SB 1147: Pupil instruction: high school graduation requirements: personal finance.
- Session Year: 2025-2026
- House: Senate
- Latest Version Date: 2026-04-28
Current Status:
In Progress
(2026-05-14: May 14 hearing: Held in committee and under submission.)
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?
The bill lets high schools offer the required personal finance content as part of an integrated, year‑long course instead of only as a separate one‑semester class, if the year‑long course is equal in quality and covers the required topics. That year‑long course would count as the personal finance graduation requirement, allow a student to be exempted from the one‑semester economics course, and satisfy the school’s requirement to offer a personal finance course, while removing the prior option to give that year‑long course credit toward a different subject required for graduation.
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 Instructional Quality Commission and requires the commission to, among other things, recommend curriculum frameworks to the State Board of Education and consider including, when revising the history-social science curriculum framework, age-appropriate information on specified financial literacy topics for kindergarten and grades 1 to 12, inclusive, as provided.
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. These graduation requirements include, among others, the completion of 3 courses in social studies, including a one-semester course in economics. Commencing with pupils graduating in the 203031 school year, existing law requires the completion of a separate, stand-alone one-semester course in personal finance that is prohibited from being combined with any other course. Existing law requires this personal finance course to include information on all of, and only, the above-described financial literacy topics recommended for inclusion in the revised history-social science curriculum framework. Commencing with the 202728 school year, existing law requires a local educational agency with pupils in grades 9 to 12, inclusive, to offer a separate, stand-alone one-semester course in personal finance, and also authorizes a local educational agency to exempt a pupil who completes such a course from the graduation requirement to complete a one-semester course in economics.
If a local educational agency elects to offer a personal finance course offered as part of an integrated, year-long course that is equivalent in quality and rigor to the stand-alone personal finance course and that has a course scope that includes, at a minimum, the above-described financial literacy topics recommended for inclusion in the revised history-social science curriculum framework, this bill would (1) deem that course to satisfy the above-described graduation requirement to complete a stand-alone personal finance course, (2) additionally authorize the local educational agency to exempt a pupil who completes such a course from the graduation requirement to complete a one-semester course in economics, and (3) deem that course to satisfy the above-described requirement on local educational agencies with pupils in grades 9 to 12, inclusive, to offer a separate, stand-alone one-semester course in personal finance, and (4) authorize the local educational agency to also award credit to a pupil who completes such a course for coursework in that year-long course in the subject the course is offered, including, if applicable, credit toward satisfying a course required for a diploma of graduation from high school. finance.
Existing law establishes the Instructional Quality Commission and requires the commission to, among other things, recommend curriculum frameworks to the State Board of Education and consider including, when revising the history-social science curriculum framework, age-appropriate information on specified financial literacy topics for kindergarten and grades 1 to 12, inclusive, as provided.
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. These graduation requirements include, among others, the completion of 3 courses in social studies, including a one-semester course in economics. Commencing with pupils graduating in the 203031 school year, existing law requires the completion of a separate, stand-alone one-semester course in personal finance that is prohibited from being combined with any other course. Existing law requires this personal finance course to include information on all of, and only, the above-described financial literacy topics recommended for inclusion in the revised history-social science curriculum framework. Commencing with the 202728 school year, existing law requires a local educational agency with pupils in grades 9 to 12, inclusive, to offer a separate, stand-alone one-semester course in personal finance, and also authorizes a local educational agency to exempt a pupil who completes such a course from the graduation requirement to complete a one-semester course in economics.
If a local educational agency elects to offer a personal finance course offered as part of an integrated, year-long course that is equivalent in quality and rigor to the stand-alone personal finance course and that has a course scope that includes, at a minimum, the above-described financial literacy topics recommended for inclusion in the revised history-social science curriculum framework, this bill would (1) deem that course to satisfy the above-described graduation requirement to complete a stand-alone personal finance course, (2) additionally authorize the local educational agency to exempt a pupil who completes such a course from the graduation requirement to complete a one-semester course in economics, (3) deem that course to satisfy the above-described requirement on local educational agencies with pupils in grades 9 to 12, inclusive, to offer a separate, stand-alone one-semester course in personal finance, and (4) authorize the local educational agency to also award credit to a pupil who completes such a course for coursework in that year-long course in the subject the course is offered, including, if applicable, credit toward satisfying a course required for a diploma of graduation from high school.
Existing law requires the adopted course of study for grades 7 to 12, inclusive, to offer courses in specified areas of study, including, among others, automobile driver education that is designed to develop a knowledge of the Vehicle Code and other laws of this state relating to the operation of motor vehicles, a proper acceptance of personal responsibility in traffic, a true appreciation of the causes, seriousness, and consequences of traffic accidents, and the knowledge and attitudes necessary for the safe operation of motor vehicles. Existing law requires automobile driver education to also be designed to develop a knowledge of the dangers involved in consuming alcohol or drugs in connection with the operation of a motor vehicle.This bill would make a nonsubstantive change to that latter provision.Existing law requires the adopted course of study for grades 7 to 12, inclusive, to offer courses in specified areas of study, including, among others, automobile driver education that is designed to develop a knowledge of the Vehicle Code and other laws of this state relating to the operation of motor vehicles, a proper acceptance of personal responsibility in traffic, a true appreciation of the causes, seriousness, and consequences of traffic accidents, and the knowledge and attitudes necessary for the safe operation of motor vehicles. Existing law requires automobile driver education to also be designed to develop a knowledge of the dangers involved in consuming alcohol or drugs in connection with the operation of a motor vehicle.
This bill would make a nonsubstantive change to that latter provision.
