Existing law requires a pupil to complete designated coursework while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school. The coursework requirements include, among others, the completion of one course in visual or performing arts, foreign language, or career technical education. Existing law eliminates the authorization for career technical education to count toward that graduation requirement on July 1, 2027, or upon the occurrence of a specified event relating to career technical education requirements of the University of California and the California State University, whichever occurs earlier, as specified.

This bill would indefinitely extend the authorization for career technical education to count toward that graduation requirement. To the extent this bill would impose additional duties on local educational agencies, the bill would impose a state-mandated local program. The bill also would make conforming changes.

Existing law requires a pupil to complete designated coursework while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school. The coursework requirements include, among others, the completion of one course in visual or performing arts, foreign language, or career technical education. Existing law eliminates the authorization for career technical education to count toward that graduation requirement on July 1, 2027, or upon the occurrence of a specified event relating to career technical education requirements of the University of California and the California State University, whichever occurs earlier, as specified.

This bill would indefinitely extend the authorization for career technical education to count toward that graduation requirement. To the extent this bill would impose additional duties on local educational agencies, the bill would impose a state-mandated local program. The bill also would make conforming changes.

Existing law requires a pupil to complete designated coursework while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school. The coursework requirements include, among others, the completion of one course in visual or performing arts, foreign language, or career technical education. Existing law eliminates the authorization for career technical education to count toward that graduation requirement on July 1, 2027, or upon the occurrence of a specified event relating to career technical education requirements of the University of California and the California State University, whichever occurs earlier, as specified.

This bill would indefinitely extend the authorization for career technical education to count toward that graduation requirement. To the extent this bill would impose additional duties on local educational agencies, the bill would impose a state-mandated local program. The bill also would make conforming changes.

Existing law requires the adopted course of study for grades 7 to 12, inclusive, to include certain areas of study, including, among others, career technical education, as specified. Existing law requires the State Department of Education to adopt any rules and regulations necessary to implement the standards set by the Superintendent of Public Instruction in order to maintain the educational purpose and character of work experience education.

This bill would make nonsubstantive changes to the latter provision.

 THIRD READING  

Bill No: AB 821

Author: Gipson (D)

Amended: 8/28/25 in Senate

Vote: 21

SENATE APPROPRIATIONS COMMITTEE: Senate Rule 28.8

SENATE EDUCATION COMMITTEE: 7-0, 7/2/25

AYES: Pérez, Ochoa Bogh, Cabaldon, Choi, Cortese, Gonzalez, Laird

ASSEMBLY FLOOR: 79-0, 6/3/25 - See last page for vote

SUBJECT: Pupil instruction: high school graduation requirements: career technical education

SOURCE: Author

DIGEST:

This bill eliminates the sunset on the existing authorization for career technical education (CTE) courses to be used to satisfy the visual and performing arts (VAPA) or world language graduation requirement, thus extending it into perpetuity.

Senate Floor Amendments of 8/28/25 resolve a chaptering out conflict with AB 121 (Committee on Budget, Chapter 8, Statutes of 2025).

ANALYSIS:

Existing law:

1. Requires a student to complete all of the following while in grades 9-12 in order to receive a diploma of graduation from high school (each course having a duration of one year unless otherwise specified):
   1. Three courses in English.
   2. Two courses in science, including biological and physical science.
   3. Two courses in mathematics.
   4. Three courses in social sciences, including United States History and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics.
   5. One course in VAPA, world language, or until July 1, 2027, CTE.
   6. Two courses in physical education, unless the student has been exempt, as specified.
   7. A one-semester course in ethnic studies beginning with students graduating in the 2029-2030 school year.
   8. A separate, stand-alone one-semester course in personal finance that shall not be combined with any other course, beginning with students graduating in the 2030-2031 school year.
   9. Other coursework requirements adopted by the governing board of the school district. (Education Code (EC) § 51225.3)
2. Authorizes, with respect to (i) above, the governing board of a school district to, at its discretion, adopt a policy to exempt students from any additional coursework requirements it adopts. Establishes that it is the intent of the Legislature that the policy include a consultation with the student and the educational rights holder for the student regarding any impact of not fulfilling locally required coursework on the student’s ability to gain admission to an institution of higher education. (EC § 51225.3(a)(2)(B))
3. Defines a course in CTE as a course in a district-operated CTE program that is aligned to the career technical model curriculum standards and framework adopted by the State Board of Education (SBE), including courses through a regional occupational center or program operated by a county superintendent of schools or pursuant to a joint powers agreement (JPA). (EC § 51225.3)
   
4. Requires a local educational agency (LEA), if it elects to allow a CTE course to satisfy the graduation requirement, before offering that alternative to students, to notify parents, teachers, students, and the public at a regularly scheduled meeting of the governing board of all of the following:
   
5. The intent to offer CTE courses to fulfill the graduation requirement.
   
6. The impact that offering CTE courses to fulfill the graduation requirement will have on the availability of courses that meet the eligibility requirements for admission to the California State University (CSU) and the University of California (UC), and whether the CTE courses to be offered are approved to satisfy those eligibility requirements
   
7. The distinction, if any, between the high school graduation requirements of the school district or county office of education (COE), and the eligibility requirements for admission to the CSU and the UC. (EC § 51225.3)
8. Beginning July 2, 2027, the high school graduation requirements no longer allow CTE as an option to fulfill the graduation requirement, instead of VAPA or world language. (EC § 51225.3)
9. Authorizes the Career Technical Education Incentive Grant (CTEIG) program as a state education, economic, and workforce development initiative with the goal of providing students in kindergarten through 12th grade with the knowledge and skills necessary to transition to employment and postsecondary education. (EC § 53070)
10. Authorizes the K-12 component of the Strong Workforce Program (SWP) to create, support, or expand high-quality CTE programs at the K-12 level that are aligned with the workforce development efforts occurring through the SWP, and authorizes, commencing with the 2018-19 fiscal year, and subject to an annual appropriation, $150 million to be apportioned annually by the California Community College Chancellor’s Office to local consortia. (EC § 88827)

This bill extends indefinitely, the existing authorization for CTE course to be used to satisfy the VAPA or world languages graduation requirement.

