SB 945: School curriculum: physical education framework: cardiopulmonary resuscitation: automated external defibrillators.
- Session Year: 2025-2026
- House: Senate
- Latest Version Date: 2026-09-30
Current Status:
Passed
(2026-09-30: Chaptered by Secretary of State. Chapter 992, Statutes of 2026.)
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 requires the Instructional Quality Commission to consider adding instruction on compression-only CPR and the use of automated external defibrillators (AEDs) to California’s physical education curriculum framework, affecting what schools teach in PE and which students receive CPR/AED training. It directs the commission to consider content on the importance of these skills, how to perform compression-only CPR, and how to use an AED when the framework is next revised.
The summary is provided by generative AI which can make mistakes. For original language, please view the details in the table below.
Existing law requires the governing board of a school district or the governing body of a charter school that requires a course in health education for graduation from high school to include instruction in performing compression-only cardiopulmonary resuscitation (CPR), as provided. Existing law also encourages those entities to provide to pupils general information on the use and importance of an automated external defibrillators (AED). Existing law further requires the State Department of Education to provide guidance on how to implement these provisions, including, but not limited to, who may provide instruction.
Existing law establishes the Instructional Quality Commission and requires the commission to, among other things, recommend curriculum frameworks to the State Board of Education.
This bill would require the commission, when the physical education framework is next revised after January 1, 2027, to consider including content on the importance, performance, and use of CPR and AEDs in that framework.
Existing law requires the governing board of a school district or the governing body of a charter school that requires a course in health education for graduation from high school to include instruction in performing compression-only cardiopulmonary resuscitation (CPR), as provided. Existing law also encourages those entities to provide to pupils general information on the use and importance of an automated external defibrillators (AED). Existing law further requires the State Department of Education to provide guidance on how to implement these provisions, including, but not limited to, who may provide instruction.
Existing law establishes the Instructional Quality Commission and requires the commission to, among other things, recommend curriculum frameworks to the State Board of Education.
This bill would require the commission, when the physical education framework is next revised after January 1, 2027, to consider including content on the importance, performance, and use of CPR and AEDs in that framework.
Existing law requires the governing board of a school district or the governing body of a charter school that requires a course in health education for graduation from high school to include instruction in performing compression-only cardiopulmonary resuscitation (CPR), as provided. Existing law also encourages those entities to provide to pupils general information on the use and importance of an automated external defibrillators (AED). Existing law further requires the State Department of Education to provide guidance on how to implement these provisions, including, but not limited to, who may provide instruction.
This bill would instead require, commencing with the 202728 school year, the governing board of a school district or the governing body of a charter school that maintains any of grades 9 to 12, inclusive, to provide instruction in performing compression-only CPR and how to use an AED as part of a course required for graduation. The bill would also require the department to provide guidance on how to implement these provisions before the commencement of the 202728 school year.By imposing additional duties on local educational agencies, this bill would impose a state-mandated local program.The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.Existing law establishes the Instructional Quality Commission and requires the commission to, among other things, recommend curriculum frameworks to the State Board of Education.
This bill would require the commission, when the physical education framework is next revised after January 1, 2027, to consider including content on the importance, performance, and use of CPR and AEDs in that framework.
Existing law requires the governing board of a school district or the governing body of a charter school that requires a course in health education for graduation from high school to include instruction in performing compression-only cardiopulmonary resuscitation (CPR), as provided. Existing law also encourages those entities to provide to pupils general information on the use and importance of an automated external defibrillators (AED). Existing law further requires the State Department of Education to provide guidance on how to implement these provisions, including, but not limited to, who may provide instruction.
This bill would instead require, commencing with the 202728 school year, the governing board of a school district or the governing body of a charter school that maintains any of grades 9 to 12, inclusive, to provide instruction in performing compression-only CPR and how to use an AED as part of a course required for graduation. The bill would also require the department to provide guidance on how to implement these provisions before the commencement of the 202728 school year.
By imposing additional duties on local educational agencies, this bill would impose a state-mandated local program.
The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.
This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.
The Legislature finds and declares all of the following:
(a)According to data from Cardiac Arrest Registry to Enhance Survival (CARES), sudden cardiac arrest (SCA) is a leading cause of death in the United States, with more than 350,000 out-of-hospital cardiac arrests occurring annually and nearly 90 percent resulting in death; California has the highest number of cardiac arrests with one of the nations lowest survival rates at just 8.7 percent, which is in part attributed to only 42 percent of individuals suffering a cardiac arrest receiving cardiopulmonary resuscitation (CPR) and approximately 9 percent receiving a shock from an automated external defibrillator (AED).
(b)Cardiac arrest can occur without warning and affects individuals of all ages, including approximately 23,000 children under 18 years of age each year outside of a hospital setting.
(c)Survival from SCA is highly time sensitive, with a victims chance of survival decreasing by 7 to 10 percent for every minute without CPR or defibrillation.
(d)Immediate bystander intervention using CPR and AED can double or triple a victims chance of survival, yet many individuals do not act due to lack of training or confidence.
(e)National medical experts, including the American College of Cardiology, the American Academy of Pediatrics, and the American Heart Association, identify widespread CPR and AED education as a critical, evidence-based strategy to improve survival rates and recommend that pupils receive training before graduating high school.
(f)Schools are uniquely positioned to provide universal access to CPR and AED instruction, and research shows that pupils can effectively learn these skills through brief, scalable training.
(g)However, current law links CPR instruction to the presence of a health education course, resulting in inconsistent implementation across local educational agencies and, according to data from the State Department of Education, resulting in an estimated 40 percent (758,000) of Californias public high school pupils being excluded from this learning.
(h)As a result, pupil access to CPR and AED training varies based on local curriculum decisions, creating inequitable access to lifesaving skills.
(i)These disparities disproportionately affect pupils in underresourced communities, where access to health education courses is less consistent, with 77 percent of excluded pupils identifying as other than White and 65 percent identified as having a socioeconomically disadvantaged status, according to data from the State Department of Education.
(j)At the same time, significant inequities exist in cardiac arrest outcomes: individuals in low-income communities and communities of color are less likely to receive bystander CPR, and Black and Hispanic individuals experience lower rates of intervention compared to White individuals.
(k)These disparities contribute to lower survival rates and reflect broader inequities in access to emergency preparedness and health education.
(l)Physical education is a standard requirement for high school pupils, providing a universal point of access that reaches all pupils regardless of whether a local educational agency requires a health education course.
(m)Incorporating CPR and AED training into the physical education curriculum framework would ensure consistent, statewide access to lifesaving instruction and eliminate disparities caused by uneven health course requirements.
(n)The Instructional Quality Commission should consider integrating CPR and AED training into the physical education curriculum framework to promote equitable access and align lifesaving skills instruction with a course required of all pupils.
(o)Expanding universal CPR and AED training in high schools is an evidence-based strategy to increase bystander intervention rates and reduce disparities in survival outcomes.
(p)Emergency medical services often cannot arrive within the critical window needed to prevent death or severe brain injury, making immediate bystander action essential.
(q)Training all pupils before graduation will increase the number of individuals prepared to respond in emergencies and strengthen community resilience.
(r)A majority of states have already adopted CPR training requirements for high school graduation, reflecting a national consensus on the importance of this policy.
(s)CPR and AED training is a low-cost, high-impact intervention that equips pupils with practical, lifesaving skills.
SEC. 2.Section 33549 is added to the Education Code, immediately following Section 33548, to read:33549.When the physical education framework is next revised after January 1, 2027, the commission shall consider including content on the importance, performance, and use of compression-only cardiopulmonary resuscitation and automated external defibrillators in that framework.
The Legislature finds and declares all of the following:
(a)According to data from Cardiac Arrest Registry to Enhance Survival (CARES), sudden cardiac arrest (SCA) is a leading cause of death in the United States, with more than 350,000 out-of-hospital cardiac arrests occurring annually and nearly 90 percent resulting in death; California has the highest number of cardiac arrests with one of the nations lowest survival rates at just 8.7 percent, which is in part attributed to only 42 percent of individuals suffering a cardiac arrest receiving cardiopulmonary resuscitation (CPR) and approximately 9 percent receiving a shock from an automated external defibrillator (AED).
(b)Cardiac arrest can occur without warning and affects individuals of all ages, including approximately 23,000 children under 18 years of age each year outside of a hospital setting.
(c)Survival from SCA is highly time sensitive, with a victims chance of survival decreasing by 7 to 10 percent for every minute without CPR or defibrillation.
