BILL ANALYSIS Ó
AB 1750
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Date of Hearing: April 30, 2014
ASSEMBLY COMMITTEE ON APPROPRIATIONS
Mike Gatto, Chair
AB 1750 (Alejo) - As Amended: April 22, 2014
Policy Committee: EducationVote:5-1
Urgency: No State Mandated Local Program:
No Reimbursable: No
SUMMARY
This bill requires the identification of, and a report on, model
curriculum relating to ethnic studies at the high school level.
Specifically, this bill :
1)Requires the Instructional Quality Commission (IQC) to
identify model programs, standards, and curricula relating to
ethnic studies at the high school level and requires the IQC
to identify factors to train teachers work effectively with
diverse pupils and families and encourage respect for
diversity in the classroom.
2)Requires the IQC to prepare and submit a report, no later than
January 1, 2016, that at a minimum: Reviews the most current
research on ethnic studies for secondary education; reviews
and evaluates existing standards, curricula, programs, and
training related to ethnic studies; identifies the best
practices and standards for establishing and implementing an
ethnic study program; assesses the current ethnic studies
courses in California's high schools; and makes
recommendations for establishing an ethnic studies course that
can be incorporated into existing high school curriculum.
3)Requires the IQC to consult with a variety of experts for the
purpose of preparing the report, including representatives
from University of California, California State University,
academic faculty and researchers with backgrounds in ethnic
studies, community based organizations, California public
school teachers, and school board members, as specified.
4)Repeals the requirements of the bill on January 1, 2019 and
makes the bill contingent upon the availability of state,
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federal or other non-state funding sources.
FISCAL EFFECT
1)General Fund costs in the range of $250,000 to $300,000 for
the California Department of Education to prepare the report,
including research, review and evaluation of existing
standards, curricula, programs and training, and
identification of best practices, as well as other
administrative functions and requirements. These costs assume
two years of work, rather than the one year provided for in
the bill, as this is a more appropriate and workable
timeframe. The bill also requires CDE to consult with experts
as they implement the provisions of the bill. To the extent
stipends or other expenses would need to be paid, the costs to
CDE could increase.
1)GF/98 cost pressure, potentially in the millions, to the
extent high schools elect to create new courses based on the
recommendations in the report. There are 1,305 high schools in
California. Currently districts have the ability to offer
ethnic studies courses at their discretion. Should the
districts decide to offer additional ethnic studies courses
based on the report, they would incur the costs for developing
new courses, staffing the positions, monitoring the courses,
and purchasing curriculum.
COMMENTS
1)Purpose. Courses in ethnic studies typically explore the
issues of race, ethnicity, and culture, with the goal of
preparing all pupils to engage in the responsibilities of
citizenship in an increasingly multicultural global society.
California has one of the largest and most diverse student
populations in the country. According to the author,
traditional ethnic minorities account for more than 71% of the
student population-with Latinos alone accounting for 52%.
Given California's annual increase in diversity, it is
especially important that students build knowledge of the
various racial and ethnic groups of our state.
2)Background. California curriculum is based on state-adopted
content standards. The curriculum frameworks are guidelines
for implementing the standards that are developed by the IQC
(also referenced in statute as the "commission") and approved
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by the State Board of Education (SBE). The history/social
science standards were developed in 1998 and the
history/social science curriculum framework was last revised
in 2005. A review and update of the History-Social Science
Framework was underway and nearly complete when the state
suspended the process in 2009 due to fiscal constraints.
SB 1540 (Hancock), Chapter 288, Statutes of 2012, authorizes
the SBE to consider the adoption of a revised curriculum
framework and evaluation criteria for instructional materials
in history/social science, but prohibits the CDE from
conducting any such work until after CDE has completed work
related to the development of curriculum frameworks for the
common core content standards, which is anticipated to be
2015. The existing draft framework for history/social science
includes an elective course for grade 9 that explores Ethnic
Studies.
3)According to the data collected by the CDE, in the 2011-12
school year, 100 schools, in 61 different districts, enrolled
6,162 students in ethnic studies courses.
4)Previous Legislation
AB 2001 (Diaz) (2002) required the Curriculum Development and
Supplemental Materials Commission (Commission) within the CDE
to identify model programs, standards, and curricula relating
to ethnic studies at the high school level. This bill was
vetoed by Governor Gray Davis.
Analysis Prepared by : Misty Feusahrens / APPR. / (916)
319-2081