Comments

1. Need for this bill. According to the author, “With a contemporary twist, AB 821 aims to bring back “shop classes” to California schools that would offer an additional path to students who choose to not pursue higher education. This will, statistically speaking, also help those who decide to go to college. Research shows that students who have more access to CTE are directly linked to better grades and attendance, as well as a decrease in the school-to-prison pipeline.”
2. High school graduation requirements. Since the 2012-2013 school year, LEAs have been authorized to accept a CTE course as an optional high school graduation requirement in lieu of the VAPA or world languages requirement, subject to adoption by their respective governing boards. At the time, the authorization was set to sunset in 2017. However, it was subsequently extended twice, resulting in the current sunset date of January 1, 2028. This bill eliminates the sunset of the CTE graduation requirement authorization. However, notably, this bill does not require a school or school district that currently does not offer CTE courses to establish new CTE programs.
3. What is Career Technical Education? CTE prepares students for the world of work by introducing them to workplace competencies and making academic content accessible through hands-on contexts. Along the way, students develop career-relevant, real-world 21st-century skills. CTE is a program of study that involves a multiyear sequence of courses integrating core academic knowledge with technical and occupational knowledge, providing a pathway to postsecondary education and careers.

In California, CTE programs are organized into 15 industry sectors, encompassing 58 pathways that outline the necessary knowledge and skills required for each sector. These sectors include:

• Agriculture and Natural Resources
• Arts, Media, and Entertainment
• Building and Construction Trades
• Business and Finance
• Education, Child Development, and Family Services
• Energy, Environment, and Utilities
• Engineering and Architecture
• Fashion and Interior Design
• Health Science and Medical Technology
• Hospitality, Tourism, and Recreation
• Information and Communications Technology
• Manufacturing and Product Development
• Marketing, Sales, and Services
• Public Services
• Transportation

These programs often involve partnerships between high schools, businesses, and postsecondary institutions, offering pathways to employment and various degrees. CTE courses and pathways may be offered in comprehensive high schools with CTE programs and through regional CTE programs or centers operated by JPAs or COEs. Some CTE programs are integrated with academic programs in a “linked learning model,” and community colleges and technical institutes also offer CTE at the postsecondary level.

1. California CTE Model Curriculum Standards. In 2013, the SBE adopted the revised California CTE Model Curriculum Standards to assist schools in developing high-quality curriculum and instruction to help ensure that students are career and college ready and to prepare them for future careers. The Model Curriculum Standards were developed with input from more than 1000 stakeholders from business, industry, and both postsecondary and secondary education to ensure the updated, research-based CTE standards would be world-class; meet the demands of the twenty-first-century workplace; help students make a smooth transition into colleges and universities; and prepare graduates to successfully compete in the global community. The standards, written for grades seven through twelve, specify learning goals in 58 career pathways organized around 15 industry sectors (listed in Comment 2).
2. The current state of CTE and work-based learning in California. California has significantly expanded support for CTE and work-based learning over the last decade, both through the Local Control Funding Formula (LCFF) and through nearly $500 million in ongoing state categorical programs. The two largest are the CTE Incentive Grant (CTEIG) and the K–12 SWP, each distributing hundreds of millions of dollars annually to help schools expand CTE access, align instruction with workforce needs, and develop partnerships with industry and community colleges. These are layered on top of LCFF funding, which already includes a high school base rate adjustment to reflect the higher cost of CTE programs.
3. California’s Master Plan for Career Education. In 2023, Governor Newsom called for the development of a new Master Plan for Career Education, urging state agencies and institutions of higher education to build and strengthen education and training pathways. The Master Plan features a primary area of action to develop career pathways for high school and college students, encouraging TK-12 and postsecondary agencies to provide experiential learning opportunities, shorten the timeline to a career, alleviate financial pressures, and empower individuals to actualize their dreams.
   

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

SUPPORT: (Verified 8/28/25)

Association of California School Administrators

California Teachers Association

Career Technical Education Joint Powers Authority Coalition

College Board

Los Angeles Unified School District

Oakland Unified School District

United Administrators of Southern California

OPPOSITION: (Verified 8/28/25)

None received

ASSEMBLY FLOOR: 79-0, 6/3/25

AYES: Addis, Aguiar-Curry, Ahrens, Alanis, Alvarez, Arambula, Ávila Farías, Bains, Bauer-Kahan, Bennett, Berman, Boerner, Bonta, Bryan, Calderon, Caloza, Carrillo, Castillo, Chen, 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, Nguyen, Ortega, Pacheco, Papan, Patel, Patterson, Pellerin, Petrie-Norris, Quirk-Silva, Ramos, Ransom, Celeste Rodriguez, Michelle Rodriguez, Rogers, Blanca Rubio, Sanchez, Schiavo, Schultz, Sharp-Collins, Solache, Soria, Stefani, Ta, Tangipa, Valencia, Wallis, Ward, Wicks, Wilson, Zbur, Rivas

Prepared by: Therresa Austin / ED. / (916) 651-4105

8/16/26 14:32:36

**** END ****

CONCURRENCE IN SENATE AMENDMENTS

CSA1 Bill Id:AB 821

Author:(Gipson)

As Amended Ver:August 28, 2025

Majority vote

SUMMARY

Eliminates the sunset on the authorization to use completion of a course in career technical education (CTE) to fulfill a course requirement to graduate from high school.

Senate Amendments

Add changes to avoid chaptering out recently enacted legislation.

COMMENTS

CTE graduation requirement option subject to sunset every five years. Current law allows students to fulfill a graduation requirement with a course in VAPA, world languages, or CTE. In 2010, when this option was established, there was some concern that this option would reduce enrollment in VAPA and world languages. Since then, this authorization has been extended twice, in 2016 and 2022, and each time the sunset has been extended no objections were raised. The authorization currently sunsets on July 1, 2027. The Assembly may wish to consider that, after fifteen years, the CTE course option has become institutionalized in school districts and is unlikely to sunset in the future.

