BILL ANALYSIS
SB 253
Page 1
SENATE THIRD READING
SB 253 (Wyland)
As Amended August 20, 2010
Majority vote
SENATE VOTE : 35-0
EDUCATION 11-0
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|Ayes:|Brownley, Nestande, | | |
| |Ammiano, Arambula, | | |
| |Buchanan, Carter, Eng, | | |
| |Garrick, Miller, Solorio, | | |
| |Torlakson | | |
|-----+--------------------------+-----+--------------------------|
| | | | |
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SUMMARY : Adds, commencing with the 2011-12 school year, career
technical education (CTE), as defined, as an option for pupils
to fulfill the existing high school graduation requirement to
complete a course in visual or performing arts (VPA) or foreign
language. Specifically, this bill :
1)Defines "a course in career technical education" as a course
in a district-operated CTE program and is aligned to the CTE
model curriculum standards and framework adopted by the State
Board of Education (SBE).
2)Specifies that the provisions of this bill do not require a
school or school district that currently does not offer CTE
courses to establish new CTE programs for purposes of meeting
the requirements of this bill.
3)Makes several findings and declarations relative to school
opportunities for pupils to learn skills needed for entry into
the workforce, to pursue postsecondary goals and contribute to
the social cohesion of the state.
4)Repeals the provisions of this bill on July 1, 2016.
EXISTING LAW:
1)Establishes the following minimum high school graduation
requirements for pupils in grades 9-12, inclusive:
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a) Three years of English;
b) Two years of math;
c) Two years of science;
d) Three years of social studies, including United States
history and geography; world history, culture and
geography; and a one-semester course in American government
and civics and a one-semester course in economics;
e) One course in visual or performing arts (VPA) or foreign
language;
f) Two courses in physical education; and,
g) Other coursework that the governing board of the school
district may specify.
2)Specifies that governing boards, with the active involvement
of parents, administrators, teachers, and pupils, shall adopt
alternative means for pupils to complete the prescribed course
of study which may include practical demonstration of skills
and competencies, supervised work experience or other outside
school experience, CTE classes, courses offered by regional
occupational centers or programs (ROC/Ps), interdisciplinary
study, independent study, and credit earned at a postsecondary
institution.
FISCAL EFFECT : According to the Assembly Appropriations
Committee, on a similar measure,
1)General Fund/Proposition 98 cost pressure, likely between
$880,000 and $1.5 million, to school districts to provide
increased CTE course offerings to high school pupils. This
cost assumes an increase between 3% to 5% in CTE course
enrollment.
COMMENTS : The existing minimum high school graduation
requirements include one course in either VPA or foreign
language. This bill adds CTE to this category as a course
option to meet the minimum graduation requirements in lieu of a
course in either VPA or foreign language. An argument could be
made that this bill provides more options for pupils to complete
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the minimum high school graduation requirements. On the other
hand, this is a significant change that raises arguments over
whether the approach taken by this bill squeezes out courses in
the curriculum that some would argue should be expanded rather
than diminished. This is particularly relevant in light of the
growing concern over the narrowing of the curriculum in schools
and the reductions of course offerings in arts and foreign
language. Additionally, this change may have an effect on
postsecondary admission eligibility for pupils that exercise
this option, thereby resurfacing the "either/or" debate that has
often dominated the discourse over CTE.
This bill appears to be based on the premise that foreign
language and VPA are non-core courses, and therefore, proponents
of this measure would argue that this bill would add one more
subject to the list of what are often viewed as elective
courses. However, the federal No Child Left Behind Act of 2001
defines "core academic subjects" to mean English, reading or
language arts, mathematics, science, foreign languages, civics
and government, economics, arts, history, and geography.
Supporters of foreign language and VPA argue that these two
subjects are core subject areas and thus should not be diluted
as a requirement for graduation. Some would argue that all
three subjects should be part of the graduation requirements,
instead of making students choose one over the other. The SBE
has adopted content standards in both VPA and foreign language
and it can be argued that each one of these subjects plays a
role in providing pupils a complete and well-rounded education
that keeps students engaged and motivated to stay in school.
