
(3)Development and prototyping of innovative policies, practices, and coordinated services with local workforce and education partners.
(4)Participation of community college districts in existing regional coalitions and planning efforts.
(5)Cross-training local program staff.
(6)Development and maintenance of a state-level cross-system data reporting mechanism with partners formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) for the purpose of monitoring workforce program outcomes and performance accountability.
(7)Leveraging allocated funds with state and local partners through interagency agreements, memorandums of understanding, or other appropriate mechanisms.
(c)(1)Forty percent of the funds apportioned for the Community College component of the program shall be apportioned directly to the fiscal agents of the consortia for the purpose of funding regionally prioritized projects and programs that meet the needs of local and regional economies, including development of short-term workforce training programs focused on Californias economic recovery from COVID-19 beginning in 2020, as identified in regional plans and federal Workforce Innovation and Opportunity Act (Public Law 113-128) regional plans.
(2)(A)Sixty percent of the funds apportioned for the Community College component of the program shall be apportioned directly to community college districts in the consortia. Funds apportioned directly to a community college district shall be expended for the purpose of funding regionally prioritized projects and programs within the community college district that meet the needs of local and regional economies, including development of short-term workforce training programs focused on Californias economic recovery from COVID-19 beginning in 2020, as identified in regional plans and federal Workforce Innovation and Opportunity Act (Public Law 113-128) regional plans. As a condition of receiving direct funding, each community college district shall actively participate in its consortium.
(B)Funds apportioned directly to a community college district pursuant to subparagraph (A) may also be used for all of the following:
(i)Providing funds for student grants to cover fees for third-party certification and licensing.
(ii)Enhancing student services to support retention, work experience, and job placement.
(iii)Providing students with an integrated educational program that connects academic curricula to applied and experiential learning in the workplace, including, but not limited to, work-based learning programs and models.
(iv)Providing direct support to students, employers, or both, for paid work-based learning, including, but not limited to, apprenticeships, internships, externships, and student-run enterprises to increase employability and employment.
(d)The allocation of funds to a consortium shall be based on a schedule determined by the chancellors office and is effective for the four years of each plan cycle. Within the four-year plan cycle, this schedule may be altered to reflect changes in the statewide allocation for the program as appropriated in the annual Budget Act.
(e)The chancellors office shall provide to the Department of Finance and the Legislative Analysts Office its recommendations for the allocation of funds available for each consortium no later than August 30 of each year. The department shall approve the allocation plan before the release of funding.
(f)(1)For each four-year plan cycle, the chancellors office shall determine the amount of funds to be allocated to each consortium based on the following weighted factors in each region:
(A)The unemployment rate. This factor shall comprise 33 percent of the allocation formula.
(B)The proportion of career technical education full-time equivalent students. This factor shall comprise 33 percent of the allocation formula.
(C)The proportion of projected job openings. This factor shall comprise 17 percent of the allocation formula.
(D)The proportion of successful workforce outcomes as evidenced by the performance accountability measures of the federal Workforce Innovation and Opportunity Act (Public Law 113-128). This factor shall comprise 17 percent of the allocation formula.
(2)For each four-year plan cycle, the chancellors office shall determine the amount of funds to be allocated directly to each community college district within a consortium based on the weighted factors, specified in subparagraphs (A) to (D), inclusive, of paragraph (1), in each district within the region.
(g)A consortium shall allocate funds in accordance with its plan and only to community college districts. Decisions governing, or relating to, the distribution of the consortiums fiscal resources shall be determined exclusively by the community college districts participating in the consortium.
(h)As a condition of receipt of funds under this section, a participating community college district shall comply with all of the following:
(1)Be a member of a consortium.
(2)Participate in regional planning efforts formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) and other efforts that align workforce, employment, and education services.
(3)Work with other consortium members to create and submit a plan to the chancellors office by January 31 of every fourth year of a four-year plan cycle.
(4)Provide accessible performance and labor market data that can be used by community college districts and their regional partners to support the implementation of the program and any related efforts to align regional workforce and education programming with regional labor market needs, including, but not limited to, regional planning efforts established pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128).
(5)Include interested public universities and local educational agencies in regional planning.
(6)Certify that the use of funds will meet the intent of the program to accomplish all of the following:
(A)Increase the number of students in quality career technical education courses, programs, and pathways that will achieve successful workforce outcomes.
(B)Increase the number of quality career technical education courses, programs, and pathways that lead to successful workforce outcomes, or invest in new or emerging career technical education courses, programs, and pathways that may become operative in subsequent years and are likely to lead to successful workforce outcomes.
(C)Address recommendations from the Strong Workforce Task Force, including the recommended provision of student services related to career exploration, job readiness and job placement, and work-based learning.
(i)Funds appropriated to community college districts for the program shall supplement, not supplant, existing funding of community college career technical education programs. This subdivision does not prohibit a participating community college district from eliminating or altering existing programs, but the percentage of that community college districts total full-time equivalent students enrolled in career technical education courses relative to the total full-time equivalent students enrolled in the district shall not be reduced from the percentage computed for the 201516 fiscal year.
(j)Programs, courses, or instructional materials developed using funding from the program may be made available to all community college districts, as appropriate, through the online clearinghouse of information created as part of the Institutional Effectiveness Partnership Initiative.
(a)The Legislature finds and declares all of the following:
(1)Californias economic competitiveness is fueled, in part, by the strength of its regional economies and its skilled workforce.
(2)Upward social and economic mobility helps keep the states economy diversified and vibrant.
(3)The attainment of industry-valued middle skill credentials serves as a gateway for a large and diverse number of careers in the states economy.
(4)Californias local educational agencies, community college districts, interested public four-year universities, local workforce development boards, economic development and industry leaders, and local civic representatives should collaboratively work together to inform the offerings of courses, programs, pathways, and workforce development opportunities that enable students to access the current and future job market and further social and economic mobility.
(b)The Strong Workforce Program is hereby established as a K14 state education, economic, and workforce development initiative for the purpose of expanding the availability of high-quality, industry-valued career technical education and workforce development courses, programs, pathways, credentials, certificates, and degrees.
(c)To facilitate program coordination and alignment with other workforce training, education, and employment services in the state, the Strong Workforce Program shall operate in a manner that complies with the California Strategic Workforce Development Plan, required pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128), and expand upon existing consortia infrastructure.
(d)To avoid duplication of effort, activities funded under the Strong Workforce Program shall be informed by, aligned with, and expand upon the activities of existing workforce and education regional partnerships, including those partnership activities that pertain to regional planning efforts established pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128), adult education block grant consortia, and other career technical education programs.
(e)All of the following guiding principles apply to each consortium participating in the Strong Workforce Program:
(1)Any community college district or local educational agency participating in the consortium shall ensure that its career technical education and workforce development courses, credentials, certificates, degrees, programs, and pathway offerings, as applicable, are responsive to the needs of employers, workers, civic leaders, and students.
(2)The consortium shall collaborate with other public institutions, including, but not limited to, adult education consortia, local workforce development boards, and interested California State University and University of California institutions.
(3)The consortium shall collaborate with civic representatives, representatives from the labor community, and economic development and industry sector leaders within the region.
(4)The consortium shall include collaborating entities and persons identified in this subdivision in planning meetings, provide them with adequate notice of the consortiums proposed decisions, and solicit, consider, and respond to comments from them regarding the consortiums proposed decisions.