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

1. Students with greater exposure to CTE are more likely to graduate from high school, enroll in a two-year college, be employed, and earn higher wages;
2. The average high school graduation rate for students concentrating in CTE programs is 93%, compared to an average national graduation rate of 80%;
3. Students taking more CTE classes are just as likely to pursue a four-year degree as their peers;
4. 91% of high school graduates who earned two to three CTE credits enrolled in college;
5. CTE provides the greatest boost to students who need it most – boys and students from low-income families; and

80% of students taking a college preparatory academic curriculum with rigorous CTE met college and career readiness goals, compared to only 63% of students taking the same academic core who did not experience rigorous CTE.

According to the Author

"Career Technical Education (CTE) empowers high school students with the skills and knowledge they need to explore careers, increase employability, and achieve higher graduation rates. Under current law, such students have the option of taking a CTE course to fulfill an existing high school graduation requirement, but this is subject to sunset. By removing the sunset on this option for students, through AB 821, we ensure that future generations continue to benefit from these transformative opportunities, gaining not only technical expertise but also essential soft skills like critical thinking, communication, and ethical leadership—skills that are vital for success in today's workforce and beyond."

Arguments in Support

Project Lead the Way writes, "Students were first given a five-year authorization to use a CTE course to meet this graduation requirement, beginning with the 2012-13 school year. Since then, this authorization has been extended two additional times, to July 1, 2022 in 2016 and to July 1, 2027 in 2022. Acknowledging that this alternative gives students another choice in their education in order to help them stay engaged during high school, AB 821 would eliminate the need to continually extend this authorization by removing the sunset and, as a result, make the use of a CTE course to meet this requirement permanent.

Research shows that students who complete both an academic and a career technical education sequence of courses in high school have a higher likelihood of being enrolled in postsecondary education and being employed in professional, managerial, or skilled jobs. AB 821 affirms that student access to and completion of CTE courses are a priority for the state."

Arguments in Opposition

None on file

FISCAL COMMENTS

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

VOTES:

ASM EDUCATION: 9-0-0

YES: Muratsuchi, Hoover, Addis, Alvarez, Bonta, Castillo, Garcia, Lowenthal, Patel

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

ASSEMBLY FLOOR: 79-0-0

YES: Addis, Aguiar-Curry, Ahrens, Alanis, Alvarez, Arambula, Ávila Farías, Bains, Bauer-Kahan, Bennett, Berman, Boerner, Bonta, Bryan, Calderon, Caloza, Carrillo, Castillo, Chen, 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, Nguyen, Ortega, Pacheco, Papan, Patel, Patterson, Pellerin, Petrie-Norris, Quirk-Silva, Ramos, Ransom, Celeste Rodriguez, Michelle Rodriguez, Rogers, Blanca Rubio, Sanchez, Schiavo, Schultz, Sharp-Collins, Solache, Soria, Stefani, Ta, Tangipa, Valencia, Wallis, Ward, Wicks, Wilson, Zbur, Rivas

SENATE FLOOR: 40-0-0

YES: Allen, Alvarado-Gil, Archuleta, Arreguín, Ashby, Becker, Blakespear, Cabaldon, Caballero, Cervantes, Choi, Cortese, Dahle, Durazo, Gonzalez, Grayson, Grove, Hurtado, Jones, Laird, Limón, McGuire, McNerney, Menjivar, Niello, Ochoa Bogh, Padilla, Pérez, Reyes, Richardson, Rubio, Seyarto, Smallwood-Cuevas, Stern, Strickland, Umberg, Valladares, Wahab, Weber Pierson, Wiener

SENATE FLOOR: 35-0-5

YES: Allen, Archuleta, Arreguín, Ashby, Blakespear, Cabaldon, Caballero, Cervantes, Choi, Cortese, Dahle, Durazo, Gonzalez, Grayson, Grove, Hurtado, Jones, Laird, Limón, McGuire, McNerney, Menjivar, Niello, Ochoa Bogh, Pérez, Richardson, Rubio, Seyarto, Smallwood-Cuevas, Stern, Strickland, Valladares, Wahab, Weber Pierson, Wiener

ABS, ABST OR NV: Alvarado-Gil, Becker, Padilla, Reyes, Umberg

UPDATED

VERSION: August 28, 2025

CONSULTANT: Tanya Lieberman / ED. / (916) 319-2087 FN: 0001606

 THIRD READING  

Bill No: AB 821

Author: Gipson (D)

Amended: 8/28/25 in Senate

Vote: 21

SENATE APPROPRIATIONS COMMITTEE: Senate Rule 28.8

SENATE EDUCATION COMMITTEE: 7-0, 7/2/25

AYES: Pérez, Ochoa Bogh, Cabaldon, Choi, Cortese, Gonzalez, Laird

ASSEMBLY FLOOR: 79-0, 6/3/25 - See last page for vote

SUBJECT: Pupil instruction: high school graduation requirements: career technical education

SOURCE: Author

DIGEST:

This bill eliminates the sunset on the existing authorization for career technical education (CTE) courses to be used to satisfy the visual and performing arts (VAPA) or world language graduation requirement, thus extending it into perpetuity.

Senate Floor Amendments of 8/28/25 resolve a chaptering out conflict with AB 121 (Committee on Budget, Chapter 8, Statutes of 2025).