Foreign language: The benefits and importance of foreign
language study has been widely documented. The Committee for
Economic Development, an independent research and policy
organization of business leaders and educators, released a
report in 2006 titled, Education for Global Leadership: The
importance of International Studies and Foreign Language
Education for U.S. Economic and National Security. The report
points out, "To confront the twenty-first century challenges to
our economy and national security, our education system must be
strengthened to increase the foreign language skills and
cultural awareness of our students. America's continued global
leadership will depend on our students' abilities to interact
with the world economy."
Furthermore, the California Master Plan for Education of 2002
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recommends all schools to establish a foundation for students'
future mastery of a second language, by the end of elementary
school, and attainment of oral proficiency and literacy in both
English and at least one other language, by the end of secondary
school. Additionally, it should be noted that the SBE has
adopted foreign language content standards, now known as "world
languages." The world language content standards represent the
knowledge, skills and abilities that students should acquire
during thirteen years in California public schools.
Visual or performing arts: Supporters of VPA education would
argue that arts courses enhance creativity and critical thinking
abilities, which are recognized as important skills for the
workplace. Like CTE, arts education has proven to be an
effective way to engage students in learning and in preventing
dropouts. A review of research titled, "Critical Links:
Learning in the Arts and Student Academic and Social
Development," suggests that "education in the arts not only
fosters other specific skills but also improves students'
self-confidence and motivation to learn, particularly among poor
and other at risk students."
In 2001, the SBE adopted visual and performing arts content
standards, which include all four disciplines of dance, music,
theatre, and visual arts. Reports have shown that arts
education in secondary schools suffers from limited
availability. A recent report by SRI International, An
Unfinished Canvas, shows that 72% of high schools fail to offer
standards-aligned courses of study in all four arts disciplines.
Supporters of arts education have suggested that exposure to
arts education provides invaluable preparation for the world of
work, and that VPA education addresses and develops ways of
thinking, questioning, expression and learning that complement
learning in other core subjects and develop skills and abilities
that are important for students entering into the workforce
after high school.
Career technical education: The SBE adopted CTE model standards
in 2005 and the CTE framework in 2007. CTE course offerings
range in method of delivery and course content. CTE courses may
be delivered by ROC/Ps, partnership academies, agricultural
programs, and tech-prep programs and the courses offered vary in
the degree of rigor and alignment to the CTE standards, thus
raising the question of whether CTE courses are as rigorous as
the high school graduation required courses. There are a number
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of CTE courses that do meet and even exceed the rigor of high
school graduation courses and are approved and recognized to
meet the postsecondary education admission criteria but not all
CTE courses do. It is difficult to know how many of the CTE
courses in fact meet the CTE standards, as there is no statewide
mechanism in place to review and ensure that CTE courses are
aligned to the CTE standards. This bill limits the CTE courses
that could count towards high school graduation to those that
are district-operated programs and that are aligned to the CTE
content standards.
Effect on postsecondary education admission eligibility: The
Board of Admissions and Relations with schools (BOARS)
establishes the subject areas and pattern of courses required
for minimum eligibility for freshman admission to the University
of California (UC). These requirements are known as the A-G
requirements, and the California State University (CSU) system
also accepts courses certified by BOARS as minimum eligibility
requirements. The A-G requirements consist of 15 courses and
three recommended courses as follows:
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|History/Social Science - 2 years required |
|----------------------------------------------|
|English - 4 years required |
|----------------------------------------------|
|Mathematics - 3 years required, 4 years |
|recommended |
|----------------------------------------------|
|Laboratory Science - 2 years required, 3 |
|years recommended |
|----------------------------------------------|
|Language Other than English - 2 years |
|required, 3 years recommended |
|----------------------------------------------|
|Visual and Performing Arts - 1 year required |
|----------------------------------------------|
|College-Preparatory Electives - 1 year |
|required |
| |
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Recognizing that this bill could result in high school students
graduating without taking a single course in foreign language,
or VPA, it must be noted that this bill could have an effect on
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a pupil's eligibility for admission to UC and CSU because both
of these are courses required for minimum eligibility for
freshman admission to California's four-year public
postsecondary institutions.
Analysis Prepared by : Marisol Avina / ED. / (916) 319-2087
FN: 0006436