(5)Collaborative efforts shall focus upon evidence-based decisionmaking and student success with workforce outcomes aligned with the performance accountability measures of the federal Workforce Innovation and Opportunity Act (Public Law 113-128), and closing labor market and employment gaps. Each consortium shall strive to align programmatic offerings in the most effective and efficient manner to avoid duplication of effort and streamline access to services, and education and training opportunities.
(6)Community college districts, local educational agencies, and other entities participating in a consortium are encouraged to develop long-term partnerships with private sector employers and labor partners to provide coordinated courses, programs, and pathways with employer involvement in the assessment, planning, and development of career technical education courses, programs, and pathways. To the extent practicable, employer partnerships should build upon regional partnerships formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) and other state or federal programs.
(7)Community college districts, local educational agencies, and other entities participating in a consortium are encouraged to develop and work closely with public and private organizations that offer workforce development programs and pathways to individuals with autism and other developmental disabilities to provide a comprehensive approach to address workforce readiness and employment.
(f)The chancellors office shall, in consultation with the California Workforce Development Board, the Academic Senate for California Community Colleges, and its partners formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128), as applicable, develop and implement policies and guidance necessary to implement the Community College component of the Strong Workforce Program, including policies and guidance necessary for consortia, including community college districts and their regional partners, to increase the number of aligned middle skill and career technical education courses, programs, pathways, credentials, certificates, and degrees. No later than June 30, 2017, the chancellors office shall develop and implement policies and guidance pursuant to this subdivision and bring before the Board of Governors of the California Community Colleges any policies, regulations, and guidance necessary to accomplish all of the following:
(1)Facilitate the development, implementation, and sharing of career technical education effective practices, curriculum models and courses, and community college credentials, certificates, degrees, and programs across regions and among community college districts.
(2)Enable community college districts to develop career technical education and workforce outcomes, and applicable associate degrees and certificates as appropriate.
(3)Provide accessible performance and labor market data that can be used flexibly by participating community college districts and their regional partners to support the implementation of the Strong Workforce Program and related efforts to align regional workforce and education programming with regional labor market needs.
(4)Encourage local efficiency through coordinated and collaborative regional workforce efforts in which community college districts are partners.
(5)Support curriculum processes to ensure that students are able to efficiently transfer college-level career technical education credits across community college districts and to the California State University and the University of California.
(6)Improve sector-based engagement with employers within a region.
(7)Provide, in partnership with employers, work-based learning opportunities for students that increase their employability and earning potential.
(8)Enable community college districts to facilitate and optimize their resources to support the Strong Workforce Program and other related regional workforce development efforts.
(9)Ensure that community college district Strong Workforce Program expenditures are focused on improving student success with workforce outcomes for all students enrolled in community college career technical education courses, programs, and pathways.
(10)(A)For the Community College component only, notwithstanding the June 30, 2017, implementation date specified in this subdivision, develop and implement a plan to streamline the course and curriculum approval process, both at the state and local levels. The plan shall reflect an expedited state approval process for career technical education courses, programs, and certificates, and may include the elimination of an existing state course and program approval process. The plan shall reflect one of the following two options:
(i)A process of course and curriculum approval that enables community college districts to develop a course or program within one academic year and to offer that course or program the subsequent academic year.
(ii)A process of course and curriculum approval that enables community college districts to develop a course or program within one academic semester and to offer that course or program the subsequent academic semester.
(B)The plan described in subparagraph (A) shall also reflect the creation of a process that enables career technical education courses and programs to be portable among community college districts. This process shall enable a community college district to adapt, adopt, or adapt and adopt another community college districts approved career technical education courses, programs, and curriculum within one academic semester and to offer that course or program, or utilize use that curriculum, the subsequent academic semester.
(C)The chancellors office shall consult with the Legislature and the Governor prior to before implementing the plan. The plan shall be developed no later than July 1, 2017, and implemented no later than January 1, 2018.
(11)Eliminate barriers to hiring qualified instructors for career technical education courses, including reevaluating the required minimum qualifications for career technical education instructors.
(g)Community college districts are encouraged to expedite the development of targeted credit or noncredit short-term workforce training programs, in accordance with all of the following:
(1)Short-term workforce training programs that focus on economic recovery and result in job placement.
(2)Short-term workforce training programs that focus on the reskilling and upskilling of individuals.
(3)(A)Short-term workforce training programs that have at least one proven employer partner, demonstrate job vacancies, and submit verification to the chancellors office.
(B)For purposes of subparagraph (A), verification includes the projected number of individuals served, completion rates, and job placement rates.
(4)It is the intent of the Legislature that, where possible, short-term noncredit workforce training programs should be utilized used to be responsive to the workforce training needs of employers, with the ability to transition to credit or noncredit courses and programs upon successful completion of a program established pursuant to this subdivision. Colleges are encouraged to develop workforce training that utilizes uses competency-based approaches, and applies credit for prior learning where possible.
(h)After June 30, 2017, and only as necessary, the chancellors office may develop and implement revised polices and guidance for the Community College component only, and bring regulations before the Board of Governors of the California Community Colleges as necessary for a community college district and its regional partners to accomplish both of the following:
(1)Implement and expand the amount of aligned middle skill and career technical education credentials, certificates, degrees, courses, programs, and pathways in accordance with paragraphs (1) to (11), inclusive, of subdivision (f).
(2)Implement the recommendations of the Strong Workforce Task Force.
(i)No later than June 30, 2026, the chancellors office shall revise any policies, regulations, and guidance necessary to provide students, employers, or both, with paid work-based learning opportunities that may be directly supported with funds apportioned directly to a community college district pursuant to clause (iv) of subparagraph (B) of paragraph (2) of subdivision (c) of Section 88825.
(i)(j)(1)For purposes of this section, the chancellors office shall consider input provided by relevant stakeholders, including the Academic Senate of the California Community Colleges, the Workforce Pathways Joint Advisory Committee, and the California Workforce Development Board, before implementing revised guidance, policies, or regulatory changes for the Community College component.
(2)For purposes of the Community College component and in compliance with the consultation requirements in Sections 70901 and 70902, the Academic Senate of the California Community Colleges shall establish a career technical education subcommittee to provide recommendations on career technical education issues. No less than 70 percent of the subcommittee shall consist of career technical education faculty. The subcommittees charter shall require it to provide assistance to community college districts to ensure that career technical education and its instruction is responsive and aligned to current and emergent industry trends, and ensure that similar courses, programs, and degrees are portable among community college districts.
SEC. 2.Section 88825 of the Education Code is amended to read:88825.(a)This section applies to the Community College component only, and applies commencing with the 201718 fiscal year.
(b)To promote the success of community college students and the career technical education programs that serve them, up to 5 percent of the funds appropriated for the Community College component may be allocated by the Board of Governors of the California Community Colleges to a community college district for statewide activities to improve and administer the program, including the facilitation of system, program, and data alignment at the state and regional levels and the implementation of the 25 recommendations presented to the board of governors on January 19 and 20, 2016, by the Strong Workforce Task Force. The chancellors office shall consult with the California Workforce Development Board and other appropriate state agencies on the development of all statewide activities that would be implemented by the selected district to facilitate broader workforce and education system alignment. Statewide coordination activities funded out of this allocation may include, but are not limited to, the following activities:
(1)State-level coordination for the development of labor market analyses pertaining to economic and industry trends and jobs projections for the purpose of supporting common regional planning efforts and the alignment of career technical education program offerings with regional labor market dynamics.