(a)A pupil shall complete all of the following while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school:
(1)At least the following numbers of courses in the subjects specified, each course having a duration of one year, unless otherwise specified:
(A)Three courses in English.
(B)Two courses in mathematics. If the governing board of a school district requires more than two courses in mathematics for graduation, the governing board of the school district may award a pupil up to one mathematics course credit pursuant to Section 51225.35.
(C)Two courses in science, including biological and physical sciences.
(D)Three courses in social studies, 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.
(E)One course in visual or performing arts, world language, or career technical education.
(i)For purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in world language.
(ii)For purposes of this subparagraph, a course in career technical education means a course in a district-operated career technical education program that is aligned to the career technical model curriculum standards and framework adopted by the state board, including courses through a regional occupational center or program operated by a county superintendent of schools or pursuant to a joint powers agreement.
(iii)This subparagraph does not require a school or school district that currently does not offer career technical education courses to start new career technical education programs for purposes of this section.
(iv)If a school district or county office of education elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the governing board of the school district or county office of education, before offering that alternative to pupils, shall notify parents, teachers, pupils, and the public at a regularly scheduled meeting of the governing board of all of the following:
(I)The intent to offer career technical education courses to fulfill the graduation requirement specified in this subparagraph.
(II)The impact that offering career technical education courses, pursuant to this subparagraph, will have on the availability of courses that meet the eligibility requirements for admission to the California State University and the University of California, and whether the career technical education courses to be offered pursuant to this subparagraph are approved to satisfy those eligibility requirements. If a school district elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the school district shall comply with subdivision (l) of Section 48980.
(III)The distinction, if any, between the high school graduation requirements of the school district or county office of education, and the eligibility requirements for admission to the California State University and the University of California.
(F)Two courses in physical education, unless the pupil has been exempted pursuant to this code.
(G)(i)Commencing with pupils graduating in the 202930 school year, including for pupils enrolled in a charter school, a one-semester course in ethnic studies. A local educational agency, including a charter school, may require a full-year course in ethnic studies at its discretion. Commencing with the 202526 school year, a local educational agency, including a charter school, with pupils in grades 9 to 12, inclusive, shall offer at least a one-semester course in ethnic studies.
(ii)Subject to the course offerings of a local educational agency, including a charter school, a pupil may fulfill the requirement of clause (i) through the completion of any of the following types of courses:
(I)A course based on the model curriculum developed pursuant to Section 51226.7.
(II)An existing ethnic studies course.
(III)An ethnic studies course taught as part of a course that has been approved as meeting the AG requirements of the University of California and the California State University.
(IV)A locally developed ethnic studies course approved by the governing board of the school district or the governing body of the charter school. The proposed course shall first be presented at a public meeting of the governing board of the school district or the governing body of the charter school, and shall not be approved until a subsequent public meeting of the governing board or governing body at which the public has had the opportunity to express its views on the proposed course.
(iii)A course that does not use ethnic studies content as the primary content through which the subject is taught shall not be used to satisfy the requirement of clause (i).
(iv)A pupil completing a course described in clause (ii) shall also accrue credit for coursework in the subject that the course is offered, including, if applicable, credit toward satisfying a course required for a diploma of graduation from high school pursuant to this section.
(v)Curriculum, instruction, and instructional materials for a course described in clause (ii) shall meet all of the following requirements:
(I)Be appropriate for use with pupils of all races, religions, nationalities, genders, sexual orientations, and diverse ethnic and cultural backgrounds, pupils with disabilities, and English learners.
(II)Not reflect or promote, directly or indirectly, any bias, bigotry, or discrimination against any person or group of persons on the basis of any category protected by Section 220.
(III)Not teach or promote religious doctrine.
(vi)It is the intent of the Legislature that local educational agencies, including charter schools, consider that, pursuant to Section 51226.7, the Instructional Quality Commission undertook a lengthy, thorough, deliberative, and inclusive process before submitting a model curriculum in ethnic studies to the state board. To the extent that local educational agencies, including charter schools, choose to locally develop an ethnic studies program for approval by their governing board or governing body, it is the intent of the Legislature that local educational agencies not use the portions of the draft model curriculum that were not adopted by the Instructional Quality Commission due to concerns related to bias, bigotry, and discrimination.
(vii)The amendments made to this section by Section 1 of Chapter 661 of the Statutes of 2021 shall not be construed to alter any other requirement of this section for pupils enrolled in a charter school.
(H)(i)Commencing with pupils graduating in the 203031 school year, including for pupils enrolled in a charter school, a separate, stand-alone one-semester course in personal finance, that shall not be combined with any other course.
(ii)Commencing with pupils graduating in the 203031 school year, a local educational agency may exempt a pupil who completes a separate, stand-alone one-semester course in personal finance, that is not combined with any other course, from the requirement to complete a one-semester course in economics pursuant to subparagraph (D).
(iii)(I)A local educational agency may elect to eliminate one or more locally required courses established pursuant to paragraph (2) in order to accommodate the requirement that pupils, commencing with pupils graduating in the 203031 school year, complete a separate, stand-alone one-semester course in personal finance.
(II)This clause does not constitute a change in, but is declaratory of, existing law.
(iv)Commencing with the 202728 school year, a local educational agency, including a charter school, with pupils in grades 9 to 12, inclusive, shall offer in all of its high schools at least a separate, stand-alone one-semester course in personal finance, that is not combined with any other course.
(v)To satisfy the requirement of this subparagraph, a separate, stand-alone one-semester course in personal finance shall include information for pupils in grades 9 to 12, inclusive, on all of, and only, the topics listed in paragraphs (1) to (13), inclusive, of subdivision (a) of Section 51284.5.
