BILL ANALYSIS Ó
SB 611
Page 1
Date of Hearing: July 6, 2011
ASSEMBLY COMMITTEE ON EDUCATION
Julia Brownley, Chair
SB 611 (Steinberg) - As Introduced: February 17, 2011
ÝThis bill was referred to and heard by the Assembly Higher
Education Committee as it relates to the issues under its
jurisdiction]
SENATE VOTE : 26-11
SUBJECT : Public postsecondary education: the University of
California
SUMMARY : Requests the Regents of the University of California
(UC) to establish and maintain the University of California
Curriculum Integration Institute (UCCII) to be administered by
the President of the UC and to accomplish the specified goals.
Specifically, this bill :
1)Requests the UC Regents to establish and maintain the UCCII,
subject to availability of funds in the annual Budget Act, the
availability of federal or private funds, or any combination
thereof, and requires the UCCII to accomplish both of the
following:
a) Facilitate statewide collaboration and innovation in
providing California pupils career-oriented, integrated
academic and technical education content in a manner that
provides pupils with opportunities to experience the
application of subject matter content within high-priority
industry sectors among those identified in the California
Career Technical Education Model Curriculum Standards (CTE
standards) as adopted by the State Board of Education
(SBE); and,
b) Develop, disseminate, and promote career-oriented,
integrated academic and technical education courses that
meet course requirements for admission to the UC and the
California State University (CSU), and align with
high-priority industry sectors among those identified in
the CTE standards.
2)Requires the President of the UC, in consultation with
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appropriate state entities, industry leaders, representatives
of organized labor, educators, and other parties, to determine
the priority among the industry sectors for purposes of
accomplishing the specified goals.
3)Requests the UC Regents to establish procedures and forms to
administer the UCCII only if the regents, by resolution, make
these provisions applicable.
4)Makes several findings and declarations, including that the
UCCII:
a) Has begun developing coursework that can accelerate
significant and needed changes in the way California pupils
learn in the classroom, and can keep more pupils engaged in
school through applied learning opportunities that prepare
them for college and career;
b) Brings together high school teachers and experts from
across the state and nation to develop model courses that
provide pupils with rigorous academic content linked to
real world applications; and,
c) Connects kindergarten and grades 1 to 12, inclusive
(K-12), educators with faculty and instructors in a number
of disciplines from the UC, the CSU, California Community
Colleges (CCC), private higher education institutions, and
statewide career technical education (CTE) associations to
develop high school curriculum based on career-oriented,
integrated academic and technical education content.
5)Expresses the intent of the Legislature to see rapid
implementation and scaling of the UCCII, and to that end,
expresses intent, subject to availability of funds in the
annual Budget Act, the availability of federal or private
funds, or any combination thereof, that the UCCII:
a) Facilitate no less than 10 convenings annually;
b) Serve at least 500 educators each year; and,
c) Have developed no less than 250 courses by January 1,
2015.
6)Makes findings and declarations regarding California's high
pupil dropout rate; the number of jobs that will require
training or education beyond high school; and the need for a
more integrated approach to learning that combines academics
with career education that can create more options for
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students after high school, whether they choose college or
career.
EXISTING LAW :
1)Establishes the CTE Pathways Initiative, requiring the Board
of Governors (BOG) of the CCC to assist economic and workforce
regional development centers and consortia to improve CTE
education pathways between high schools and CCC and requiring
the CCC Chancellor to develop, implement and report on a
strategy for CTE Pathway Initiative program objectives and
outcomes.
2)Requires districts maintaining any of grades 7-12, inclusive,
to offer to all otherwise qualified pupils in those grade
levels a course of study that fulfills the requirements and
prerequisites for admission to California's public
institutions of postsecondary education.
3)Requires districts maintaining any of grades 7-12, inclusive
to offer to all otherwise qualified pupils a course of study
that provides an opportunity for pupils to attain entry-level
employment skills in business or industry upon graduation from
high school.
4)Requires the Superintendent of Public Instruction (SPI) to
coordinate the development of model curriculum standards for
the course of study required for high school graduation and
for a CTE course of study necessary to assist school districts
with complying with provisions of existing law.
FISCAL EFFECT : According to the Senate Appropriations
Committee, cost pressures of up to $4 million annually.
