BILL ANALYSIS Ó
SENATE COMMITTEE ON APPROPRIATIONS
Senator Ricardo Lara, Chair
2015 - 2016 Regular Session
SB 148 (McGuire) - Career technical education: Career and Job
Skills Education Act
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|Version: April 7, 2015 |Policy Vote: ED. 8 - 0 |
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|Urgency: No |Mandate: No |
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|Hearing Date: April 27, 2015 |Consultant: Mark McKenzie |
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This bill meets the criteria for referral to the Suspense File.
Bill
Summary: AB 148 would establish the Career and Job Skills
Education Act and appropriate $600 million from the General Fund
to the Superintendent of Public Instruction (SPI) for grants to
local education agencies (LEAs) for the development and
enhancement of career technical education (CTE) courses. The
bill would also state legislative intent that "additional
necessary funding" be appropriated from the General Fund for
these purposes in 2017-18 and 2018-19.
Fiscal
Impact:
One-time General Fund appropriation of $600 million in 2015-16
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for purposes of funding grants to K-12 school districts.
Future General Fund cost pressures in the hundreds of millions
to continue funding for the grant program.
California Department of Education (CDE) cost of approximately
$500,000 annually (General Fund), which includes costs for 3
PY of staff to administer the program and approximately
$150,000 in operating expenses, workshops, and awardee
training.
Background: Existing law establishes the following CTE programs for public
schools:
Regional Occupational Centers and Programs. Existing law
establishes various CTE programs for public schools including
Regional Occupational Centers and Programs (ROCPs) that allow
students from multiple schools or districts to participate in
career technical training programs regardless of the
geographical location of their residence in a county or region.
Existing law authorizes the following types of ROCPs operational
models:
County ROCP: Existing law authorizes county SPIs, with
the consent of the State Board of Education (SBE) to
establish and maintain a ROCP to provide education and
training in career technical courses.
Joint Powers Agency ROCP: Existing law authorizes two
or more school districts to form a joint powers agency
(JPA) for the purpose of establishing and maintaining a
ROCP for students who are enrolled in those districts.
Single District ROCP: Existing law authorizes certain
very large districts, who do not wish to be part of a
county ROCP, to apply to the SBE through their county SPI
for permission to establish and maintain a ROCP for
students enrolled in the district. The county SPI may
supervise the establishment of the ROCP.
Partnership Academies. The Partnership Academy model is a
three-year program, for grades ten through twelve, structured as
a school-within-a-school and incorporates (1) rigorous
integrated academics with a career focus; (2) business
partnerships that provide support through curriculum resources,
classroom speakers, field trips, mentors, and internships; and
(3) teachers who work as a team in preparing students for
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careers and postsecondary education.
Specialized Secondary Programs. A specialized secondary program
is a four-year grant program that provides opportunities for
students to obtain advanced instruction, in addition to core
course work, and skills in technology appropriate to the
curriculum. Comprehensive high schools may use the grant funds
for programs that provide students with advanced learning
opportunities in a variety of subjects, including but not
limited to English-language arts, mathematics, science, history
and social science, foreign language, and the visual performing
arts. The acquisition of technology skills and the use of
technology as a tool for instruction and learning are also
emphasized in these programs. Frequently, specialized secondary
programs are established as a smaller learning community or a
school-within-a-school.
Agricultural Career Technical Education Incentive Program. The
Agricultural Career Technical Education Incentive program
provides local educational agencies (LEAs) with funds to improve
the quality of their agricultural vocational education programs.
The goal is to maintain a high-quality, comprehensive
agricultural vocational program in California's public school
system to ensure a constant source of employable, trained, and
skilled individuals.
Career Technical Education Pathways Program. Under this
program, the state provides one-time funding for competitive
grants to improve the linkages between CTE programs at schools,
community colleges, and local businesses. This program, which
sunsets June 30, 2015, also provides support for linked
learning, which support small learning cohorts that integrate a
career theme with academic education.
Career Pathways Trust. The state provided one-time funding in
2014-15 for competitive grants, similar to the CTE pathways
program. These funds are available for expenditure through
2015-16. Grants are available for K-14 career pathways programs.
Proposed Law:
SB 148 would establish the Career and Job Skills Education
Act, a grant program administered by the SPI for the development
and enhancement of CTE courses. Specifically, this bill would:
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Establish the Career and Job Skills Education Fund in the
State Treasury, and make moneys in the Fund available to the
SPI, upon appropriation by the Legislature.
Authorize the following LEAs that operate any state-approved
CTE sequence of courses to apply to the SPI for a grant for
the development and enhancement of high-quality CTE courses:
the governing board of one or more school districts, county
offices of education, direct-funded charter schools, or
regional occupational centers or programs operated by joint
powers authorities, as specified.
Require the SPI to do all of the following:
o Develop a system of accountability, data collecting,
and reporting to ensure the goals of the CTE programs are
satisfied.
o Develop data metrics that are aligned with the core
metrics required by the federal Workforce Innovation and
Opportunity Act, common metrics adopted by the Office of
the Chancellor of the Community Colleges, and
career-ready standards developed pursuant to the federal
Elementary and Secondary Education Act, and the 11
program quality indicators in the California State Plan
for CTE.
o Adopt and provide grant recipients with a list of
approved high-quality industry certifications and
licenses and approved third-party CTE pathway assessments
in each CTE pathway for use in program development.
o Provide technical assistance to all grant
recipients.