(vi)Notwithstanding clauses (i), (ii), (iv), and (v), if a local educational agency elects to offer a personal finance course as part of an integrated, year-long course that is equivalent in quality and rigor to a course described in clause (i) and that has a course scope that includes, at a minimum, the topics described in paragraphs (1) to (13), inclusive, of subdivision (a) of Section 51284.5, that course shall satisfy any of the following:
(I)The graduation requirement of clause (i).
(II)The authorization to exempt a pupil from the requirement to complete a one-semester course in economics pursuant to subparagraph (D), as described in clause (ii).
(III)The course offering requirement of clause (iv).
(vii)If a local educational agency elects to offer a year-long course as described in clause (vi), the local educational agency may also award credit for coursework in that year-long course in the subject that the course is offered, including, if applicable, credit toward satisfying a course required for a diploma of graduation from high school pursuant to this section.(2)(A)Other coursework requirements adopted by the governing board of the school district.
(B)The governing board of a school district may, at its discretion, adopt a policy to exempt pupils from any coursework requirements adopted pursuant to subparagraph (A). It is the intent of the Legislature that the policy include a consultation with the pupil and the educational rights holder for the pupil regarding any impact of not fulfilling locally required coursework on the pupils ability to gain admission to an institution of higher education.
(C)This paragraph does not affect a pupils rights pursuant to Section 51225.1 or 51225.31.
(b)The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study that may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education classes offered in high schools, courses offered by regional occupational centers or programs, interdisciplinary study, independent study, and credit earned at a postsecondary educational institution. Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.
(c)On or before July 1, 2017, the department shall submit a comprehensive report to the appropriate policy committees of the Legislature on the addition of career technical education courses to satisfy the requirement specified in subparagraph (E) of paragraph (1) of subdivision (a), including, but not limited to, the following information:
(1)A comparison of the pupil enrollment in career technical education courses, world language courses, and visual and performing arts courses for the 200506 to 201112 school years, inclusive, to the pupil enrollment in career technical education courses, world language courses, and visual and performing arts courses for the 201213 to 201617 school years, inclusive.
(2)The reasons, reported by school districts, that pupils give for choosing to enroll in a career technical education course to satisfy the requirement specified in subparagraph (E) of paragraph (1) of subdivision (a).
(3)The type and number of career technical education courses that were conducted for the 200506 to 201112 school years, inclusive, compared to the type and number of career technical education courses that were conducted for the 201213 to 201617 school years, inclusive.
(4)The number of career technical education courses that satisfied the subject matter requirements for admission to the University of California or the California State University.
(5)The extent to which the career technical education courses chosen by pupils are aligned with the California Career Technical Education Model Curriculum Standards, and prepare pupils for employment, advanced training, and postsecondary education.
(6)The number of career technical education courses that also satisfy the visual and performing arts requirement, and the number of career technical education courses that also satisfy the world language requirement.
(7)Annual pupil dropout and graduation rates for the 201112 to 201415 school years, inclusive.
(d)For purposes of completing the report described in subdivision (c), the Superintendent may use existing state resources and federal funds. If state or federal funds are not available or sufficient, the Superintendent may apply for and accept grants, and receive donations and other financial support from public or private sources for purposes of this section.
(e)For purposes of completing the report described in subdivision (c), the Superintendent may accept support, including, but not limited to, financial and technical support, from high school reform advocates, teachers, chamber organizations, industry representatives, research centers, parents, and pupils.
(f)The amendments made to this section by Section 1 of Chapter 661 of the Statutes of 2021 shall become operative only upon an appropriation of funds by the Legislature for purposes of these amendments in the annual Budget Act or another statute.
(a)A pupil shall complete all of the following while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school:
(1)At least the following numbers of courses in the subjects specified, each course having a duration of one year, unless otherwise specified:
(A)Three courses in English.
(B)Two courses in mathematics. If the governing board of a school district requires more than two courses in mathematics for graduation, the governing board of the school district may award a pupil up to one mathematics course credit pursuant to Section 51225.35.
(C)Two courses in science, including biological and physical sciences.
(D)Three courses in social studies, 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.
(E)One course in visual or performing arts, world language, or career technical education.
(i)For purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in world language.
(ii)For purposes of this subparagraph, a course in career technical education means a course in a district-operated career technical education program that is aligned to the career technical model curriculum standards and framework adopted by the state board, including courses through a regional occupational center or program operated by a county superintendent of schools or pursuant to a joint powers agreement.
(iii)This subparagraph does not require a school or school district that currently does not offer career technical education courses to start new career technical education programs for purposes of this section.
(iv)If a school district or county office of education elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the governing board of the school district or county office of education, before offering that alternative to pupils, shall notify parents, teachers, pupils, and the public at a regularly scheduled meeting of the governing board of all of the following:
(I)The intent to offer career technical education courses to fulfill the graduation requirement specified in this subparagraph.
(II)The impact that offering career technical education courses, pursuant to this subparagraph, will have on the availability of courses that meet the eligibility requirements for admission to the California State University and the University of California, and whether the career technical education courses to be offered pursuant to this subparagraph are approved to satisfy those eligibility requirements. If a school district elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the school district shall comply with subdivision (l) of Section 48980.
(III)The distinction, if any, between the high school graduation requirements of the school district or county office of education, and the eligibility requirements for admission to the California State University and the University of California.
(F)Two courses in physical education, unless the pupil has been exempted pursuant to this code.
(G)(i)Commencing with pupils graduating in the 202930 school year, including for pupils enrolled in a charter school, a one-semester course in ethnic studies. A local educational agency, including a charter school, may require a full-year course in ethnic studies at its discretion. Commencing with the 202526 school year, a local educational agency, including a charter school, with pupils in grades 9 to 12, inclusive, shall offer at least a one-semester course in ethnic studies.