(2)Research, evaluation, and technical assistance on the use of effective local and regional policies, best practices, and model partnerships.
(3)Development and prototyping of innovative policies, practices, and coordinated services with local workforce and education partners.
(4)Participation of community college districts in existing regional coalitions and planning efforts.
(5)Cross-training local program staff.
(6)Development and maintenance of a state-level cross-system data reporting mechanism with partners formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) for the purpose of monitoring workforce program outcomes and performance accountability.
(7)Leveraging allocated funds with state and local partners through interagency agreements, memorandums of understanding, or other appropriate mechanisms.
(c)(1)Forty percent of the funds apportioned for the Community College component of the program shall be apportioned directly to the fiscal agents of the consortia for the purpose of funding regionally prioritized projects and programs that meet the needs of local and regional economies, including development of short-term workforce training programs focused on Californias economic recovery from COVID-19 beginning in 2020, as identified in regional plans and federal Workforce Innovation and Opportunity Act (Public Law 113-128) regional plans.
(2)(A)Sixty percent of the funds apportioned for the Community College component of the program shall be apportioned directly to community college districts in the consortia. Funds apportioned directly to a community college district shall be expended for the purpose of funding regionally prioritized projects and programs within the community college district that meet the needs of local and regional economies, including development of short-term workforce training programs focused on Californias economic recovery from COVID-19 beginning in 2020, as identified in regional plans and federal Workforce Innovation and Opportunity Act (Public Law 113-128) regional plans. As a condition of receiving direct funding, each community college district shall actively participate in its consortium.
(B)Funds apportioned directly to a community college district pursuant to subparagraph (A) may also be used for all of the following:
(i)Providing funds for student grants to cover fees for third-party certification and licensing.
(ii)Enhancing student services to support retention, work experience, and job placement.
(iii)Providing students with an integrated educational program that connects academic curricula to applied and experiential learning in the workplace, including, but not limited to, work-based learning programs and models.
(iv)Providing direct support to students, employers, or both, for paid work-based learning, including, but not limited to, apprenticeships, internships, externships, and student-run enterprises to increase employability and employment.
(d)The allocation of funds to a consortium shall be based on a schedule determined by the chancellors office and is effective for the four years of each plan cycle. Within the four-year plan cycle, this schedule may be altered to reflect changes in the statewide allocation for the program as appropriated in the annual Budget Act.
(e)The chancellors office shall provide to the Department of Finance and the Legislative Analysts Office its recommendations for the allocation of funds available for each consortium no later than August 30 of each year. The department shall approve the allocation plan before the release of funding.
(f)(1)For each four-year plan cycle, the chancellors office shall determine the amount of funds to be allocated to each consortium based on the following weighted factors in each region:
(A)The unemployment rate. This factor shall comprise 33 percent of the allocation formula.
(B)The proportion of career technical education full-time equivalent students. This factor shall comprise 33 percent of the allocation formula.
(C)The proportion of projected job openings. This factor shall comprise 17 percent of the allocation formula.
(D)The proportion of successful workforce outcomes as evidenced by the performance accountability measures of the federal Workforce Innovation and Opportunity Act (Public Law 113-128). This factor shall comprise 17 percent of the allocation formula.
(2)For each four-year plan cycle, the chancellors office shall determine the amount of funds to be allocated directly to each community college district within a consortium based on the weighted factors, specified in subparagraphs (A) to (D), inclusive, of paragraph (1), in each district within the region.
(g)A consortium shall allocate funds in accordance with its plan and only to community college districts. Decisions governing, or relating to, the distribution of the consortiums fiscal resources shall be determined exclusively by the community college districts participating in the consortium.
(h)As a condition of receipt of funds under this section, a participating community college district shall comply with all of the following:
(1)Be a member of a consortium.
(2)Participate in regional planning efforts formed pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128) and other efforts that align workforce, employment, and education services.
(3)Work with other consortium members to create and submit a plan to the chancellors office by January 31 of every fourth year of a four-year plan cycle.
(4)Provide accessible performance and labor market data that can be used by community college districts and their regional partners to support the implementation of the program and any related efforts to align regional workforce and education programming with regional labor market needs, including, but not limited to, regional planning efforts established pursuant to the federal Workforce Innovation and Opportunity Act (Public Law 113-128).
(5)Include interested public universities and local educational agencies in regional planning.
(6)Certify that the use of funds will meet the intent of the program to accomplish all of the following:
(A)Increase the number of students in quality career technical education courses, programs, and pathways that will achieve successful workforce outcomes.
(B)Increase the number of quality career technical education courses, programs, and pathways that lead to successful workforce outcomes, or invest in new or emerging career technical education courses, programs, and pathways that may become operative in subsequent years and are likely to lead to successful workforce outcomes.
(C)Address recommendations from the Strong Workforce Task Force, including the recommended provision of student services related to career exploration, job readiness and job placement, and work-based learning.
(i)Funds appropriated to community college districts for the program shall supplement, not supplant, existing funding of community college career technical education programs. This subdivision shall not be interpreted to mean that does not prohibit a participating community college district is prohibited from eliminating or altering existing programs, but the percentage of that community college districts total full-time equivalent students enrolled in career technical education courses relative to the total full-time equivalent students enrolled in the district shall not be reduced from the percentage computed for the 201516 fiscal year.
(j)Programs, courses, or instructional materials developed using funding from the program may be made available to all community college districts, as appropriate, through the online clearinghouse of information created as part of the Institutional Effectiveness Partnership Initiative.