ANALYSIS:

Existing law:

1. Requires a student to complete all of the following while in grades 9-12 in order to receive a diploma of graduation from high school (each course having a duration of one year unless otherwise specified):
   1. Three courses in English.
   2. Two courses in science, including biological and physical science.
   3. Two courses in mathematics.
   4. Three courses in social sciences, including United States History and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics.
   5. One course in VAPA, world language, or until July 1, 2027, CTE.
   6. Two courses in physical education, unless the student has been exempt, as specified.
   7. A one-semester course in ethnic studies beginning with students graduating in the 2029-2030 school year.
   8. A separate, stand-alone one-semester course in personal finance that shall not be combined with any other course, beginning with students graduating in the 2030-2031 school year.
   9. Other coursework requirements adopted by the governing board of the school district. (Education Code (EC) § 51225.3)
2. Authorizes, with respect to (i) above, the governing board of a school district to, at its discretion, adopt a policy to exempt students from any additional coursework requirements it adopts. Establishes that it is the intent of the Legislature that the policy include a consultation with the student and the educational rights holder for the student regarding any impact of not fulfilling locally required coursework on the student’s ability to gain admission to an institution of higher education. (EC § 51225.3(a)(2)(B))
3. Defines a course in CTE as a course in a district-operated CTE program that is aligned to the career technical model curriculum standards and framework adopted by the State Board of Education (SBE), including courses through a regional occupational center or program operated by a county superintendent of schools or pursuant to a joint powers agreement (JPA). (EC § 51225.3)
   
4. Requires a local educational agency (LEA), if it elects to allow a CTE course to satisfy the graduation requirement, before offering that alternative to students, to notify parents, teachers, students, and the public at a regularly scheduled meeting of the governing board of all of the following:
   
5. The intent to offer CTE courses to fulfill the graduation requirement.
   
6. The impact that offering CTE courses to fulfill the graduation requirement will have on the availability of courses that meet the eligibility requirements for admission to the California State University (CSU) and the University of California (UC), and whether the CTE courses to be offered are approved to satisfy those eligibility requirements
   
7. The distinction, if any, between the high school graduation requirements of the school district or county office of education (COE), and the eligibility requirements for admission to the CSU and the UC. (EC § 51225.3)
8. Beginning July 2, 2027, the high school graduation requirements no longer allow CTE as an option to fulfill the graduation requirement, instead of VAPA or world language. (EC § 51225.3)
9. Authorizes the Career Technical Education Incentive Grant (CTEIG) program as a state education, economic, and workforce development initiative with the goal of providing students in kindergarten through 12th grade with the knowledge and skills necessary to transition to employment and postsecondary education. (EC § 53070)
10. Authorizes the K-12 component of the Strong Workforce Program (SWP) to create, support, or expand high-quality CTE programs at the K-12 level that are aligned with the workforce development efforts occurring through the SWP, and authorizes, commencing with the 2018-19 fiscal year, and subject to an annual appropriation, $150 million to be apportioned annually by the California Community College Chancellor’s Office to local consortia. (EC § 88827)

This bill extends indefinitely, the existing authorization for CTE course to be used to satisfy the VAPA or world languages graduation requirement.

Comments

1. Need for this bill. According to the author, “With a contemporary twist, AB 821 aims to bring back “shop classes” to California schools that would offer an additional path to students who choose to not pursue higher education. This will, statistically speaking, also help those who decide to go to college. Research shows that students who have more access to CTE are directly linked to better grades and attendance, as well as a decrease in the school-to-prison pipeline.”
2. High school graduation requirements. Since the 2012-2013 school year, LEAs have been authorized to accept a CTE course as an optional high school graduation requirement in lieu of the VAPA or world languages requirement, subject to adoption by their respective governing boards. At the time, the authorization was set to sunset in 2017. However, it was subsequently extended twice, resulting in the current sunset date of January 1, 2028. This bill eliminates the sunset of the CTE graduation requirement authorization. However, notably, this bill does not require a school or school district that currently does not offer CTE courses to establish new CTE programs.
3. What is Career Technical Education? CTE prepares students for the world of work by introducing them to workplace competencies and making academic content accessible through hands-on contexts. Along the way, students develop career-relevant, real-world 21st-century skills. CTE is a program of study that involves a multiyear sequence of courses integrating core academic knowledge with technical and occupational knowledge, providing a pathway to postsecondary education and careers.

In California, CTE programs are organized into 15 industry sectors, encompassing 58 pathways that outline the necessary knowledge and skills required for each sector. These sectors include:

• Agriculture and Natural Resources
• Arts, Media, and Entertainment
• Building and Construction Trades
• Business and Finance
• Education, Child Development, and Family Services
• Energy, Environment, and Utilities
• Engineering and Architecture
• Fashion and Interior Design
• Health Science and Medical Technology
• Hospitality, Tourism, and Recreation
• Information and Communications Technology
• Manufacturing and Product Development
• Marketing, Sales, and Services
• Public Services
• Transportation

These programs often involve partnerships between high schools, businesses, and postsecondary institutions, offering pathways to employment and various degrees. CTE courses and pathways may be offered in comprehensive high schools with CTE programs and through regional CTE programs or centers operated by JPAs or COEs. Some CTE programs are integrated with academic programs in a “linked learning model,” and community colleges and technical institutes also offer CTE at the postsecondary level.

1. California CTE Model Curriculum Standards. In 2013, the SBE adopted the revised California CTE Model Curriculum Standards to assist schools in developing high-quality curriculum and instruction to help ensure that students are career and college ready and to prepare them for future careers. The Model Curriculum Standards were developed with input from more than 1000 stakeholders from business, industry, and both postsecondary and secondary education to ensure the updated, research-based CTE standards would be world-class; meet the demands of the twenty-first-century workplace; help students make a smooth transition into colleges and universities; and prepare graduates to successfully compete in the global community. The standards, written for grades seven through twelve, specify learning goals in 58 career pathways organized around 15 industry sectors (listed in Comment 2).
2. The current state of CTE and work-based learning in California. California has significantly expanded support for CTE and work-based learning over the last decade, both through the Local Control Funding Formula (LCFF) and through nearly $500 million in ongoing state categorical programs. The two largest are the CTE Incentive Grant (CTEIG) and the K–12 SWP, each distributing hundreds of millions of dollars annually to help schools expand CTE access, align instruction with workforce needs, and develop partnerships with industry and community colleges. These are layered on top of LCFF funding, which already includes a high school base rate adjustment to reflect the higher cost of CTE programs.
3. California’s Master Plan for Career Education. In 2023, Governor Newsom called for the development of a new Master Plan for Career Education, urging state agencies and institutions of higher education to build and strengthen education and training pathways. The Master Plan features a primary area of action to develop career pathways for high school and college students, encouraging TK-12 and postsecondary agencies to provide experiential learning opportunities, shorten the timeline to a career, alleviate financial pressures, and empower individuals to actualize their dreams.
   