(ii)Subject to the course offerings of a local educational agency, including a charter school, a pupil may fulfill the requirement of clause (i) through the completion of any of the following types of courses:
(I)A course based on the model curriculum developed pursuant to Section 51226.7.
(II)An existing ethnic studies course.
(III)An ethnic studies course taught as part of a course that has been approved as meeting the AG requirements of the University of California and the California State University.
(IV)A locally developed ethnic studies course approved by the governing board of the school district or the governing body of the charter school. The proposed course shall first be presented at a public meeting of the governing board of the school district or the governing body of the charter school, and shall not be approved until a subsequent public meeting of the governing board or governing body at which the public has had the opportunity to express its views on the proposed course.
(iii)A course that does not use ethnic studies content as the primary content through which the subject is taught shall not be used to satisfy the requirement of clause (i).
(iv)A pupil completing a course described in clause (ii) shall also accrue credit for coursework in the subject that the course is offered, including, if applicable, credit toward satisfying a course required for a diploma of graduation from high school pursuant to this section.
(v)Curriculum, instruction, and instructional materials for a course described in clause (ii) shall meet all of the following requirements:
(I)Be appropriate for use with pupils of all races, religions, nationalities, genders, sexual orientations, and diverse ethnic and cultural backgrounds, pupils with disabilities, and English learners.
(II)Not reflect or promote, directly or indirectly, any bias, bigotry, or discrimination against any person or group of persons on the basis of any category protected by Section 220.
(III)Not teach or promote religious doctrine.
(vi)It is the intent of the Legislature that local educational agencies, including charter schools, consider that, pursuant to Section 51226.7, the Instructional Quality Commission undertook a lengthy, thorough, deliberative, and inclusive process before submitting a model curriculum in ethnic studies to the state board. To the extent that local educational agencies, including charter schools, choose to locally develop an ethnic studies program for approval by their governing board or governing body, it is the intent of the Legislature that local educational agencies not use the portions of the draft model curriculum that were not adopted by the Instructional Quality Commission due to concerns related to bias, bigotry, and discrimination.
(vii)The amendments made to this section by Section 1 of Chapter 661 of the Statutes of 2021 shall not be construed to alter any other requirement of this section for pupils enrolled in a charter school.
(H)(i)Commencing with pupils graduating in the 203031 school year, including for pupils enrolled in a charter school, a separate, stand-alone one-semester course in personal finance, that shall not be combined with any other course.
(ii)Commencing with pupils graduating in the 203031 school year, a local educational agency may exempt a pupil who completes a separate, stand-alone one-semester course in personal finance, that is not combined with any other course, from the requirement to complete a one-semester course in economics pursuant to subparagraph (D).
(iii)(I)A local educational agency may elect to eliminate one or more locally required courses established pursuant to paragraph (2) in order to accommodate the requirement that pupils, commencing with pupils graduating in the 203031 school year, complete a separate, stand-alone one-semester course in personal finance.
(II)This clause does not constitute a change in, but is declaratory of, existing law.
(iv)Commencing with the 202728 school year, a local educational agency, including a charter school, with pupils in grades 9 to 12, inclusive, shall offer in all of its high schools at least a separate, stand-alone one-semester course in personal finance, that is not combined with any other course.
(v)To satisfy the requirement of this subparagraph, a separate, stand-alone one-semester course in personal finance shall include information for pupils in grades 9 to 12, inclusive, on all of, and only, the topics listed in paragraphs (1) to (13), inclusive, of subdivision (a) of Section 51284.5.
(vi)Notwithstanding clauses (i), (ii), (iv), and (v), if a local educational agency elects to offer a personal finance course as part of an integrated, year-long course that is equivalent in quality and rigor to a course described in clause (i) and that has a course scope that includes, at a minimum, the topics described in paragraphs (1) to (13), inclusive, of subdivision (a) of Section 51284.5, that course shall satisfy any of the following:
(I)The graduation requirement of clause (i).
(II)The authorization to exempt a pupil from the requirement to complete a one-semester course in economics pursuant to subparagraph (D), as described in clause (ii).
(III)The course offering requirement of clause (iv).
(vii)If a local educational agency elects to offer a year-long course as described in clause (vi), the local educational agency may also award credit for coursework in that year-long course in the subject that the course is offered, including, if applicable, credit toward satisfying a course required for a diploma of graduation from high school pursuant to this section.
(2)(A)Other coursework requirements adopted by the governing board of the school district.
(B)The governing board of a school district may, at its discretion, adopt a policy to exempt pupils from any coursework requirements adopted pursuant to subparagraph (A). It is the intent of the Legislature that the policy include a consultation with the pupil and the educational rights holder for the pupil regarding any impact of not fulfilling locally required coursework on the pupils ability to gain admission to an institution of higher education.
(C)This paragraph does not affect a pupils rights pursuant to Section 51225.1 or 51225.31.
(b)The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study that may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education classes offered in high schools, courses offered by regional occupational centers or programs, interdisciplinary study, independent study, and credit earned at a postsecondary educational institution. Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.
(c)On or before July 1, 2017, the department shall submit a comprehensive report to the appropriate policy committees of the Legislature on the addition of career technical education courses to satisfy the requirement specified in subparagraph (E) of paragraph (1) of subdivision (a), including, but not limited to, the following information:
(1)A comparison of the pupil enrollment in career technical education courses, world language courses, and visual and performing arts courses for the 200506 to 201112 school years, inclusive, to the pupil enrollment in career technical education courses, world language courses, and visual and performing arts courses for the 201213 to 201617 school years, inclusive.