Require the SPI to award grants to applicants that contribute
an amount equal to the amount of the grant for use in CTE
programs, and meet specified requirements.
Require each governing board of a grant recipient to adopt a
CTE program, in consultation with the county office of
education, local workforce investment boards, and area
community colleges that includes all of the following
criteria:
o CTE courses aligned with the Career CTE Model
Curriculum Standards and offer a coherent sequence of
courses that enable transition to postsecondary education
on a career pathway or entry level employment, as
specified.
o Grant recipient plans for articulation of CTE
courses with community colleges or apprenticeships
programs to continue the sequence through grades 13 and
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14, and for acquisition of high-quality standards,
credentials, and licenses.
o Needs assessments of local business and industry to
ensure pupil competency needed for employment.
o Provision of student support services to assist with
meeting high school graduation requirements and career
preparation.
o Industry partnerships including student internships
and externships for teachers.
o A system of annual data collection and reporting of
student outcomes that includes enrollment, employment,
postsecondary advancement, course offerings and
certification, licensing and pathway assessment outcomes.
Prescribe authorized uses of grant funds, including: matching
pupils with work-based learning opportunities, technical
assistance, industry partnerships, student support services,
evaluating outcomes, planning, development, accountability,
curriculum development, instructional equipment, materials,
teacher externships, or pupils of special populations, as
specified.
Require grant recipients, as a condition of receiving funds,
to:
o Develop a plan for establishing a sequence of courses
and certify to CDE that the courses were developed and are
aligned to state standards, that CTE teachers are
appropriately credentialed, and that funds are not used for
staff salaries and benefits, except as otherwise specified.
o Submit new or revised CTE programs or pathways to CDE
for approval by September 1 of the fiscal year in which
those changes occur.
o Collect and report data as required by CDE and the
applicable local control and accountability plan.
Require the SPI and the state board to incorporate appropriate
metrics into the state adopted accountability measures,
aligned with the federal Carl D. Perkins Career and Technical
Education Improvement Act of 2006, California's Standards for
Career Ready Practice, and the quality indicators described in
the California State Plan for Career Technical Education, to
determine career readiness.
Appropriate $600 million from the General Fund to the SPI, and
state legislative intent to appropriate funds in 2017-18 and
2018-19 for purposes of this program.
Require CDE to retain up to two percent of total funds
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apportioned to each grant recipient to provide technical
assistance, professional development, and accountability
services and local monitoring to each grant recipient.
Require that two percent of all funding be set aside and
distributed to applicants of rural school districts and
regions with higher than average dropout rates.
Staff
Comments: The Governor's 2015-16 budget proposal includes
funding for the Career Pathways Program ($48 million), an Adult
Education Block Grant ($500 million), and the Apprenticeship
Program ($29 million). In addition, the Governor proposes
establishing the Career Technical Education Incentive Grant
program, a competitive grant program administered by the SPI for
the next three fiscal years. The proposal includes $250 million
for funding in the 2015-16 fiscal year. The SPI, with the
approval of the State Board of Education, would determine
allocation amounts and the distribution of awards. The proposal
requires a dollar-for-dollar match, a plan for continued support
of CTE programs after funding expires, and gives priority to
applicants that demonstrate regional collaboration, significant
investment in CTE infrastructure, and the ability to leverage
outside funding. Recipients would be eligible to renew grants
based upon outcome data.
The Administration indicates that the proposed CTE Incentive
Grant Program is intended to be a transitional categorical
program to help school districts maintain high-quality CTE
programs until full funding through the Local Control Funding
Formula (LCFF) is realized.
SB 148 would establish a CTE grant program that is similar to
the Governor's CTE Incentive Grant Program Proposal with two
distinct differences: 1) the Governor's proposal is intended to
be a transitional categorical until the LCFF is fully funded,
while this bill appears to be a permanent ongoing categorical;
and 2) the Governor proposes to appropriate $250 million for the
CTE Incentive Grant Program, and this bill appropriates $600
million for the Career and Job Skills Education Act. Rather
than direct $600 million in Proposition 98 funding, the
Committee may wish to consider deleting the appropriation and
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deferring to the Legislature's Budget Committees to determine
the appropriate level of funding in the context of the larger
Proposition 98 budget.
This bill requires that two percent of the total funds
apportioned to each grant recipient be retained by CDE to
provide technical assistance, professional development, and
accountability services and local monitoring to each grant
recipient. Staff notes that the state policy since the passage
of Proposition 98 has been to exclude state operations
expenditures from the minimum guarantee. For example, the
appropriation that CDE receives from the General Fund to
administer various categorical programs has never been counted
towards Proposition 98. CDE intends to award $12 million in
grants (2 percent of the $600 million appropriation) to county
offices of education to provide assistance in the three targeted
areas.
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