(d)Immediate bystander intervention using CPR and AED can double or triple a victims chance of survival, yet many individuals do not act due to lack of training or confidence.
(e)National medical experts, including the American College of Cardiology, the American Academy of Pediatrics, and the American Heart Association, identify widespread CPR and AED education as a critical, evidence-based strategy to improve survival rates and recommend that pupils receive training before graduating high school.
(f)Schools are uniquely positioned to provide universal access to CPR and AED instruction, and research shows that pupils can effectively learn these skills through brief, scalable training.
(g)However, current law links CPR instruction to the presence of a health education course, resulting in inconsistent implementation across local educational agencies and, according to data from the State Department of Education, resulting in an estimated 40 percent (758,000) of Californias public high school pupils being excluded from this learning.
(h)As a result, pupil access to CPR and AED training varies based on local curriculum decisions, creating inequitable access to lifesaving skills.
(i)These disparities disproportionately affect pupils in underresourced communities, where access to health education courses is less consistent, with 77 percent of excluded pupils identifying as other than White and 65 percent identified as having a socioeconomically disadvantaged status, according to data from the State Department of Education.
(j)At the same time, significant inequities exist in cardiac arrest outcomes: individuals in low-income communities and communities of color are less likely to receive bystander CPR, and Black and Hispanic individuals experience lower rates of intervention compared to White individuals.
(k)These disparities contribute to lower survival rates and reflect broader inequities in access to emergency preparedness and health education.
(l)Physical education is a standard requirement for high school pupils, providing a universal point of access that reaches all pupils regardless of whether a local educational agency requires a health education course.
(m)Incorporating CPR and AED training into the physical education curriculum framework would ensure consistent, statewide access to lifesaving instruction and eliminate disparities caused by uneven health course requirements.
(n)The Instructional Quality Commission should consider integrating CPR and AED training into the physical education curriculum framework to promote equitable access and align lifesaving skills instruction with a course required of all pupils.
(o)Expanding universal CPR and AED training in high schools is an evidence-based strategy to increase bystander intervention rates and reduce disparities in survival outcomes.
(p)Emergency medical services often cannot arrive within the critical window needed to prevent death or severe brain injury, making immediate bystander action essential.
(q)Training all pupils before graduation will increase the number of individuals prepared to respond in emergencies and strengthen community resilience.
(r)A majority of states have already adopted CPR training requirements for high school graduation, reflecting a national consensus on the importance of this policy.
(s)CPR and AED training is a low-cost, high-impact intervention that equips pupils with practical, lifesaving skills.
SEC. 2.Section 33549 is added to the Education Code, immediately following Section 33548, to read:33549.When the physical education framework is next revised after January 1, 2027, the commission shall consider including content on the importance, performance, and use of compression-only cardiopulmonary resuscitation and automated external defibrillators in that framework.
The Legislature finds and declares all of the following:
(a)According to data from Cardiac Arrest Registry to Enhance Survival (CARES), sudden cardiac arrest (SCA) is a leading cause of death in the United States, with more than 350,000 out-of-hospital cardiac arrests occurring annually and nearly 90 percent resulting in death; California has the highest number of cardiac arrests with one of the nations lowest survival rates at just 8.7 percent, which is in part attributed to only 42 percent of individuals suffering a cardiac arrest receiving cardiopulmonary resuscitation (CPR) and approximately 9 percent receiving a shock from an automated external defibrillator (AED).
(b)Cardiac arrest can occur without warning and affects individuals of all ages, including approximately 23,000 children under 18 years of age each year outside of a hospital setting.
(c)Survival from SCA is highly time sensitive, with a victims chance of survival decreasing by 7 to 10 percent for every minute without CPR or defibrillation.
(d)Immediate bystander intervention using CPR and AED can double or triple a victims chance of survival, yet many individuals do not act due to lack of training or confidence.
(e)National medical experts, including the American College of Cardiology, the American Academy of Pediatrics, and the American Heart Association, identify widespread CPR and AED education as a critical, evidence-based strategy to improve survival rates and recommend that pupils receive training before graduating high school.
(f)Schools are uniquely positioned to provide universal access to CPR and AED instruction, and research shows that pupils can effectively learn these skills through brief, scalable training.
(g)However, current law links CPR instruction to the presence of a health education course, resulting in inconsistent implementation across local educational agencies and, according to data from the State Department of Education, resulting in an estimated 40 percent (758,000) of Californias public high school pupils being excluded from this learning.
(h)As a result, pupil access to CPR and AED training varies based on local curriculum decisions, creating inequitable access to lifesaving skills.
(i)These disparities disproportionately affect pupils in underresourced communities, where access to health education courses is less consistent, with 77 percent of excluded pupils identifying as other than White and 65 percent identified as having a socioeconomically disadvantaged status, according to data from the State Department of Education.
(j)At the same time, significant inequities exist in cardiac arrest outcomes: individuals in low-income communities and communities of color are less likely to receive bystander CPR, and Black and Hispanic individuals experience lower rates of intervention compared to White individuals.
(k)These disparities contribute to lower survival rates and reflect broader inequities in access to emergency preparedness and health education.
(l)Physical education is a standard requirement for high school pupils, providing a universal point of access that reaches all pupils regardless of whether a local educational agency requires a health education course.
(m)Incorporating CPR and AED training into the physical education curriculum framework would ensure consistent, statewide access to lifesaving instruction and eliminate disparities caused by uneven health course requirements.
(n)The Instructional Quality Commission should consider integrating CPR and AED training into the physical education curriculum framework to promote equitable access and align lifesaving skills instruction with a course required of all pupils.
(o)Expanding universal CPR and AED training in high schools is an evidence-based strategy to increase bystander intervention rates and reduce disparities in survival outcomes.
(p)Emergency medical services often cannot arrive within the critical window needed to prevent death or severe brain injury, making immediate bystander action essential.
(q)Training all pupils before graduation will increase the number of individuals prepared to respond in emergencies and strengthen community resilience.
(r)A majority of states have already adopted CPR training requirements for high school graduation, reflecting a national consensus on the importance of this policy.
(s)CPR and AED training is a low-cost, high-impact intervention that equips pupils with practical, lifesaving skills.
SEC. 2.Section 33549 is added to the Education Code, immediately following Section 33548, to read:33549.When the physical education framework is next revised after January 1, 2027, the commission shall consider including content on the importance, performance, and use of compression-only cardiopulmonary resuscitation and automated external defibrillators in that framework.
SECTION 1.Section 51225.6 of the Education Code is amended to read:51225.6.(a)Commencing with the 202728 school year, the governing board of a school district or the governing body of a charter school maintaining any of grades 9 to 12, inclusive, shall provide instruction in performing compression-only cardiopulmonary resuscitation (CPR) and how to use an automated external defibrillator (AED) as part of a course required for graduation. This instruction shall include all of the following:(1)An instructional program based on national evidence-based emergency cardiovascular care guidelines for the performance of compression-only CPR, such as those developed by the American Heart Association or the American Red Cross.(2)Instruction to pupils relative to the psychomotor skills necessary to perform compression-only CPR. For purposes of this paragraph, psychomotor skills means skills that pupils are required to perform as hands-on practice to support cognitive learning.(3)(A)Instruction to pupils on the use and importance of an AED. (B)If no AED is available, subparagraph (A) may be satisfied through the use of free, online video resources.(b)Before the commencement of the 202728 school year, the department shall provide guidance on how to implement this section, including, but not limited to, who may provide instruction pursuant to this section.(c)The governing board of a school district or the governing body of a charter school may adopt policies to implement this section.(d)(1)The governing board of a school district or the governing body of a charter school providing instruction in performing compression-only CPR and the use of an AED pursuant to this section is encouraged to use the most cost-effective means possible to implement that requirement.(2)This section shall not be construed to require the governing board of a school district or the governing body of a charter school to make any purchases, including, but not limited to, purchasing an AED.(e)(1)A local agency, entity of state or local government, or other public or private organization that sponsors, authorizes, supports, finances, or supervises the instruction of pupils in compression-only CPR or the use of an AED pursuant to this section shall not be liable for any civil damages alleged to result from the acts or omissions of an individual who received that instruction.(2)A public employee who provides or facilitates the instruction of pupils in compression-only CPR or the use of an AED pursuant to this section shall not be liable for any civil damages alleged to result from the acts or omissions of an individual who received that instruction.(3)This subdivision shall not be construed to grant immunity from civil damages to any person who provides or facilitates the instruction of pupils in compression-only CPR or the use of an AED in a manner that constitutes gross negligence or willful or wanton misconduct.SEC. 2.If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code. REVISIONS: HeadingLine 2.(a)If Commencing with the 202728 school year, the governing board of a school district or the governing body of a charter school requires a course in health education for graduation from high school, the governing board of a school district or the governing body of a charter school shall include, commencing with the 201819 school year, maintaining any of grades 9 to 12, inclusive, shall provide instruction in performing compression-only cardiopulmonary resuscitation (CPR). (CPR) and how to use an automated external defibrillator (AED) as part of a course required for graduation. This instruction shall include both all of the following:
(1)An instructional program based on national evidence-based emergency cardiovascular care guidelines for the performance of compression-only CPR, such as those developed by the American Heart Association or the American Red Cross.
