BILL ANALYSIS
AB 2178
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ASSEMBLY THIRD READING
AB 2178 (Torlakson)
As Amended May 28, 2010
Majority vote
EDUCATION 8-0 APPROPRIATIONS 17-0
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|Ayes:|Brownley, Nestande, |Ayes:|Fuentes, Conway, Ammiano, |
| |Ammiano, | |Bradford, Charles |
| |Arambula, Carter, | |Calderon, Coto, Davis, |
| |Chesbro, Norby, | |Monning, Ruskin, Harkey, |
| |Torlakson | |Miller, Nielsen, Norby, |
| | | |Skinner, Solorio, |
| | | |Torlakson, Torrico |
|-----+--------------------------+-----+--------------------------|
| | | | |
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SUMMARY : Establishes procedures for sharing and reporting data
on pupils participating in the After School Education and Safety
(ASES) program. Specifically, this bill :
1)Requires the California Department of Education (CDE) to
collect and maintain annual outcome-based data for evaluation
of pupils participating in after school programs funded by the
ASES program in a manner that enables the analysis of all
programs and the aggregation of state reports, and that
readily links to the California Longitudinal Pupil Achievement
Data System (CALPADS).
2)Requires the CDE to consult with the CALPADS advisory board in
the development of the standardized procedures and tools to
collect annual outcome-based data.
3) Authorizes local educational agency (LEA) grantees funded by
the ASES program to, to the extent consistent with federal and
state privacy laws, submit the following pupil data to each
operator of an after school program:
a) School day attendance data;
b) Standardized Testing and Reporting (STAR) Program test
scores, and scores on individual California Standards
Tests;
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c) High school exit examination scores;
d) English language development test placement or
reclassification scores; and,
e) California Healthy Kids Survey result data.
FISCAL EFFECT : According to the Assembly Appropriations
Committee, minor, absorbable General Fund administrative costs
to the CDE.
COMMENTS : The ASES program, passed by voters as Proposition 49
in 2002, provides almost $550 million for before and after
school programs for 400,000 students in kindergarten through
grade 9. In 2009-10, 371 grants were awarded predominantly to
districts and county offices of education, with some grants
going to local governments and nonprofit organizations working
in partnership with LEAs. After school programs must commence
right after school and at least until 6 p.m. for 15 hours per
week. There are two program requirements as follows:
1)An educational and literacy component in which tutoring and
homework assistance is provided to help students meet state
standards in one or more of the following core academic
subjects: reading/language arts, math, history and social
studies, or science.
2)An educational enrichment component that reinforce and
complement the school's academic program and may include, but
is not limited to, positive youth development strategies,
recreation and prevention strategies. Such activities may
include but is not limited to visual and performing arts,
music, career technical education, recreation, physical
fitness and prevention activities, and other youth development
activities based on student needs and interests.
ASES program providers are required to submit annual outcome
data for pupil and program evaluation. To demonstrate program
effectiveness, grantees must submit schoolday and program
attendance. To demonstrate program effectiveness based upon
individual program focus, one or more of the following measures
must be submitted annually:
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1)Positive behavioral changes, as reported by schoolday teachers
or after school staff.
2)STAR test scores.
3)Homework completion rates as reported by schoolday teachers or
after school staff.
4)Skill development as reported by schoolday teachers or after
school staff.
5)Any additional measures developed by the CDE, in consultation
with the Advisory Committee.
This bill requires the CDE to collect and maintain the annual
outcome-based data in a manner that enables the analysis of all
programs and the aggregation of state reports, and that readily
links to CALPADS.
Existing law requires the CDE to develop standardized procedures
and tools for collecting the data, in consultation with the
Advisory Committee on Before and After School Programs (Advisory
Committee). According to the CDE, researchers at the University
of California (UC), Davis and Irvine campuses have developed
tools for measuring behavioral changes and skill development,
and are currently in the process of field testing the tools.
The bill requires the CDE to consult with the CALPADS advisory
board in developing the procedures and tools. CALPADS is
intended to collect student level data on demographics, program
participation, and course completion, and eventually replace a
number of the CDE's current aggregate collections, including the
California Basic Educational Data System collections, the
Language Census, Student National Origin Report, and portions of
the Consolidated Application. According to the author, this
bill will ensure that after school providers have data
collection practices that are compatible with CALPADS if CDE
chooses to collect the information in the future. A key
component of CALPADS is the use of statewide student
identifiers, which LEAs are already required to use in its ASES
annual report to the CDE. The CDE indicates that this bill may
ensure that the tools being developed by the UC Davis and Irvine
researchers are consistent with CALPADS procedures.
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This bill also authorizes, to the extent consistent with federal
and state privacy laws, LEAs that receive ASES program funds to
submit specified pupil data to each operator of an after school
program, including schoolday attendance data, STAR test scores,
scores on individual California Standards tests, high school
exit examination scores, California English language development
test (CELDT) placement or reclassification scores, and
California Healthy Kids Survey result data. According to the
author, some after school providers have difficulty obtaining
student academic performance data. Access to pupil-specific
information would better align schoolday instruction with
afterschool programs and enable providers to better identify
needs of students. Data sharing would, for example, enable after
school providers to better serve English Learner (EL) students.
The author further states, "If an after school provider is
serving an EL student and the provider had access to the student
CELDT score, the provider could give the student targeted
academic assistance."
The California Association for Health, Physical Education,
Recreation and Dance states in its letter of support, "Program
data is critically important for after school providers to
validate the outcomes they achieve with participants in their
programs. Providers also need this data for program improvement
purposes. It is currently extremely difficult and often costly
for after school providers to acquire the necessary data to
fulfill funding requirements and guide decisions regarding
improving program quality."
According to information provided by the author's office, a
survey conducted by the Alliance for a Better Community shows
that larger after school program providers that have existing
collaborative relationships with LEAs are more likely to receive
information from LEAs. LEAs may be reluctant to share
information due to student and family privacy concerns and/or
lack of resources and capacity to provide the data. According
to the Legislative Analyst's Office, federal regulations
authorize disclosure of education records without the consent of
the student or guardians to contractors, consultants, volunteers
and other outside parties to whom an educational agency has
outsourced institutional services or functions.
Analysis Prepared by : Sophia Kwong Kim / ED. / (916) 319-2087
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