BILL ANALYSIS Ó
AB 1764
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Date of Hearing: April 9, 2014
ASSEMBLY COMMITTEE ON EDUCATION
Joan Buchanan, Chair
AB 1764 (Olsen and Buchanan) - As Introduced: February 14,
2014
SUBJECT : School curriculum: mathematics: computer science
SUMMARY : Allows a school district to award mathematics credit
for completion of a California State University (CSU) and
Universities of California (UC) approved "category c" computer
science course, if the district requires more than two years of
mathematics courses for graduation. Specifically, this bill :
1)Specifies that for those districts whose graduation
requirements exceed the state required minimum of two years of
mathematics, the district may award a pupil mathematics course
credit for successfully completing a course in computer
science, so long as that course is approved for "category c"
credit by the CSUs/UCs.
2)Clarifies that "category c" courses refers to the "a-g"
requirements for the UCs and CSUs admission requirements.
EXISTING LAW
1)Makes Legislative findings recognizing that an increase in the
integration of computers and computer technology into
California's economy has profound implications for
California's society and the state's educational policy.
2)Declares a policy for the state of California that all
students in grades 1 - 12 shall have equitable access to
educational programs designed to strengthen technological
skills, including, but not limited to, computer education
programs and that funds appropriated for these educational
programs have the goal of ensuring equitable access to those
programs for all students.
3)Requires students in grades 9 - 12, inclusive, to take three
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courses in English, two courses in mathematics, two courses in
science, three courses in social studies, one course in visual
or performing arts, foreign language, or career technical
education, and two courses in physical education. It also
authorizes school districts to implement additional
requirements in order to receive a diploma of graduation from
high school.
FISCAL EFFECT : This bill is keyed as non-fiscal by Legislative
Counsel.
COMMENTS : By allowing computer science to count for a high
school mathematics credit, this bill provides an essential
incentive for more students to take computer science courses
while in high school. By providing students with an
opportunity to gain essential knowledge and skills in the
field it may also result in more students pursuing computer
science in in their postsecondary education. In an effort
to encourage rigorous courses that speak to computer
science, rather than the use of technology, this bill
suggests that districts should offer mathematics credit only
when those courses are approved by the CSUs/UCs for
"category c" credit, which represents the mathematics course
requirements.
Existing law requires each local board of education to adopt
graduation requirements, using the state mandated
requirements as a minimum standard. These graduation
requirements must align with the locally adopted course of
study. A course of study is a scope and sequence of classes
that are designed to meet the specific topics identified in
statute. Existing law requires a local governing board to
adopt courses of study, for grades 7 - 12, that includes
instruction in the following areas of study: English, social
sciences, foreign language(s), physical education, science,
mathematics, visual and performing arts, applied arts,
career technical education, and automobile drivers
education. Within these instructional areas, the
legislature has specified specific skills or concepts that
must be included. Using mathematics as an example, a local
governing board must adopt a course of study that includes
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instruction in mathematical concepts, operational skills,
and problem solving. The local governing board is then left
to determine how each particular class, as conducted within
its district, supports its course of study. Additionally,
under existing law, a local governing board may offer a wide
variety of classes that support a course of study; for
example, a computer science class that supports its adopted
course of instruction in mathematics may be appropriate for
mathematics course credit and in turn, that course may be
counted towards the minimum graduation requirement. While
this bill does not affect this existing discretion of a
local governing board, it does encourage a new approach in
order to increase access to rigorous, mathematics based
computer science courses.
The "a-g" Requirements
Many high school students choose their courses based on a
particular course's ability to satisfy the admission eligibility
requirements for the CSUs/UCSs. One of these admission
requirements is the "subject requirement" which is commonly
referred to as the 'a-g' requirements, and requires students to
"complete a pattern of 15 college-preparatory courses drawn from
the areas of history/social science, English, math, lab science,
a language other than English, the visual and performing arts
and a college-preparatory elective" with each subject area
labeled with a letter "a" - "g".<1> Unless a local governing
board designs computer science courses to meet the subject
requirements for mathematics, science, or another specified
subject, there would be little incentive for students in grades
9 - 12 to enroll in these courses. In order for a course to be
approved for "a-g" credit, an accredited and diploma-granting
high school must submit a list and description of its courses to
the CSUs/UCs. These institutions review the course "to ensure
students have attained both general academic knowledge and
essential analytical skills in order to succeed" at the
CSUs/UCSs.<2>
Because there are so many options to fill the elective
requirement, known as the "g" requirement, and few options to
fill the "a-f" requirements, students may be less likely to
enroll in a computer science course as a means to explore the
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<1> http://www.ucop.edu/agguide/ Accessed on February 18, 2014.
<2> http://www.ucop.edu/agguide/ Accessed on February 21, 2014.
