BILL ANALYSIS                                                                                                                                                                                                    

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       Date of Hearing:  April 19, 2016 


                                Eduardo Garcia, Chair

       AB 2719  
       (Eduardo Garcia) - As Amended April 12, 2016

       SUBJECT:  Workforce development:  out of school youth

       SUMMARY:  Adds out-of-school youth to the list of individuals who have  
       significant barriers to employment under the state statute relating to  
       the federal Workforce Innovation and Opportunity Act.  The bill also  
       requires a workforce development board to prioritize schools providing  
       free public high school diplomas over other providers, when making  
       recommendations to clients about the appropriate education provider to  
       assist them in earning a high school diploma.  Specifically, this  

       1)Adds out-of-school youth to the definition of Individuals with  
         Employment Barriers, as defined in federal law.   

       2)Defines "local workforce development system stakeholders" to mean  
         owners of businesses or other business executives with policymaking  
         or hiring authority, representatives of local area labor  
         organizations, representatives of community-based organizations that  
         have demonstrated experience in addressing the employment needs of  
         individuals with barriers to employment, and representatives of area  
         schools and colleges including, but not limited to, schools that  
         serve out-of-school youth through exclusive partnerships with any of  
         the following: 


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          a)   The California Workforce Development Board (CWD) or local  
            workforce development board;

          b)   Federally affiliated Youth Build programs;

          c)   Federal job corps training or instruction provided pursuant to  
            a memorandum of understanding with the federal provider; and 

          d)   The California Conservation Corp or local conservation corps  
            certified by the California Conservation Corp, as specified.

       3)Specifically identifies "out-of-school youth" as an individual with  
         barriers to employment.  Under existing law, the CWD Plan is  
         required to develop strategies to support the use of career pathways  
         by individuals with barriers to employment. 

       4)Specifically identifies "individuals with barriers to employment"  
         among the groups of individuals the CWD is required to develop  
         strategies for providing effective outreach to and improved access  
         to the workforce development system.

       5)Expands the list of training policies and investments on which the  
         CWD makes recommendations to include California high school diplomas  
         from schools accredited by the Western Association of Schools and  
         Colleges.  This list of policies and investments is designed to  
         offer a variety of career opportunities while upgrading the skills  
         of California's workforce.  

       6)Expands the list of groups that are required to be considered when  
         CWD advises the Governor on ways to develop and continuously improve  
         services through the local one-stop delivery system to include  
         entrepreneurs.  The current list includes workers, job seekers, and  


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       7)Specifies that the currently required status report on credential  
         attainment, include the attainment of California high school  
         diplomas by out-of-school youth from a school accredited by the  
         Western Association of Schools and Colleges.  The CWD is also  
         required to request an opportunity to present relevant portions of  
         the credential attainment report to the State Board of Education and  
         the California Community College Board, as specified.

       8)Specifically identifies out-of-school youth as one of the customer  
         groups that a workforce development board will be evaluated as to  
         whether they met or exceed their performance goal when designating  
         high performing boards.   

       9)Specifically identifies public schools that serve out-of-school  
         youth through Department of Labor funding as one of the groups high  
         performing boards included within the local planning process.   

       10)Requires that the already mandated youth strategy address the  
         workforce preparation needs of out-of-school youth and other  
         individuals facing barriers to employment.

       11)Adds specificity to the local plan of the workforce development  
         board relative to out-of-school youth by including them within the  
         analysis of education programs available to increase learning gains  
         and to track the number of diplomas from high schools accredited by  
         the Western Association of Schools and Colleges, as specified.

       12)Adds out-of-school youth to the list of groups who required to  
         receive priority training and career services at America's Job  
         Centers.  Groups currently on the list include adult recipients of  
         public assistance, other low-income adults, and individuals who are  
         basic skills deficient.


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       13)Authorizes certain public schools that provide instruction  
         exclusively through partnerships with Department of Labor to apply  
         to local workforce development boards to provide basic skills  
         training and skills necessary for attaining a secondary school  

          a)   Requires priority for schools accredited by the Western  
            Association of Schools and Colleges. 

          b)   Defines schools that serve out-of-school youth through  
            exclusive partnerships between secondary schools and the CWD,  
            local workforce development board, a federally affiliated Youth  
            Build programs; federal job corps training, as specified; the  
            California Conservation Corps; or a local conservation corps.

       14)Includes a general cost disclaimer.