REVISIONS: HeadingLine 2|
Date
|
Status
|
|---|---|
| Oct 3, 2025 | Chaptered by Secretary of State - Chapter 255, Statutes of 2025. |
| Oct 3, 2025 | Approved by the Governor. |
| Sep 11, 2025 | Enrolled and presented to the Governor at 4 p.m. |
| Sep 4, 2025 | In Assembly. Ordered to Engrossing and Enrolling. |
| Sep 4, 2025 | Read third time. Passed. Ordered to the Assembly. (Ayes 39. Noes 0. Page 2520.). |
| Sep 2, 2025 | Ordered to special consent calendar. |
| Aug 29, 2025 | Read second time. Ordered to third reading. |
| Aug 29, 2025 | From committee: Do pass. (Ayes 7. Noes 0.) (August 29). |
| Jul 7, 2025 | In committee: Referred to APPR. suspense file. |
| Jun 25, 2025 | From committee: Do pass and re-refer to Com. on APPR. with recommendation: To Consent Calendar. (Ayes 7. Noes 0.) (June 25). Re-referred to Com. on APPR. |
| Jun 11, 2025 | Referred to Com. on ED. |
| May 29, 2025 | In Senate. Read first time. To Com. on RLS. for assignment. |
| May 29, 2025 | Read third time. Passed. Ordered to the Senate. (Ayes 70. Noes 0. Page 1784.) |
| May 27, 2025 | Read second time. Ordered to third reading. |
| May 23, 2025 | From committee: Do pass. (Ayes 14. Noes 0.) (May 23). |
| Apr 23, 2025 | In committee: Set, first hearing. Referred to suspense file. |
| Mar 19, 2025 | From committee: Do pass and re-refer to Com. on APPR. (Ayes 7. Noes 0.) (March 18). Re-referred to Com. on APPR. |
| Mar 19, 2025 | Coauthors revised. |
| Feb 10, 2025 | Referred to Com. on HIGHER ED. |
| Jan 27, 2025 | Read first time. |
| Jan 25, 2025 | From printer. May be heard in committee February 24. |
| Jan 24, 2025 | Introduced. To print. |
|
Date
|
Description
|
Location
|
Votes
|
|
|---|---|---|---|---|
| Sep 4, 2025 | Special Consent AB323 Fong et al. | Senate Floor |
Passed |
|
| Aug 29, 2025 | Do pass | Senate Standing Committee on Appropriations |
Passed |
|
| Jul 7, 2025 | Placed on suspense file | Senate Standing Committee on Appropriations |
Passed |
|
| Jun 25, 2025 | Do pass, but first be re-referred to the Committee on [Appropriations] with the recommendation: To Consent Calendar | Senate Standing Committee on Education |
Passed |
|
| May 29, 2025 | AB 323 Fong Assembly Third Reading | Assembly Floor |
Passed |
|
| May 23, 2025 | Do pass. | Assembly Standing Committee on Appropriations |
Passed |
|
| Mar 18, 2025 | Do pass and be re-referred to the Committee on [Appropriations] | Assembly Standing Committee on Higher Education |
Passed |
This list shows positions taken on this bill by organizations on the date displayed, which is linked to the original source.
Positions by individuals are not included.
|
Organization
|
Position
|
Date
|
|---|---|---|
| Antelope Valley Community College District | ** Support | |
| Associated General Contractors, California Chapters | ** Support | |
| Calbright College | ** Support | |
| California Chamber Of Commerce | ** Support | |
| California Community Colleges Chancellor's Office | ** Support | |
| California EDGE Coalition | ** Support | |
| CFT- a Union of Educators & Classified Professionals, Aft, Afl-cio | ** Support | |
| Chinese for Affirmative Action | ** Support | |
| Citrus College | ** Support | |
| Community College League of California | ** Support | |
| Compton Community College District | ** Support | |
| Contra Costa Community College District | ** Support | |
| County of Los Angeles Board of Supervisors | ** Support | |
| El Camino Community College District | ** Support | |
| faculty association of california's community colleges | ** Support | |
| First Gen Empower | ** Support | |
| Foothill-De Anza Community College District | ** Support | |
| Kern Community College District | ** Support | |
| Long Beach Community College District | ** Support | |
| Los Angeles Area Chamber Of Commerce | ** Support | |
| Los Angeles Chamber of Commerce | ** Support | |
| Los Angeles Community College District | ** Support | |
| Los Rios Community College District | ** Support | |
| miracosta community college district | ** Support | |
| Mt. San Antonio College | ** Support | |
| Mt. San Jacinto Community College District | ** Support | |
| NextGen California | ** Support | |
| North Orange County Community College District | ** Support | |
| Pasadena Area Community College District | ** Support | |
| Power CA Action | ** Support | |
| Power California Action | ** Support | |
| San Bernardino Community College District | ** Support | |
| San Diego Community College District (Co-Source) | ** Support | |
| San Diego Mesa College | ** Support | |
| San Diego Regional Chamber Of Commerce | ** Support | |
| San Diego Unified School District | ** Support | |
| San Jose-Evergreen Community College District | ** Support | |
| Santa Monica Community College District | ** Support | |
| South Orange County Community College District | ** Support | |
| Southern California College Attainment Network | ** Support | |
| Southwestern Community College District | ** Support | |
| State Center Community College District | ** Support | |
| Student Senate for California Community Colleges (Co-Source) | ** Support | |
| Vision y Compromiso | ** Support |
SENATE RULES COMMITTEE Office of Senate Floor Analyses (916) 651-1520 Fax: (916) 327-4478 | AB 323 |
THIRD READING
Bill No: AB 323
Author: Fong (D), et al.
Introduced: 1/24/25
Vote: 21
SENATE EDUCATION COMMITTEE: 7-0, 6/25/25
AYES: Pérez, Ochoa Bogh, Cabaldon, Choi, Cortese, Gonzalez, Laird
SENATE APPROPRIATIONS COMMITTEE: 7-0, 8/29/25
AYES: Caballero, Seyarto, Cabaldon, Dahle, Grayson, Richardson, Wahab
ASSEMBLY FLOOR: 70-0, 5/29/25 - See last page for vote
SUBJECT: Strong Workforce Program: work-based learning opportunities
SOURCE: Los Angeles Community College District
San Diego Community College District
Student Senate for California Community Colleges
DIGEST:
This bill authorizes community college districts (CCDs) to use Strong Workforce Program (SWP) funds apportioned directly to them to support paid work-based learning opportunities for students and employers, and requires the California Community Colleges Chancellor’s Office (CCCCO) to revise related policies and guidance by June 30, 2026.
ANALYSIS:
Existing law:
- Establishes the California Community Colleges (CCC) under the administration of the Board of Governors as one of the state’s public higher education segments. (Education Code (EC) § 70900)
- Authorizes each CCD governing board to initiate programs and activities consistent with law and the purposes of the district. (EC § 70902)
- Establishes the SWP to expand high-quality career technical education (CTE) and workforce development across K–14, funded through regional consortia and directly to CCDs. (EC § 88820 et seq.)
- Requires that community college SWP funds be used to increase CTE course availability, improve workforce outcomes, and support regional coordination.
- Encourages community colleges to develop work-based learning and employer partnerships, but current CCCCO guidance limits the use of SWP funds for paid student placements.
This bill:
- Requires the CCCCO to revise, by June 30, 2026, any policies, regulations, or guidance necessary to support the use of SWP funds for paid work-based learning.
- Authorizes CCDs to use their directly apportioned SWP funds to provide direct support to students, employers, or both, for paid work-based learning, including apprenticeships, internships, externships, and student-run enterprises.
- Makes related technical and conforming changes to the SWP statutes.
Comments
- Need for this bill. According to the author, “In 2016, California took a bold step in establishing the Strong Workforce Program in order to develop more workforce opportunities and lift low-wage workers into living-wage jobs. An initial $200 million was allocated to the Strong Workforce Program to expand career technical education CTE in California’s community colleges. Since the program began, Strong Workforce Program has shown positive gains in noncredit student progress, credential attainment and transfer, employment, and earnings outcomes.”
“Paid internships, apprenticeships, and other work-based experiences are critical in bridging academics with hands-on experience in a student’s career choice. However, it is unclear whether SWP funds can be used for this purpose. AB 323 makes it clear that funds may be used to provide support to students, employers, or both, for paid work-based learning, which will increase employability of students and provide opportunities for long-term employment.”
- Clarifying allowable uses of SWP funds. While current law strongly encourages work-based learning, the CCCCO’s guidance has not explicitly authorized the use of SWP dollars for student wages or employer subsidies in paid placements. This has resulted in some local proposals being rejected during the review process. This bill provides districts and colleges with clear authority to use existing SWP funds for this purpose, aligning implementation with the Legislature’s stated intent to prepare students for gainful employment through applied learning.
