BILL ANALYSIS
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|SENATE RULES COMMITTEE | SB 1354|
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THIRD READING
Bill No: SB 1354
Author: Hancock (D)
Amended: 6/1/10
Vote: 21
SENATE EDUCATION COMMITTEE : 7-1, 4/14/10
AYES: Romero, Alquist, Hancock, Liu, Price, Simitian,
Wyland
NOES: Huff
NO VOTE RECORDED: Maldonado
SENATE APPROPRIATIONS COMMITTEE : 8-2, 5/27/10
AYES: Kehoe, Alquist, Corbett, Leno, Price, Wolk, Wyland,
Yee
NOES: Denham, Walters
NO VOTE RECORDED: Cox
SUBJECT : Partnership academies
SOURCE : Author
DIGEST : This bill updates the criteria for student
participation in partnership academies and requires career
technical education courses offered at a partnership
academy to be part of an occupational course sequence.
ANALYSIS :
Existing Law
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1.Establishes California Partnership Academies (CPAs) for
the purpose of providing combined academic and
occupational training to high school students in grades
10-12 inclusive who present a high risk of dropping out
of school. CPAs function as a school within a school and
provide career-themed educational programs that integrate
core academic content and technical education.
2.Establishes funding formulas and requirements for CPA
grants issued by the Superintendent of Public Instruction
(SPI).
3.Requires districts and companies or other private sectors
participating in a partnership academy to provide an
amount equal to 100 percent match of all grants received.
4.Authorizes the SPI to issue a maximum of 155 planning
grants per year in the amount of $15,000 and authorizes
the SPI to issue implementation and maintenance grants to
academies according to the following schedule:
A. $1,400 for each qualified pupil enrolled in an
academy during the first year of the academy's
operation, up to a maximum of $42,000.
B. $1,200 for each qualified pupil enrolled in an
academy during the second year of the academy's
operation, up to a maximum of $72,000.
C. $900 for each qualified pupil enrolled in an
academy during the third and subsequent years of
operation, up to a maximum of $81,000.
5.Requires at least half of the students enrolled in a
partnership academy be "at risk" as demonstrated by
having a past record of irregular attendance and/or
underachievement, having an economically disadvantaged
background, or demonstrating low motivation or
disinterest in the regular academic program. A school
district that is unable to enroll enough at risk students
may enroll non-at-risk students who meet specified
criteria, including scoring in the 40th percentile or
below in mathematics or English language arts on the
California Standards Test.
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This bill:
1.Modifies the criteria for determining "at risk" for
purposes of eligibility to participating in a CPA:
A. Defines irregular attendance to mean absence from
school 20 percent or more of the school year.
B. Scoring "below basic" in mathematics or English
language arts on standardized test administered
pursuant to the Standardized Testing and Reporting
(STAR) Program.
C. Specifies that a student maintaining a grade point
average of 2.2 or below meets at least one of the
criteria for being determined to be at risk.
2.Deletes provision that specify the academic criteria
applying to non at-risk pupils participating in a CPA.
3.Deletes the requirement that students be provided a
laboratory class related to the academy's occupational
field.
4.Specifies that career technical education courses offered
at each grade level at the academy are part of an
occupational course sequence that targets comprehensive
skills that:
A. Provide career technical education in occupations
of regional and local economic need.
B. Focus on occupations requiring comprehensive
skills leading to higher than entry-level wages, or
the possibility of significant wage increases after a
few years on the job, or both.
C. Provide a sequence of courses that build upon each
other in knowledge, skill development, and experience
and ends in a capstone course that includes an
internship component.
D. Prepare pupils for employment and postsecondary
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education. Requires sequenced courses to be linked
to certificate and degree programs in the region,
where possible.
E. Prepare pupils for industry-recognized
certification, where possible.
F. Meet the A-G University of California requirements
or seek A-G status for appropriate existing courses,
where appropriate.
5.Requires districts, whenever practical, to provide a
second planning period for the CPA teacher.
Background
CPAs provide occupational training in areas such as
electronics, computer technology, finance, agribusiness,
graphic arts and printing, international business, and
space. There are currently a total of 480 CPAs across the
state. Key elements of a partnership academy include
partnerships with local business, teacher teams, mentoring,
and internships. Students are matched with a mentor from
the business community and typically begin an internship
after completing their junior year. According to the CDE,
program evaluations indicate academies have a positive
impact on students' school performance.
Comments
Need for the Bill . According to the author's office, the
purpose of this bill is to promote greater consistency in
partnership academies by:
1.Requiring all partnership academies to provide students
with sequences of courses that develop proficiency in a
series of skills and prepare them for industry-recognized
certifications.
2.Updating and clarifying indicators used to identify
at-risk students to give schools better guidance in
determining which students may benefit from participating
in a partnership academy.
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FISCAL EFFECT : Appropriation: No Fiscal Com.: Yes
Local: No
Fiscal Impact (in thousands)
Major Provisions 2010-11 2011-12
2012-13 Fund
CPA
No/minor costs General*
*Counts towards meeting the Proposition 98 minimum funding
guarantee
SUPPORT : (Verified 6/1/10)
Superintendent of Public Instruction
California Association of Leaders of Career Preparation
California Association of Regional Occupational Centers and
Programs
State Building and Construction Trades Council
ARGUMENTS IN SUPPORT : According to the author's office,
"There are local inconsistencies in the academy program
which need to be addressed. With nearly two decades of
experience, it is time to enhance and upgrade the technical
education component by requiring sequences of courses.
Students who complete a sequenced certificate program are
able to demonstrate skill proficiency for entry into higher
education career technical education programs and for
employment in related industry fields. By requiring
sequences of courses, Partnership Academies would be in
alignment with Regional Occupational Centers/Program."
CPM:cm 6/1/10 Senate Floor Analyses
SUPPORT/OPPOSITION: SEE ABOVE
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