BILL ANALYSIS
AB 2721
Page 1
ASSEMBLY THIRD READING
AB 2721 (Blakeslee)
As Amended April 27, 2010
Majority vote
EDUCATION 9-0
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|Ayes:|Brownley, Nestande, | | |
| |Ammiano, Arambula, | | |
| |Carter, Eng, Miller, | | |
| |Norby, Torlakson | | |
|-----+--------------------------+-----+--------------------------|
| | | | |
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SUMMARY : Repeals the existing career preparatory program, and
encourages school districts to fulfill existing requirements of
offering a course of study that fulfills the prerequisites for
admission to California postsecondary education institutions and
a course of study that provides opportunities for pupils to
attain entry-level employment skills in business or industry by
developing industry-focused multiple pathway programs, as
defined.
EXISTING LAW :
1)Authorizes any business, trade or professional association,
union, or state or local governmental agency operating within
this state to establish and operate, under the auspices of the
local school district, a career preparatory program that meets
specified requirements, and requires an entity establishing
and operating a career preparatory program to develop and
implement a course of instruction for all pupils enrolled in
the program that satisfies the graduation requirements set
forth in existing law that are applicable to grades 11 and 12.
2)Authorizes a pupil who has successfully completed his or her
education through grade 10, with the written consent of his or
her parent or guardian, to choose to follow either a
traditional college preparatory curriculum or a career
preparatory program.
3)Requires the California Department of Education (CDE) to adopt
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rules and regulations by January 1, 1996, relative to the
administration of career preparatory programs, and provides
that a private entity establishing a career preparatory
program shall not be eligible for any moneys from the state or
any school district but may contract for assistance in the
development or administration of that program with one or more
of the specified entities.
4)Requires the Superintendent of Public Instruction (SPI), in
conjunction with specified parties, to develop a report that
explores the feasibility of establishing and expanding
additional multiple pathway programs in California.
5)Defines "multiple pathway program" as a program that is all of
the following:
a) A multiyear, comprehensive high school program of
integrated academic and technical study that is organized
around a broad theme, interest area, or industry sector,
including, but not necessarily limited to, the industry
sectors identified in the career technical education (CTE)
model standards adopted by the State Boards of Education
(SBE);
b) A program that ensures that all pupils have curriculum
choices that will prepare them for career entry and a full
range of postsecondary options, including two- and
four-year college, apprenticeship, and formal employment
training; and,
c) A program that is comprised, at a minimum, of the
following components:
i) An integrated core curriculum that meets the
eligibility requirements for admission to the University
of California (UC) and the California State University
and is delivered through project-based learning and other
engaging instructional strategies;
ii) An integrated technical core of a sequence of at
least four related courses, that may reflect CTE
standards-based courses, that provide pupils with career
skills, that are aligned to and underscore academic
principles;
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iii) A series of work-based learning opportunities that
begin with mentoring and job shadowing and evolve into
intensive internships, school-based enterprises, or
virtual apprenticeships; and,
iv) Support services, including supplemental instruction
in reading and mathematics, that help pupils master the
advanced academic and technical content that is necessary
for success in college and career.
FISCAL EFFECT : This bill is keyed non-fiscal.
COMMENTS : The career preparatory program was established by SB
1486 (Peace), Chapter 1180, Statutes of 1994 to allow any
business, trade or professional association, union, or state or
local governmental agency operating within the state to
establish and operate, under the auspices of a school district,
a career preparatory program for pupils in grades 11 and 12 who
have successfully completed their education through grade 10 and
who choose to follow a career preparatory program instead of a
college preparatory program. According to the CDE, this program
has not been operative and no regulations have been developed
for implementation of this program, thus there is no knowledge
of any such programs operating in the state. This bill repeals
the provisions establishing the career preparatory program.
The premise of the career preparatory program was based on the
philosophy that students should be able to choose either a
college preparatory curriculum or a career preparatory
curriculum. At the time when the original legislation that
established the career preparatory program was passed, concerns
about tracking were expressed. As the Senate Education Analysis
of SB 1486 (Peace) notes, "This bill appears to promote the
'tracking' of students by offering them an 'either-or' choice in
11th grade. Tracking has historically led to the stigmatization
of the curriculum and students within the track when the goal is
preparation for occupations not ordinarily requiring a
bachelor's degree. Current reform efforts as described in the
'Background' attempt to redefine the vocational education track
or do away with dual tracking altogether."
Recent research has highlighted the importance and benefits of
providing pupils sequenced and integrated coursework that
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combines core academics with technical courses related to a
specific field. While proponents of CTE argue that not all
students will go to college upon high school graduation, the
issue of providing equal access to higher education
opportunities is still an issue of concern. There is still
evidence of the disproportionate representation of minority
students in institutions of higher education and it is partly
due to inappropriate access to college preparatory coursework at
the schools where they attend.
Recent research suggests that the integration of CTE and college
preparatory courses can engage high school students and reduce
the likelihood that students will drop out of high school. A
series of research papers by the University of California, Los
Angeles Institute for Democracy, Education & Access and the
University of California All Campus Consortium on Research for
Diversity examine the promise of providing high school students
access to multiple pathway programs. Multiple pathway programs
combine core academics with technical courses related to a
specific field, and the research suggests that the concept of
multiple pathways would end "the tired debate about whether high
school students need more rigorous academics or a more relevant
career-focused curriculum."
The idea behind multiple pathways is to integrate career based
themes and content across all academic subject areas in order to
give students the opportunity to access both core content and
CTE without having to choose one over the other. The four core
components of multiple pathways include, an integrated core
curriculum delivered through problem and project based learning;
an integrated technical core curriculum including a sequence of
at least four related courses; a series of work-based learning
opportunities; and, student support services. The multiple
pathway approach seeks to make education more relevant for
students to keep them engaged and improve student outcomes and
graduation rates. This bill encourages districts to develop
multiple pathway programs in order to provide pupils access to
both college and career options upon high school graduation.
Related legislation: AB 2172 (Carter) requires the SPI to
convene an advisory board that includes specified parties to
review the recommendations of a report on multiple pathways
required pursuant to existing law, and advise the SPI on the
implementation of those recommendations.
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AB 2445 (Furutani) requires the SPI to report to the Legislature
on the status of the advisory board that is established by AB
2172 (Carter) of the 2009-10 Regular Session, and makes several
findings and declarations relative to multiple pathway programs
and the enactment of AB 2648 (Bass, Carter and Furutani),
Chapter 681, Statutes of 2008.
AB 2211 (Fuentes) allows school districts to provide work-based
learning opportunities for pupils through existing programs such
as partnership academies, regional occupational programs, and
other CTE programs.
Previous legislation: AB 2648 (Bass, Carter and 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.
Analysis Prepared by : Marisol Avina / ED. / (916) 319-2087
FN: 0004127