BILL ANALYSIS
SB 1444
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SENATE THIRD READING
SB 1444 (Hancock)
As Amended June 22, 2010
Majority vote
SENATE VOTE :24-8
EDUCATION 9-0
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|Ayes:|Brownley, Nestande, | | |
| |Ammiano, Arambula, | | |
| |Carter, Eng, Miller, | | |
| |Norby, Torlakson | | |
| | | | |
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SUMMARY : Defines science, technology, engineering, and
mathematics (STEM) education and specifies that STEM education
for grades 1 to 12, inclusive, may include, but is not limited
to, specified courses. Specifically, this bill :
1)Stipulates that STEM education is science, technology,
engineering, and mathematics, and the integration of those
four disciplines into comprehensive and real-world approaches
to teaching and learning.
2)States that STEM education embodies the intersection of
science, mathematics, technology, and individuals'
understandings of design principles and systems thinking
commonly employed by engineers to develop solutions to
problems.
3)Defines STEM education as courses or a sequence of courses
that prepare pupils for occupations and careers that require
technically sophisticated skills including, the application of
mathematical and scientific skills and concepts.
4)Specifies that STEM education in grades 1-12, inclusive, may
include, but is not limited to, the following:
a) In grades 1-6 inclusive - foundational courses in
mathematics, science, and technology that lead to success
in challenging and applied courses in grades 7-12,
inclusive; and,
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b) In grades 7-12 inclusive - rigorous and challenging
courses that include the application of science,
mathematics, and technology.
5)States that awareness of STEM careers and occupations in
fields related to science, technology and engineering begins
in grades 1-6, inclusive, and continues in grades 7 and 8.
6)Provides that STEM education in high school includes courses
and pathways for pupils to explore and prepare for careers and
occupations in STEM fields.
7)Makes several findings and declarations relative to STEM
education and expresses the intent of the Legislature for the
Superintendent of Public Instruction (SPI) to allocate funds
designated for STEM education, including state, federal or
private funds, consistent with the definitions set forth in
the provisions of this bill.
FISCAL EFFECT : This bill is keyed non-fiscal.
COMMENTS : The STEM Pathways Project Plan submitted to the
Legislature in 2009 by the K-20 California Educational
Technology Collaborative and the California Virtual Campus finds
that, "California is currently facing a workforce challenge of
major proportions. Even as the state faces record levels of
employment, California is on the brink of a skilled workforce
shortage. The development of a skilled workforce is essential
for the state to regain its economic footing and for its
residents to fully participate in the knowledge-based global
economy." The author notes that workforce projections by the
United States Department of Labor for 2018 show that "nine of
the 10 fastest-growing occupations that require at least a
bachelor's degree will require significant scientific or
mathematical training." In November of 2009, President Obama
launched the "Educate to Innovate" campaign in STEM education,
as a nationwide effort that includes over $260 million in
public-private investments to promote science and math
achievement.
In an attempt to give more focus and attention to STEM
education, this bill codifies definitions related to STEM
education such as specifying that STEM education is the
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integration of the four disciplines of science, technology,
engineering, and mathematics into comprehensive and real-world
approaches to teaching and learning, and defining STEM as
courses or sequences of courses that prepare pupils for
occupations and careers that require technically sophisticated
skills including, the application of mathematical and scientific
skills and concepts. According to the author, the definitions
in this bill were derived from the Triangle Coalition, a
nonprofit organization comprised of representation from
business, education, and scientific and engineering societies,
and from the California STEM Innovation Network, an education
and business coalition.
This bill codifies STEM education definitions but it shall be
noted that this bill does not create requirements on districts
to implement STEM programs. The author suggests that this bill
will provide teachers more direction to be able to facilitate
student transitions into STEM areas, and to build interest in
STEM and STEM-related fields by making math and science content
more relevant. Curriculum content delivered in schools is
guided by California's content standards and curriculum
frameworks which provide teachers a blueprint for curriculum and
instruction by describing the scope and sequence of the
knowledge and skills all students need to master in a specific
subject area. This bill also includes broad specifications of
what may be included in STEM education in grades 1-12,
inclusive. An argument could be made that having some
definitions and some general guidelines in code may encourage
the development of more STEM education programs. Similarly, it
can be argued that codifying such definitions may potentially
limit a school district's ability to provide STEM courses that
do not prepare students for occupations or careers in STEM
fields.
This bill expresses legislative intent that the SPI allocates
funds designated for STEM education consistent with the
definitions in this bill. According to information provided by
the author, there are existing sources of funding dedicated to
STEM education, and having definitions in state law that provide
guidance in developing STEM programs may enhance California's
opportunities to participate in such programs.
Analysis Prepared by : Marisol Avina / ED. / (916) 319-2087
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