(2)Instruction to pupils relative to the psychomotor skills necessary to perform compression-only CPR. For purposes of this paragraph, psychomotor skills means skills that pupils are required to perform as hands-on practice to support cognitive learning.
(3)(A)Instruction to pupils on the use and importance of an AED.
(B)If no AED is available, subparagraph (A) may be satisfied through the use of free, online video resources.
(b)Before the commencement of the 201718 202728 school year, the department shall provide guidance on how to implement this section, including, but not limited to, who may provide instruction pursuant to this section.
(c)The governing board of a school district or the governing body of a charter school is encouraged to provide to pupils general information on the use and importance of an automated external defibrillator (AED). The physical presence of an AED in the classroom is not required.(d)(c)The governing board of a school district or the governing body of a charter school may adopt policies to implement this section.
(e)(d)(1)The governing board of a school district or the governing body of a charter school providing instruction in performing compression-only CPR or information on and the use of an AED pursuant to this section is encouraged to use the most cost-effective means possible to implement that requirement.
(2)This section shall not be construed to require the governing board of a school district or the governing body of a charter school to make any purchases, including, but not limited to, purchasing an AED.
(f)(e)(1)A local agency, entity of state or local government, or other public or private organization that sponsors, authorizes, supports, finances, or supervises the instruction of pupils in compression-only CPR or the use of an AED pursuant to this section shall not be liable for any civil damages alleged to result from the acts or omissions of an individual who received such that instruction.
(2)A public employee who provides or facilitates the instruction of pupils in compression-only CPR or the use of an AED pursuant to this section shall not be liable for any civil damages alleged to result from the acts or omissions of an individual who received such that instruction.
(3)This subdivision shall not be construed to grant immunity from civil damages to any person who provides or facilitates the instruction of pupils in compression-only CPR or the use of an AED in a manner that constitutes gross negligence or willful or wanton misconduct.
SEC. 2.If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.
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Date
|
Status
|
|---|---|
| Sep 30, 2026 | Chaptered by Secretary of State. Chapter 992, Statutes of 2026. |
| Sep 30, 2026 | Approved by the Governor. |
| Aug 24, 2026 | Enrolled and presented to the Governor at 3 p.m. |
| Aug 19, 2026 | In Senate. Ordered to engrossing and enrolling. |
| Aug 19, 2026 | Read third time. Passed. (Ayes 77. Noes 0. Page 6264.) Ordered to the Senate. |
| Aug 19, 2026 | Read third time. Passed. Ordered to the Senate. |
| Aug 13, 2026 | Read second time. Ordered to third reading. |
| Aug 13, 2026 | From committee: Do pass. (Ayes 15. Noes 0.) (August 13). |
| Aug 13, 2026 | Assembly Rule 63 suspended. |
| Jul 1, 2026 | July 1 set for first hearing. Placed on suspense file. |
| Jun 18, 2026 | From committee: Do pass and re-refer to Com. on APPR. with recommendation: To consent calendar. (Ayes 8. Noes 0.) (June 17). Re-referred to Com. on APPR. |
| Jun 18, 2026 | Coauthors revised. |
| Jun 1, 2026 | Referred to Com. on ED. |
| May 22, 2026 | In Assembly. Read first time. Held at Desk. |
| May 22, 2026 | Read third time. Passed. (Ayes 33. Noes 0. Page 4417.) Ordered to the Assembly. |
| May 22, 2026 | Read third time. Passed. (Ayes 33. Noes 0.) Ordered to the Assembly. |
| May 20, 2026 | Ordered to special consent calendar. |
| May 14, 2026 | Read second time. Ordered to third reading. |
| May 14, 2026 | From committee: Do pass. (Ayes 7. Noes 0.) (May 14). |
| May 14, 2026 | From committee: Do pass. (Ayes 7. Noes 0. Page 4258.) (May 14). |
| May 8, 2026 | Set for hearing May 14. |
| Apr 27, 2026 | April 27 hearing: Placed on APPR. suspense file. |
| Apr 17, 2026 | Set for hearing April 27. |
| Apr 15, 2026 | From committee: Do pass and re-refer to Com. on APPR. with recommendation: To consent calendar. (Ayes 7. Noes 0.) (April 15). Re-referred to Com. on APPR. |
| Apr 15, 2026 | From committee: Do pass and re-refer to Com. on APPR. with recommendation: To consent calendar. (Ayes 7. Noes 0. Page 3898.) (April 15). Re-referred to Com. on APPR. |
| Apr 6, 2026 | From committee with author's amendments. Read second time and amended. Re-referred to Com. on ED. |
| Apr 2, 2026 | Set for hearing April 15. |
| Feb 11, 2026 | Referred to Com. on ED. |
| Feb 3, 2026 | From printer. May be acted upon on or after March 5. |
| Feb 2, 2026 | Introduced. Read first time. To Com. on RLS. for assignment. To print. |
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Date
|
Description
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Location
|
Votes
|
|
|---|---|---|---|---|
| Aug 19, 2026 | SB 945 Weber Pierson Senate Third Reading By Alanis | Assembly Floor |
Passed |
|
| Aug 13, 2026 | Do pass. | Assembly Standing Committee on Appropriations |
Passed |
|
| Jun 17, 2026 | Do pass and be re-referred to the Committee on [Appropriations] with recommendation: To Consent Calendar | Assembly Standing Committee on Education |
Passed |
|
| May 22, 2026 | Special Consent SB945 Weber Pierson | Senate Floor |
Passed |
|
| May 14, 2026 | Do pass | Senate Standing Committee on Appropriations |
Passed |
|
| Apr 27, 2026 | Placed on suspense file | Senate Standing Committee on Appropriations |
Passed |
|
| Apr 15, 2026 | Do pass, but first be re-referred to the Committee on [Appropriations] with the recommendation: To Consent Calendar | Senate Standing Committee on Education |
Passed |
This list shows positions taken on this bill by organizations on the date displayed, which is linked to the original source.
Positions by individuals are not included.
|
Organization
|
Position
|
Date
|
|---|---|---|
| American Heart Association | ** Support | |
| American National Red Cross | ** Support | |
| California Association of School Police Chiefs | ** Support | |
| California Chapter American College Of Cardiology | ** Support | |
| California Coalition of School Safety Professionals | ** Support | |
| California Society For Respiratory Care | ** Support | |
| California Teachers Association | ** Support | |
| Capital City CPR | ** Support | |
| CFT – a Union of Educators & Classified Professionals, AFT, AFL-CIO | ** Support | |
| Emergency Medical Services Administrators' Association of California | ** Support | |
| Eric Paredes Save a Life Foundation | ** Support | |
| Habematolel Pomo Of Upper Lake | ** Support | |
| Heartshield Project | ** Support | |
| Kyle J. Taylor Foundation | ** Support | |
| Los Angeles School Police Management Association | ** Support | |
| los angeles school police officers association | ** Support | |
| McMahon Steel Company, Inc. | ** Support | |
| National Association of EMS Physicians | ** Support | |
| Orange County Fire Authority | ** Support | |
| RIVERSIDE POLICE OFFICERS ASSOCIATION | ** Support | |
| Riverside Sheriffs’ Association | ** Support | |
| Safeplay CPR & AED Training | ** Support | |
| San Diego Regional Chamber Of Commerce | ** Support | |
| Sudden Arrhythmia Death Syndromes Foundation | ** Support | |
| Via Heart Project | ** Support |
SENATE THIRD READING
STR Bill Id:SB 945
Author:(Weber Pierson)
As Amended Ver:April 6, 2026
Majority vote
SUMMARY
Requires that, when the Physical Education (PE) Curriculum Framework is next revised after January 1, 2027, the Instructional Quality Commission (IQC) consider including content on the importance, performance, and use of compression-only cardiopulmonary resuscitation (CPR) and automated external defibrillators (AEDs) in that framework.