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

SUPPORT: (Verified 8/28/25)

Association of California School Administrators

California Teachers Association

Career Technical Education Joint Powers Authority Coalition

College Board

Los Angeles Unified School District

Oakland Unified School District

United Administrators of Southern California

OPPOSITION: (Verified 8/28/25)

None received

ASSEMBLY FLOOR: 79-0, 6/3/25

AYES: Addis, Aguiar-Curry, Ahrens, Alanis, Alvarez, Arambula, Ávila Farías, Bains, Bauer-Kahan, Bennett, Berman, Boerner, Bonta, Bryan, Calderon, Caloza, Carrillo, Castillo, Chen, 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, Nguyen, Ortega, Pacheco, Papan, Patel, Patterson, Pellerin, Petrie-Norris, Quirk-Silva, Ramos, Ransom, Celeste Rodriguez, Michelle Rodriguez, Rogers, Blanca Rubio, Sanchez, Schiavo, Schultz, Sharp-Collins, Solache, Soria, Stefani, Ta, Tangipa, Valencia, Wallis, Ward, Wicks, Wilson, Zbur, Rivas

Prepared by: Therresa Austin / ED. / (916) 651-4105

9/2/25 11:39:009/2/25 11:39:00

**** END ****

 CONSENT  

Bill No: AB 821

Author: Gipson (D)

Amended: 4/1/25 in Assembly

Vote: 21

SENATE EDUCATION COMMITTEE: 7-0, 7/2/25

AYES: Pérez, Ochoa Bogh, Cabaldon, Choi, Cortese, Gonzalez, Laird

SENATE APPROPRIATIONS COMMITTEE: Senate Rule 28.8

ASSEMBLY FLOOR: 79-0, 6/3/25 - See last page for vote

SUBJECT: Pupil instruction: high school graduation requirements: career technical education

SOURCE: Author

DIGEST:

This bill eliminates the sunset on the existing authorization for career technical education (CTE) courses to be used to satisfy the visual and performing arts (VAPA) or world language graduation requirement, thus extending it into perpetuity.

ANALYSIS:

Existing law:

1. Requires a student to complete all of the following while in grades 9-12 in order to receive a diploma of graduation from high school (each course having a duration of one year unless otherwise specified):
   1. Three courses in English.
   2. Two courses in science, including biological and physical science.
   3. Two courses in mathematics.
   4. Three courses in social sciences, including United States History and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics.
   5. One course in VAPA, world language, or until July 1, 2027, CTE.
   6. Two courses in physical education, unless the student has been exempt, as specified.
   7. A one-semester course in ethnic studies beginning with students graduating in the 2029-2030 school year.
   8. A separate, stand-alone one-semester course in personal finance that shall not be combined with any other course, beginning with students graduating in the 2030-2031 school year.
   9. Other coursework requirements adopted by the governing board of the school district. (Education Code (EC) § 51225.3)
2. Authorizes, with respect to i) above, the governing board of a school district to, at its discretion, adopt a policy to exempt students from any additional coursework requirements it adopts. Establishes that it is the intent of the Legislature that the policy include a consultation with the student and the educational rights holder for the student regarding any impact of not fulfilling locally required coursework on the student’s ability to gain admission to an institution of higher education. (EC § 51225.3(a)(2)(B))
3. Defines a course in CTE as a course in a district-operated CTE program that is aligned to the career technical model curriculum standards and framework adopted by the State Board of Education (SBE), including courses through a regional occupational center or program operated by a county superintendent of schools or pursuant to a joint powers agreement (JPA). (EC § 51225.3)
   
4. Requires a local educational agency (LEA), if it elects to allow a CTE course to satisfy the graduation requirement, before offering that alternative to students, to notify parents, teachers, students, and the public at a regularly scheduled meeting of the governing board of all of the following:
   
5. The intent to offer CTE courses to fulfill the graduation requirement.
   
6. The impact that offering CTE courses to fulfill the graduation requirement will have on the availability of courses that meet the eligibility requirements for admission to the California State University (CSU) and the University of California (UC), and whether the CTE courses to be offered are approved to satisfy those eligibility requirements
   
7. The distinction, if any, between the high school graduation requirements of the school district or county office of education (COE), and the eligibility requirements for admission to the CSU and the UC. (EC § 51225.3)
8. Beginning July 2, 2027, the high school graduation requirements no longer allow CTE as an option to fulfill the graduation requirement, instead of VAPA or world language. (EC § 51225.3)
9. Authorizes the Career Technical Education Incentive Grant (CTEIG) program as a state education, economic, and workforce development initiative with the goal of providing students in kindergarten through 12th grade with the knowledge and skills necessary to transition to employment and postsecondary education. (EC § 53070)
10. Authorizes the K-12 component of the Strong Workforce Program (SWP) to create, support, or expand high-quality CTE programs at the K-12 level that are aligned with the workforce development efforts occurring through the SWP, and authorizes, commencing with the 2018-19 fiscal year, and subject to an annual appropriation, $150 million to be apportioned annually by the California Community College Chancellor’s Office (CCCCO) to local consortia. (EC § 88827)

This bill extends indefinitely, the existing authorization for CTE course to be used to satisfy the VAPA or world languages graduation requirement.

Comments

1. Need for this bill. According to the author, “With a contemporary twist, AB 821 aims to bring back “shop classes” to California schools that would offer an additional path to students who choose to not pursue higher education. This will, statistically speaking, also help those who decide to go to college. Research shows that students who have more access to CTE are directly linked to better grades and attendance, as well as a decrease in the school-to-prison pipeline.”
2. High school graduation requirements. Since the 2012-2013 school year, LEAs have been authorized to accept a CTE course as an optional high school graduation requirement in lieu of the VAPA or world languages requirement, subject to adoption by their respective governing boards. At the time, the authorization was set to sunset in 2017. However, it was subsequently extended twice, resulting in the current sunset date of January 1, 2028.

