BILL ANALYSIS Ó
SENATE COMMITTEE ON EDUCATION
Carol Liu, Chair
2013-2014 Regular Session
BILL NO: AB 1750
AUTHOR: Alejo
AMENDED: May 23, 2014
FISCAL COMM: Yes HEARING DATE: June 18, 2014
URGENCY: No CONSULTANT:Lynn Lorber
SUBJECT : Ethnic studies.
SUMMARY
This bill requires the Instructional Quality Commission to
evaluate existing standards, curricula, programs and
training regarding ethnic studies at the high school level,
and make recommendations for establishing a "California
Cultures" multicultural or ethnic studies course that can
be incorporated into existing high school curriculum.
BACKGROUND
Academic content standards define the knowledge, concepts,
and skills that students should acquire at each grade
level. Curricular frameworks are the blueprint for
implementing the standards, and include criteria by which
instructional materials are evaluated.
History-social science framework
The history-social science framework was last adopted in
2005. A review of this framework was underway and nearly
complete when the state suspended the process due to budget
constraints. The process for reviewing frameworks has been
suspended since July 28, 2009. The State Board of
Education (SBE) is specifically prohibited from reviewing
frameworks and adopting instructional materials until the
2015-16 school year. However, the SBE is authorized to
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revise the history-social science framework but only upon
completion of work related to the development of frameworks
for the common core standards in English language arts and
mathematics. (Education Code § 60200.7 and § 60200.8)
Course of study
Current law requires:
1) Instruction in social sciences to include the early
history of California and a study of the role and
contributions of both men and women, Native Americans,
African Americans, Mexican Americans, Asian Americans,
Pacific Islanders, European Americans, lesbian, gay,
bisexual, and transgender Americans, people with
disabilities, and members of other ethnic and cultural
groups, to the economic, political and social
development of California and the United States, with
particular emphasis on portraying the role of these
groups in contemporary society. (EC § 51204.5)
2) The adopted course of study for grades 7-12 to
include, among other subjects, social sciences. This
instruction is to provide a foundation for
understanding, among other topics and events, the
history, resources, development and government of
California and the United States; the relations of
people to their human and natural environment; eastern
and western cultures and civilizations; human rights
issues. (EC § 51220)
Model curriculum
Current law requires:
1) The Superintendent of Public Instruction (SPI) to
develop or revise a model curriculum on the life and
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work of Cesar Chavez and submit the model curriculum
to the State Board of Education for adoption. The SPI
is required to distribute the model curriculum to each
school upon adoption. (EC § 37220.6)
http://www.cde.ca.gov/be/pn/nr/documents/chavez020602.p
df#search=model%20curriculum&view=FitH&pagemode=none
2) The Model Curriculum for Human Rights and Genocide,
adopted by the State Board of Education, to be made
available to schools serving grades 7-12 when funding
is available, and requires the Model Curriculum to be
available on the website of the California Department
of Education. (EC § 51226.3)
http://www.cde.ca.gov/ci/hs/im/documents/modelcurrichrg
enoc.pdf#search=model%20curriculum&view=FitH&pagemode=n
one
Instructional Quality Commission
The Instructional Quality Commission (IQC), formerly called
the Curriculum Development and Supplemental Materials
Commission, is an advisory body to the State Board of
Education (SBE) on matters related to curriculum,
instructional materials. The IQC is charged with
developing and revising curricular frameworks and criteria
by which instructional material are evaluated. (EC § 33530
et seq.)
ANALYSIS
This bill requires the Instructional Quality Commission
(IQC) to evaluate existing standards, curricula, programs
and training regarding ethnic studies at the high school
level, and make recommendations for establishing a
"California Cultures" multicultural or ethnic studies
course that can be incorporated into existing high school
curriculum. Specifically, this bill:
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1) Requires the IQC to identify:
a) Model programs, standards, and
curricula relating to ethnic studies at the high
school level.
b) Factors to train teachers to work
effectively with diverse students and families
and to encourage respect for diversity in the
classroom.