(2)The reasons, reported by school districts, that pupils give for choosing to enroll in a career technical education course to satisfy the requirement specified in subparagraph (E) of paragraph (1) of subdivision (a).
(3)The type and number of career technical education courses that were conducted for the 200506 to 201112 school years, inclusive, compared to the type and number of career technical education courses that were conducted for the 201213 to 201617 school years, inclusive.
(4)The number of career technical education courses that satisfied the subject matter requirements for admission to the University of California or the California State University.
(5)The extent to which the career technical education courses chosen by pupils are aligned with the California Career Technical Education Model Curriculum Standards, and prepare pupils for employment, advanced training, and postsecondary education.
(6)The number of career technical education courses that also satisfy the visual and performing arts requirement, and the number of career technical education courses that also satisfy the world language requirement.
(7)Annual pupil dropout and graduation rates for the 201112 to 201415 school years, inclusive.
(d)For purposes of completing the report described in subdivision (c), the Superintendent may use existing state resources and federal funds. If state or federal funds are not available or sufficient, the Superintendent may apply for and accept grants, and receive donations and other financial support from public or private sources for purposes of this section.
(e)For purposes of completing the report described in subdivision (c), the Superintendent may accept support, including, but not limited to, financial and technical support, from high school reform advocates, teachers, chamber organizations, industry representatives, research centers, parents, and pupils.
(f)The amendments made to this section by Section 1 of Chapter 661 of the Statutes of 2021 shall become operative only upon an appropriation of funds by the Legislature for purposes of these amendments in the annual Budget Act or another statute.
SECTION 1.Section 51220.1 of the Education Code is amended to read:51220.1.In addition to the requirements prescribed in subdivision (j) of Section 51220, automobile driver education shall be designed to develop a knowledge of the dangers involved in consuming alcohol or drugs in connection with the operation of a motor vehicle.In addition to the requirements specified prescribed in subdivision (j) of Section 51220, automobile driver education shall be designed to develop a knowledge of the dangers involved in consuming alcohol or drugs in connection with the operation of a motor vehicle.
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Date
|
Status
|
|---|---|
| May 14, 2026 | May 14 hearing: Held in committee and under submission. |
| May 12, 2026 | Set for hearing May 14. |
| May 11, 2026 | May 11 hearing: Placed on APPR. suspense file. |
| May 4, 2026 | Set for hearing May 11. |
| Apr 28, 2026 | Read second time and amended. Re-referred to Com. on APPR. |
| Apr 27, 2026 | From committee: Do pass as amended and re-refer to Com. on APPR. (Ayes 6. Noes 0. Page 4007.) (April 22). |
| Apr 27, 2026 | From committee: Do pass as amended and re-refer to Com. on APPR. (Ayes 6. Noes 0.) (April 22). |
| Apr 10, 2026 | Set for hearing April 22. |
| Apr 8, 2026 | Re-referred to Coms. on ED. and APPR. |
| Mar 24, 2026 | From committee with author's amendments. Read second time and amended. Re-referred to Com. on RLS. |
| Feb 26, 2026 | Referred to Com. on RLS. |
| Feb 19, 2026 | From printer. May be acted upon on or after March 21. |
| Feb 18, 2026 | Introduced. Read first time. To Com. on RLS. for assignment. To print. |
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Date
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Description
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Location
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Votes
|
|
|---|---|---|---|---|
| May 11, 2026 | Placed on suspense file | Senate Standing Committee on Appropriations |
Passed |
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| Apr 22, 2026 | Do pass as amended, but first amend, and re-refer to the Committee on [Appropriations] | Senate Standing Committee on Education |
Passed |
This list shows positions taken on this bill by organizations on the date displayed, which is linked to the original source.
Positions by individuals are not included.
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Organization
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Position
|
Date
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|---|---|---|
| Alameda County Office Of Education | ** Support | |
| Alpaugh Unified School District | ** Support | |
| Aromas-San Juan Unified School District | ** Support | |
| Brea Chamber of Commerce | ** Support | |
| Butte Valley Unified School District | ** Support | |
| Calaveras Unified School District | ** Support | |
| Calexico Unified School District | ** Support | |
| California County Superintendents | ** Support | |
| Campbell Union High School District | ** Support | |
| Centinela Valley Union High School District | ** Support | |
| Ceres Unified School District | ** Support | |
| Charter Oak Unified School District | ** Support | |
| Chawanakee Unified School District | ** Support | |
| Chowchilla Union High School District | ** Support | |
| College Board (sponsor) | ** Support | |
| Corona Chamber of Commerce | ** Support | |
| Council on Economic Education | ** Support | |
| Cuyama Joint Unified School District | ** Support | |
| Denair Unified School District | ** Support | |
| Dos Palos - Oro Loma Joint Unified School District | ** Support | |
| Downey Unified School District | ** Support | |
| Dublin Unified School District | ** Support | |
| El Rancho Unified School District | ** Support | |
| Esparto Unified School District | ** Support | |
| Fall River Joint Unified School District | ** Support | |
| Fresno Unified School District | ** Support | |
| Garden Grove Unified School District | ** Support | |
| Gridley Unified School District | ** Support | |
| Grossmont Union High School District | ** Support | |
| Kern County Superintendent of Schools Office | ** Support | |
| Lodi Unified School District | ** Support | |
| Lompoc Unified School District | ** Support | |
| Los Banos Unified School District | ** Support | |
| Lynwood Unified School District | ** Support | |
| Maricopa Unified School District | ** Support | |
| Monrovia Unified School District | ** Support | |
| Murrieta Valley Unified School District | ** Support | |
| Napa Valley Unified School District | ** Support | |
| Nevada Joint Union High School District | ** Support | |