This bill eliminates the sunset of the CTE graduation requirement authorization. However, notably, this bill does not require a school or school district that currently does not offer CTE courses to establish new CTE programs.

1. What is Career Technical Education? CTE prepares students for the world of work by introducing them to workplace competencies and making academic content accessible through hands-on contexts. Along the way, students develop career-relevant, real-world 21st-century skills. CTE is a program of study that involves a multiyear sequence of courses integrating core academic knowledge with technical and occupational knowledge, providing a pathway to postsecondary education and careers.

In California, CTE programs are organized into 15 industry sectors, encompassing 58 pathways that outline the necessary knowledge and skills required for each sector. These sectors include:

• Agriculture and Natural Resources
• Arts, Media, and Entertainment
• Building and Construction Trades
• Business and Finance
• Education, Child Development, and Family Services
• Energy, Environment, and Utilities
• Engineering and Architecture
• Fashion and Interior Design
• Health Science and Medical Technology
• Hospitality, Tourism, and Recreation
• Information and Communications Technology
• Manufacturing and Product Development
• Marketing, Sales, and Services
• Public Services
• Transportation

These programs often involve partnerships between high schools, businesses, and postsecondary institutions, offering pathways to employment and various degrees. CTE courses and pathways may be offered in comprehensive high schools with CTE programs and through regional CTE programs or centers operated by JPAs or COEs. Some CTE programs are integrated with academic programs in a “linked learning model,” and community colleges and technical institutes also offer CTE at the postsecondary level.

1. California CTE Model Curriculum Standards. In 2013, the SBE adopted the revised California CTE Model Curriculum Standards to assist schools in developing high-quality curriculum and instruction to help ensure that students are career and college ready and to prepare them for future careers. The Model Curriculum Standards were developed with input from more than 1000 stakeholders from business, industry, and both postsecondary and secondary education to ensure the updated, research-based CTE standards would be world-class; meet the demands of the twenty-first-century workplace; help students make a smooth transition into colleges and universities; and prepare graduates to successfully compete in the global community. The standards, written for grades seven through twelve, specify learning goals in 58 career pathways organized around 15 industry sectors (listed in Comment 2).
2. The current state of CTE and work-based learning in California. California has significantly expanded support for CTE and work-based learning over the last decade, both through the Local Control Funding Formula (LCFF) and through nearly $500 million in ongoing state categorical programs. The two largest are the CTEIG and the K–12 SWP, each distributing hundreds of millions of dollars annually to help schools expand CTE access, align instruction with workforce needs, and develop partnerships with industry and community colleges. These are layered on top of LCFF funding, which already includes a high school base rate adjustment to reflect the higher cost of CTE programs.
3. California’s Master Plan for Career Education. In 2023, Governor Newsom called for the development of a new Master Plan for Career Education, urging state agencies and institutions of higher education to build and strengthen education and training pathways. The Master Plan features a primary area of action to develop career pathways for high school and college students, encouraging TK-12 and postsecondary agencies to provide experiential learning opportunities, shorten the timeline to a career, alleviate financial pressures, and empower individuals to actualize their dreams.
   

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

SUPPORT: (Verified 7/14/25)

Association of California School Administrators

California Teachers Association

Career Technical Education Joint Powers Authority Coalition

College Board

Los Angeles Unified School District

Oakland Unified School District

United Administrators of Southern California

OPPOSITION: (Verified 7/14/25)

None received

ASSEMBLY FLOOR: 79-0, 6/3/25

AYES: Addis, Aguiar-Curry, Ahrens, Alanis, Alvarez, Arambula, Ávila Farías, Bains, Bauer-Kahan, Bennett, Berman, Boerner, Bonta, Bryan, Calderon, Caloza, Carrillo, Castillo, Chen, 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, Nguyen, Ortega, Pacheco, Papan, Patel, Patterson, Pellerin, Petrie-Norris, Quirk-Silva, Ramos, Ransom, Celeste Rodriguez, Michelle Rodriguez, Rogers, Blanca Rubio, Sanchez, Schiavo, Schultz, Sharp-Collins, Solache, Soria, Stefani, Ta, Tangipa, Valencia, Wallis, Ward, Wicks, Wilson, Zbur, Rivas

Prepared by: Therresa Austin / ED. / (916) 651-4105

7/16/25 16:22:44

**** END ****

ASSEMBLY THIRD READING

ATR Bill Id:AB 821

Author:(Gipson)

As Amended Ver:April 1, 2025

Majority vote

SUMMARY

Eliminates the sunset on the authorization to use completion of a course in career technical education (CTE) to fulfill a course requirement to graduate from high school.

Major Provisions

Eliminates the sunset, currently July 1, 2027, on the authorization to use completion of a CTE to fulfill a course requirement to graduate from high school.

COMMENTS

CTE graduation requirement option subject to sunset every five years. Current law allows students to fulfill a graduation requirement with a course in VAPA, world languages, or CTE. In 2010, when this option was established, there was some concern that this option would reduce enrollment in VAPA and world languages. Since then, this authorization has been extended twice, in 2016 and 2022, and each time the sunset has been extended no objections were raised. The authorization currently sunsets on July 1, 2027. The Assembly may wish to consider that, after fifteen years, the CTE course option has become institutionalized in school districts and is unlikely to sunset in the future.

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

1. Students with greater exposure to CTE are more likely to graduate from high school, enroll in a two-year college, be employed, and earn higher wages;
2. The average high school graduation rate for students concentrating in CTE programs is 93%, compared to an average national graduation rate of 80%;
3. Students taking more CTE classes are just as likely to pursue a four-year degree as their peers;
4. 91% of high school graduates who earned 2-3 CTE credits enrolled in college;
5. CTE provides the greatest boost to students who need it most – boys and students from low-income families; and
6. 80% of students taking a college preparatory academic curriculum with rigorous CTE met college and career readiness goals, compared to only 63% of students taking the same academic core who did not experience rigorous CTE.