Major Provisions
- Requires that, when the PE Curriculum Framework is next revised after January 1, 2027, the IQC consider including content on the importance, performance, and use of compression-only CPR and AEDs in that framework.
- Makes findings and declarations regarding the importance of expanding instruction in CPR and AED use.
COMMENTS
CPR and AED content in the Health and PE Curriculum Frameworks. This bill requires that, when the PE curriculum framework is next revised after January 1, 2027, the IQC consider including content on the importance, performance, and use of compression-only CPR and AEDs in that framework.
CPR and AED use do not appear to be addressed in the 2005 PE Content Standards or 2009 PE Curriculum Framework, with the exception of the standard in high school aquatics: "Demonstrate and explain basic cardiopulmonary resuscitation" and a corresponding mention in the PE Curriculum Framework.
However, CPR instruction is part of the state's health education content standards and corresponding curriculum framework. The 2008 Health Content Standards include: "Describing procedures for emergency care and lifesaving, including CPR, first aid, and control of bleeding."
The current Health Education Framework, adopted by the State Board of Education (SBE) in 2019, contains numerous references to CPR, and notes in the 7th-8th grade section:
Prompt initiation of CPR by trained bystanders can double survival rates. Research confirms that schools are able to offer CPR to students despite time and budget constraints (Hoyme and Atkins 2017). California Education Code Section 51225.6 supports students learning hands-only (chest compressions-only) CPR at the high school level, but CPR training can be provided to students in grade levels seven and eight. Schools and districts should consider providing funding for this potentially life-saving instruction. Local chapters of such organizations as the American Red Cross, the American Heart Association, local emergency medical service providers, or credentialed school nurses may be able to provide hands-only CPR training at little to no cost. Students should be encouraged to obtain their First Aid/CPR or babysitting safety certification that includes CPR certification.
In the 9th to 12th grade section, the Framework notes:
In districts that require students to complete a health education course to graduate from high school, student must receive CPR instruction prior to high school graduation. Districts are encouraged to provide training to all students even if the district is not required to by statute. Contact local chapters of such organizations as the American Red Cross or the American Heart Association and your local emergency medical service providers who may be able to provide CPR training at low or no cost. A credentialed school nurse or other school staff member may also be able to provide CPR training if they are certified to teach CPR.
There are far fewer mentions of the use of AEDs in the Health Curriculum Framework. In the elementary grades the Framework encourages schools to teach students where the nearest AED is located and how to retrieve it. There is no mention of AEDs or education in their use in the secondary grades.
Disparities in CPR education. According to materials provided by the author from the Eric Paredes Save a Life Foundation, among students not receiving CPR training, 77% identify as a race or ethnicity other than white, including 43% of Hispanic students and 42% of Black students. The author states that research consistently shows that cardiac arrest survival rates in predominately Black and Hispanic communities lag behind predominantly white communities – making this disparity both an issue of equitable health and a preventable loss of life. According to the author, 65% of the students missing CPR instruction qualify as socioeconomically disadvantaged, meaning the communities at greatest risk have the least access to these lifesaving skills.
According to the Author
"Every minute after cardiac arrest, survival drops by 7 to 10%. More than 350,000 people suffer cardiac arrest outside a hospital each year in the United States, and nearly 90% don't survive. Cardiac arrest isn't rare and it doesn't just affect older adults. About 23,000 children experience cardiac arrest outside of a hospital. Emergency responders typically arrive in six to 12 minutes, but irreversible brain damage can begin in just three to 5 minutes. That gap is where bystanders can save lives. Schools are the most effective place to train the next generation of lifesavers. Even a single 20-minute CPR training dramatically increases a student's willingness to act in an emergency. While CPR and AED usage is already being taught, a vulnerable segment of the population is NOT receiving this education in high school. By requiring this education as part of a graduation requirement, we can ensure parity and safety in California high schools."
Arguments in Support
The American Heart Association writes, "Training students in CPR and AED use empowers an entire generation to respond effectively during a cardiac emergency – at home, at school, in the workplace or in the community. These skills save lives, strengthen community resilience, and advance the American Heart Association's goal to double cardiac arrest survival by 2030.
SB 945 directs the Instructional Quality Commission to explore embedding CPR and AED instruction into physical education, creating an opportunity for districts without a health graduation requirement to provide this lifesaving training before students graduate."
Arguments in Opposition
None on file
FISCAL COMMENTS
According to the Senate Appropriations Committee:
- One-time Proposition 98 General Fund cost pressures of an unknown, but potentially significant amount, possibly in the hundreds of thousands to low millions of dollars to local educational agencies (LEAs), collectively statewide. An exact estimate depends upon the extent to which the bill results in LEAs implementing CPR and AED instruction and purchasing the necessary equipment they otherwise would not purchase absent this framework revision.
- Likely minor and absorbable costs for the IQC to consider including CPR and AED content in its next revision of the physical education framework.
VOTES
SENATE FLOOR: 33-0-7
YES: Archuleta, Arreguín, Ashby, Blakespear, Cabaldon, Caballero, Cervantes, Choi, Cortese, Dahle, Durazo, Gonzalez, Grayson, Grove, Jones, Laird, Limón, McGuire, McNerney, Menjivar, Ochoa Bogh, Pérez, Reyes, Richardson, Rubio, Seyarto, Smallwood-Cuevas, Strickland, Umberg, Valladares, Wahab, Weber Pierson, Wiener
ABS, ABST OR NV: Allen, Alvarado-Gil, Becker, Hurtado, Niello, Padilla, Stern
ASM EDUCATION: 8-0-1
YES: Patel, Hoover, Ahrens, Bonta, Castillo, Garcia, Lowenthal, Pellerin
ABS, ABST OR NV: Zbur
ASM APPROPRIATIONS: 15-0-0
YES: Wicks, Hoover, Arambula, Calderon, Caloza, Dixon, Fong, Mark González, Krell, Pacheco, Pellerin, Sharp-Collins, Solache, Ta, Tangipa
UPDATED
VERSION: April 6, 2026
CONSULTANT: Tanya Lieberman / ED. / (916) 319-2087 FN: 0003495
Date of Hearing: July 1, 2026
ASSEMBLY COMMITTEE ON APPROPRIATIONS
Buffy Wicks, Chair
SBPCA Bill Id:SB 945
Author:(Weber Pierson) – As Amended Ver:April 6, 2026
Policy Committee: | Education | Vote: | 8 - 0 |
|
| ||
|
|
Urgency: No State Mandated Local Program: No Reimbursable: No
SUMMARY:
This bill requires the Instructional Quality Commission (IQC) to consider including content on the importance, performance, and use of compression-only cardiopulmonary resuscitation (CPR) and the use of an automated external defibrillator (AED) upon the revision of the state’s physical education curriculum framework occurring after January 1, 2027.
FISCAL EFFECT:
- One-time Proposition 98 General Fund cost pressures of an unknown, but potentially significant amount, possibly in the hundreds of thousands to low millions of dollars to local educational agencies (LEAs), collectively statewide. An exact estimate depends upon the extent to which the bill results in LEAs implementing CPR and AED instruction and purchasing the necessary equipment they otherwise would not purchase absent this framework revision.
- Likely minor and absorbable costs for the IQC to consider including CPR and AED content in its next revision of the physical education framework.
COMMENTS:
- Purpose. According to the author:
About 23,000 children experience cardiac arrest outside of a hospital. Emergency responders typically arrive in 6 to 12 minutes, but irreversible brain damage can begin in just 3 to 5 minutes. That gap is where bystanders can save lives. Schools are the most effective place to train the next generation of lifesavers. Even a single 20-minute CPR training dramatically increases a student’s willingness to act in an emergency. While CPR and AED usage is already being taught, a vulnerable segment of the population is NOT receiving this education in high school. By requiring this education as part of a graduation requirement, we can ensure parity and safety in California high schools.
- Background. Curriculum frameworks provide guidance to schools for implementing the state’s content standards. A body under the State Board of Education, known as the IQC, periodically revises curriculum frameworks and the State Board of Education adopts the curriculum frameworks for use by schools. CPR instruction is part of the state’s health education content standards and corresponding health curriculum framework. AED is mentioned far less in the health curriculum framework. However, CPR is only mentioned in the physical education framework regarding aquatic safety and there is no mention of AED use. This bill requires the IQC to consider including content regarding CPR and AED in the physical education curriculum framework.