- Reinforcing the workforce outcomes mission of SWP. Paid work-based learning helps students bridge the gap between classroom training and real-world employment, particularly for students in high-demand middle-skill occupations. This bill aligns with the foundational goals of the SWP by strengthening student-employer connections and improving job placement outcomes—especially for underserved students who cannot afford to work for free. These experiences are particularly valuable in CTE fields like healthcare, manufacturing, and technology.
- Equity and access considerations. Unpaid internships can be out of reach for students who must work to support themselves or their families. Research shows that underrepresented students—particularly Black and Latino learners—are less likely to participate in unpaid work-based learning opportunities. This bill could help address those inequities by enabling stipends, wages, or employer partnerships that reduce cost barriers for students.
- Implementation considerations. The CCCCO will need to issue updated policies and technical guidance for districts by the statutory deadline of June 30, 2026. Implementation costs for this update are expected to be minor and absorbable. The larger fiscal impact will depend on local decisions about whether and how to expand paid work-based learning offerings using SWP funds.
- Broader context. Since its inception in 2016, the SWP has invested more than $1 billion in CTE programs across the CCC system. According to the Chancellor’s Office, over 140,000 vocational certificates were awarded in 2023–24, and 72–73% of SWP students obtain jobs in fields related to their training. Strengthening work-based learning through this bill complements the goals of Governor Newsom’s “Vision 2030” for community colleges and supports student transitions into high-demand jobs.
FISCAL EFFECT: Appropriation: No Fiscal Com.: Yes Local: No
According to the Senate Appropriations Committee:
- The Chancellor’s Office indicates that this bill could result in additional, ongoing Proposition 98 General Fund cost pressures to the extent that community college districts increase paid work-based learning opportunities due to increased student and employer demand. The Chancellor’s Office notes that each community college district’s allocation for SWP declined by approximately 21 percent in 2024-25, as the 2024 Budget Act earmarked $60 million over the next five years from the program for the Rebuilding Nursing Infrastructure Grant Program and $5 million in one-time funds (also from the SWP) for a low-income workers demonstration project. While the bill does not require districts to provide apprenticeships, internships, or externships, offering these paid work-based learning opportunities may increase student and employer demand.
- The Chancellor’s Office estimates one-time General Fund costs ranging from $13,000 to $58,000 to update its policies regarding allowable expenditures under the SWP and provide updated guidance and technical assistance.
SUPPORT: (Verified 8/28/25)
Los Angeles Community College District (Co-Source)
San Diego Community College District (Co-Source)
Student Senate for California Community Colleges (Co-Source)
Antelope Valley Community College District
Associated General Contractors, California Chapters
Calbright College
California Community Colleges Chancellor's Office
California EDGE Coalition
CFT - A Union of Educators & Classified Professionals, AFT, AFL-CIO
Chinese for Affirmative Action
Citrus College
Community College League of California
Contra Costa Community College District
County of Los Angeles Board of Supervisors
Faculty Association of California's Community Colleges
First Gen Empower
Foothill-De Anza Community College District
Kern Community College District
Long Beach Community College District
Los Angeles Area Chamber of Commerce
Los Angeles Chamber of Commerce
Los Rios Community College District
Mt. San Antonio College
Mt. San Jacinto Community College District
Nextgen California
North Orange County Community College District
Pasadena Area Community College District
Power CA Action
Power California Action
San Bernardino Community College District
San Diego Regional Chamber of Commerce
San Diego Unified School District
Southern California College Attainment Network
Southwestern Community College District
State Center Community College District
Vision Y Compromiso
OPPOSITION: (Verified 8/28/25)
ASSEMBLY FLOOR: 70-0, 5/29/25
AYES: Aguiar-Curry, Ahrens, Alanis, Arambula, Ávila Farías, Bains, Bauer-Kahan, Bennett, Berman, Boerner, Bonta, Calderon, Caloza, Carrillo, Castillo, Connolly, Davies, DeMaio, Dixon, Elhawary, Ellis, Flora, Fong, Gabriel, Gallagher, Garcia, Gipson, Jeff Gonzalez, Mark González, Hadwick, Haney, Harabedian, Hart, Hoover, Irwin, Jackson, Kalra, Krell, Lackey, Lee, Lowenthal, Macedo, McKinnor, Muratsuchi, Ortega, Pacheco, Papan, Patel, Patterson, Pellerin, Petrie-Norris, Quirk-Silva, Ramos, Ransom, Celeste Rodriguez, Michelle Rodriguez, Rogers, Blanca Rubio, Sanchez, Schiavo, Schultz, Soria, Stefani, Ta, Valencia, Wallis, Wicks, Wilson, Zbur, Rivas
NO VOTE RECORDED: Addis, Alvarez, Bryan, Chen, Nguyen, Sharp-Collins, Solache, Tangipa, Ward
Prepared by: Ian Johnson / ED. / (916) 651-4105
8/29/25 20:33:24
**** END ****
SENATE COMMITTEE ON EDUCATION
Senator Sasha Renée Pérez, Chair
2025 - 2026 Regular
Bill No: Hearing Date: June 25, 2025
Author: | Fong | ||
Version: |
| ||
Urgency: | Fiscal: | ||
Consultant: | |||
Subject:
SUMMARY
This bill authorizes community college districts (CCDs) to use Strong Workforce Program (SWP) funds apportioned directly to them to support paid work-based learning opportunities for students and employers, and requires the California Community Colleges Chancellor’s Office (CCCCO) to revise related policies and guidance by June 30, 2026.
BACKGROUND
Existing law:
- Establishes the California Community Colleges (CCC) under the administration of the Board of Governors as one of the state’s public higher education segments. (Education Code (EC) § 70900)
- Authorizes each CCD governing board to initiate programs and activities consistent with law and the purposes of the district. (EC § 70902)
- Establishes the SWP to expand high-quality career technical education (CTE) and workforce development across K–14, funded through regional consortia and directly to CCDs. (EC § 88820 et seq.)
- Requires that community college SWP funds be used to increase CTE course availability, improve workforce outcomes, and support regional coordination.
- Encourages community colleges to develop work-based learning and employer partnerships, but current CCCCO guidance limits the use of SWP funds for paid student placements.
ANALYSIS
This bill:
- Requires the CCCCO to revise, by June 30, 2026, any policies, regulations, or guidance necessary to support the use of SWP funds for paid work-based learning.
- Authorizes CCDs to use their directly apportioned SWP funds to provide direct support to students, employers, or both, for paid work-based learning, including apprenticeships, internships, externships, and student-run enterprises.
- Makes related technical and conforming changes to the SWP statutes.
STAFF COMMENTS
- Need for the bill. According to the author, “In 2016, California took a bold step in establishing the Strong Workforce Program in order to develop more workforce opportunities and lift low-wage workers into living-wage jobs. An initial $200 million was allocated to the Strong Workforce Program to expand career technical education CTE in California’s community colleges. Since the program began, Strong Workforce Program has shown positive gains in noncredit student progress, credential attainment and transfer, employment, and earnings outcomes.”
“Paid internships, apprenticeships, and other work-based experiences are critical in bridging academics with hands-on experience in a student’s career choice. However, it is unclear whether SWP funds can be used for this purpose. AB 323 makes it clear that funds may be used to provide support to students, employers, or both, for paid work-based learning, which will increase employability of students and provide opportunities for long-term employment.”