| Northern Humboldt Union High School District | ** Support | |
| Novato Unified School District | ** Support | |
| Palo Verde Unified School District | ** Support | |
| Palos Verdes Peninsula Unified School District | ** Support | |
| Pasadena Unified School District | ** Support | |
| Piedmont Unified School District | ** Support | |
| Pierce Joint Unified School District | ** Support | |
| Point Arena Joint Union High School District | ** Support | |
| River Delta Unified School District | ** Support | |
| Sacramento Metropolitan Chamber of Commerce | ** Support | |
| San Benito High School District | ** Support | |
| San Diego Unified School District | ** Support | |
| San Juan Unified School District | ** Support | |
| Santa Barbara South Coast Chamber of Commerce | ** Support | |
| Scott Valley Unified School District | ** Support | |
| Sierra Unified School District | ** Support | |
| Simi Valley Unified School District | ** Support | |
| Snowline Joint Unified School District | ** Support | |
| Southwest California Legislative Council | ** Support | |
| Tehachapi Unified School District | ** Support | |
| Temple City Unified School District | ** Support | |
| Wheatland Union High School District | ** Support | |
| Woodland Joint Unified School District | ** Support |
SENATE COMMITTEE ON
Senator Sabrina Cervantes, Chair
2025 - 2026 Regular Session
SB 1147 (Ochoa Bogh) - Pupil instruction: high school graduation requirements: personal finance
Version: | Policy Vote: |
Urgency: | Mandate: |
Hearing Date: | Consultant: |
Bill Summary:
This bill authorizes a local educational agency (LEA) to meet the existing personal finance course requirement through an integrated, year-long course that is equivalent in quality and rigor to a stand-alone one-semester course and has a course scope that includes a specified set of topics related to personal finance.
Fiscal Impact:
This bill could result in additional one-time General Fund costs for LEAs to review and update their policies regarding the personal finance course graduation requirement and provide guidance to students and parents. The extent of these costs for personnel time could be in the tens of thousands to low hundreds of thousands of dollars.
Background:
Existing law 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:
- Three courses in English.
- Two courses in science, including biological and physical science.
- Two courses in mathematics.
- 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.
- One course in visual or performing arts, world language, or career technical education.
- Two courses in physical education, unless the student has been exempt, as specified.
- A one-semester course in ethnic studies beginning with students graduating in the 2029-2030 school year.
- 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.
- Other coursework requirements adopted by the governing board of the school district.
Existing law requires, on or before May 31, 2026, the State Board of Education to adopt a curriculum guide and resources for a separate, stand-alone one-semester course in personal finance course based on the IQC recommendation specified above.
Existing law requires an LEA, including a charter school, with pupils in grades 9 to 12, to offer a separate, stand-alone one-semester course in personal finance that cannot be combined with any other course beginning 2027-28 school year and with pupils graduating the 2030-31 school year.
Proposed Law:
This bill provides that if an LEA elects to offer a personal finance course as part of an integrated, year-long course that is equivalent in quality and rigor to a stand-alone one-semester course in personal finance and has a course scope that, at minimum, meets the course scope of a one-semester course, as specified, then the course shall satisfy any of the following:
- The personal finance course graduation requirement, as specified.
- The authorization to exempt a pupil from the graduation requirement of completing a one-semester course in economics.
- The one semester personal finance course offering requirement.
Related Legislation:
AB 2927 (McCarty, Chapter 37, Statutes of 2024) requires students to complete a one-semester course in personal finance beginning with the 2030-31 school year and for high schools to offer a one-semester course in personal finance commencing with the 2027-28 school year.
Staff Comments:
AB 2927 (McCarty, Chapter 37, Statutes of 2024) establishes a new high school graduation requirement mandating that all students, beginning with the graduating class of 2030-2031, to complete a one-semester, stand-alone course in personal finance. Therefore, by the 2027–28 school year, all school districts that serve high school students are required to offer at least one semester-long, stand-alone course in personal finance that is not combined with any other course and includes all of the 13 topics outlined in EC Section 51284.5
This bill is intended to provide flexibility for LEAs that elect to offer a year-long personal finance course that exceeds the statutory minimum in both length and scope. While Topic 13 authorizes the coverage of other topics that are directly and specifically relevant to personal finance, concerns have been raised that the language is too restrictive. According to the author, “SB 1147 will allow California’s LEAs to build on their commitment to financial literacy by allowing high school students to take a more comprehensive, yearlong personal finance course that can be integrated with subjects such as economics, business, or mathematics to meet the graduation requirement. While the state has taken an important first step by requiring a one semester stand-alone course in financial literacy, SB 1147 will allow students to have true financial preparedness with deeper instruction in the classroom. This will ensure students can better understand critical concepts and career planning which are skills that are essential for long-term stability and success in college and into adulthood. At a time when many young adults report feeling unprepared to manage their finances, SB 1147 will help close gaps by allowing LEAs to expand and offer greater learning opportunities in financial literacy.”
-- END --
SENATE COMMITTEE ON EDUCATION
Senator Sasha Renée Pérez, Chair
2025 - 2026 Regular
Bill No: Hearing Date: April 22, 2026
Author: | |||
Version: |
| ||
Urgency: | Fiscal: | ||
Consultant: | |||
Subject:
SUMMARY
This bill authorizes a local educational agency (LEA) to meet the existing personal finance course provision requirement, if it elects to offer an integrated, year-long course that is equivalent in quality and rigor to a stand-alone one-semester course, and has a course scope that includes, at minimum, a specified set of topics related to personal finance.