       1)Establishes the CWD, comprised of members appointed by the Governor  
         and the appropriate presiding officer(s) of each house of the  
         Legislature, and specifies that the executive director of the CWD  
         report to the Secretary of the California Labor and Workforce  
         Development Agency.  

       2)Designates the CWD as the state entity responsible for assisting the  
         state in meeting the requirements of the federal Workforce  


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         Innovation and Opportunity Act 2014, as well as assisting the  
         Governor in the development, oversight, and continuous improvement  
         of California's workforce investment system.

       3)Requires the CWD to assist the Governor in the development of  
         strategies to support the use of career pathways for the purpose of  
         providing individuals, including low-skilled adults, youth, and  
         individuals with barriers to employment, and  including individuals  
         with disabilities,  disabilities and out-of-school youth,  with  
         workforce investment activities, education, and supportive services  
         to enter or retain employment. To the extent permissible under state  
         and federal laws, these policies and strategies should support  
         linkages between kindergarten and grades 1 to 12, inclusive, and  
         community college educational systems in order to help secure  
         educational and career advancement.

       4)Requires an annual status report on credential attainment, including  
         training completion, degree attainment, and participant earnings  
         from workforce education and training programs.

       5)Requires the CWD to establish an evaluation process for the purpose  
         of designating high performing workforce development boards, which  
         includes, but is not limited to, meeting and exceeding performance  
         goals, demonstration of an inclusive local planning processes, and  
         demonstration of training programs that promote skills development  
         and career ladders relevant to the needs of each workforce  
         investment area's regional labor market and high-wage industry  

       6)Requires workforce development boards to develop local plans that  
         include the following:


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          a)   An analysis of the regional economic conditions, including,  
            existing and emerging in-demand industry sectors and occupations  
            and the employment needs of employers;

          b)   An analysis of the knowledge and skills needed to meet the  
            employment needs, as specified;

          c)   An analysis of the workforce in the region, including  
            individuals with barriers to employment;

          d)   An analysis of the workforce development activities and an  
            analysis of the strengths and weaknesses of such services to  
            address the identified education and skill needs of the workforce  
            and the employment needs of employers in the region;

          e)   A description of the local board's strategic vision and goals;  

          f)   Provide a strategy to achieve the strategic vision and goals.


       1)Authorizes the Workforce Innovation and Opportunity Act of 2014 for  
         the purpose of:


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          a)   Increasing access to the employment, education, training, and  
            support services that individuals need to succeed in the labor  
            market, especially individuals who face barriers to employment;

          b)   Supporting the alignment of workforce investment, education,  
            and economic development systems in support of a comprehensive,  
            accessible, and high-quality workforce development system in the  

          c)   Improving the quality and labor market relevance of workforce  
            investment, education, and economic development efforts to  
            provide America's workers with the skills and credentials  
            necessary to secure and advance in employment with  
            family-sustaining wages and to provide America's employers with  
            the skilled workers the employers need to succeed in a global  

          d)   Promoting improvement in the structure of and delivery of  
            services through the UUS workforce development system to better  
            address the employment and skill needs of workers, jobseekers,  
            and employers;

          e)   Increasing the prosperity of workers and employers in the  
            U.S., the economic growth of communities, regions, and states,  
            and the global competitiveness of the U.S.; and 

          f)   To provide workforce investment activities, through statewide  
            and local workforce development systems, that increase the  


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            employment, retention, and earnings of participants, and increase  
            attainment of recognized postsecondary credentials by  
            participants, and as a result, improve the quality of the  
            workforce, reduce welfare dependency, increase economic  
            self-sufficiency, meet the skill requirements of employers, and  
            enhance the productivity and competitiveness of the Nation.

       2)Defines "out-of-school youth" as an individual between the ages of  
         16 and 24; who is not attending any school at the time eligibility  
         is determined, and meets one or more conditions of being: 

          a)   A school dropout;

          b)   A youth who is within the age of compulsory school attendance,  
            but has not attended school for at least the most recent complete  
            school year calendar quarter;

          c)   A recipient of a secondary school diploma or its recognized  
            equivalent who is a low-income individual and is basic skills  
            deficient; or an English language learner; 

          d)   An individual who is subject to the juvenile or adult justice  

          e)   A homeless individual, as defined, a homeless child or youth,  
            as defined; a runaway, in foster care or has aged out of the  
            foster care system; a child eligible for assistance under section  


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            677 of title 42, or in an out-of-home placement;

          f)   An individual who is pregnant or parenting;

          g)   A youth who is an individual with a disability;

          h)   A low-income individual who requires additional assistance to  
            enter or complete an educational program or to secure or hold  

         For the purpose of this definition, the term "low-income"  
         individual, also includes a youth living in a high-poverty area.  

