BILL ANALYSIS
SENATE COMMITTEE ON EDUCATION
Gloria Romero, Chair
2009-2010 Regular Session
BILL NO: SB 515
AUTHOR: Hancock
INTRODUCED: April 20, 2009
FISCAL COMM: No HEARING DATE: April 22, 2009
URGENCY: No CONSULTANT:Beth Graybill
NOTE: This bill has been referred to the Committees on
Education and Business, Professions and Economic Development.
A "do pass' motion should include referral to the Committee
on Business, Professions and Economic Development.
SUBJECT : Career Technical Education: workforce development.
SUMMARY:
This bill requires schools and community colleges that
receive funds from the Perkins Act to demonstrate that at
least half of sequenced career technical education courses
are linked to regional or state high priority workforce
needs.
BACKGROUND
Existing law establishes various career technical education
(CTE) programs for public schools including but not limited
to regional occupational centers and programs (ROC/P),
partnership academies, adult education programs, and career
technical education programs in secondary and postsecondary
institutions.
Existing federal law, the Carl D. Perkins Career and
Technical Education Improvement Act, provides federal funds
to states for the purpose of improving CTE programs,
integrating academic and technical curriculum, serving
special populations and meeting gender equity needs. To
receive federal funds provided under the Perkins Act,
existing state law requires school districts, Regional
Occupational Centers or Programs (ROC/Ps) and community
college districts to 1) develop course sequences that meet
specified conditions, and 2) provide pupils participating in
vocational sequences with information and experiences
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designed to increase their postgraduation work and school
options.
Existing law requires on or before July 1, 2010, the
governing board of each ROC/P to ensure that at least 90
percent of all state-funded courses offered by the center or
program, as specified, are part of course sequences that
target comprehensive skills.
ANALYSIS
This bill adds a new condition for receiving federal funds
from the Carl D. Perkins Vocational and Applied Technology
Education Act of 1998. Specifically, this bill:
1) Requires by January 1, 2013, school districts, regional
occupational centers or programs, and community college
districts to demonstrate that at least half of the
course sequences offered are linked to high priority
workforce needs as identified by the California Labor
and Workforce Development Agency for the state or for
the economic region where the program is located.
2) Encourages school districts, ROC/Ps and community
college districts to work with local Workforce
Investment Boards in the identification of career
sectors of high priority.
STAFF COMMENTS
1) Regional Occupational Centers and Programs . ROC/Ps
provide high school students 16 years of age and older,
and also adult students, with valuable career and
technical education so students can (1) enter the
workforce with skills and competencies to be successful,
(2) pursue advanced training in postsecondary
educational institutions; or (3) upgrade existing skills
and competencies.
2) What's the problem ? ROC/Ps are required to consult with
advisory committees composed of local business and
industry representatives on local employment
opportunities, curriculum, and program operation. Local
governing boards are required to review CTE programs to
assure that courses and programs meet documented labor
demand and don't duplicate other job training skills
programs in the local area. While the author's office
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maintains that this bill could provide for more
strategic use of state and federal resources, could the
requirements of the measure reduce flexibility districts
or county offices of education need to meet the academic
needs and interests of students enrolled in CTE courses,
develop multiple pathway programs, or meet local
business needs even if they haven't been identified as
high priority workforce need? Could this bill result in
the elimination of programs that may not be addressing
high priority workforce needs but keep students engaged
in school or need more time to adapt when workforce
needs change?
3) Regional economic needs . The California Labor and
Workforce Development Agency has published a report on
California's economic profile and has designated nine
economic regions of the state for purposes of
identifying workforce needs and to aid California's 50
local Workforce Investment Boards develop and address
economic development strategies closely related to the
unique needs of each region.
4) Related legislation . SB 515 is part of a package of
bills aimed at linking the state's public education
system to workforce needs in current and future
economies. SB 675 (Steinberg) establishes a Green Jobs
Fund to establish CTE pathway programs beginning in
middle school. SB 471 (Romero and Steinberg) calls for
stem cell biology education to expose and prepare
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students for career paths in the field of regenerative
medicine. SB 747 (Romero) creates a pilot program for
CTE curriculum to address the needs of the aerospace
industry; and SB 43 (Alquist) improves data collection
and availability to develop medical profession pathway
programs.
5) Prior legislation . SB 2448 (Hancock, Chapter 572, 2006)
made various changes to the operation and administration
of ROC/Ps and required that at least 90% of state-funded
courses offered by ROC/Ps are part of course sequences
that target high demand occupations. SB1197 (Alquist,
Chapter 519, 2008) required ROC/Ps established and
maintained pursuant to a joint powers agreement receive
operating funds directly from the county office of
education in which it is located.
6) Hidden mandate ? Although the Legislative Counsel has
not keyed this bill as a state-mandated program, staff
notes that because ROC/Ps are dependent on federal funds
from the Perkins Act to deliver CTE courses, the
requirements of this bill could be viewed as a state
mandate.
SUPPORT
American Federation of State, County and Municipal Employees,
AFL-CIO
OPPOSITION
None received.