- Clarifying allowable uses of SWP funds. While current law strongly encourages work-based learning, the CCCCO’s guidance has not explicitly authorized the use of SWP dollars for student wages or employer subsidies in paid placements. This has resulted in some local proposals being rejected during the review process. This bill provides districts and colleges with clear authority to use existing SWP funds for this purpose, aligning implementation with the Legislature’s stated intent to prepare students for gainful employment through applied learning.
- Reinforcing the workforce outcomes mission of SWP. Paid work-based learning helps students bridge the gap between classroom training and real-world employment, particularly for students in high-demand middle-skill occupations. This bill aligns with the foundational goals of the SWP by strengthening student-employer connections and improving job placement outcomes—especially for underserved students who cannot afford to work for free. These experiences are particularly valuable in CTE fields like healthcare, manufacturing, and technology.
- Equity and access considerations. Unpaid internships can be out of reach for students who must work to support themselves or their families. Research shows that underrepresented students—particularly Black and Latino learners—are less likely to participate in unpaid work-based learning opportunities. This bill could help address those inequities by enabling stipends, wages, or employer partnerships that reduce cost barriers for students.
- Implementation considerations. The CCCCO will need to issue updated policies and technical guidance for districts by the statutory deadline of June 30, 2026. Implementation costs for this update are expected to be minor and absorbable. The larger fiscal impact will depend on local decisions about whether and how to expand paid work-based learning offerings using SWP funds.
- Broader context. Since its inception in 2016, the SWP has invested more than $1 billion in CTE programs across the CCC system. According to the Chancellor’s Office, over 140,000 vocational certificates were awarded in 2023–24, and 72–73% of SWP students obtain jobs in fields related to their training. Strengthening work-based learning through this bill complements the goals of Governor Newsom’s “Vision 2030” for community colleges and supports student transitions into high-demand jobs.
SUPPORT
Los Angeles Community College District (Co-Sponsor)
San Diego Community College District (Co-Sponsor)
Student Senate for California Community Colleges (Co-Sponsor)
Antelope Valley Community College District
California Community Colleges Chancellor's Office
California EDGE Coalition
CFT - A Union of Educators & Classified Professionals, AFT, AFL-CIO
Chinese for Affirmative Action
Citrus College
Community College League of California
Contra Costa Community College District
Faculty Association of California’s Community Colleges
Foothill-De Anza Community College District
Kern Community College District
Long Beach Community College District
Los Rios Community College District
Mt. San Antonio College
Mt. San Jacinto Community College District
North Orange County Community College District
Power CA Action
San Bernardino Community College District
San Diego Regional Chamber of Commerce
San Diego Unified School District
Southern California College Attainment Network
Southwestern Community College District
State Center Community College District
Vision Y Compromiso
One Individual
OPPOSITION
None
-- END --
ASSEMBLY THIRD READING
ATR Bill Id:AB 323
Author:(Fong)
As Introduced Ver:January 24, 2025
Majority vote
SUMMARY
Requires the California Community College (CCC) Chancellor's Office (CCCCO) to revise, no later than June 30, 2026, any Strong Workforce Program policies, regulations, and guidance necessary to provide students, employers, or both, with paid work-based learning opportunities. Authorize a community college district (CCD) to also use Strong Workforce Program funds apportioned directly to CCDs to provide direct support to students, employers, or both, for paid work-based learning to increase employability and employment.
Major Provisions
- Requires that, no later than June 30, 2026, the CCCCO must revise any policies, regulations, and guidance necessary to provide students, employers, or both, with paid work-based learning opportunities that may be directly supported with funds apportioned directly to a CCD pursuant to the community college component of the Strong Workforce Program.
- Specifies that funds apportioned directly to a CCD may be used to provide direct support to students, employers, or both, for paid work-based learning, including, but not limited to, apprenticeships, internships, externships, and student-run enterprises to increase employability and employment.
- Makes non-substantive technical changes.
COMMENTS
Career technical education (CTE). According to the California's 2020-23 Unified Strategic
Workforce Development Plan published by the California Workforce Development Board, middle-skill occupations or jobs which require more than a high school education, but less than a four-year degree are expected to generate 162,460 average annual job openings between 2016 and 2026. Middle-skilled occupations include bookkeepers, truck drivers, nursing assistances, automotive mechanics, telecommunications equipment installers, computer network support specialists, and medical assistants. A 2018 publication by the Public Policy Institute of California
(PPIC), determined should workforce data trends continue, a third of new jobs in California would require some form of CTE.
CCCs are the only California public higher education institution tasked with offering vocational education in the Education Code as well as the 1960 Master Plan for Higher Education. The
CCC offers CTE programs to prepare students for professional-level employment opportunities in an array of fields including courses in fire technology, mechatronics, fashion, and welding. In the 2023-24 academic year, the CCC awarded 140,314 vocational certificates according to the
Chancellor's Office Management Information Systems Data Mart.
While four-year diplomas are often heralded as the ticket out of poverty, many CTE credentials lead to wage gains and benefits. Recognizing the value of short-term certificates and CTE, the state and federal governments have provided funding for increased CTE programs at both the K-12 and higher education levels.
Strong Workforce Program. The Strong Workforce Program was established in the annual Budget Act in 2016. The program was originally a recommendation from the CCC Board of Governors and was adopted by the Legislature and the Governor in order to create one million more middle-skill or CTE workers to meet workforce demands. The original allocation for the Strong Workforce Program was $248 million and was reserved for student success, career pathways, workforce data outcomes, CTE faculty, and regional coordination. Funding for community colleges is dispersed with 60% being given to each community college district, and 40% to regional consortia for distribution in order to focus on the workforce needs of the state's eight regions: Far North, Bay Area, Central/Motherlode, South Central Coast, Los Angeles, Orange County, Inland Empire/Desert, and San Diego/Imperial. In 2018, the annual Budget Act expanded the Strong Workforce Program to include a K-12 LEAs.
According to the CCCCO's 2022-2023 Strong Workforce report, the Strong Workforce Program has "provided more than $1 billion in funding to the California Community Colleges in support of the creation and expansion of high-quality CTE programs that lead to living-wage jobs. This funding supports the goals of initiatives like the Vision 2030 and Governor Newsom's Roadmap for California Community Colleges, which aim to improve student success, reduce achievement and equity gaps and develop a skilled workforce in California. College districts and regional consortia invested Strong Workforce funding across a range of industry sectors identified as local priorities. Types of investments included upgrading current programs, establishing new programs leading to well-paying jobs in high- demand occupations, creating pathways to and from other education and training systems and strengthening connections with employers"
According to the Author
According to the author, "In 2016, California took a bold step in establishing the Strong Workforce Program in order to develop more workforce opportunities and lift low-wage workers into living-wage jobs. An initial $200 million was allocated to the Strong Workforce Program to expand career technical education CTE in California's community colleges. Since the program began, Strong Workforce Program has shown positive gains in noncredit student progress, credential attainment and transfer, employment, and earnings outcomes."
"Paid internships, apprenticeships, and other work-based experiences are critical in bridging academics with hands-on experience in a student's career choice. However, it is unclear whether SWP funds can be used for this purpose. AB 323 makes it clear that funds may be used to provide support to students, employers, or both, for paid work-based learning, which will increase employability of students and provide opportunities for long-term employment."