- Prior Legislation. AB 1473 (Mainschein), of the 2023-24 Legislative Session, required the IQC to consider increasing content related to CPR and AED use in the next revision of both the state’s health and physical education curriculum frameworks. AB 1473 was held in the Senate Appropriations Committee.
Analysis Prepared by: Aaron Heredia / APPR. / (916) 319-2081
Date of Hearing: June 17, 2026
ASSEMBLY COMMITTEE ON EDUCATION
Darshana R. Patel, Chair
SBPCA Bill Id:SB 945
Author:(Weber Pierson) – As Amended Ver:April 6, 2026
SENATE VOTE: 33-0
SUBJECT: School curriculum: physical education framework: cardiopulmonary resuscitation: automated external defibrillators
SUMMARY: Requires that, when the Physical Education (PE) Curriculum Framework is next revised after January 1, 2027, the Instructional Quality Commission (IQC) consider including content on the importance, performance, and use of compression-only cardiopulmonary resuscitation (CPR) and automated external defibrillators (AEDs) in that framework.
EXISTING LAW:
- Requires the governing board of a school district or the governing body of a charter school to include instruction in performing compression-only CPR within a health course, as specified, if the governing board or body requires a health course for graduation from high school. (Education Code (EC) 51225.6)
- Requires the California Department of Education (CDE) to provide guidance on how to implement such instruction, including, but not limited to, who may provide instruction. (EC 51225.6)
- Encourages school districts and charter schools to provide pupils general information on the use and importance of an AED. Specifies that the physical presence of an AED in the classroom is not required. (EC 51225.6)
- Establishes high school graduation requirements, including three years in English, two years in math, and two years of PE, and permits school districts to establish graduation requirements which exceed those required by the state. (EC 51225.3)
- Requires the State Board of Education (SBE) and the Curriculum Development and Supplemental Materials Commission (now known as the IQC), during its first revision of the PE Curriculum Framework, to include self-defense instruction and safety instruction for pupils in grades 7, 8, 9, 11, and 12. (EC 51223.3)
FISCAL EFFECT: According to the Senate Appropriations Committee:
- The bill’s requirement for the IQC to consider increasing content for the Health and Physical Education Framework is not expected to result in additional costs to the state since it would occur as part of the next regularly scheduled revision of the framework.
- Local education agencies (LEAs) could incur additional local costs depending on how they choose to implement the new instruction. To the extent that they purchase CPR training kits to implement the instruction, statewide costs could potentially be in the millions of dollars on a one-time basis. It is unclear whether the Commission on State Mandates would deem this to be a state reimbursable mandate.
COMMENTS:
Need for the bill. According to the author, “Every minute after cardiac arrest, survival drops by 7 to 10 percent. More than 350,000 people suffer cardiac arrest outside a hospital each year in the United States, and nearly 90 percent don’t survive. Cardiac arrest isn’t rare and it doesn’t just affect older adults. About 23,000 children experience cardiac arrest outside of a hospital. Emergency responders typically arrive in 6 to 12 minutes, but irreversible brain damage can begin in just 3 to 5 minutes. That gap is where bystanders can save lives. Schools are the most effective place to train the next generation of lifesavers. Even a single 20-minute CPR training dramatically increases a student’s willingness to act in an emergency. While CPR and AED usage is already being taught, a vulnerable segment of the population is NOT receiving this education in high school. By requiring this education as part of a graduation requirement, we can ensure parity and safety in California high schools.”
CPR and AED content in the Health and PE Curriculum Frameworks. This bill requires that, when the PE curriculum framework is next revised after January 1, 2027, the IQC consider including content on the importance, performance, and use of compression-only CPR and AEDs in that framework.
CPR and AED use do not appear to be addressed in the 2005 PE Content Standards or 2009 PE Curriculum Framework, with the exception of the standard in high school aquatics: “Demonstrate and explain basic cardiopulmonary resuscitation” and a corresponding mention in the PE Curriculum Framework.
However, CPR instruction is part of the state’s health education content standards and corresponding curriculum framework. The 2008 Health Content Standards include: “Describing procedures for emergency care and lifesaving, including CPR, first aid, and control of bleeding.”
The current Health Education Framework, adopted by the SBE in 2019, contains numerous references to CPR, and notes in the 7th-8th grade section:
Prompt initiation of CPR by trained bystanders can double survival rates. Research confirms that schools are able to offer CPR to students despite time and budget constraints (Hoyme and Atkins 2017). California Education Code Section 51225.6 supports students learning hands-only (chest compressions-only) CPR at the high school level, but CPR training can be provided to students in grade levels seven and eight. Schools and districts should consider providing funding for this potentially life-saving instruction. Local chapters of such organizations as the American Red Cross, the American Heart Association, local emergency medical service providers, or credentialed school nurses may be able to provide hands-only CPR training at little to no cost. Students should be encouraged to obtain their First Aid/CPR or babysitting safety certification that includes CPR certification.
In the 9th to 12th grade section, the Framework notes:
In districts that require students to complete a health education course to graduate from high school, student must receive CPR instruction prior to high school graduation. Districts are encouraged to provide training to all students even if the district is not required to by statute. Contact local chapters of such organizations as the American Red Cross or the American Heart Association and your local emergency medical service providers who may be able to provide CPR training at low or no cost. A credentialed school nurse or other school staff member may also be able to provide CPR training if they are certified to teach CPR.
There are far fewer mentions of the use of AEDs in the Health Curriculum Framework. In the elementary grades the Framework encourages schools to teach students where the nearest AED is located and how to retrieve it. There is no mention of AEDs or education in their use in the secondary grades.
Disparities in CPR education. According to materials provided by the author from the Eric Paredes Save a Life Foundation, among students not receiving CPR training, 77% identify as a race or ethnicity other than white, including 43% of Hispanic students and 42% of Black students. The author states that research consistently shows that cardiac arrest survival rates in predominately Black and Hispanic communities lag behind predominantly white communities – making this disparity both an issue of equitable health and a preventable loss of life. According to the author, 65% of the students missing CPR instruction qualify as socioeconomically disadvantaged, meaning the communities at greatest risk have the least access to these lifesaving skills.
Content Standards, Frameworks, and Model Curricula. The Legislature has vested the IQC and the SBE with the authority to develop and adopt state curriculum and instructional materials. The IQC develops curriculum frameworks in each subject by convening expert panels, developing drafts, and holding public hearings to solicit input. Changes are frequently made in response to public comment. The SBE then adopts the frameworks in a public meeting. The SBE also adopts, in a public process, instructional materials aligned to those frameworks for grades K-8. School district governing boards and charter schools then adopt instructional materials aligned to these standards and frameworks. This process has traditionally occurred on a regular schedule, giving schools a predictable timetable to plan and budget for changes to the curriculum. Local adoption of new curricula involves significant local costs, including resources for professional development.
These existing processes involve practitioners and experts who have an in-depth understanding of curriculum and instruction, including the full scope and sequence of the curriculum in each subject and at each grade level, constraints on instructional time and resources, and the relationship of curriculum to state assessments and other measures of student progress.
Curriculum development and adoption process under review. The 2025-26 budget, through AB 121 (Committee on Budget), Chapter 8, Statutes of 2025, included $1 million for a study on the processes by which other states develop curriculum guidance and to make recommendations about how to improve and streamline California’s processes. This report is to be completed by January 1, 2027.
The report is required to include, among other topics:
- The roles and responsibilities of the CDE, the IQC, the SBE, the Legislature, LEAs, educators, parents and guardians, and the public; and
- The processes and cycles for developing, revising, and adopting content standards, curriculum frameworks, and other instructional guidance, and how available instructional time in elementary and secondary schools is considered.
Governor’s veto message states that changes to curriculum should wait until curriculum study is complete and recommendations adopted. In 2025, the Governor vetoed AB 86 (Boerner), which would have required the SBE to adopt instructional materials for health education for kindergarten through 8th grade, on or before July 1, 2028, with the following message:
The Budget Act of 2025 authorized a Curriculum Guidance Study to evaluate and improve the current state-level curriculum guidance adoption process to improve efficiency and consistency across all content areas. Proposals like AB 86 should only be considered after this study is complete and changes to the process are adopted. In the meantime, local governing boards continue to have the authority to evaluate and select a range of materials that align with the state standards and the associated curriculum framework.
Two-house curriculum bill policies. For several Sessions, the Assembly and Senate Education Committees have adopted identical policies on curriculum measures. These policies state, in part:
- The Committee strongly discourages the introduction of measures which require, or require consideration of, modifications to state curriculum through changes to the curriculum framework, or the course of study, which require that specific curriculum be taught, or which require the development of new model curricula or any other state-adopted curriculum.
