BILL ANALYSIS Ó
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|SENATE RULES COMMITTEE | AB 2548|
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THIRD READING
Bill No: AB 2548
Author: Weber (D)
Amended: 8/2/16 in Senate
Vote: 21
SENATE EDUCATION COMMITTEE: 8-0, 6/29/16
AYES: Liu, Block, Hancock, Huff, Leyva, Monning, Pan, Vidak
NO VOTE RECORDED: Mendoza
SENATE APPROPRIATIONS COMMITTEE: 7-0, 8/11/16
AYES: Lara, Bates, Beall, Hill, McGuire, Mendoza, Nielsen
ASSEMBLY FLOOR: 75-1, 6/1/16 - See last page for vote
SUBJECT: School accountability: statewide accountability
system
SOURCE: Children Now
Education Trust-West
DIGEST: This bill requires the State Board of Education (SBE)
to establish state performance standards for key indicators and
adopt an accountability system for K-12 public schools that is
aligned to the requirements of federal law, relies upon data
from specified key indicators, and ensures the creation of a
data and reporting system that provides meaningful and
accessible information on school and school district
performance.
ANALYSIS:
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Existing federal law:
1) Establishes the federal Every Student Succeeds Act (ESSA),
which requires states to establish accountability systems
that include the following indicators:
a) Proficiency in reading and math;
b) Graduation rates for high schools;
c) English language proficiency;
d) For elementary and middle schools, student growth or
another indicator that is valid, reliable, and statewide;
and
e) At least one other indicator of school quality or
success, such as measures of safety, student engagement,
or educator engagement.
2) Requires the accountability system to have substantial
weights on indicators a) through d) and, in aggregate,
indicators a) through d) must have much greater weight than
indicator e).
3) Requires states, at least once every three years, to
identify the lowest performing 5% of Title I schools and all
high schools with a graduation rate that is below 67% for
comprehensive support. (United States Code, Title 20, §
6301, et seq.)
Existing state law:
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1) Establishes the Local Control Funding Formula (LCFF),
requires local educational agencies (LEAs) to adopt and
annually update a Local Control and Accountability Plan that
includes a description of:
a) The annual goals, for all students and each subgroup,
to be achieved for each of the state priorities and for
any additional local priorities.
b) The specific actions the school district or county
office of education will take during each year to achieve
the goals, including any specific actions to correct any
deficiencies in regard to the state priorities. (Education
Code § 42238, et seq., § 52060 and § 52066)
2) Requires the SBE to adopt evaluation rubrics to assist:
a) A school district, county office of education or
charter school in evaluating its strengths, weaknesses,
and areas that require improvement.
b) A county superintendent of schools in identifying
school districts and charter schools in need of technical
assistance and the specific priorities upon which the
technical assistance should be focused.
c) The Superintendent of Public Instruction in
identifying school districts for intervention.
3) Requires the SBE to adopt, as part of the evaluation
rubrics, standards for school district and individual school
performance and expectations for improvement in regard to
each of the state priorities. (EC § 52064.5)
This bill:
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1) Requires the SBE to adopt a statewide accountability system,
to ensure alignment and fidelity with the state priorities
and federal law, that does all of the following:
a) Satisfies the accountability system requirements of
the federal ESSA.
b) Aligns the state's local control framework, which is
focused on identifying and supporting local educational
agencies with the additional need to identify, support,
and improve the highest need schools.
c) Relies upon data from specified key indicators (see #2
below) established pursuant to the evaluation rubrics.
d) Provides the California Collaborative for Educational
Excellence (CCEE), county superintendents of schools, and
the public with data to be used in a multi-tiered system
of review and assistance.
e) Ensures the creation of a data and reporting system
that provides meaningful and accessible information on
school and school district performance that is displayed
through an electronic platform.
Key indicators
2) Requires the key indicators for the accountability system to
include, if not already included by the SBE, all of the
following:
For elementary and middle schools
a) A measure of student achievement in at least English
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language arts, mathematics and science.
b) A measure of academic growth.
c) A measure of progress toward English proficiency.
d) A measure of chronic absenteeism.
e) A measure of school climate.
For high schools
f) A measure of student achievement in at least English
language arts, mathematics and science.
g) A measure of graduation rates.
h) A measure of progress toward English proficiency.
i) A measure of college and career readiness.
j) A measure of chronic absenteeism.
aa) A measure of school climate.
3) Requires the academic indicators in a)-c) and f)-h) above to
receive substantial weight and, in aggregate, much greater
weight than is afforded to all other indicators.
4) Requires the performance of subgroups to receive substantial
weight.
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5) Provides that the SBE is not precluded from including
additional statewide measures that can be disaggregated by
subgroup in the accountability system for purposes of
meaningful differentiation of all schools or from grouping
the measures into common clusters.
6) States legislative intent that the state will continue to
use the evaluation rubrics and all indicators identified as
state priorities and subgroups for purposes of continuous
improvement and to guide the provision of technical
assistance, support and intervention.
Alignment of state and federal accountability
7) Requires the SBE to do all of the following:
a) Set clear, ambitious, statewide standards for
performance and expectations for improvement toward each
of the key indicators described in #2 for students overall
and for each numerically significant subgroup.
b) Establish a mechanism to meaningfully differentiate
the performance of all public schools, to identify school
districts and county offices of education for intervention
or technical assistance on an annual basis based on
outcomes for all students and for each subgroup using the
key indicators (#2) and to do all of the following:
i) Distinguish multiple levels of performance for
purposes of continuous improvement, transparency,
meaningful stakeholder engagement, recognition, and
support, as specified.
ii) Support parents in making informed school
decisions on behalf of their children.