According to the Author

"Career Technical Education (CTE) empowers high school students with the skills and knowledge they need to explore careers, increase employability, and achieve higher graduation rates. Under current law, such students have the option of taking a CTE course to fulfill an existing high school graduation requirement, but this is subject to sunset. By removing the sunset on this option for students, through AB 821, we ensure that future generations continue to benefit from these transformative opportunities, gaining not only technical expertise but also essential soft skills like critical thinking, communication, and ethical leadership—skills that are vital for success in today’s workforce and beyond."

Arguments in Support

Project Lead the Way writes, "Students were first given a five-year authorization to use a CTE course to meet this graduation requirement, beginning with the 2012-13 school year. Since then, this authorization has been extended two additional times, to July 1, 2022 in 2016 and to July 1, 2027 in 2022. Acknowledging that this alternative gives students another choice in their education in order to help them stay engaged during high school, AB 821 would eliminate the need to continually extend this authorization by removing the sunset and, as a result, make the use of a CTE course to meet this requirement permanent.

Research shows that students who complete both an academic and a career technical education sequence of courses in high school have a higher likelihood of being enrolled in postsecondary education and being employed in professional, managerial, or skilled jobs. AB 821 affirms that student access to and completion of CTE courses are a priority for the state."

Arguments in Opposition

None on file

FISCAL COMMENTS

According to the Assembly Appropriations Committee, ongoing Proposition 98 General Fund cost pressures to local educational agencies (LEAs) of an unknown but potentially significant amount, ranging from the millions to low hundreds of millions of dollars statewide. The exact amount depends on the number of students who would otherwise elect visual and performing arts (VAPA) or world languages coursework instead of CTE coursework once it no longer qualifies for a high school graduation course requirement and the resulting impact on CTE course offerings by LEAs.

VOTES

ASM EDUCATION: 9-0-0

YES: Muratsuchi, Hoover, Addis, Alvarez, Bonta, Castillo, Garcia, Lowenthal, Patel

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: April 1, 2025

CONSULTANT: Tanya Lieberman / ED. / (916) 319-2087 FN: 0000632

Date of Hearing: April 23, 2025

ASSEMBLY COMMITTEE ON APPROPRIATIONS

Buffy Wicks, Chair

ABPCA Bill Id:AB 821

Author:(Gipson) – As Amended Ver:April 1, 2025

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

SUMMARY:

This bill removes the sunset of July 1, 2027, on the use of a career technical education (CTE) course to fulfill a high school graduation course requirement.

FISCAL EFFECT:

Ongoing Proposition 98 General Fund cost pressures to local educational agencies (LEAs) of an unknown but potentially significant amount, ranging from the millions to low hundreds of millions of dollars statewide. The exact amount depends on the number of students who would otherwise elect visual and performing arts (VAPA) or world languages coursework instead of CTE coursework once it no longer qualifies for a high school graduation course requirement and the resulting impact on CTE course offerings by LEAs.

COMMENTS:

CTE Satisfying Graduation Requirement. Current law allows students to fulfill a graduation requirement with a course in visual and performing arts (VAPA), world languages, or CTE. Since then, the Legislature extended this option twice, in 2016 and 2022. The authorization sunsets on July 1, 2027. This bill makes permanent the option for use of a CTE course for a high school graduation course requirement. According to 2018-19 school year course enrollment data from the California Department of Education (CDE), over 1 million students were enrolled in CTE coursework.

Earmarked CTE Funding Limited. Outside of local dollars LEAs may use to support CTE programs, LEAs may also apply for funding through the Career Technical Education Incentive Grant (CTEIG) administered by CDE. The CTEIG has an annual appropriation of $300 million and provides LEAs with grant funding to support CTE program offerings. LEAs must submit applications outlining the ways in which they meet the statutorily defined requirements, including a 2:1 match of local to state funding, to qualify for funding. Additionally, the California Community Colleges administers the Strong Workforce Program, with $150 million appropriated annually for K-12 LEAs to compete for regionally across eight regional consortia to fund CTE programs and pathways aligned with industry needs.

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

Date of Hearing: April 9, 2025

ASSEMBLY COMMITTEE ON EDUCATION

Al Muratsuchi, Chair

ABPCA Bill Id:AB 821 (

Author:Gipson) – As Amended Ver:April 1, 2025

SUBJECT: Pupil instruction: high school graduation requirements: career technical education

SUMMARY: Eliminates the sunset on the use of a career technical education (CTE) course to fulfill a course requirement to graduate from high school. Specifically, this bill:

1. Eliminates the sunset, currently July 1, 2027, on the use of a CTE course to fulfill a course requirement to graduate from high school.

EXISTING LAW:

1. Establishes the requirements students must meet to earn a diploma of graduation from high school, including:
2. Three courses in English;
3. Two courses in mathematics;
4. Two courses in science;
5. Three courses in social studies;
6. One course in visual or performing arts (VAPA), or world languages, or CTE;
7. Two courses in physical education;
8. Commencing with the class of students graduating in the 2029-30 academic year, and subject to and appropriation for its purposes, a one-semester course in ethnic studies; and
9. Commencing with the class of 2030–31, a course in personal finance. (Education Code (EC) 51225.3)
10. Makes the CTE course option inoperative on the earlier of the following two dates:
11. On July 1, immediately following the first fiscal year after the enactment of Chapter 621 of the Statutes of 2011 in which the number of CTE courses that, as determined by the California Department of Education (CDE), satisfy the world language requirement for admission to the California State University (CSU), and the University of California (UC) is at least twice the number of CTE courses that meet these admission requirements as of January 1, 2012. Repeals this requirement on the following January 1 unless a later enacted statute that becomes operative on or before that date deletes or extends the dates on which it becomes inoperative and is repealed. States the intent of the Legislature that new CTE courses that satisfy the world language requirement for admission to the CSU and the UC focus on world languages aligned with career preparation, emphasizing real-world application and technical content in related CTE courses.
12. On July 1, 2027, and, as of January 1, 2028, is repealed. (EC 51225.3)
13. Authorizes the Career Technical Education Incentive Grant (CTEIG) program as a state education, economic, and workforce development initiative with the goal of providing students in kindergarten through 12^th grade with the knowledge and skills necessary to transition to employment and postsecondary education.
14. Authorizes the K-12 component of the Strong Workforce Program (SWP) to create, support, or expand high-quality CTE programs at the K-12 level that are aligned with the workforce development efforts occurring through the SWP, and authorizes, commencing with the 2018-19 fiscal year, and subject to an annual appropriation, $150 million to be apportioned annually by the California Community College Chancellor’s Office (CCCCO) to local consortia. (EC 88827)
15. Establishes the California Golden State Pathways Program (GSPP) to provide LEAs with the resources to promote pathways in high-wage, high-skill, high-growth areas, including technology, health care, education, and climate-related fields that, among other things, allow students to advance seamlessly from high school to college and career and provide the workforce needed for economic growth. (EC 53020)
16. Federal law, the Strengthening Career and Technical Education for the 21st Century Act, reauthorizes the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins), provides federal support for CTE programs and focuses on improving the academic and technical achievement of CTE students, strengthening the connections between secondary and postsecondary education and improving accountability.