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subject area. In moving forward with any comprehensive plan for
computer science, its place in the a-g requirements must be
carefully examined. However, in a crosswalk between its
Advanced Placement (AP) courses and the Common Core State
Standards, the College Board found significant alignment between
the AP Computer Science course and the Common Core State
Standards (CCSS) in Mathematics. According to the College
Board, the AP Computer Science course "emphasizes
object-oriented programming methodology with a concentration on
problem solving and algorithm development, and is meant to be
the equivalent of a first-semester college-level course in
computer science. It also includes the study of data structures,
design, and abstraction." Specifically, this crosswalk
concluded that the AP Computer Science course aligns to the CCSS
in mathematics by requiring, as a prerequisite, "knowledge of
basic algebra and functions as well as problem-solving skills."
Further, this "occurs primarily within the Standards in
Mathematical Practice and within the conceptual categories of
Algebra and Number and Quantity. A less concentrated alignment
to the [CCSS] is evident within the conceptual categories of
Functions and Geometry." While an AP course is not the only use
of computer science curriculum in the math curriculum, it is
illustrative of the overlap between these two content areas.
This bill recognizes this overlap and encourages districts to
construct computer science courses that allow students to
re-think traditional mathematics and explore meaningful computer
science curriculum.
Teacher certification
According to a report by the Computer Science Teachers'
Association, the certification for teachers of computer science
is a "deeply flawed system, typified by confusion about Computer
Science as a discipline, a dearth of clear and relevant
certification/licensure requirements, and a profound lack of
agreement (or perhaps understanding) about what teachers should
know and understand in order to be exemplary Computer Science
teachers."<3> Currently, California has three Single Subject
Teaching Credentials (Mathematics, Business, and Industrial and
Technology Education) and a supplementary authorization
(Computer Concepts and Applications) that authorize a teacher to
provide instruction in computer science. However, these varied
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<3> Bugs in the System: Computer Science Teacher Certification
in the U.S. (2013).
https://csta.acm.org/ComputerScienceTeacherCertification/sub/CSTA
_BugsInTheSystem.pdf . Accessed on February 21, 2014.
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approaches and emphases may lead to a disjointed and widely
disparate approach to computer science. In the absence of a
cohesive and comprehensive approach to computer science that
includes a thoughtful examination to the appropriate
authorization, this bill again takes a meaningful and cost
neutral approach to computer science in California's classrooms
that can be immediately implemented.
Related Legislation
ACR 108 (Wagner) (2014), designates the week of December 8,
2014, as Computer Science Education Week. This measure is
pending in the Assembly Education Committee.
AB 1530 (Chau) (2014), encourages the SPI to develop or, as
needed, revise a model curriculum on computer science, and to
submit the model curriculum to the SBE for adoption. This
measure is pending in the Assembly Education Committee.
AB 1539 (Hagman) (2014), requires the SBE to adopt computer
science academic content standards. This measure is pending in
the Assembly Education Committee.
AB 2110 (Ting) (2014), requires the SBE to incorporate computer
science curriculum content into the mathematics, science,
history-social science, and language arts curriculum frameworks,
as it deems appropriate. This measure is pending in the
Assembly Education Committee.
Previous Legislation
AB 887 (Atkins), Chapter 719, Statutes of 2011, established the
policy for the state of California that all students in grades 1
- 12 shall have equitable access to educational programs
designed to strengthen technological skills, including, but not
limited to, computer education programs and that funds
appropriated for these educational programs have the goal of
ensuring equitable access to those programs for all students.
This measure was not heard by the Assembly Education Committee.
ACR 88 (Torlakson), Resolution. Chapter 84, Statutes of 2010,
established, until January 1, 2014, the California Task Force on
Science, Technology, Engineering, and Mathematics Education for
the purpose of promoting the improvement of mathematics,
science, engineering, and technology education across the state.
The task force would consist of Members of the Legislature and
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experts appointed by the Speaker of the Assembly and the Senate
Committee on Rules. This measure passed out of the Assembly
Education Committee by a vote of 9 - 0.
SB 675 (Torlakson) (2007) require the State Department of
Education to conduct a needs assessment survey, including
specified components, of all school districts and county offices
of education to determine the availability and accessibility of
courses and coursework in the areas of career technology
education and computer literacy. This measure died in Assembly
Education without being heard, at the request of the author.
SB 1736 (Ackerman) (2005) establish the One-to-One Laptop
Computer Pilot Program to be administered by the SPI. This
measure died in Assembly Education without being heard, at the
request of the author.
REGISTERED SUPPORT / OPPOSITION :
Support
California Chamber of Commerce
California Teachers Association
Chamber of Commerce Mountain View
Children Now
Code.org
Computer Science Teachers Association
Computing in the Core
Entertainment Software Association
Microsoft
San Francisco Chamber of Commerce
San Jose Silicon Valley Chamber of Commerce
Silicon Valley Leadership Group
Southwest California Legislative Council
Students First
TechNet
Valley Industry and Commerce Association
Opposition
California School Boards Association
Analysis Prepared by : Jill Rice / ED. / (916) 319-2087
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