Arguments in Support
Los Angeles Community College District, a co-sponsor of AB 323, wrote that "while the funding is meant to provide students with work-based learning opportunities, current law does not explicitly authorize colleges and districts to utilize the funding to partner with industry to provide internships in areas that increase employment opportunities for the students. Additionally, current state guidance indicates that districts cannot utilize the funding for this purpose. Consequently, plans that include work-based learning stipends as a part of the spending plan have been rejected."
"In the community college system, paid internships and work-based learning, more broadly, serve as an important bridge between academic programs and the world of work. They are critical tools that enable colleges to serve students from special populations who often experience equity gaps in completion and employment. This is consistent with a focus on living wages and enrollment in employment. Additionally, the Center for Research on College-Workforce Transitions (CCWT) has conducted studies indicating that unpaid internships disproportionately affect underrepresented students, particularly Black and Latino individuals who often cannot afford to work without compensation. Your AB 323, would significantly alleviate the financial burden faced by low-income students. This financial barrier limits student access to valuable work-based learning experiences, exacerbating existing equity gaps in education and employment."
The Student Senate for the California Community Colleges (SSCCC) also wrote in support, noting that "we believe AB 323 would support community college students in accessing critical job opportunities and improving their employability. SWP is a unique program to strengthen [CTE] in California's Community Colleges, encouraging collaboration between educational institutions and local employers through regional consortia. According to the [CCCCO], in 2021-22 nearly 80,000 SWP students obtained credentials and have successfully transferred to a four-year institution. The percentage of students obtaining jobs closely related to their field of study has also remained high, ranging from 72% to 73% over the program's duration, demonstrating that CTE programs are adequately preparing students for training-related employment."
Arguments in Opposition
None on file.
FISCAL COMMENTS
According to the Assembly Committee on Appropriations:
- Ongoing Proposition 98 General Fund cost pressures potentially in the low millions of dollars statewide for the CCCs to the extent districts increase paid work-based learning opportunities due to increased student and employer demand.
- One-time General Fund costs ranging from $13,000 to $58,000 for the CCCCO to update its policies regarding allowable expenditures under the SWP and provide updated guidance and technical assistance.
VOTES
ASM HIGHER EDUCATION: 7-0-3
YES: Fong, Boerner, Jeff Gonzalez, Jackson, Patel, Celeste Rodriguez, Sharp-Collins
ABS, ABST OR NV: DeMaio, Essayli, Muratsuchi
ASM APPROPRIATIONS: 14-0-1
YES: Wicks, Arambula, Calderon, Caloza, Dixon, Elhawary, Fong, Mark González, Hart, Pacheco, Pellerin, Solache, Ta, Tangipa
ABS, ABST OR NV: Sanchez
UPDATED
VERSION: January 24, 2025
CONSULTANT: Kevin J. Powers / HIGHER ED. / (916) 319-3960 FN: 0000775
Date of Hearing: April 23, 2025
ASSEMBLY COMMITTEE ON APPROPRIATIONS
Buffy Wicks, Chair
ABPCA Bill Id:AB 323
Author:(Fong) – As Introduced Ver:January 24, 2025
Policy Committee: | Higher Education | Vote: | 7 - 0 |
|
| ||
|
|
Urgency: No State Mandated Local Program: No Reimbursable: No
SUMMARY:
This bill allows community college districts (CCDs) to use Strong Workforce Program (SWP) funds apportioned directly to CCDs to provide direct support to students, employers, or both, for paid work-based learning opportunities, and requires the California Community College (CCC) Chancellor’s Office (CCCCO) to revise policies, regulations, and guidance regarding such opportunities by June 30, 2026.
Specifically, this bill defines paid work-based learning as including, but not limited to, apprenticeships, internships, externships, and student-run enterprises.
FISCAL EFFECT:
- Ongoing Proposition 98 General Fund cost pressures potentially in the low millions of dollars statewide for the CCCs to the extent districts increase paid work-based learning opportunities due to increased student and employer demand.
- One-time General Fund costs ranging from $13,000 to $58,000 for the CCCCO to update its policies regarding allowable expenditures under the SWP and provide updated guidance and technical assistance.
COMMENTS:
- Purpose. According to the author:
Paid internships, apprenticeships, and other work-based experiences are critical in bridging academics with hands-on experience in a student’s career choice. However, it is unclear whether SWP funds can be used for this purpose. AB 323 makes it clear that funds may be used to provide support to students, employers, or both, for paid work-based learning, which will increase employability of students and provide opportunities for long-term employment.
- Background.
Strong Workforce Program. Established in the Budget Act of 2016 and later expanded to include K-12 LEAs in 2018, the SWP provides funding for community college career technical education programs (CTE) with 60% allocated to each CCD, and 40% allocated to regional consortia for distribution in order to focus on the workforce needs of the state’s eight regions: Far North, Bay Area, Central/Motherlode, South Central Coast, Los Angeles, Orange County, Inland Empire/Desert, and San Diego/Imperial. CCCs are the only California public higher education institutions tasked with offering vocational education in the Education Code as well as the 1960 Master Plan for Higher Education. CCCs offer CTE programs to prepare students for professional-level employment opportunities in an array of fields including courses in fire technology, mechatronics, fashion, and welding. According to the CCCCO Management Information Systems Data Mart, in the 2023-24 academic year, the CCCCO awarded 140,314 vocational certificates.
Analysis Prepared by: Aaron Heredia / APPR. / (916) 319-2081
Date of Hearing: March 18, 2025
ASSEMBLY COMMITTEE ON HIGHER EDUCATION
Mike Fong, Chair
ABPCA Bill Id:AB 323 (
Author:Fong) – As Introduced Ver:January 24, 2025
SUBJECT: Strong Workforce Program: work-based learning opportunities
SUMMARY: Requires the California Community College (CCC) Chancellor’s Office (CCCCO) to revise, no later than June 30, 2026, any Strong Workforce Program policies, regulations, and guidance necessary to provide students, employers, or both, with paid work-based learning opportunities. Authorize a community college district (CCD) to also use Strong Workforce Program funds apportioned directly to CCDs to provide direct support to students, employers, or both, for paid work-based learning to increase employability and employment. Specifically, this bill:
- Requires that, no later than June 30, 2026, the CCCCO must revise any policies, regulations, and guidance necessary to provide students, employers, or both, with paid work-based learning opportunities that may be directly supported with funds apportioned directly to a CCD pursuant to the community college component of the Strong Workforce Program.
- Specifies that funds apportioned directly to a CCD may be used to provide direct support to students, employers, or both, for paid work-based learning, including, but not limited to, apprenticeships, internships, externships, and student-run enterprises to increase employability and employment.
- Makes non-substantive technical changes.
EXISTING LAW:
- Establishes the CCC under the administration of the Board of Governors of the CCC, as one of the segments of public postsecondary education in this state. The CCC is comprised of community college districts (CCD). (Education Code (EDC) Section 70900).
- Creates for each CCD a board of trustees, known as the governing board, and authorizes the governing board to establish, maintain, operate, and govern each CCC within their district in accordance with state and federal law, as specified. The governing board may initiate and carry on any program, activity, or may otherwise act in any manner that is not in conflict or inconsistent with any law and that is not in conflict with the purpose of a CCD, as specified. (EDC Section 70902).