- The Committee encourages Members to engage in the existing administrative processes for modifying state curricula. Members may wish, for example, to provide written comments or public testimony to the Instructional Quality Commission, the State Board of Education, or the Superintendent of Public Instruction. Committee staff can share a model letter to the Instructional Quality Commission. Members may also wish to engage with the Legislative Members who are appointed to serve on the Instructional Quality Commission, or to engage in the Legislature’s oversight or appointment processes for this purpose.
The policies also state that bills proposing changes to the curriculum frameworks, instructional materials, or the course of study shall either request or require that the IQC consider including content not already included in the existing or draft curriculum frameworks, instructional materials, the course of study, model curricula, or any other state-adopted curriculum, to be added in the next regularly scheduled revision of a framework. The Committee may wish to consider that this bill conforms to this provision.
Arguments in support. The American Heart Association writes, “Training students in CPR and AED use empowers an entire generation to respond effectively during a cardiac emergency – at home, at school, in the workplace or in the community. These skills save lives, strengthen community resilience, and advance the American Heart Association’s goal to double cardiac arrest survival by 2030.
SB 945 directs the Instructional Quality Commission to explore embedding CPR and AED instruction into physical education, creating an opportunity for districts without a health graduation requirement to provide this lifesaving training before students graduate.”
Related legislation. AB 1473 (Mainschein) of the 2023-24 Session would have required school districts and charter schools to include instruction in compression-only CPR and the use of an automated external defibrillator (AED) in health and physical education courses required for graduation from high school. This bill was held in the Assembly Appropriations Committee.
AB 1719 (Maienschein), Chapter 556, Statutes of 2016, requires, if the governing board of a school district or the governing body of a charter school requires a course in health education for graduation from high school, the governing board or body to include in that course, commencing with the 2018–19 school year, instruction in performing compression-only CPR.
AB 71 (Rodriguez) of the 2023-24 Session would require a school district or charter school which requires a course in health education for graduation from high school to include instruction in the methods of bleeding control, commencing in the 2025-26 school year.
AB 1362 (Davies) of the 2023-24 Session would authorize the physical education course of study for grades 7 to 12 to include content on the physical and mental dangers associated with the use of opioids, such as fentanyl, steroids, and other harmful addictive drugs.
SB 224 (Portantino), Chapter 675, Statutes of 2022, requires schools that offer one or more courses in health education to students in middle school or high school to include in those courses instruction in mental health, as specified.
AB 1639 (Maienschein), Chapter 792, Statutes of 2016, establishes the Eric Paredes Sudden Cardiac Arrest Prevention Act; requires the CDE to make available specified guidelines and materials on sudden cardiac arrest (SCA); requires students and parents to sign informational materials before athletic participation; requires training of coaches; and sets requirements for action in the event a student experiences specified symptoms.
AB 319 (Rodriguez) of the 2015-16 Session would have required school districts and charter schools to provide instruction on performing CPR and the use of an AED to students in grades 9-12 as part of a course required for graduation. This bill was held in the Assembly Appropriations Committee.
AB 2217 (Melendez), Chapter 812, Statutes of 2014, authorizes a public school to solicit and receive non-state funds to acquire and maintain an AED, and provides that school districts and their employees are not liable for civil damages resulting from certain uses of an AED.
AB 939 (Melendez) of the 2013-14 Session would have stated the intent of the Legislature to encourage all public schools to acquire and maintain at least one AED, and would have authorized a public school to solicit and receive non-state funds to acquire and maintain an AED. This bill was held in the Senate Appropriations Committee.
SB 1346 (Lowenthal), Chapter 71, Statutes of 2012, extended indefinitely the minimum training standards and immunity from civil damages in connection with the use of AEDs. This bill was held in the Assembly Education Committee.
SB 63 (Price) of the 2011-12 Session would have required all public high schools to acquire and maintain at least one AED. This bill was held in the Senate Appropriations Committee.
SB 1290 (Kehoe, Chapter 703, Statutes of 2010) requires the SBE and the Curriculum Development and Supplemental Materials Commission to include self-defense instruction, as defined, and safety instruction, as defined, in the next revision of the PE Framework for pupils in grades 7, 8, 9, 11, and 12.
REGISTERED SUPPORT / OPPOSITION:
Support
American Heart Association
American National Red Cross
California Chapter American College of Cardiology
California Society for Respiratory Care
California Teachers Association
Habematolel Pomo of Upper Lake
San Diego Regional Chamber of Commerce
Opposition
None on file
Analysis Prepared by: Tanya Lieberman / ED. / (916) 319-2087
SENATE RULES COMMITTEE Office of Senate Floor Analyses (916) 651-4171 | SB 945 |
THIRD READING
Bill No: SB 945
Author: Weber Pierson (D)
Amended: 4/6/26
Vote: 21
SENATE EDUCATION COMMITTEE: 7-0, 4/15/26
AYES: Pérez, Ochoa Bogh, Cabaldon, Choi, Cortese, Gonzalez, Reyes
SENATE APPROPRIATIONS COMMITTEE: 7-0, 5/14/26
AYES: Cervantes, Seyarto, Cabaldon, Dahle, Grayson, Richardson, Wahab
SUBJECT: School curriculum: physical education framework: cardiopulmonary resuscitation: automated external defibrillators
SOURCE: American Heart Association
Eric Paredes Save a Life Foundation
DIGEST:
This bill requires the Instructional Quality Commission (IQC) to consider including content on the importance of compression-only cardiopulmonary resuscitation (CPR) and automated external defibrillators (AED), as specified, during the next regularly scheduled revision of the Physical Education (PE) Curriculum Framework.
ANALYSIS:
Existing law:
- Requires the governing board of a school district or the governing body of a charter school to include instruction in performing compression-only CPR within a health course, as specified, if the governing board or body requires a health course for graduation from high school. (Education Code (EC) § 51225.6)
- Requires the California Department of Education (CDE) to provide guidance on how to implement such instruction, including, but not limited to, who may provide instruction. (EC § 51225.6)
- Encourages school districts and charter schools to provide pupils general information on the use and importance of an AED. Specifies that the physical presence of an AED in the classroom is not required. (EC § 51225.6)
- Establishes high school graduation requirements, including three years in English, two years in math, and two years of physical education (PE), and permits school districts to establish graduation requirements which exceed those required by the state. (EC § 51225.3)
- Requires the state board and the Curriculum Development and Supplemental Materials Commission (now known as the IQC), during its first revision of the PE Curriculum Framework, to include self-defense instruction and safety instruction for pupils in grades 7, 8, 9, 11, and 12. (EC § 51223.3)
This bill:
- Requires the IQC to consider including content on the importance of CPR and AEDs, as specified, during the next regularly scheduled revision of the PE Curriculum Framework.
- Makes a series of findings and declarations related to the importance of expanding access to CPR and AED instruction.
Comments
- Need for this bill. According to the author, “Every minute after cardiac arrest, survival drops by 7 to 10 percent. More than 350,000 people suffer cardiac arrest outside a hospital each year in the United States, and nearly 90 percent don’t survive. Cardiac arrest isn’t rare and it doesn’t just affect older adults. About 23,000 children experience cardiac arrest outside of a hospital. Emergency responders typically arrive in 6 to 12 minutes, but irreversible brain damage can begin in just 3 to 5 minutes. That gap is where bystanders can save lives. Schools are the most effective place to train the next generation of lifesavers. Even a single 20-minute CPR training dramatically increases a student’s willingness to act in an emergency. While CPR and AED usage is already being taught, a vulnerable segment of the population is NOT receiving this education in high school. By requiring this education as part of a graduation requirement, we can ensure parity and safety in California high schools.”
- The IQC and the State Board of Education (SBE). The Legislature has vested the IQC and the SBE with the authority to develop and adopt state curriculum and instructional materials. The IQC develops curriculum frameworks through a process involving practitioners and experts who have an in-depth understanding of curriculum and instruction, including the full scope and sequence of the curriculum in each subject and at each grade level, constraints on instructional time and resources, and the relationship of curriculum to state assessments and other measures of student progress. Changes are frequently made in response to public comment. The frameworks are then adopted by the SBE in a public meeting.
The resulting curriculum framework is intended to serve as a guidance document for educators and administrators on how to plan for and provide quality, skills-based, standards-aligned instruction on the various content areas.
