BILL ANALYSIS
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AB 2178
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CONCURRENCE IN SENATE AMENDMENTS
AB 2178 (Torlakson)
As Amended August 19, 2010
Majority vote
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|ASSEMBLY: |76-0 |(June 2, 2010) |SENATE: |35-1 |(August 23, |
| | | | | |2010) |
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Original Committee Reference: ED.
SUMMARY : Establishes procedures for sharing and reporting data
on pupils participating in the After School Education and Safety
(ASES) and the 21st Century Community Learning Centers (CCLC)
programs. Specifically, this bill :
1)Authorizes local educational agency (LEA) grantees funded by
the ASES and the 21st CCLC programs 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;
c) High school exit examination scores;
d) English language development test placement or
reclassification scores; and,
e) California Healthy Kids Survey results in aggregate
form.
The Senate amendments require recipients of 21st CCLC program
funds to also provide pupil data to operators and delete the
provisions in the bill that require the California Department of
Education (CDE) to collect and maintain annual outcome-based
data in a manner that enable the analysis of all programs and
the aggregation of state reports, and that readily link to the
California Longitudinal Pupil Achievement Data System.
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AS PASSED BY THE ASSEMBLY , this bill was substantially similar
to the version passed by the Senate.
FISCAL EFFECT : According to the Senate Appropriations
Committee, minor General Fund costs, likely less than $50,000.
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:
1)Positive behavioral changes, as reported by schoolday teachers
or after school staff.
2)STAR test scores.
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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.
The state receives approximately $130 million annually in
federal funds for the 21st CCLC program, which provides funding
for before and after school activities to pupils in kindergarten
through grade 12. The state has chosen to implement this
program almost identical to the state's ASES program.
This bill authorizes, to the extent consistent with federal and
state privacy laws, LEAs that receive ASES and 21st CCLC 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 in aggregate
form. 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."
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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
FN: 0006567