BILL ANALYSIS
SENATE COMMITTEE ON EDUCATION
Jack Scott, Chair
2007-2008 Regular Session
BILL NO: AB 400
AUTHOR: Nunez
AMENDED: July 3, 2007
FISCAL COMM: Yes HEARING DATE: July 11, 2007
URGENCY: No CONSULTANT:James Wilson
SUBJECT : Academic Performance Index
SUMMARY
This bill requires the Superintendent of Public Instruction
(SPI) to add dropout rates and course completion rates to
the Academic Performance Index (API) for high schools
through a process that begins in 2009-10 and ends with
these indicators making up 50% of the high school API by
2013-2014.
BACKGROUND
The Academic Performance Index (API) was established
pursuant SB 1 X (Alpert, Ch. 3 of 1999). The index was
proposed as a means of combining multiple indicators of
school performance into one easy to compare index. Current
law still reflects this intention by declaring that the
"API shall consist of a variety of indicators ?including,
but not limited to, the results of achievement tests
?attendance rates?and graduation rates for pupils in
secondary schools." Current law also declares that test
results must constitute at least 60% of the value of the
index, but to date test scores have been the only data
taken into account, thereby, comprising 100% of the API for
every school.
Current law specifies that secondary school graduation
rates for use in the API shall be calculated by dividing
the number of pupils graduating on time, as defined, by the
number of pupils in 9th grade 3 years earlier adjusted for
transfers in and out during those 3 years.
Current law requires that school districts with schools
teaching grades 7 -12, offer all qualified pupils courses
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that fulfill the requirements for admission to UC and CSU
("A to G" courses), and further offer all qualified pupils
courses that provide an opportunity to attain entry-level
employment skills in business or industry upon graduation
from high school. Current law specifies that any
school district that adopts a curriculum that meets or
exceeds standards
developed by the State Board, or that adopts alternative
means for pupils to complete the prescribed course of
study, may substitute pupil demonstration of competence in
the prescribed subjects through a practical demonstration
of these skills in a regional occupational center or
program, work experience,
interdisciplinary study, independent study, credit earned
at a postsecondary institution, or other outside school
experience.
ANALYSIS
This bill:
1) Commencing with 2009-10, requires the Superintendent
of Public Instruction (SPI), in consultation with the
state board, to incorporate the following indicators
into the API of schools serving any grade 9 through12:
a) High school graduation rates calculated
according to current law.
b) Rates of "A to G" course completion at a
level that meets the requirements for admission
to the University of California (UC) or the
California State University (CSU).
c) Rates of career tech course completion that
provides the skills and knowledge necessary to
attain entry-level employment, as indicated by
one or more of the following:
i) Satisfactory completion of a
designated career and technical education
course or series of courses that meet the
career technical education standards adapted
by the state board.
ii) The number or percentage of pupils
who earn a certificate, license, or the
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equivalent in the designated occupation for
which it is issued.
iii) The scores of pupils on valid and
reliable assessments, including portfolio
assessments, that are designed to assess the
degree to which pupils have acquired the
skills and knowledge necessary to be
successful in a specific occupation or in
the general workforce.
2) Provides that workforce outcomes for pupils graduating
from high school may include, but are not limited to,
employment rates and earnings.
3) On or before the 2013-14 fiscal year, the SPI is
required to assure that:
a) Test results constitute 50 percent of the
value of the API.
b) The indicators added by this bill, including
graduation rates and course completion rates,
collectively constitute 50 percent of the value
of the API, provided that these indicators are
assigned equal weight in the API, except that
pupils who complete courses that count towards
UC/CSU admission and career tech objectives may
be given additional weight.
4) Suggests that the SPI convene an advisory committee of
recognized experts to recommend means of revising the
API.
5) Repeals the requirement that test scores constitute at
least 60% of the API (replacing it with a 50%
requirement, see 3.a. above).
6) Repeals the requirement to include student attendance
rates in the API.
STAFF COMMENTS
1) Related legislation. SB 219 (Steinberg) requires
that, by July 1, 2008, the SPI and the State Board
revise the API to include:
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a) The test scores of pupils from that school
are, or have been, in an alternative education
program, such as a community school or
independent study.
b) 8th and 9th grade drop out rates if reliable
data is available.
c) High school graduation rates when reliable
data becomes available.
SB 219 also requires that the SPI establish a
representative advisory committee on revising the
API and requires the SPI to include outcomes
related to college and career readiness as
recommended by the advisory committee.
2) Related legislation. AB 519 (Mendoza) requires the
SPI to define the term "dropout" and prepare a plan by
July 1, 2008, to include data on dropouts in the API.
AB 519 was heard and passed by the Senate Education
Committee on June 27, 2007.
3) Previous legislation. AB 2167 (Arambula), Chapter 743
of 2006, established a specific methodology for
including graduation rates, as previously required, in
the API; also requires the SPI to report annually to
the Legislature on graduation and dropout rates in the
state.
4) What about middle school? The most recent amendments
change the grade span of the API affected by this bill
from grades 8 to 12 to grades 9 to 12, thereby
preventing the APIs of middle schools, and K - 8
schools, from being revised by the bill. This change
makes sense because 12th grade graduation rates and
college or career tech course completion rates are
rather remote from 7th and 8th grade. Still, the
previous grade span recognized that the API of all
schools should eventually be based on multiple
measures and not just test scores. SB 219 calls for
8th grade drop-out rates to be incorporated in the
API, and other measures such as completion of high
school pre-requisite courses might be included in the
middle school API. Staff recommends that the bill be
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amended to charge the expert advisory committee,
authorized by the bill, with developing
recommendations for the inclusion of multiple measures
in the APIs of middle schools.
5) Too much advice? The Education Code still contains
authorization for an advisory committee charged with
advising the SPI on the API. This authorization in
Education Code Section 52052.5 was established by
SB 1X in 1999. Given the new advisory committee authorized
by this measure staff recommends that the old
authorization be repealed as the new authorization
takes effect.
6) Fiscal impact. According to the Assembly
Appropriations Committee administrative costs to the
SPI are likely in excess of $300,000 to collect
indicators regarding entry-level employment and there
are potential unknown costs of at least $50,000 to
local education agencies to collect data.
SUPPORT
California Alliance for Arts Education
California Business Education Association
California Coalition for Construction in the Classroom
California Manufacturers and Technology Association
California Space Authority
California State PTA
California State University
Johnson & Johnson
Public Advocates
State Building and Construction Trades Council
State of California Auto Dismantlers Association
OPPOSITION
Department of Finance