BILL ANALYSIS
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CONCURRENCE IN SENATE AMENDMENTS
ACR 88 (Torlakson and Furutani)
As Amended January 7, 2010
Majority vote
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|ASSEMBLY: | |(September 9, |SENATE: |32-0 |(July 1, 2010) |
| | |2009) | | | |
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(unanimous consent)
Original Committee Reference: ED.
SUMMARY : Resolves that the California Task Force on Science,
Technology, Engineering, and Mathematics (STEM) Education (Task
Force) be established to promote the improvement of STEM
education across the state. Specifically, this bill :
1)Makes findings as to the link between California's
competitiveness in the global economy and its ability to
better educate pupils in STEM, the lack of proficiency in
those subject areas, and the need to engage pupils in these
subject areas early and throughout their education.
2)Declares that a legislative Task Force is necessary to provide
a framework for statewide policy and support to California's
schools in order to promote statewide STEM education.
3)Resolves that the Task Force:
a) Be structured with 11 unpaid, at-will, voting members,
as specified;
b) Hold at least one annual public meeting, report its work
to the Legislature, and develop an Internet Web site;
c) Not accept state funding, but is provided authorization
to accept private funds and donations to defray costs; and,
d) Ceases to exist on January 1, 2014, unless a prior
resolution deletes or extends that date.
The Senate amendments are technical and non-substantive in
nature.
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AS PASSED BY THE ASSEMBLY , this resolution was substantially
similar to the version passed by the Senate.
FISCAL EFFECT : This bill is keyed non-fiscal.
COMMENTS : According to the National Center for Education
Statistics, over 30% of U.S. grade 4 students and 20% of grade 8
students cannot perform basic mathematical computations.
Results from California's statewide assessments show results
that are at least as poor. In the Third International Math and
Science Survey conducted in 1995, U.S. grade 4 students ranked
12th against other nations when it came to mathematics
competency, 6th in science competency. By grade 8 their ranking
dropped to 19th in mathematics - below not only students in
countries such as Korea, Japan and Taiwan, but also below
students in many Eastern European nations such as Bulgaria, the
Czech Republic and Slovenia - and to 18th in science. More
recent rankings of U.S. students relative to their counterparts
around the globe have been no more encouraging with respect to
America's future ability to compete.
Student interest in science and technology has also eroded over
time in higher education. In 1960, 17% of the bachelor or
graduate degrees in the U.S. was awarded in engineering,
mathematics or the physical sciences; however, by 2001 that
proportion had dropped to just 8%, a decline of more than 50%
from 1960. That 8% in 2001 translated to only 148,000 degrees
granted, the smallest number in two decades. In addition, fewer
than 10% of U.S. graduate degrees granted are conferred in
engineering, mathematics and computer science, placing the U.S.
20th internationally in terms of the share of graduate degrees
granted in these critical areas. Furthermore, more than 40% of
U.S. doctoral students in engineering, mathematics and computer
science are foreign nationals. Numerous U.S. workforce studies
in recent years have projected a continuing and growing shortage
relative to the demand for professionals trained in these
technical fields.
According to the author, "The state of California's
competitiveness in the world economy is highly dependant on its
ability to better educate young people in the science,
technology, engineering, and mathematics subject areas.
Nationally the idea of promoting STEM education has developed a
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prominent status among those tasked with identifying and
projecting economic growth. Recognizing a need for improvements
in the education of these subjects, the STEM Education Caucus
was created in the U.S. House of Representatives and currently
at the forefront on education issues related to science,
technology, engineering, and math in America." The intent of
this bill is to have the Legislature resolve to establish the
Task Force in order to provide a forum for discussions on state
policy, and to create a focus on hiring qualified teachers,
providing career direction for students, improving student
interest in STEM subjects, and increasing education funding for
the sciences.
Analysis Prepared by : Gerald Shelton / ED. / (916) 319-2087
FN: 0005205