BILL ANALYSIS
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|SENATE RULES COMMITTEE | AB 1223|
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THIRD READING
Bill No: AB 1223
Author: Block (D), et al
Amended: 6/10/10 in Senate
Vote: 21
SENATE EDUCATION COMMITTEE : 5-2, 6/23/10
AYES: Romero, Alquist, Liu, Price, Simitian
NOES: Huff, Emmerson
NO VOTE RECORDED: Hancock, Wyland
SENATE APPROPRIATIONS COMMITTEE : Senate Rule 28.8
ASSEMBLY FLOOR : 44-26, 1/27/10 - See last page for vote
SUBJECT : Career Technical Education: linked learning
SOURCE : Los Angeles Chamber of Commerce
DIGEST : This bill defines linked learning to mean
multiple pathway programs and authorizes the Commission on
Teacher Credentialing to convene a workgroup to develop
standards for programs that prepare candidates to teach in
linked learning programs.
ANALYSIS : Existing law establishes the Commission on
Teacher Credentialing (CTC) and vests with the Commission
the power and duty to, among other things, establish
professional standards, assessments, and examinations for
entry and advancement in the education profession
CONTINUED
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Existing law defines multiple pathway programs as
multiyear, comprehensive high school programs of integrated
academic and technical study that are organized around a
broad theme, interest area, or industry sector, and provide
curriculum choices that prepare participating pupils for a
range of postsecondary options, including two and four-year
colleges, apprenticeships, and formal employment training.
Current law specifies that multiple pathway programs are
comprised, among other things, of an integrated core
curriculum that meets the eligibility requirements for
admission to the University of California and the
California State University and is delivered through
project-based learning and other engaging instructional
strategies.
Existing law establishes the minimum requirements for
preliminary and clear teaching credentials for single
subjects and for designated subjects career technical
education (DSCTE).
Existing law requires the Superintendent of Public
Instruction (SPI) to develop, in conjunction with specified
entities, a report that explores the feasibility of
expanding and establishing multiple pathway programs; and
requires the report to include specified components,
including, but not limited to, methods for developing and
sharing models of integrated curriculum and instruction,
strategies for increasing the course options and
instructional time for pupils in high school, and
recommendations for supporting regional coalitions in
planning and developing the programs. The SPI released
this report on May 12, 2010.
Existing law establishes California Partnership Academies
(CPAs) for the purpose of providing academic and
occupational training to high school students in grades
10-12 inclusive who present a high risk of dropping out of
school. CPAs function as a school within a school and
provide career-themed educational programs that integrate
core academic content and technical education.
This bill:
1. Defines linked learning as multiple pathway programs and
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specifies linked learning programs may include
California Partnership Academies.
2. Authorizes the CTC to convene a workgroup to develop
standards for the issuance of a "recognition of study in
linked learning" statement that will recognize single
subject credential candidates who have been prepared to
teach linked learning programs. Requires the workgroup
to include but not be limited to representatives from:
A. The California Department of Education (CDE).
B. CTC-approved teacher preparation programs from
the California State University (CSU), University
of California, and independent institutions of
higher education.
C. The business community and local chambers of
commerce.
School districts, county offices of education, and
charter schools that have implemented linked
learning programs.
D. Other organizations as deemed appropriate by the
CTC.
E. States the intent of the Legislature that
candidates for the recognition of study statement
demonstrate appropriate knowledge and competencies,
as specified.
3. Encourages the CSU and other teacher preparation
institutions to establish goals for increasing the
number of teachers prepared through linked learning
programs.
4. Encourages Beginning Teacher Support and Assessment
programs to provide appropriate support, mentoring, and
assistance to beginning teachers who are teaching in
linked learning programs.
5. Authorizes the CTC and the SPI to gather and post on an
appropriate Internet Web site, best practices from
school districts and schools on curriculum development
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and professional development relating to implementing
and sustaining multiple pathway programs.
6. Specifies that an individual who has a recognition of
study in linked learning designation is not authorized
to teach subject matter content unless they hold an
appropriate authorization or are employed on the basis
of a legal assignment option.
7. Makes findings and declarations pertaining to the
benefits of preparing pupils for academic and career
choices after high school and the value of preparing
teachers to learn pedagogical strategies used in linked
learning programs.
Previous/Related Legislation
AB 2172 (Carter), 2009-10 Session, requires the SPI to
convene an advisory group to review the recommendations of
the Multiple Pathway feasibility report and to advise on
the implementation of those recommendations. This bill was
held by the Assembly Appropriations Committee.
AB 2445 (Furutani), 2009-10 Session, requires, until
December 31, 2015, the Superintendent to annually report to
the Legislature on the status of an advisory board AB 2172
would create. This bill was held by the Assembly
Appropriations Committee.
AB 2648 (Bass, Carter & Furutani), Chapter 681, Statutes of
2008, requires the SPI to develop, in conjunction with
specified individuals, a report that explores the
feasibility of expanding and establishing career multiple
pathway programs. Passed the Senate Floor with a vote of
26-9 on August 20, 2008.