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

COMMENTS:

Need for the bill. According to the author, “Career Technical Education (CTE) empowers high school students with the skills and knowledge they need to explore careers, increase employability, and achieve higher graduation rates. Under current law, such students have the option of taking a CTE course to fulfill an existing high school graduation requirement, but this is subject to sunset. By removing the sunset on this option for students, through AB 821, we ensure that future generations continue to benefit from these transformative opportunities, gaining not only technical expertise but also essential soft skills like critical thinking, communication, and ethical leadership—skills that are vital for success in today’s workforce and beyond."

CTE graduation requirement option subject to sunset every five years. Current law allows students to fulfill a graduation requirement with a course in VAPA, world languages, or CTE. In 2010, when this option was established, there was some concern that this option would reduce enrollment in VAPA and world languages. Since then, this authorization has been extended twice, in 2016 and 2022, and each time the sunset has been extended no objections were raised. The authorization currently sunsets on July 1, 2027. The Committee may wish to consider that, after fifteen years, the CTE course option has become institutionalized in school districts and is unlikely to sunset in the future.

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

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

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

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

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

Participation in CTE. As noted above, CTE in California is organized around 15 industry sectors. Within each industry sector, there are a number of pathways—a sequence of two or three courses with a final capstone course—that a student may choose to complete. To complete a CTE pathway, a student must earn a grade of C− or better in the pathway’s capstone course. According to PACE, as shown in the chart below, completion of CTE pathways remained relatively constant between 2015-16 and 2021-22.

According to PACE, CTE pathway completion varies slightly across racial/ethnic subgroups. Roughly 20% of Filipino, Latinx, White, and Asian American students completed a CTE pathway in high school in the 2021-22 school year. About 15% of Black students completed a pathway.

Across genders as well as socioeconomic status, CTE pathway completion rates are similar. Approximately 19% of female students and 20% of male students completed a pathway in the 2021-22 school year. Similarly, 19% of socioeconomically disadvantaged students and 20% of not socioeconomically disadvantaged students completed any CTE pathway.

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

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

Arguments in support. Project Lead the Way writes, “Students were first given a five-year authorization to use a CTE course to meet this graduation requirement, beginning with the 2012-13 school year. Since then, this authorization has been extended two additional times, to July 1, 2022 in 2016 and to July 1, 2027 in 2022. Acknowledging that this alternative gives students another choice in their education in order to help them stay engaged during high school, AB 821 would eliminate the need to continually extend this authorization by removing the sunset and, as a result, make the use of a CTE course to meet this requirement permanent.

Research shows that students who complete both an academic and a career technical education

sequence of courses in high school have a higher likelihood of being enrolled in postsecondary

education and being employed in professional, managerial, or skilled jobs. AB 821 affirms that

student access to and completion of CTE courses are a priority for the state.”

Related legislation. SB 612 (Valladares) of the 2025-26 Session would delete the authorization to use a CTE course for graduation, and instead would, commencing with pupils graduating in the 2031–32 school year, require the completion of a separate, stand-alone one-semester course in CTE as a high school graduation requirement.

AB 185 (Committee on Budget), Chapter 571, Statutes of 2022, extended the sunset on the use of a CTE course to meet a graduation requirement to July 1, 2027.

SB 1123 (Leyva), Chapter 53, Statutes of 2016, extended the sunset on the use of a CTE course to meet a graduation requirement to July 1, 2022.

AB 1330 (Furutani), Chapter 621, Statutes of 2011, established the option for students to fulfill a high school graduation requirement by successfully completing a CTE course.

SB 253 (Wyland) of the 2009-2010 Session would have added the option for students to fulfill the VAPA high school graduation requirement by successfully completing a CTE course. SB 253 died on the Assembly Floor.

AB 2446 (Furutani) of the 2009-2010 Session would have added the option for students to fulfill the VAPA high school graduation requirement by successfully completing a CTE course. AB 2446 was vetoed by the Governor, who stated:

Improving and expanding Career Technical Education (CTE) opportunities has been among my highest priorities. While I am supportive of the author's intent to give CTE a prominent place in high school graduation priorities, the final version of this bill omitted my Administration's proposed amendments that were intended to limit the new costs to school districts. Therefore, I am concerned that this bill could be construed to impose higher costs without a fund source, which could also be interpreted as a state reimbursable mandate. Given that school budgets are very constrained due to the recession, adding new costs at this time is not advisable.

AB 554 (Furutani) of the 2009-2010 Session would have increased the number of courses required for high school graduation from 13 to 14 and offered students a choice between a VAPA course, foreign language, or CTE to fulfill the additional course requirement. AB 554 was held in the Assembly Appropriations Committee.

SB 672 (Torlakson) of the 2007-2008 Session would have required high schools participating in the California Enhanced Instructional Time Program, as specified, to adopt a graduation policy requiring students to complete two CTE courses. This was held in the Assembly Education Committee.

REGISTERED SUPPORT / OPPOSITION:

Support

Project Lead the Way

Opposition

None on file

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