BACKGROUND
Existing law:
- 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):
- Three courses in English.
- Two courses in science, including biological and physical science.
- Two courses in mathematics.
- 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.
- One course in visual or performing arts, world language, or career technical education.
- Two courses in physical education, unless the student has been exempt, as specified.
- A one-semester course in ethnic studies beginning with students graduating in the 2029-2030 school year.
- 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.
- Other coursework requirements adopted by the governing board of the school district. (Education Code (EC) § 51225.3)
- With respect to (i) above, authorizes 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))
- Requires the Instructional Quality Commission (IQC) to consider when the History-Social Science framework is revised after January 1, 2017, to consider including age appropriate information on financial literacy, including, but not limited to, the following:
- Fundamentals of banking for personal use, including, but not limited to, savings and checking, and managing to minimize fees.
- Principles of budgeting for independent living.
- Employment and understanding factors that affect net income, including the topics covered during Workplace Readiness Week.
- Uses and effects of credit, including managing credit scores and the relation of debt and interest to credit.
- Uses and costs of loans, including student loans, as well as policies that provide student loan forgiveness.
- Types and costs of insurance, including home, auto, health, and life insurance.
- Impacts of the tax system, including its impact on personal income, the process to file taxes, and how to read tax forms and pay stubs.
- Principles of investing and building wealth, including investment alternatives to build financial security, including tax-advantaged investments such as pensions and 401(k) plans, individual retirement accounts (IRAs), stocks, bonds, mutual funds, and index funds.
- Enhancing consumer protection skills by raising awareness of common scams and frauds and preventing identity theft.
- Identifying means to finance college, workforce education, low-cost community college options, and other career technical educational pathways or apprenticeships, as specified.
- Understanding how psychology can impact one’s financial well-being.
- Charitable giving.
- Other topics that are directly and specifically relevant to personal finance. (EC § 51284.5)
- Requires, on or before May 31, 2026, the State Board of Education (SBE) to adopt a curriculum guide and resources for a separate, stand-alone one-semester course in personal finance course based on the IQC recommendation that include content specified in #3 above. (EC § 51226.8)
- Authorizes an LEA to exempt a pupil who completes a separate, stand-alone one-semester course in personal finance, that is not combined with any other course, from the graduation requirement to complete a one-semester course in economics. (EC § 51225.3 (a)(1)(H))
- Authorizes an LEA to elect to eliminate one or more locally required courses, as specified, in order to accommodate the stand-alone one-semester personal finance course requirement. States that this is declarative of existing law. (EC § 51225.3 (a)(1)(H))
- Requires an LEA, including a charter school, with pupils in grades 9 to 12, to offer a separate, stand-alone one-semester course in personal finance that meet the requirements specified in 1), that cannot be combined with any other course beginning 2027-28 school year and with pupils graduating the 2030-31 school year. (EC § 51225.3 (a)(1)(H))
ANALYSIS
This bill:
- States that if an LEA that elects to offer a personal finance course as part of an integrated, year-long course that is equivalent in quality and rigor to a stand-alone one-semester course in personal finance and has a course scope that, at minimum, meets the course scope of a one-semester course, as specified, then the course shall satisfy any of the following:
- The personal finance course graduation requirement, as specified.
- The authorization to exempt a pupil from the graduation requirement of completing a one-semester course in economics.
- The one semester personal finance course offering requirement.
- Authorizes an LEA that elects to offer a one-year course pursuant to #1 above to also award credit for coursework in that year-long course in the subject that the course is offered, including, if applicable, credit towards satisfying a course required for a diploma of graduation.
STAFF COMMENTS
- Need for the bill. According to the author, “SB 1147 will allow California’s LEAs to build on their commitment to financial literacy by allowing high school students to take a more comprehensive, yearlong personal finance course that can be integrated with subjects such as economics, business, or mathematics to meet the graduation requirement. While the state has taken an important first step by requiring a one semester stand-alone course in financial literacy, SB 1147 will allow students to have true financial preparedness with deeper instruction in the classroom. This will ensure students can better understand critical concepts and career planning which are skills that are essential for long-term stability and success in college and into adulthood. At a time when many young adults report feeling unprepared to manage their finances, SB 1147 will help close gaps by allowing LEAs to expand and offer greater learning opportunities in financial literacy.”
- The Personal Finance graduation requirement. In 2024, the Legislature passed AB 2927 (McCarty, Chapter 37, Statutes of 2024), establishing a new high school graduation requirement mandating all students, beginning with the graduating class of 2030-2031, to complete a one-semester, stand-alone course in personal finance. In turn, by 2027–28, all districts that serve high school students are required to offer at least one semester-long, stand-alone course in personal finance that is not combined with any other course, and that is designed to include all of, and only, the 13 topics outlined in EC Section 51284.5 (see #3 in the Existing Law section above).
Importantly, AB 2927 was the result of extensive conversations between the Legislature, education stakeholders, and an organization called Next Gen Personal Finance, which initially considered moving a ballot initiative to advance what ultimately became the provisions of this bill. Among the closely debated provisions was the particular focus on the personal finance course as a stand-alone, semester-long course. As the veto message of a previous personal finance graduation requirement bill (AB 858 (Dababneh, 2017)) noted, personal finance and financial literacy were historically included in the History-Social Science Framework (Framework). Proponents of the proposed ballot measure argued that simply including personal finance instruction in the Framework was insufficient, as it would have to contend with all the other topics the Framework covers. By moving forward with language that requires the course to stand alone and include all of, and only, the 13 personal finance topics identified in statute, the proponents’ concerns about the crowding out or dilution of personal finance instruction were generally addressed.