SB 974 (Steinberg), 2009-10 Session, establishes Career
Pathways Investment Credit beginning on or after January 1,
2011, to be administered by the California Tax Credit
Allocation Committee and to be allocated to local education
agencies (LEAs) for distribution to business entities that
enter into contracts or memoranda of understanding with
LEAs to provide career technical education through the
creation of career pathway programs. Passes Senate Floor
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with a vote of 21 - 16 on June 3, 2010.
SB 1677 (Scott), of 2007-08 Session, required the
Legislative Analyst's Office to convene an advisory
committee and make recommendations on the preparation and
professional development needs of both academic and career
technical teachers to deliver course content in ways that
mutually reinforce. Passed the Senate Floor with a vote of
35-0 on May 1, 2008.
FISCAL EFFECT : Appropriation: No Fiscal Com.: Yes
Local: No
SUPPORT : (Verified 8/2/10)
California School Boards Association
California State University
Commission on Teacher Credentialing
Contra Costa Council
Los Angeles Area Chamber of Commerce
Los Angeles Unified School District
Regional Economic Association Leaders of California
San Diego Regional Chamber of Commerce
San Diego State University
OPPOSITION : (Verified 8/2/10)
California Agricultural Teachers Association
California Business Education Association
California Farm Bureau Federation
ARGUMENTS IN SUPPORT : According to the author's office,
a growing number of schools are providing students with
coursework and programs that integrate academic content and
technical education through project-based learning or
through career-themed learning opportunities. These
programs often involve both academic teachers and technical
education teachers. While the academic teachers who teach
in these programs possess the same essential teaching
skills and content knowledge as teachers who teach
traditional academic courses, researchers have found that
they also need skills and proficiencies not commonly taught
in a traditional teacher preparation program, such as
knowledge and ability to collaborate in the design and
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delivery of interdisciplinary, project-based curriculum;
knowledge and skills to create a curriculum that centers on
a business or industry sector; competency in developing and
maintaining partnerships with local industry and
postsecondary institutions; and knowledge about how to
incorporate work-based learning into the curriculum. The
sponsor of this bill, the Los Angeles Area Chamber of
Commerce, hopes that the development of program standards
and the credential designation authorized by this bill will
help increase the pool of academic teachers who possess
skills and competencies for successful teaching in linked
learning programs.
At least seven CSU campuses, including San Diego State
University have implemented or are in the process of
implementing a "linked learning lens" in their existing
teacher preparation programs. While nothing in CTC's
existing standards for single subject credential programs
precludes institutions from incorporating the competencies
identified in this bill into their teacher preparation
programs, the author's office hopes this bill will lead to
greater uniformity across programs and provide guidance for
the development of new "linked learning lens" programs by
authorizing the CTC to develop standards for these training
programs.
ARGUMENTS IN OPPOSITION : The California Farm Bureau
Federation is opposed to this bill and writes, "In light of
the fact that Career Technical Education (CTE) courses are
not required for high school students such as art, foreign
language and P.E. are and not included in accountability
measurements as the core academic disciplines are, we have
reached an historic low of CTE programs, enrollment and
teachers.
In recent decades, public education in California has been
marked by the narrowing of curricular options for students
particularly in CTE. It is unfortunate for our students
that CTE programs and course offerings have been among the
first to be cut, it has become a troubling trend. In 1987,
three-quarters of students were enrolled in a CTE course at
their high school campus; this year, less than 29% are. The
CTE teacher pipeline in our universities has been
diminished with the idea that core academic instructors can
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teach vocational themes in the high schools. Most CTE
instructors specialize in their particular field and have
the experience and understanding from hands-on work that
cannot be readily learned or taught from a textbook. Farm
Bureau believes that Career Technical Education is a
valuable part of the educational experience and that
students given the opportunity to learn the practical
skills taught in CTE courses are better equipped to meet
the demands of the work world.
ASSEMBLY FLOOR :
AYES: Ammiano, Arambula, Beall, Block, Blumenfield,
Bradford, Brownley, Buchanan, Caballero, Charles
Calderon, Chesbro, Coto, Davis, De La Torre, Eng, Evans,
Feuer, Fong, Fuentes, Furutani, Galgiani, Hayashi,
Hernandez, Hill, Huber, Huffman, Jones, Lieu, Bonnie
Lowenthal, Ma, Mendoza, Monning, Nava, John A. Perez,
Portantino, Ruskin, Salas, Saldana, Skinner, Solorio,
Swanson, Torres, Torrico, Yamada
NOES: Adams, Anderson, Bill Berryhill, Tom Berryhill,
Blakeslee, Conway, Cook, Emmerson, Fletcher, Fuller,
Gaines, Garrick, Gilmore, Hagman, Harkey, Jeffries,
Knight, Logue, Nestande, Niello, Nielsen, Silva, Smyth,
Audra Strickland, Tran, Villines
NO VOTE RECORDED: Carter, De Leon, DeVore, Hall, Miller,
V. Manuel Perez, Torlakson, Bass
PQ:do 8/3/10 Senate Floor Analyses
SUPPORT/OPPOSITION: SEE ABOVE
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