BILL ANALYSIS Ó
SB 750
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Date of Hearing: July 8, 2015
ASSEMBLY COMMITTEE ON APPROPRIATIONS
Jimmy Gomez, Chair
SB 750
(Mendoza) - As Amended May 12, 2015
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Urgency: No State Mandated Local Program: NoReimbursable: No
SUMMARY:
This bill modifies the definitions of a long-term English
learner (LTEL) and an English learner at risk of becoming a
long-term English learner (at-risk LTEL); expands the
notification requirements of the California Department of
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Education (CDE) regarding these students; and aligns
requirements for the State Seal of Biliteracy with changes to
the state assessment system. Specifically, this bill:
1)Modifies the definition of a "long term English learner"
(LTEL) to include students who have been enrolled in school
for six years or more (rather than more than six years);
includes students who have regressed to a lower English
language proficiency level; and, limits the grades in which a
student must score below basic or far below basic on the
English language arts assessment to grades 6-9 (instead of
6-12).
2)Changes the definition of an at-risk LTEL by expanding the
grade level of classified students from grades 5-11 to grades
3-12, expanding the number of years of U.S. school enrollment
from 4 to 5 years, and expanding the CDE notice requirements
to include posting of the statewide number of LTELs and
at-risk LTELs.
FISCAL EFFECT:
Minor/absorbable costs to the California Department of Education
(CDE) to modify and expand data collection and reporting
relative to LTELs and at-risk LTELs.
COMMENTS:
1)Purpose. This bill, sponsored by the Superintendent of Public
Instruction, addresses several technical issues identified by
the CDE upon their implementation of the Long Term English
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Learner (LTEL) statute. The bill also ensures the new state
assessments can be used for purposes of awarding the State
Seal of Biliteracy.
2)Long-term English learners (LTEL). AB 2193 (Lara), Chapter
427, Statutes of 2012, created a uniform state definition of
LTEL and at-risk LTEL, and requires CDE to identify and
provide this information to school districts and schools. The
goal is to provide uniform data that will inform strategies
and best practices for addressing the needs of LTEL students.
The first data identifying the number and percentage of LTELs
was produced by the CDE in draft form in December of 2014.
Some of the data reported was not informative due to
limitations in law. This bill seeks to clarify and address
those issues.
3)State Seal of Biliteracy. Existing law requires the
Superintendent of Public Instruction to award a State Seal of
Biliteracy which provides recognition to high school students
who have demonstrated proficiency in speaking, reading, and
writing in one or more languages in addition to English. Each
school district, county office of education, or direct-funded
charter school that confers the State Seal of Biliteracy is
required to maintain appropriate records in order to identify
students who have met the established criteria for the award.
According to the CDE, the state has awarded nearly 60,000
seals since 2012 to graduating seniors, and approximately 40
percent of those receiving the seal are former English learner
students.
Analysis Prepared by:Misty Feusahrens / APPR. / (916)
319-2081
SB 750
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