COMMENTS : There has been much interest in the issue of
reforming high schools and improving opportunities for pupils in
California schools that prepare them for both college and
careers and to restructure curriculum in a way that integrates
both academic and career technical education. In working
towards that goal, school districts around the state have
increasingly implemented programs that integrate academic and
CTE content into career-themed sequences of courses that meet
the eligibility criteria for admission to UC and CSU (A-G
requirements). The UCCII brings together CTE and core academic
high school teachers, university faculty and other experts to
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develop model high school courses that meet the A-G requirements
and make these model courses available to districts across the
state. This bill establishes the UCCII in statute and expresses
intent to expand its activities.
A-G courses : In order to be considered for freshman admission to
UC and CSU, high school students must follow an articulated
sequence of courses in specified subject areas and meet other
criteria. The Board of Admissions and Relations with schools
(BOARS) establishes the subject areas and pattern of courses
required for minimum eligibility for freshman admission to the
UC. These requirements are known as the A-G requirements, and
the CSU system also accepts courses certified by BOARS as
minimum eligibility requirements. The A-G requirements consist
of 15 courses and three recommended courses as follows:
----------------------------------------------
|History/Social Science - 2 years required |
|----------------------------------------------|
|English - 4 years required |
|----------------------------------------------|
|Mathematics - 3 years required, 4 years |
|recommended |
|----------------------------------------------|
|Laboratory Science - 2 years required, 3 |
|years recommended |
|----------------------------------------------|
|Language Other than English - 2 years |
|required, 3 years recommended |
|----------------------------------------------|
|Visual and Performing Arts - 1 year required |
|----------------------------------------------|
|College-Preparatory Electives - 1 year |
|required |
----------------------------------------------
In recent years, greater attention has been placed on issues
related to the development and expansion of A-G courses that
include an academically rigorous CTE component. According to a
2010-11 CDE report, since the 2001-02 year, the number of CTE
courses accepted for A-G approval has increased dramatically.
In 2001, UC had approved just 258 CTE courses. Today, over
8,389 CTE courses are approved to meet UC A-G admission
requirements or about 35.5% of the 23,600 CTE courses offered in
California schools, according to the aforementioned report.
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Establishment and purpose of UCCII : The CTE Pathways Initiative
was established by SB 70 in 2005 to support the development of
local/regional K-12 and CCC partnerships for purposes of
improving CTE at both the community college and secondary level.
In 2005, the amount of $20 million dollars was allocated from
the Community College reversion account to fund SB 70
activities, and in 2006 additional funds were allocated through
the enactment of SB 1133 (Torlakson), Chapter 751, Statutes of
2006, for five additional years through the 2013-14 fiscal year.
Among the projects funded through this initiative is the UCCII,
established in 2008 by the UC Office of the President to assist
high school teachers create A-G approved courses for adoption in
high schools across the state. Additionally, the UCCII trains
teachers as expert developers of integrated curriculum, and
provides curriculum development tools and resources to all
California educators.
The UCCII brings together academic and CTE high school teachers,
administrators, and experts from across California for trainings
dedicated to develop A-G courses and to design innovative model
courses that integrate CTE and A-G curriculum that can be
implemented statewide. High schools can adopt these courses
without having to resubmit the courses for A-G approval.
According to the 2010 CTE Pathways Initiative report, the UCCII
has offered tools, resources and support to high school teachers
seeking A-G approval for CTE courses, and thus has led to an
increase in the number of approved CTE courses. According to
information provided by the author in 2010, the UCCII held two
convenings that resulted in the development and approval of five
courses, three in math, one in visual and performing arts, and
one elective. Additionally, 2 courses are pending faculty
review, and six are under development.
The bill expresses the intent to expand the UCCII to facilitate
no less than 10 convenings each year, serve at least 500
educators and develop at least 250 courses by January 1, 2015.
However, the UCCII pilot program is funded through SB 70, which
is scheduled to sunset on June 30, 2014, thus it is unclear as
to how the expected growth of this project will be funded in
future years.