2) Requires the IQC to prepare a report that does at
least all of the following:
a) Reviews the most current research
on ethnic studies for secondary education.
b) Reviews and evaluates existing
standards, curricula, programs and training
regarding ethnic studies for secondary education.
c) Identifies the best practices and
standards for establishing and implementing
ethnic studies in public high schools.
d) Assesses the adequacy of current
ethnic studies courses in California public high
schools.
e) Makes recommendations for
establishing a "California Cultures"
multicultural or ethnic studies course that can
be incorporated into existing high school
curriculum.
3) Authorizes the IQC to consult with experts on ethnic
studies, multiculturalism or diversity, including but
not limited to:
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a) Representatives from the California
Department of Education.
b) Representatives from the University of
California.
c) Representatives from the California State
University.
d) Academic faculty, researchers, and
scientists with backgrounds in ethnic studies,
American studies, history, education, psychology,
or medicine.
e) Representatives from
community-based organizations concerned with
student issues or civil rights.
f) Representatives from professional
associations relating to ethnic studies.
g) Classroom teachers who are
currently teaching in California public high
schools.
h) Public school board members with
expertise in multicultural or ethnic studies.
Encourages the IQC, in choosing experts with which to
consult, to ensure that current classroom teachers in
public high schools are principally and meaningfully
consulted.
4) Requires the IQC to submit the report to the Governor
and the Legislature by January 1, 2017, and requires
the report to be posted on the California Department
of Education's website.
5) Provides that this bill is to be implemented only to
the extent that funds are available to the IQC, from
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any source, and sunsets the provisions of this bill on
January 1, 2019.
6) Provides that this bill applies to the University of
California to the extent that the Regents adopt an
appropriate resolution.
STAFF COMMENTS
1) Existing ethnic studies curriculum . The current and
draft revision of the history-social science framework
contains an elective course in Ethnic Studies, but is
included in the framework only for grade 9. The
course is described as follows:
"Ethnic Studies is an interdisciplinary field of study that
encompasses many subject areas including history,
literature, economics, sociology, and political
science, among others. In this course, students focus
on an in-depth comparative study of the history,
politics, culture, contributions, challenges, and
current status of ethnic groups in the United States.
It is also important for students to learn the
national origins of ethnic groups and their
transnational linkages. In Ethnic Studies, students
examine the process of racial and ethnic formation of
ethnic minorities in a variety of contexts: political,
legal, social, historical, economic, and cultural.
The course concentrates, to a great extent, on the
experiences of various ethnic minorities in the United
States and the ways in which their experiences were
impacted by the issues of race, ethnicity, class,
gender, and the interaction among different ethnic
groups. Students will also address how individuals
within specific ethnic groups think and feel about
themselves and their group as it can be represented by
literature, memoirs, art, and music. To understand
ethnic identity in their local communities, students
can volunteer with local community organizations and
centers that serve specific ethnic populations."
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According to the data collected by the California
Department of Education (CDE), in the 2012-13 school
year, 100 schools enrolled 4,379 students in ethnic
studies courses. This bill requires the Instructional
Quality Commission to make recommendations for
establishing a "California Cultures" multicultural or
ethnic studies course for all high school grade
levels, and would therefore offer a statewide, uniform
curriculum for grades 9-12.
2) Role of the Instructional Quality Commission . The
Instructional Quality Commission (IQC) develops
frameworks and evaluation criteria for instructional
materials, and recommends them for adoption by the
State Board of Education. This bill, among other
things, requires the IQC to evaluate existing
standards, curricula, programs and training regarding
ethnic studies at the high school level. It appears
that it is within the scope of the IQC's duties to
evaluate existing programs, practices and resources
relative to standards, curricula, and current ethnic
studies courses. This bill specifically authorizes
the IQC to consult with the California State
University and University of California, which will be
critical to the evaluation and identification of
factors relative to professional development for
teachers. Further, it may be beneficial for the IQC
to consult with the Commission on Teacher
Credentialing regarding teacher preparation programs.