This bill seeks to provide flexibility to LEAs that elect to offer a year-long personal finance course that exceeds the statutory minimum in both length and scope. While Topic 13 (or m within #3 of the Existing Law section) authorizes the coverage of other topics that are directly and specifically relevant to personal finance, concerns have been raised by entities like the College Board that this language is too restrictive if an LEA elects to provide a year-long course in personal finance.
- California’s recently adopted Personal Finance Curriculum Guide. On March 11, 2026, the SBE adopted the Personal Finance Curriculum Guide to support educators, administrators, curriculum specialists, and district leaders as they implement California’s new high school graduation requirement: a stand-alone, one-semester course in personal finance.
The curriculum guide contains several helpful tools for implementation, including but not limited to:
- An overview and rationale for the 13 essential content areas required in every California high school personal finance course;
- LEA tools for planning, staffing, A–G course submission, phased rollout, and local adaptation, including decision guides, vignettes, and sample structures;
- Guidance on selecting and customizing instructional materials; and
- Information on professional learning opportunities, from foundational onboarding to advanced content certification.
The adopted curriculum guide also provides educators with guidance on additional content permitted by Topic 13’s flexibility. These include digital finance (e.g., online banking and digital wallets), cryptocurrency, renting an apartment, California-specific salary information, purchasing versus leasing a vehicle, predatory lending, buying a home, and other California-specific financial programs such as the CA Dream Act and Cal Grant.
This bill would authorize an LEA to offer a personal finance course as part of an integrated, year-long course that is equivalent in quality and rigor to a semester-long course and that has a course scope that covers, at a minimum, the 13 topics required in statute.
- Awarding additional credit. AB 2927 requires all LEAs serving high school students to offer at least one semester-long, stand-alone personal finance course that is not combined with any other course. This bill seeks to authorize LEAs that offer a year-long personal finance course to also award students with credit toward satisfying a separate graduation requirement, if the course covers applicable content.
At present, the only other course required for graduation that can explicitly be awarded credit towards a separate graduation requirement is the ethnic studies graduation requirement. This is in recognition of course offerings such as Advanced Placement (AP) African American Studies, which, hypothetically, a student could complete to satisfy their ethnic studies graduation requirement while simultaneously receiving credit for a social studies graduation requirement. When the ethnic studies graduation requirement was established in the Education Code, it was specified that its operability, as well as the accompanying flexibilities, would be contingent upon an appropriation by the Legislature. As of today, that appropriation has not been made. This ultimately means that the authorization for LEAs to award additional credit toward satisfying graduation requirements contained in this bill would be the first operative instance in which that flexibility is authorized.
Notably, this bill largely restates existing law, which allows LEAs to offer a year-long course in personal finance and waive the one-semester economics graduation requirement for students who complete a stand-alone course in personal finance, beginning with the graduating class of 2030-31. In recognition of the concerns discussed in Comment 2 regarding a dilution or crowding out of personal finance instruction if the standalone nature of the course was not maintained, the committee recommends, and the author agrees to amend the bill as follows:
- Strike the provision authorizing LEAs to award credit for an additional course required for graduation.
- Prior and related legislation.
AB 2927 (McCarty, Chapter 37, Statutes of 2024) requires students, as an urgency measure, including those enrolled in charter schools, commencing with students graduating in the 2030–31 school year, to complete a one-semester course in personal finance, and requires all high schools, commencing with the 2027–28 school year, to offer a one-semester course in personal finance.
AB 2546 (Ian Calderon, Chapter 616, Statutes of 2016) requires that, when the History-Social Science Framework is revised after January 1, 2017, the IQC consider including specified content on financial literacy.
SUPPORT
College Board (sponsor)
Alameda County Office of Education
Alpaugh Unified School District
Aromas-San Juan Unified School District
Brea Chamber of Commerce
Butte Valley Unified School District
Calaveras Unified School District
Calexico Unified School District
California County Superintendents
Campbell Union High School District
Centinela Valley Union High School District
Ceres Unified School District
Charter Oak Unified School District
Chawanakee Unified School District
Chowchilla Union High School District
Corona Chamber of Commerce
Council on Economic Education
Cuyama Joint Unified School District
Denair Unified School District
Dos Palos - Oro Loma Joint Unified School District
Downey Unified School District
Dublin Unified School District
El Rancho Unified School District
Esparto Unified School District
Fall River Joint Unified School District
Fresno Unified School District
Garden Grove Unified School District
Gridley Unified School District
Grossmont Union High School District
Kern County Superintendent of Schools Office
Lodi Unified School District
Lompoc Unified School District
Los Banos Unified School District
Lynwood Unified School District
Maricopa Unified School District
Monrovia Unified School District
Murrieta Valley Unified School District
Napa Valley Unified School District
Nevada Joint Union High School District
Northern Humboldt Union High School District
Novato Unified School District
Palo Verde Unified School District
Palos Verdes Peninsula Unified School District
Pasadena Unified School District
Piedmont Unified School District
Pierce Joint Unified School District
Point Arena Joint Union High School District
River Delta Unified School District
Sacramento Metropolitan Chamber of Commerce
San Benito High School District
San Diego Unified School District
San Juan Unified School District
Santa Barbara South Coast Chamber of Commerce
Scott Valley Unified School District
Sierra Unified School District
Simi Valley Unified School District
Snowline Joint Unified School District
Southwest California Legislative Council
Tehachapi Unified School District
Temple City Unified School District
Wheatland Union High School District
Woodland Joint Unified School District
OPPOSITION
None received
-- END --
Discussed in Hearing
2MIN
Senate Standing Committee on Appropriations
40MIN
Senate Standing Committee on Education
Bill Author
Bill Co-Author(s):