Academic and CTE curriculum integration : The integration of
career based themes and content across all subject areas is a
promising approach that would give students the opportunity to
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access both core content and CTE without having to choose one
over the other. Research has shown that pupils that complete
both an academic and a CTE sequence of courses in high school
have the greatest likelihood of being employed in professional,
managerial, or skilled jobs and have the greatest likelihood of
being enrolled in postsecondary education. Proven and promising
programs like the California Partnership Academies and multiple
pathway programs promote CTE course sequences with academic
coursework as integral components to prepare pupils for college
and careers. A previously enacted measure, AB 2648 (Bass,
Carter & Furutani), Chapter 681, Statutes of 2008, required the
Superintendent of Public Instruction (SPI) to develop, in
conjunction with specified individuals, a report that explores
the feasibility of expanding and establishing career multiple
pathway programs. The courses developed through this
integration of CTE and academic content could work to relieve
the concerns that students who take an applied course sequence
cannot be eligible for the UC or CSU, and that students who
complete the A-G sequence will have no room in their schedule
for CTE courses.
Suggested technical amendments : The bill requires the UCCII to
facilitate statewide collaboration and innovation in providing
pupils career-oriented, integrated academic and technical
education content. However the bill does not specify who will
participate in this collaboration. Staff recommends an
amendment to specify that the UCCII shall facilitate
collaboration among secondary grade level teachers, faculty and
instructors from various disciplines from the University of
California, the California State University, California
Community Colleges, private higher education institutions, and
statewide career technical education associations. This
language is consistent with the findings and declarations in the
bill.
The bill requires the President of the UC to consult with
appropriate state entities, industry leaders, representatives of
organized labor, educators and other parties to determine the
priority among the industry sectors. However, the term "other
parties" is overly broad, so in requiring the UC President to
consult with other parties, it is not clear as to who the other
parties are. Staff recommends clarifying this language. The
author's intent was to allow the UC President to have the
flexibility to consult with other individuals that may not be
listed in the bill, hence the author offers the following
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amendment for purposes of clarification: on pate 5, delete lines
4-8, inclusive and insert: For purposes of subdivision (a), the
President of the University of California shall determine the
priority among the industry sectors in consultation with, but
not limited to, educators, industry leaders, representatives of
organized labor, and appropriate state entities.
Additionally, in the findings and declarations on page 3,
paragraphs (2) and (3) of subdivision (b), the language is
inconsistent regarding the grade levels of teachers that
participate in the UCCII. In paragraph (2) it mentions high
school teachers and in paragraph (3), it mentions kindergarten
and grades 1-12, inclusive educators. According to the author,
the UCCII involves secondary level teachers and the language in
the bill should reflect this. Staff recommends an amendment to
make these two paragraphs consistent and reference "secondary
level teachers" in both paragraphs.
Lastly on page 2, line 13, in order to correct a drafting error,
strike "pupil" and insert "pupils."
Author's statement : In a Los Angeles Times op-ed the author
writes, "In a small conference facility and with little fanfare,
the University of California brought together a group of
teachers, researchers and administrators from across the state
and country to develop new ways to teach our children. Their
goal: Create high school courses that hold kids' interest and
better prepare them for college and/or careers. The UC's role
in a fundamental redesign of the educational experience is
critical, because it's the UC that defines rigor in California
high schools through its role as arbiter of which courses
qualify as college prerequisites. The California State
University system has linked itself to these eligibility
requirements as well, thus extending the UC's influence over
what and how many of our high schools students are taught,
whether they are college-bound or not."
This bill was heard and passed by the Assembly Higher Education
Committee on June 21, 2011 on a 6-2 vote.
Arguments in support : The Los Angeles Unified School District
writes, "We have seen, through the experience with our
Partnership Academies that the combination of coursework, that
is both rigorous and linked to real world careers, can engage
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and motivate students who are at risk of dropping out and can
create more options for them after high school graduation,
whether they choose college or career. This proposal goes far
to help develop these model courses for our students. For this
reason we support Senate Bill 611 (Steinberg)."
REGISTERED SUPPORT / OPPOSITION :
Support
University of California (Sponsor)
Association of Independent California Colleges and Universities
California Chamber of Commerce
California Postsecondary Education Commission
California State PTA
California Teachers Association
Children Now
Hispanas Organized for Political Equality
Los Angeles Area Chamber of Commerce
Los Angeles Unified School District
North State Building Industry Association
Opposition
None on file.
Analysis Prepared by : Marisol Aviña / ED. / (916) 319-2087