The SBE also adopts, in a public process, instructional materials aligned to those frameworks for grades K-8. School district governing boards and charter schools then adopt instructional materials aligned to these standards and frameworks.
The respective revision and adoption processes have traditionally occurred on a regular schedule, giving schools a predictable timetable to plan and budget for changes to the curriculum. Local adoption of new curricula also involves significant local cost and investment of resources for professional development.
- CPR and AED related content in the 2019 Health Education Framework. In 2016, the Legislature passed AB 1719 (Rodriguez, Chapter 556, Statutes of 2016), requiring local educational agencies (LEAs) that have a health course graduation requirement for high school to provide instruction on performing compression-only CPR. While this instructional requirement only speaks to applicable high school settings, the 2019 Health Education Framework for California Public Schools: Kindergarten through Grade Twelve (Framework) identifies several grade bands where educators are encouraged to weave age-appropriate CPR and AED instruction within their curriculum. For instance:
- Transitional kindergarten (TK) through third grade: the Framework provides sample learning activities to help students understand heart emergencies, how to call for help, and how CPR can help keep a heart beating until medical personnel arrive.
- Fourth through sixth grade: the Framework encourages educators to partner with their school and local guest speakers to host a “Responding-to-Emergencies Day,” complete with drills and demonstrations of life-threatening situations, 9-1-1 calls, CPR performance, and direction on how to find the closest AED.
- Seventh through eighth grade: the Framework encourages educators to teach students about the warning signs of cardiac arrest as a way to connect students’ interest in sports and recreational activities to health education. The Framework also notes that compression-only CPR training can be provided to students in grade levels seven and eight in partnership with local chapters of organizations like the American Red Cross, the American Heart Association, local emergency medical service providers, or credentialed school nurses.
- Ninth through twelfth grade: In addition to outlining the CPR instruction required by AB 1719, the Framework also provides examples of injury prevention and safety learning activities that help students practice health literacy by reviewing warning signs and risk factors of a potential heart condition and encouraging students to advocate for themselves.
Health education content is required for students in all grade levels; however, how the content is delivered is the decision of LEAs. LEAs decide whether or not to provide a health education course, the length of that course, and whether or not it is a graduation requirement.
This bill seeks to address the inequity that may present itself when an LEA does not offer a dedicated high school health education course through which the CPR and AED instruction may be provided. While LEAs are not universally required to offer high school health education courses, they are required to provide PE courses in order to meet the two-course statewide graduation requirement.
Following this logic, this bill requires the IQC, during the next revision of the PE Framework, to consider including content on the importance, performance, and use of CPR and AEDs. Again, curricular frameworks are intended to serve as a guidance document for educators on how to provide standards aligned instruction. Educators are not required to follow frameworks exactly. However, including CPR and AED content within the PE Framework may provide educators with the support they need to ensure that such instruction can be better integrated into their individual curriculum and course plans.
FISCAL EFFECT: Appropriation: No Fiscal Com.: Yes Local: No
According to the Senate Appropriation Committee:
- The bill’s requirement for the IQC to consider increasing content for the Health and Physical Education Framework is not expected to result in additional costs to the state since it would occur as part of the next regularly scheduled revision of the framework.
- Local education agencies (LEAs) could incur additional local costs depending on how they choose to implement the new instruction. To the extent that they purchase CPR training kits to implement the instruction, statewide costs could potentially be in the millions of dollars on a one-time basis. It is unclear whether the Commission on State Mandates would deem this to be a state reimbursable mandate.
SUPPORT: (Verified 5/14/26)
American Heart Association (co-source)
Eric Paredes Save a Life Foundation (co-source)
California Association of School Police Chiefs
California Coalition of School Safety Professionals
California Society for Respiratory Care
California Teachers Association
Capital City CPR
CFT – A Union of Educators & Classified Professionals, AFT, AFL-CIO
Emergency Medical Services Administrators’ Association of California
Habematolel Pomo of Upper Lake
Heartshield Project
Kyle J. Taylor Foundation
Los Angeles School Police Management Association
Los Angeles School Police Officers Association
McMahon Steel Company, Inc.
National Association of EMS Physicians
Orange County Fire Authority
Riverside Police Officers Association
Riverside Sheriffs’ Association
Safeplay CPR & AED Training
Sudden Arrhythmia Death Syndromes Foundation
Via Heart Project
One Individual
OPPOSITION: (Verified 5/14/26)
None received
Prepared by: Therresa Austin / ED. / (916) 651-4105
5/16/26 9:56:06
**** END ****
SENATE COMMITTEE ON
Senator Sabrina Cervantes, Chair
2025 - 2026 Regular Session
SB 945 (Weber Pierson) - School curriculum: physical education framework: cardiopulmonary resuscitation: automated external defibrillators
Version: | Policy Vote: |
Urgency: | Mandate: |
Hearing Date: | Consultant: |
Bill Summary:
This bill requires the Instructional Quality Commission (IQC) to consider including content on the importance of compression-only cardiopulmonary resuscitation (CPR) and automated external defibrillators (AED) during the next regularly scheduled revision of the Physical Education (PE) Curriculum Framework.
Fiscal Impact:
The bill’s requirement for the IQC to consider increasing content for the Health and Physical Education Framework is not expected to result in additional costs to the state since it would occur as part of the next regularly scheduled revision of the framework.
Local education agencies (LEAs) could incur additional local costs depending on how they choose to implement the new instruction. To the extent that they purchase CPR training kits to implement the instruction, statewide costs could potentially be in the millions of dollars on a one-time basis. It is unclear whether the Commission on State Mandates would deem this to be a state reimbursable mandate.
Background:
Existing law provides that if the governing board of a school district or the governing body of a charter school requires a course in health education for graduation from high school, the governing board of a school district or the governing body of a charter school shall include instruction in performing compression-only CPR. The law requires CDE to provide guidance on how to implement such instruction, including, but not limited to, who may provide instruction.
Existing law encourages school districts and charter schools to provide pupils with general information on the use and importance of an AED and specifies that the physical presence of an AED in the classroom is not required.
Existing law provides that the adopted course of study shall provide instruction at the appropriate elementary and secondary grade levels and subject areas in personal and public safety and accident prevention, including emergency first aid instruction, instruction in hemorrhage control, treatment for poisoning, resuscitation techniques, and CPR when appropriate equipment is available; fire prevention; the protection and conservation of resources, including the necessity for the protection of our environment; and health, including venereal disease and the effects of alcohol, narcotics, drugs, and tobacco upon the human body.
The IQC develops curriculum frameworks in each subject by convening expert panels, developing drafts, and holding public hearings to solicit input. Changes are frequently made in response to public comments. The State Board of Education (SBE) then adopts the frameworks in a public meeting. The SBE also adopts, in a public process, instructional materials aligned to those frameworks for grades K-8. School district governing boards and charter schools adopt instructional materials aligned to these standards and frameworks. This process occurs on a regular schedule, giving schools a predictable timetable to plan and budget for changes to the curriculum. Local adoption of new curricula involves significant local costs and investment of resources in professional development. These existing processes involve practitioners and experts who have an in-depth understanding of curriculum and instruction, including the full scope and sequence of the curriculum in each subject and at each grade level, constraints on instructional time and resources, and the relationship of curriculum to state assessments and other measures of student progress.
Proposed Law:
This bill requires the IQC to consider including content on the importance of CPR and AEDs, as specified, during the next regularly scheduled revision of the PE Curriculum Framework.
Related Legislation:
AB 1473 (Maienschein, 2023), similar to this bill, would have required the IQC to consider increasing content related to instruction in performing CPR when the Health and Physical Education framework is next revised. The bill was held on the Suspense File in this committee.
AB 1719 (Rodriguez, Chapter 556, Statutes of 2016) requires school districts and charter schools serving students in grades 9 through 12, commencing with the 2018-19 school year, to include instruction in CPR if they require a course in health education for graduation from high school.
Staff Comments:
The costs to implement this bill will depend upon how LEAs choose to implement this new instruction. It would be difficult for them to offer the instruction without purchasing new instructional materials and equipment, especially if the instruction includes the skills necessary to perform compression-only CPR and the use of an AED. Therefore, LEAs will likely have to purchase instructional materials and equipment to implement a meaningful course. Further, to the extent that instructional programs based on certain guidelines are utilized, the bill could result in additional costs to purchase CPR training kits which can cost several hundred dollars each. Assuming one kit would be needed for each high school classroom, statewide costs could be in the millions. This amount could be higher if additional CPR kits are purchased and extra training is offered for staff. It is unclear whether the Commission on State Mandates would deem these activities to be reimbursable.