       3)Requires that not less than 75% of funds allocated to a state for  
         youth programs be made available for programs and services that  
         serve out-of-school youth.  This requirement applies both statewide  
         and at the individual workforce development board level.  Federal  
         law allows a state or board to lower the percentage of funds that  
         serve out-of-school youth to 50%, if the board determines that there  
         is not sufficient need and that a lower amount is sufficient.

       4)Requires federal funds dedicated to youth activities be used for 14  
         program elements, including:

          a)   Tutoring, study skills training, and instruction leading to  


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            secondary school completion, including;

          b)   Dropout prevention strategies;

          c)   Alternative secondary school offerings or dropout recovery  

          d)   Paid and unpaid work experiences with an academic and  
            occupational education component;

          e)   Occupational skill training, with a focus on recognized  
            postsecondary credentials and in-demand occupations;

          f)   Leadership development activities (e.g., community service,  
            peer-centered activities);

          g)   Supportive services;

          h)   Adult mentoring;

          i)   Follow-up services for at least 12 months after program  


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          j)   Comprehensive guidance and counseling, including drug and  
            alcohol abuse counseling;

          aa)  Integrated education and training for a specific occupation or  

          bb)  Financial literacy education;

          cc)  Entrepreneurial skills training;

          dd)  Services that provide labor market information about in-demand  
            industry sectors and occupations; and

          ee)  Postsecondary preparation and transition activities.

       FISCAL EFFECT:  Unknown


       Every 26 seconds another young person fails to finish high school.   
       California accounts for more than one million of these students each  
       year.  Since 2002, California has had an Education Code provision that  
       allows schools partnering with Department of Labor programs to work  


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       with youth over 19 to obtain a public school diploma.   Improving the  
       alignment of California's workforce development system with schools  
       serving out-of-school youth is an important step to stemming the flood  
       of dropouts and strengthening California workforce system.

       While services to out-of-school youth are treated as a priority under  
       the federal Workforce Innovation and Opportunity Act, current state  
       law is silent.  Current state law also does not provide statutory  
       direction as to the accreditation of the schools who can offer  
       out-of-school youth high school diplomas.  AB 2719 highlights the  
       importance of serving out-of-school youth within the broader workforce  
       development system.  The analysis includes background on the federal  
       Workforce Innovation and Opportunity, out-of-school youth and  
       California's evolving economy, including income inequality. Amendments  
       are discussed in Comment #4.


       1)Out of School Youth:  The federal Workforce Innovation and  
         Opportunity Act was signed into law in July 2014 and represents the  
         single most significant change in federal workforce policy in over  
         15 years.  The Act supersedes the federal Workforce Investment Act  
         of 1998, which expired under its own terms in 2003.  The new federal  
         Act also amends the Adult Education and Family Literacy Act, the  
         Wagner-Peyser Act, and the Rehabilitation Act of 1973.

         While still retaining some of the core elements of the former  
         workforce act, the Workforce Innovation and Opportunity Act presents  
         a broader vision for youth and youth training and education  
         programs.  According to the federal Employment and Training  
         Administration, the new federal act is intended to support an  
         integrated service delivery system and to provide a framework for  
         leveraging other federal, state, local, and nonprofit resources and  
         partnerships to support in-school and out-of-school youth.  Among  
         other things, the Workforce Innovation and Opportunity Act  
         implements the following:


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              At least 75% of state and local youth funding is required to  
            be used for out-of-school youth;
              While youth councils are no longer required, local workforce  
            development boards are encouraged to designate a standing Youth  
            Committee to contribute the critical youth voice and perspectives  
            to board activities and actions.

              Out-of-school youth are defined as 16 to 24, not attending any  
            school, and meet one of a series economic, social, or education  

              In-school-youth are defined as 14 to 21, attending school, be  
            of low-income and meet one of a slightly different set of  
            economic, social, or education challenges.

              There are five new youth program elements, including financial  
            literacy; entrepreneurship, services that provide local labor  
            market information; activities that help youth transition to  
            postsecondary education and training; and education offered  
            concurrently with other workforce preparation activities.

              At least 20% of local youth formula funds are required to be  
            used for work experiences, including summer and year round  
            employment pre-apprenticeship, on-the-job training, or  

         Given the significance of these changes and the broad range of  
         options for implementation, statutory inclusion and public policy  
         debate are appropriate.  Currently, these new federal rules are  
         applicable, but not transparent. 