3) Timing . The State Board of Education (SBE) is
authorized to revise the history-social science
framework upon completion of work related to the
development of frameworks for the common core
standards in English language arts and mathematics.
The updated framework for mathematics was adopted by
the SBE on November 6, 2013. The updated framework
for English language arts is in the final stages, and
is expected to be adopted by the SBE in July 2014.
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The Instructional Quality Commission is expected to
complete the process of updating the history-social
science framework in February 2015, with adoption by
the SBE expected in May 2015.
4) Fiscal impact . According to the Assembly
Appropriations Committee, this bill would impose:
a) General Fund costs in the range of $250,000
to $300,000 for CDE 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.
b) General Fund and Proposition 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.
5) Related legislation specific to history-social
science . SB 1057 (Corbett) requires the
Superintendent of Public Instruction to convene a
group of history-social science experts to revise the
history-social science standards by March 30, 2018,
and requires the State Board of Education to adopt,
reject or modify the revised standards by July 30,
2018. SB 1057 is scheduled to be heard in the
Assembly Education Committee on June 25.
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SB 1380 (Wyland), among other things, requires the
Instructional Quality Commission to consider including
the Armenian Genocide in the next revision of the
history-social science framework. SB 1380 is
scheduled to be heard in the Assembly Education
Committee on June 25.
AB 659 (Nazarian) among other things, requires the
Instructional Quality Commission to include the
Armenian Genocide in the next revision of the
history-social science framework. AB 659 is pending
in this Committee.
AB 1915 (Nazarian), among other things, requires the
Instructional Quality Commission to consider including
the Armenian, Cambodian, Darfur, and Rwandan genocides
in the next revision of the history-social science
framework. AB1915 is scheduled to be heard in this
Committee on June 18.
SB 521 (Wyland) requires the CDE and SBE to request the
Instructional Quality Commission to revise the
history-social science frameworks to include the
comparative differences between the rights of citizens
in America and those in other countries, and the
connection of civics and American government to
western civilizations. SB 521 was never heard.
SB 1419 (Wyland) encourages instruction in social sciences
to include instruction on the American military
conflicts in Afghanistan and Iraq, and include a
component drawn from personal testimony. SB 1419 was
never heard; its contents were amended into SB 1380.
SB 897 (Steinberg), among other things, requires the
Instructional Quality Commission to consider whether
and how to incorporate the College, Career, and Civic
Life (C3) Framework for Social Studies State Standards
into the history-social science framework. SB 897 is
scheduled to be heard in the Assembly Education
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Committee on June 25.
AB 2110 (Ting) requires the Instructional Quality
Commission to consider incorporating computer science
curriculum content into the mathematics, science,
history-social science, and language arts curriculum
frameworks, as it deems appropriate. AB 2110 is
scheduled to be heard in this Committee on June 25.
SB 945 (Morrell) adds, beginning with the 2018-19 school
year, a summative assessment in history-social science
to the state assessment system. SB 945 failed passage
in this Committee.
6) Prior legislation . AB 2001 (Diaz, 2002) was very
similar to this bill. AB 2001 was vetoed by the
Governor, whose veto message read:
While I support encouraging respect for
diversity and educating children about the
impact of California's different ethnic
groups, this bill is duplicative of existing
efforts. Current law specifically requires
instruction about various ethnic groups and
existing teacher training programs already
train teachers in how to work with pupils from
diverse backgrounds. In addition, existing
state academic content standards and
curriculum frameworks include substantial
discussion of the history and contributions of
various ethnic groups, and how to implement
programs teaching this information.
SUPPORT
California Faculty Association
California Immigrant Policy Center
California School Boards Association
California Teachers Association
Hermandad Mexicana Humanitarian Foundation
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InnerCity Struggle
Mexican American Political Association
San Francisco Unified School District
SIATech
OPPOSITION
None on file.