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SENATE COMMITTEE ON EDUCATION
Senator Sasha Renée Pérez, Chair
2025 - 2026 Regular
Bill No: Hearing Date: April 15, 2026
Author: | |||
Version: | April 6, 2026 | ||
Urgency: | Fiscal: | ||
Consultant: | |||
Subject: School curriculum: physical education framework: cardiopulmonary resuscitation: automated external defibrillators.
SUMMARY
This bill requires the Instructional Quality Commission (IQC) to consider including content on the importance of compression-only cardiopulmonary resuscitation (CPR) and automated external defibrillators (AED), as specified, during the next regularly scheduled revision of the Physical Education (PE) Curriculum Framework.
BACKGROUND
Existing law:
- Requires the governing board of a school district or the governing body of a charter school to include instruction in performing compression-only CPR within a health course, as specified, if the governing board or body requires a health course for graduation from high school. (Education Code (EC) § 51225.6)
- Requires the California Department of Education (CDE) to provide guidance on how to implement such instruction, including, but not limited to, who may provide instruction. (EC § 51225.6)
- Encourages school districts and charter schools to provide pupils general information on the use and importance of an AED. Specifies that the physical presence of an AED in the classroom is not required. (EC § 51225.6)
- Establishes high school graduation requirements, including three years in English, two years in math, and two years of PE, and permits school districts to establish graduation requirements which exceed those required by the state. (EC § 51225.3)
- Requires the state board and the Curriculum Development and Supplemental Materials Commission (now known as the IQC), during its first revision of the PE Curriculum Framework, to include self-defense instruction and safety instruction for pupils in grades 7, 8, 9, 11, and 12. (EC § 51223.3)
ANALYSIS
This bill:
- This bill requires the IQC to consider including content on the importance of CPR and AEDs, as specified, during the next regularly scheduled revision of the PE Curriculum Framework.
- Makes a series of findings and declarations related to the importance of expanding access to CPR and AED instruction.
STAFF COMMENTS
- Need for the bill. According to the author, “Every minute after cardiac arrest, survival drops by 7 to 10 percent. More than 350,000 people suffer cardiac arrest outside a hospital each year in the United States, and nearly 90 percent don’t survive. Cardiac arrest isn’t rare and it doesn’t just affect older adults. About 23,000 children experience cardiac arrest outside of a hospital. Emergency responders typically arrive in 6 to 12 minutes, but irreversible brain damage can begin in just 3 to 5 minutes. That gap is where bystanders can save lives. Schools are the most effective place to train the next generation of lifesavers. Even a single 20-minute CPR training dramatically increases a student’s willingness to act in an emergency. While CPR and AED usage is already being taught, a vulnerable segment of the population is NOT receiving this education in high school. By requiring this education as part of a graduation requirement, we can ensure parity and safety in California high schools.”
- The IQC and the State Board of Education (SBE). The Legislature has vested the IQC and the SBE with the authority to develop and adopt state curriculum and instructional materials. The IQC develops curriculum frameworks through a process involving practitioners and experts who have an in-depth understanding of curriculum and instruction, including the full scope and sequence of the curriculum in each subject and at each grade level, constraints on instructional time and resources, and the relationship of curriculum to state assessments and other measures of student progress. Changes are frequently made in response to public comment. The frameworks are then adopted by the SBE in a public meeting.
The resulting curriculum framework is intended to serve as a guidance document for educators and administrators on how to plan for and provide quality, skills-based, standards-aligned instruction on the various content areas.
The SBE also adopts, in a public process, instructional materials aligned to those frameworks for grades K-8. School district governing boards and charter schools then adopt instructional materials aligned to these standards and frameworks.
The respective revision and adoption processes have traditionally occurred on a regular schedule, giving schools a predictable timetable to plan and budget for changes to the curriculum. Local adoption of new curricula also involves significant local cost and investment of resources for professional development.
- CPR and AED related content in the 2019 Health Education Framework. In 2016, the Legislature passed AB 1719 (Rodriguez, Chapter 556, Statutes of 2016), requiring local educational agencies (LEAs) that have a health course graduation requirement for high school to provide instruction on performing compression-only CPR. While this instructional requirement only speaks to applicable high school settings, the 2019 Health Education Framework for California Public Schools: Kindergarten through Grade Twelve (Framework) identifies several grade bands where educators are encouraged to weave age-appropriate CPR and AED instruction within their curriculum. For instance:
- Transitional kindergarten (TK) through third grade: the Framework provides sample learning activities to help students understand heart emergencies, how to call for help, and how CPR can help keep a heart beating until medical personnel arrive.
- Fourth through sixth grade: the Framework encourages educators to partner with their school and local guest speakers to host a “Responding-to-Emergencies Day,” complete with drills and demonstrations of life-threatening situations, 9-1-1 calls, CPR performance, and direction on how to find the closest AED.
- Seventh through eighth grade: the Framework encourages educators to teach students about the warning signs of cardiac arrest as a way to connect students’ interest in sports and recreational activities to health education. The Framework also notes that compression-only CPR training can be provided to students in grade levels seven and eight in partnership with local chapters of organizations like the American Red Cross, the American Heart Association, local emergency medical service providers, or credentialed school nurses.
- Ninth through twelfth grade: In addition to outlining the CPR instruction required by AB 1719, the Framework also provides examples of injury prevention and safety learning activities that help students practice health literacy by reviewing warning signs and risk factors of a potential heart condition and encouraging students to advocate for themselves.
Health education content is required for students in all grade levels; however, how the content is delivered is the decision of LEAs. LEAs decide whether or not to provide a health education course, the length of that course, and whether or not it is a graduation requirement.
This bill seeks to address the inequity that may present itself when an LEA does not offer a dedicated high school health education course through which the CPR and AED instruction may be provided. While LEAs are not universally required to offer high school health education courses, they are required to provide PE courses in order to meet the two-course statewide graduation requirement.
Following this logic, this bill requires the IQC, during the next revision of the PE Framework, to consider including content on the importance, performance, and use of CPR and AEDs. Again, curricular frameworks are intended to serve as a guidance document for educators on how to provide standards aligned instruction. Educators are not required to follow frameworks exactly. However, including CPR and AED content within the PE Framework may provide educators with the support they need to ensure that such instruction can be better integrated into their individual curriculum and course plans.
- The Curriculum Guidance Study and future of curriculum development and adoption. The 2025-26 budget, through AB 121 (Committee on Budget, Chapter 8, Statutes of 2025), included $1 million for a Curriculum Guidance Study to evaluate the processes by which other states develop curriculum guidance, and to make recommendations about how to improve and streamline California’s processes across all content areas. The report is required to include, among other topics:
- The roles and responsibilities of the CDE, the IQC, the SBE, the Legislature, LEAs, educators, parents and guardians, and the public; and
- The processes and cycles for developing, revising, and adopting content standards, curriculum frameworks, and other instructional guidance, and how available instructional time in elementary and secondary schools is considered.
This report is to be completed by January 1, 2027.
- Prior and related legislation.
AB 1719 (Rodriguez, Chapter 556, Statutes of 2016) requires school districts and charter schools serving students in grades 9 through 12, commencing with the 2018-19 school year, to include instruction in CPR if they require a course in health education for graduation from high school.
SB 1290 (Kehoe, Chapter 703, Statutes of 2010) requires the SBE and the Curriculum Development and Supplemental Materials Commission to include self-defense instruction, as defined, and safety instruction, as defined, in the next revision of the PE Framework for pupils in grades 7, 8, 9, 11, and 12.
SUPPORT
American Heart Association (co-sponsor)
Eric Paredes Save a Life Foundation (co-sponsor)
California Association of School Police Chiefs
California Coalition of School Safety Professionals
California Society for Respiratory Care
California Teachers Association
Capital City CPR
CFT – A Union of Educators & Classified Professionals, AFT, AFL-CIO
Emergency Medical Services Administrators' Association of California
Habematolel Pomo of Upper Lake
Heartshield Project
Kyle J. Taylor Foundation
Los Angeles School Police Management Association
Los Angeles School Police Officers Association
McMahon Steel Company, Inc.
National Association of EMS Physicians
Orange County Fire Authority
Riverside Police Officers Association
Riverside Sheriffs’ Association
Safeplay CPR & AED Training
Sudden Arrhythmia Death Syndromes Foundation
Via Heart Project
One Individual
OPPOSITION
None received
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Bill Author