       1)Workforce Innovation Opportunity Act and California Workforce Board:  
          Enacted in 2014, Workforce Innovation and Opportunity Act provides  
         states with federal funding for job training and employment  
         investment activities and programs, including work incentive and  
         employment training outreach programs.  Distribution of the funds is  
         based on a set formula which includes specified economic and  
         demographic data and flows to the state through three primary  


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         programs:  Adult, Youth, and Dislocated Workers.  

         California's workforce development funding from the U.S. Department  
         of Labor has declined over the years from a high of $630 million in  
         2000-01 to $397 million in 2016-17.   Federal law dictates that 85%  
         of Adult and Youth formula funds, and 60% of Dislocated Worker  
         formula funds, are distributed to local workforce development  
         boards.  Funding for the state's activities is derived from the 15%  
         discretionary funds.  

         California received approximately $401 million for program year  
         2015-16, with $321.5 million being allocated to local workforce  
         development boards to provide services for adults, laid-off workers,  
         and youth, and $80.5 million remaining at the state-level for  
         program oversight and discretionary programs.  

         California's federal workforce dollars are overseen by the 51-member  
         CWD, of which 51% of the members represent the private sector, as  
         required by federal law.  The CWD has a staff of 18 authorized  
         positions and is currently led by Executive Director Tim Rainey.  In  
         2008, a Green Collar Jobs Council was established to address the  
         workforce development needs of the emerging clean and green economy.  

         Among its primary duties, the CWD provides guidance to local  
         workforce boards and is responsible for the development of a  
         unified, strategic plan to coordinate various education, training,  
         and employment programs that result in an integrated workforce  
         development system that supports economic development.  The plan is  
         required to be updated at least every 2 years in order to address  
         the state's changing economic, demographic, and workplace needs.   


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         The CWD has submitted its first plan under the Workforce Innovation  
         and Opportunity Act to the U.S. Labor Department and is expected to  
         receive final word on its acceptance in July 2016.   

         There are 48 local workforce development boards that plan for and  
         oversee the workforce system at the local and regional levels.   
         Local workforce boards are comprised of a range of workforce  
         stakeholders, a majority of which are required to be representatives  
         from business.  Each local workforce development board has one or  
         more One-Stop Centers, now referred to as America's Career Centers,  
         which provide access to career information, counseling, and funding  
         for education, training, and supportive services.

       3)Income Disparities:  California's overall economic growth and  
         increase in jobs has outpaced the U.S. in general, often ranking the  
         state within the top five states in terms of its economic condition.  
          This success, however, has not been consistent throughout the state  
         with many regions and certain population groups still experiencing  
         recession-related poor economic conditions.  

         According to the U.S. Census Bureau, California's poverty rate is  
         16.4% as compared to a national rate of 15.6%.  It is estimated that  
         nearly a quarter of the California's children (22.7%) are living in  
         households with annual incomes below the federal poverty line.   
         Contributing factors to these poverty rates are stagnate wage rates,  
         an increasing concentration of annual income among the highest  
         income earning individuals, and differing job opportunities in the  
         post-recession economy.  

         A review of the most recent unemployment numbers in the chart below  
         illustrates this expanding pattern of economic disparity between  
         regions and population groups in California.  

         |    Unemployment February 2016 (not seasonally adjusted)     |


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         |               | Unemployment  | |               |Unemployment |
         |               |     Rate      | |               |    Rate     |
         |California     |     5.7%      | |California     |    5.7%     |
         |Colusa County  |     21.6%     | |Blacks         |    10.8%    |
         |               |               | |               |             |
         |               |               | |               |             |
         |Imperial       |     18.6%     | |Hispanics      |    7.4%     |
         |County         |               | |               |             |
         |               |               | |               |             |
         |Los Angeles    |     5.5%      | |Whites         |    5.8%     |
         |County         |               | |               |             |
         |               |               | |               |             |
         |Orange County  |     4.0%      | |16 to 19 year  |    20.5%    |
         |               |               | |olds           |             |
         |               |               | |               |             |
         |               |               | |               |             |
         |Riverside      |     5.9%      | |20 to 24 year  |    10.9%    |
         |County         |               | |olds           |             |
         |               |               | |               |             |
         |               |               | |               |             |
         |San Bernardino |     5.6%      | |25 to 34 year  |    6.2%     |
         |County         |               | |olds           |             |
         |               |               | |               |             |
         |               |               | |               |             |
         |San Mateo      |     3.0%      | |                            |
         |County         |               | |                            |
         |               |               | |Source:  California         |
         |               |               | |Employment Development      |
         |               |               | |Department                  |