- Establishes the Strong Workforce Program as a K-14 state education, economic, and workforce development initiative for the purpose of expanding the availability of high- quality, industry-valued career technical education and workforce development courses. Establishes the Strong Workforce Program Consortia comprised of Local Educational Agencies (LEA), CCDs, and other entities who collaborate with local and regional governments, and industry partners to meet the career technical educational workforce needs of a given region. Funds are allocated to consortia members with a specified amount to CCDs and a specified amount to K-12 partners. Requires the CCCCO to, no later than June 30, 2017, bring before the CCC Board of Governors any policies, regulations, and guidance necessary to accomplish, among other things, provide work-based learning opportunities for students that increase their employability and earning potential, as provided. Additionally requires a percentage of the funds apportioned for community colleges under the program to be apportioned directly to CCDs in the consortia to fund, among other things, student grants to cover fees for third-party certification and licensing. Funding must be used as specified for career technical education programs. (EDC Section 88820 et seq.).
FISCAL EFFECT: Unknown
COMMENTS: Purpose. According to the author, “In 2016, California took a bold step in establishing the Strong Workforce Program in order to develop more workforce opportunities and lift low-wage workers into living-wage jobs. An initial $200 million was allocated to the Strong Workforce Program to expand career technical education CTE in California’s community colleges. Since the program began, Strong Workforce Program has shown positive gains in noncredit student progress, credential attainment and transfer, employment, and earnings outcomes.”
“Paid internships, apprenticeships, and other work-based experiences are critical in bridging academics with hands-on experience in a student’s career choice. However, it is unclear whether SWP funds can be used for this purpose. AB 323 makes it clear that funds may be used to provide support to students, employers, or both, for paid work-based learning, which will increase employability of students and provide opportunities for long-term employment.”
Career technical education (CTE). According to the California’s 2020-23 Unified Strategic
Workforce Development Plan published by the California Workforce Development Board, middle-skill occupations or jobs which require more than a high school education, but less than a four-year degree are expected to generate 162,460 average annual job openings between 2016 and 2026. Middle-skilled occupations include bookkeepers, truck drivers, nursing assistances, automotive mechanics, telecommunications equipment installers, computer network support specialists, and medical assistants. A 2018 publication by the Public Policy Institute of California
(PPIC), determined should workforce data trends continue, a third of new jobs in California would require some form of CTE.
CCCs are the only California public higher education institution tasked with offering vocational education in the Education Code as well as the 1960 Master Plan for Higher Education. The
CCC offers CTE programs to prepare students for professional-level employment opportunities in an array of fields including courses in fire technology, mechatronics, fashion, and welding. In the 2023-24 academic year, the CCC awarded 140,314 vocational certificates according to the
Chancellor’s Office Management Information Systems Data Mart.
While four-year diplomas are often heralded as the ticket out of poverty, many CTE credentials lead to wage gains and benefits. Recognizing the value of short-term certificates and CTE, the state and federal governments have provided funding for increased CTE programs at both the K-12 and higher education levels.
Strong Workforce Program. The Strong Workforce Program was established in the annual Budget Act in 2016. The program was originally a recommendation from the CCC Board of Governors and was adopted by the Legislature and the Governor in order to create one million more middle-skill or CTE workers to meet workforce demands. The original allocation for the Strong Workforce Program was $248 million and was reserved for student success, career pathways, workforce data outcomes, CTE faculty, and regional coordination. Funding for community colleges is dispersed with 60% being given to each community college district, and 40% to regional consortia for distribution in order to focus on the workforce needs of the state’s eight regions: Far North, Bay Area, Central/Motherlode, South Central Coast, Los Angeles, Orange County, Inland Empire/Desert, and San Diego/Imperial. In 2018, the annual Budget Act expanded the Strong Workforce Program to include a K-12 LEAs.
According to the CCCCO’s 2022-2023 Strong Workforce report, the Strong Workforce Program has “provided more than $1 billion in funding to the California Community Colleges in support of the creation and expansion of high-quality CTE programs that lead to living-wage jobs. This funding supports the goals of initiatives like the Vision 2030 and Governor Newsom’s Roadmap for California Community Colleges, which aim to improve student success, reduce achievement and equity gaps and develop a skilled workforce in California. College districts and regional consortia invested Strong Workforce funding across a range of industry sectors identified as local priorities. Types of investments included upgrading current programs, establishing new programs leading to well-paying jobs in high- demand occupations, creating pathways to and from other education and training systems and strengthening connections with employers”
Arguments in support. Los Angeles Community College District, a co-sponsor of AB 323, wrote that “While the funding is meant to provide students with work-based learning opportunities, current law does not explicitly authorize colleges and districts to utilize the funding to partner with industry to provide internships in areas that increase employment opportunities for the students. Additionally, current state guidance indicates that districts cannot utilize the funding for this purpose. Consequently, plans that include work-based learning stipends as a part of the spending plan have been rejected.”
“In the community college system, paid internships and work-based learning, more broadly, serve as an important bridge between academic programs and the world of work. They are critical tools that enable colleges to serve students from special populations who often experience equity gaps in completion and employment. This is consistent with a focus on living wages and enrollment in employment. Additionally, the Center for Research on College-Workforce Transitions (CCWT) has conducted studies indicating that unpaid internships disproportionately affect underrepresented students, particularly Black and Latino individuals who often cannot afford to work without compensation. Your AB 323, would significantly alleviate the financial burden faced by low-income students. This financial barrier limits student access to valuable work-based learning experiences, exacerbating existing equity gaps in education and employment.”
The Student Senate for the California Community Colleges (SSCCC) also wrote in support, noting that “We believe AB 323 would support community college students in accessing critical job opportunities and improving their employability. SWP is a unique program to strengthen [CTE] in California’s Community Colleges, encouraging collaboration between educational institutions and local employers through regional consortia. According to the [CCCCO], in 2021-22 nearly 80,000 SWP students obtained credentials and have successfully transferred to a four-year institution. The percentage of students obtaining jobs closely related to their field of study has also remained high, ranging from 72% to 73% over the program's duration, demonstrating that CTE programs are adequately preparing students for training-related employment.”
REGISTERED SUPPORT / OPPOSITION:
Support
Antelope Valley Community College District
California Chamber of Commerce
Compton Community College District
Contra Costa Community College District
El Camino Community College District
Faculty Association of California Community Colleges
Foothill-de Anza Community College District
Kern Community College District
Los Angeles Community College District
Los Rios Community College District
Miracosta Community College District
Mt. San Antonio College
Mt. San Jacinto Community College District
North Orange County Community College District
Pasadena Area Community College District
San Bernardino Community College District
San Diego Community College District
San Diego Mesa College
San Jose-evergreen Community College District
Santa Monica Community College District (UNREG)
South Orange County Community College District
Southwestern Community College District
Southwestern Community College District (UNREG)
State Center Community College District
Student Senate for California Community Colleges
Vision Y Compromiso
Opposition
None on file.
Analysis Prepared by: Kevin J. Powers / HIGHER ED. / (916) 319-3960
Discussed in Hearing
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Bill Author
Bill Co-Author(s):
