BILL ANALYSIS AB 2178 Page 1 ASSEMBLY THIRD READING AB 2178 (Torlakson) As Amended May 28, 2010 Majority vote EDUCATION 8-0 APPROPRIATIONS 17-0 ----------------------------------------------------------------- |Ayes:|Brownley, Nestande, |Ayes:|Fuentes, Conway, Ammiano, | | |Ammiano, | |Bradford, Charles | | |Arambula, Carter, | |Calderon, Coto, Davis, | | |Chesbro, Norby, | |Monning, Ruskin, Harkey, | | |Torlakson | |Miller, Nielsen, Norby, | | | | |Skinner, Solorio, | | | | |Torlakson, Torrico | |-----+--------------------------+-----+--------------------------| | | | | | ----------------------------------------------------------------- SUMMARY : Establishes procedures for sharing and reporting data on pupils participating in the After School Education and Safety (ASES) program. Specifically, this bill : 1)Requires the California Department of Education (CDE) to collect and maintain annual outcome-based data for evaluation of pupils participating in after school programs funded by the ASES program in a manner that enables the analysis of all programs and the aggregation of state reports, and that readily links to the California Longitudinal Pupil Achievement Data System (CALPADS). 2)Requires the CDE to consult with the CALPADS advisory board in the development of the standardized procedures and tools to collect annual outcome-based data. 3) Authorizes local educational agency (LEA) grantees funded by the ASES program to, to the extent consistent with federal and state privacy laws, submit the following pupil data to each operator of an after school program: a) School day attendance data; b) Standardized Testing and Reporting (STAR) Program test scores, and scores on individual California Standards Tests; AB 2178 Page 2 c) High school exit examination scores; d) English language development test placement or reclassification scores; and, e) California Healthy Kids Survey result data. FISCAL EFFECT : According to the Assembly Appropriations Committee, minor, absorbable General Fund administrative costs to the CDE. COMMENTS : The ASES program, passed by voters as Proposition 49 in 2002, provides almost $550 million for before and after school programs for 400,000 students in kindergarten through grade 9. In 2009-10, 371 grants were awarded predominantly to districts and county offices of education, with some grants going to local governments and nonprofit organizations working in partnership with LEAs. After school programs must commence right after school and at least until 6 p.m. for 15 hours per week. There are two program requirements as follows: 1)An educational and literacy component in which tutoring and homework assistance is provided to help students meet state standards in one or more of the following core academic subjects: reading/language arts, math, history and social studies, or science. 2)An educational enrichment component that reinforce and complement the school's academic program and may include, but is not limited to, positive youth development strategies, recreation and prevention strategies. Such activities may include but is not limited to visual and performing arts, music, career technical education, recreation, physical fitness and prevention activities, and other youth development activities based on student needs and interests. ASES program providers are required to submit annual outcome data for pupil and program evaluation. To demonstrate program effectiveness, grantees must submit schoolday and program attendance. To demonstrate program effectiveness based upon individual program focus, one or more of the following measures must be submitted annually: AB 2178 Page 3 1)Positive behavioral changes, as reported by schoolday teachers or after school staff. 2)STAR test scores. 3)Homework completion rates as reported by schoolday teachers or after school staff. 4)Skill development as reported by schoolday teachers or after school staff. 5)Any additional measures developed by the CDE, in consultation with the Advisory Committee. This bill requires the CDE to collect and maintain the annual outcome-based data in a manner that enables the analysis of all programs and the aggregation of state reports, and that readily links to CALPADS. Existing law requires the CDE to develop standardized procedures and tools for collecting the data, in consultation with the Advisory Committee on Before and After School Programs (Advisory Committee). According to the CDE, researchers at the University of California (UC), Davis and Irvine campuses have developed tools for measuring behavioral changes and skill development, and are currently in the process of field testing the tools. The bill requires the CDE to consult with the CALPADS advisory board in developing the procedures and tools. CALPADS is intended to collect student level data on demographics, program participation, and course completion, and eventually replace a number of the CDE's current aggregate collections, including the California Basic Educational Data System collections, the Language Census, Student National Origin Report, and portions of the Consolidated Application. According to the author, this bill will ensure that after school providers have data collection practices that are compatible with CALPADS if CDE chooses to collect the information in the future. A key component of CALPADS is the use of statewide student identifiers, which LEAs are already required to use in its ASES annual report to the CDE. The CDE indicates that this bill may ensure that the tools being developed by the UC Davis and Irvine researchers are consistent with CALPADS procedures. AB 2178 Page 4 This bill also authorizes, to the extent consistent with federal and state privacy laws, LEAs that receive ASES program funds to submit specified pupil data to each operator of an after school program, including schoolday attendance data, STAR test scores, scores on individual California Standards tests, high school exit examination scores, California English language development test (CELDT) placement or reclassification scores, and California Healthy Kids Survey result data. According to the author, some after school providers have difficulty obtaining student academic performance data. Access to pupil-specific information would better align schoolday instruction with afterschool programs and enable providers to better identify needs of students. Data sharing would, for example, enable after school providers to better serve English Learner (EL) students. The author further states, "If an after school provider is serving an EL student and the provider had access to the student CELDT score, the provider could give the student targeted academic assistance." The California Association for Health, Physical Education, Recreation and Dance states in its letter of support, "Program data is critically important for after school providers to validate the outcomes they achieve with participants in their programs. Providers also need this data for program improvement purposes. It is currently extremely difficult and often costly for after school providers to acquire the necessary data to fulfill funding requirements and guide decisions regarding improving program quality." According to information provided by the author's office, a survey conducted by the Alliance for a Better Community shows that larger after school program providers that have existing collaborative relationships with LEAs are more likely to receive information from LEAs. LEAs may be reluctant to share information due to student and family privacy concerns and/or lack of resources and capacity to provide the data. According to the Legislative Analyst's Office, federal regulations authorize disclosure of education records without the consent of the student or guardians to contractors, consultants, volunteers and other outside parties to whom an educational agency has outsourced institutional services or functions. Analysis Prepared by : Sophia Kwong Kim / ED. / (916) 319-2087 AB 2178 Page 5 FN: 0004667