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         |Tulare County  |     12.1%     | |                            |
         |Ventura County |     5.1%      | |                            |

         While the state's unemployment rate for February 2016 (not  
         seasonally adjusted) was 5.7%, some areas of the state had lower  
         rates, while others were considerably higher.  San Mateo County  
         recorded the lowest at 3.0% and Colusa County experienced the  
         highest unemployment rate at 21.6%.  For the first time in more than  
         a year, Imperial County did not have the highest unemployment rate  
         in the state.  Inland areas generally reported unemployment rates  
         above the statewide average.  As the chart above shows, Tulare  
         County's unemployment rate was 12.1% and Riverside County was  
         recorded as 5.9%.  Coastal areas overall had lower rates than the  
         state's, with Orange County at 4.0%, Los Angeles County at 5.5%, and  
         Ventura County at 5.1%.  Under the federal Workforce Innovation and  
         Opportunity Act, high unemployment is considered any rate above  

         Looking more specifically at different population groups, the data  
         also shows the great discrepancies between the statewide rate and  
         key subgroups, including unemployment among Blacks and Hispanics  
         being 10.8% and 7.4% respectively.  For the youngest members of the  
         workforce obtaining quality jobs remains a significant issue with  
         unemployment among 16 to 24 years being well above the state  
         average, ranging from 20.5% to 10.9%.  According to February's  
         figures, one-in-five of California's next generation of workers is  
         unemployed.  Below are some additional facts on out-of-school youth,  
         unemployment and education attainment.

              For the 2013-2014 term, California's statewide enrollment  
            total was 1.9 million students for grades 9-12.  The dropout  
            total among grades 9-12 was 61,600 students, not including those  
            who dropped out and then re-enrolled.  


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              Nearly 45,000 out of 1.1 million high school students  
            classified as socioeconomically disadvantaged students dropped  
            out of school for the 2013-2014 term.  

              Over 17,500 out of 284,413 California high school students  
            classified as English learners dropped out of school for the  
            2013-2014 school term. 

              At the height of the recession, the overall unemployment rate  
            for California residents in the state with a bachelor's degree or  
            higher was 7.2%, compared to 14.2% for high school graduates with  
            no college experience.  

              Once out of work, 47.9% of unemployed residents with  
            bachelor's and higher degrees experience periods of unemployment  
            longer than 26 weeks. For unemployed residents with only a high  
            school diploma, once out of work, 50.1% experienced periods of  
            unemployment of 27 weeks or more.

              The International Monetary Fund believes that youth  
            unemployment has broad social consequences and contributes  
            significantly to growing income inequality in advanced economies.

         Achieving job growth within globally competitive industries and  
         addressing the state's growing income disparities may require  
         different community and economic development approaches, as well as  
         more coordinated efforts by industry, labor, nonprofits, and  
         government on a range of issues, including education, workforce  
         training, infrastructure repair and expansion, entrepreneurship, and  
         finance, among others.  Implementation of WIOA offers a unique and  
         important opportunity to address the challenges of California's most  
         vulnerable populations.

       4)Amendments:  Staff understands that the author will request that the  
         committee adopt the following amendments:

          a)   Streamline the definition of schools that operate in  


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            partnership with the Department of Labor;

          b)   Remove several references to "out-of-school youth" where there  
            was  already a reference to individuals that face barriers to  

          c)   Remove the tracking of school diplomas from the workforce  
            metrics dashboard to allow more time to discuss the current  
            reporting process;

          d)   Remove a reference to high school diploma from an adult and  
            dislocated list of training policies and activities; 

          e)   Add an illustrative list of secondary and postsecondary  
            education providers to include adult education consortiums,  
            school districts, schools operating in partnership with the  
            Department of Labor, and community colleges partnering with local  
            workforce boards;

          f)   Remove the requirement to specifically assess at-risk-youth  
            schools, and instead add a general reference to individuals that  
            face barriers to employment; and

          g)   Remove requirement that local boards prioritize California  
            accredited schools when selecting high school diploma programs  
            for clients and, instead, require boards to consider California  
            accreditation when determining the best fit for out-of-school  


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         The author has also noted that he is working and will continue to  
         work with the Administration and stakeholder groups as this measure  
         moves along.