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iii) Enable school districts, county offices of
education, the California Department of Education, and
the CCEE to identify schools for recognition, support,
and assistance and ensure that support and assistance is
provided to at least those schools identified pursuant
to i).
c) Comply with all notification, stakeholder engagement,
school support, and improvement activities required by the
federal ESSA.
8) Requires the standards for improvement to be differentiated
by subgroup so that subgroups that start off at lower
performance levels make greater growth to achieve the
statewide standards.
Multiple levels of performance
9) Provides that the multiple level of performance includes the
identification of the following:
a) Not less than the lowest-performing 5% of all schools
receiving federal Title I funds and all public high
schools in the state failing to graduate one-third or more
of their students.
b) All schools in which any subgroup of students is
consistently underperforming, as determined by the SBE,
based on all of the key indicators in #2 and the
accountability system established pursuant to this bill.
c) All schools where any one subgroup of students, on its
own, would lead that school to be in the lowest 5% of
schools for students overall.
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Technical assistance and intervention
10)Requires the CCEE and county superintendents of schools, in
identifying appropriate assistance for a school or LEA, to
analyze data aligned with all the state priorities in order
to align the level of support, collaboration, and
intervention to the needs of LEAs or individual schools.
Digital dashboard
11)Requires that parents and the public have the ability to
easily access, compare, analyze, and summarize school
reports, student performance results, and the progress made
by schools and school districts in reaching all of the
state's LCFF and Local Control and Accountability Plan
priority areas.
12)States legislative intent to ensure that any Web-based data
and analysis tools should enable all stakeholders to readily
identify strengths and weaknesses, identify inequities
between schools and subgroups of students across multiple
measures, monitor academic achievement and improvement,
provide for meaningful differentiation, and enable users to
download data and reports in machine-readable formats.
Comments
Status of the new accountability system. The LCFF, among other
things, requires school districts and county offices of
education to develop and annually update a Local Control And
Accountability Plan that includes a description of the annual
goals to be achieved for each of the eight state priorities and
a description of the specific actions that will be taken to
achieve the identified goals of the district or county office of
education. Pursuant to the LCFF, the SBE is developing a new
accountability system that relies upon multiple measures (rather
than solely on test scores), and encompasses a system of
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continuous improvement and support for schools.
According to the SBE, the new accountability system will build
on the foundations of the LCFF, consisting of the Local Control
And Accountability Plan, the evaluation rubrics, and the CCEE
support structure. The SBE has taken several actions related to
the development of the new accountability system; some notable
recent actions include:
1) Approved a set of indicators that form the foundation for
the new multiple measures accountability system:
a) Student test scores and individual growth.
b) Progress of English learners toward English
proficiency.
c) Graduation rates.
d) Measures of student engagement including suspension
rates (and chronic absence when available at the state
level).
2) Approved a measure of college and career readiness, as
specified.
3) Approved a methodology for establishing standards for
specified state priorities.
4) Approved inclusion of a standard for the use of local
climate surveys to support a broader assessment of
performance.
5) Approved inclusion of an Equity Report, which identifies
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instances where any student subgroup is in the two lowest
performance categories on a state indicator.
6) Directed staff to develop, in advance of the September 2016
SBE meeting, a proposed timeline through the end of the 2017
calendar year that addresses the further developmental work
after approval of the initial phase of the evaluation
rubrics, as specified.
7) Approved a method for calculating performance as a
combination of outcome and improvement, allowing performance
to be differentiated at the school, district and county
office of education levels as well as for student subgroups.
FISCAL EFFECT: Appropriation: No Fiscal
Com.:YesLocal: Yes
According to the Senate Appropriations Committee:
Unknown, but likely significant costs in the hundreds of
thousands, to the California Department of Education related
to the creation of a data and reporting system on school
performance according to the specifications provided in this
bill. (General Fund)
Possible reimbursable state mandate costs for county
superintendents of schools to analyze data related to the
state priorities to align the level of support and
intervention provided to the needs of the LEAs. See staff
comments. (Proposition 98)
SUPPORT: (Verified8/12/16)
Children Now (co-source)
Education Trust-West ((co-source)
Californians Together
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OPPOSITION: (Verified8/12/16)
None received
ASSEMBLY FLOOR: 75-1, 6/1/16
AYES: Achadjian, Alejo, Travis Allen, Arambula, Atkins, Baker,
Bigelow, Bloom, Bonilla, Bonta, Brough, Brown, Burke,
Calderon, Campos, Chang, Chau, Chávez, Chiu, Chu, Cooley,
Cooper, Dababneh, Dahle, Daly, Dodd, Eggman, Frazier, Beth
Gaines, Gallagher, Cristina Garcia, Eduardo Garcia, Gatto,
Gipson, Gomez, Gonzalez, Gordon, Gray, Grove, Harper, Roger
Hernández, Holden, Irwin, Jones, Jones-Sawyer, Kim, Lackey,
Levine, Linder, Lopez, Low, Maienschein, Mathis, Mayes,
McCarty, Melendez, Mullin, Nazarian, Obernolte, O'Donnell,
Olsen, Patterson, Quirk, Ridley-Thomas, Salas, Santiago,
Steinorth, Mark Stone, Ting, Wagner, Waldron, Weber, Wilk,
Williams, Rendon
NOES: Medina
NO VOTE RECORDED: Hadley, Rodriguez, Thurmond, Wood
Prepared by:Lynn Lorber / ED. / (916) 651-4105
8/15/16 20:30:00
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