       5)Related Legislation:  Below is a list of the related bills.

          a)   AB 80 (Campos) Interagency Task Force on the Status of Boys  
            and Men:  This bill would have established a 20-member  
            Interagency Task Force on the  Status of Boys and Men of Color.  
            Issues to be addressed by the Task Force would include, but not  
            be limited to, employment and wealth creation, health and safety,  
            education, and juvenile justice.  Status:  Vetoed by the  
            Governor, 2015.  Governor's Veto Message: How state policy can be  
            tailored to promote the well-being of boys and men of color is  
            profoundly important.  These issues, however, are best addressed  
            through concrete actions, not another non-binding commission.   
            The Legislature and the Administration are working on the  
            critical issues raised by this bill, such as the Local Control  
            Funding Formula, healthcare expansion and criminal justice  
            reform.  Much more can be done, and I am committed to advancing  
            this work.

          b)   AB 288 (Holden) College and Career Pathways:  This bill  
            authorizes the governing board of a community college district to  
            enter into a College and Career Access Pathways (CCAP)  
            partnership with the governing board of a school district within  
            its immediate service area, as specified, to offer or expand dual  


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            enrollment opportunities for students who may not already be  
            college bound or who are underrepresented in higher education.   
            The goal of the agreements is to develop seamless pathways for  
            students from high school to community college for  
            career-technical education or preparation for transfer, improve  
            high school graduation rates, or help high school pupils achieve  
            college and career readiness.  The bill includes specific  
            conditions which must be met prior to the adoption of such an  
            agreement.  The authority in this measure sunsets on January 1,  
            2022.  Status:  Signed by the Governor, Chapter 618, Statutes of  

          c)   AB 1058 (Atkins) Second Chance Program:  This bill establishes  
            the Second Chance Program under the administrative direction of  
            the Department of Corrections for the purpose of investing in  
            community-based programs, services, and initiatives for formerly  
            incarcerated individuals in need of mental health and substance  
            use treatment services.  The grant program will be funded through  
            the savings resulting from the implementation of Proposition 47,  
            the Safe Neighborhoods and Schools Act of 2014, and other  
            specified sources.  The bill also extends the sunset on the  
            Social Innovation Financing Program until 2022.  Status:  Signed  
            by the Governor, Chapter 748, Statutes of 2015.

          d)   AB 1093 (E. Garcia) Supervised Population Workforce Training  
            Grant Program:  This bill expedites the allocation of funding  
            under the existing Supervised Population Workforce Training Grant  
            Program, which is administered through the California Workforce  
            Development Board.  Status:  Signed by the Governor, Chapter 220,  
            Statutes of 2015.  In addition, $1.5 million was authorized in  
            2015-16 Budget for additional funding rounds.

          e)   AB 1270 (E. Garcia) California Workforce Innovation and  


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            Opportunity Act:  This bill aligns California statute with the  
            new requirements of the federal Workforce Innovation and  
            Opportunity Act of 2014.  The bill sets the foundation for policy  
            changes in 2016 through SB 45 (Mendoza).  Status:  Signed by the  
            Governor, Chapter 94, Statutes of 2015.

          f)   SB 42 (Liu) Higher Education Accountability:  This bill would  
            have established the Office of Higher Education Performance and  
            Accountability to provide statewide postsecondary education  
            planning and coordination, as specified.  Status:  Vetoed by the  
            Governor, 2015.  Governor's Veto Message:  The call to improve  
            postsecondary educational outcomes is laudable. The goals  
            established by SB 195 in 2013 - improving access and success,  
            aligning degrees and credentials with the state's economic,  
            workforce and civic needs, and ensuring the effective and  
            efficient use of resources - are still important measures that  
            should guide us in developing higher education policies for the  
            state. While there is much work to be done to improve higher  
            education, I am not convinced we need a new office and an  
            advisory board, especially of the kind this bill proposes, to get  
            the job done.

          g)   SB 172 (Liu) High School Exit Exam:  This bill suspends the  
            exit exam requirement for receiving a high school diploma.  The  
            suspension applies in school year 2015-16 through 2017-18.   
            Status:  Signed by the Governor, Chapter 572, Statutes of 2015.


       SIATech California (Sponsor)
       California Association of Local Conservation Corps
       California Charter Schools Association Advocates


                                                                       AB 2719

                                                                       Page  23

       California School Boards Association
       California Urban Partnership
       John Muir Charter Schools
       National Association of Social Workers
       Riverside County Superintendent of Schools
       YouthBuild Charter School of California

       None Received

       Analysis Prepared by:Toni Symonds / J., E.D., & E. / (916) 319-2090