BILL ANALYSIS �
AB 1330
Page 1
Date of Hearing: April 27, 2011
ASSEMBLY COMMITTEE ON EDUCATION
Julia Brownley, Chair
AB 1330 (Furutani) - As Introduced: February 18, 2011
SUBJECT : Graduation requirements: career technical education
SUMMARY : Adds, commencing with the 2012-13 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 that is aligned to the CTE
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 and requires districts that
choose to offer CTE courses to pupils for purposes of meeting
the high school graduation requirements to fund those courses
through existing funds.
3)Repeals the provisions of this bill on July 1, 2017.
EXISTING LAW :
1)Establishes the following minimum high school graduation
requirements for pupils in grades 9-12, inclusive:
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
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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 (ROCPs), interdisciplinary
study, independent study, and credit earned at a postsecondary
institution, and requires that specified alternative modes for
completing the prescribed course of study shall be made
available to pupils, parents, and the public.
3)Requires districts maintaining any of grades 7-12, inclusive,
to offer to all otherwise qualified pupils in those grade
levels a course of study that fulfills the requirements and
prerequisites for admission to California's public
institutions of postsecondary education.
4)Requires districts maintaining any of grades 7-12, inclusive
to offer to all otherwise qualified pupils a course of study
that provides an opportunity for pupils to attain entry-level
employment skills in business or industry upon graduation from
high school.
5)Requires, commencing with the 2003-04 school year and each
year thereafter, at least one course, or a combination of the
two courses, in mathematics required to be completed by pupils
while in grades 9 to 12, inclusive, prior to receiving a
diploma of graduation from high school, meet or exceed the
rigor of the content standards for Algebra I, as adopted by
the SBE.
FISCAL EFFECT : This bill is keyed non-fiscal, however, the
Assembly Appropriations Committee has requested this bill be
referred to them. If this bill is passed by the Assembly
Education Committee, it will be referred to the Committee on
Appropriations to consider the fiscal implications.
On an identical measure, AB 2446 of 2010, the Assembly
Appropriations Committee estimated 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.
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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
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 will reduce access to
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.
Core academic subjects : 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 (NCLB) 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 high school graduation.
Considering that VPA and foreign language are core content areas
under NCLB, it is not clear as to why the author is taking the
approach of allowing CTE to replace one of these core-content
courses and is not proposing to replace any of the other
existing core and non-core content areas. The other graduation
requirements include, English, math, science, social studies,
history, civics and government and physical education; all of
which are core subject areas except physical education.
Some would argue that foreign language, VPA and CTE should all
be part of the graduation requirements, instead of making
students choose one over the other. In fact, this bill points
to a much broader policy concern regarding the funding levels in
education and the precedent this bill could set. Rather than
ensure pupils have access to a well-rounded education, this bill
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allows them to replace core subjects with non-core subjects, in
what some would argue is an attempt to accommodate the
insufficiency of education resources. This Committee may wish
to consider whether this is the appropriate policy approach that
should be taken.
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. These two subject areas provide very valuable skills
and knowledge that can help pupils to be successful in the
global economy.
Foreign language : The benefits and importance of foreign
language study has been widely documented. The Committee for
Economic Development (CED), 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." The CED report further suggests, "The
need for foreign language skills is even more acute for our
national security. The FBI and other federal government
agencies lack sufficient linguists to translate intelligence
information in critical languages in a timely manner.
Furthermore our diplomatic efforts have been hampered by a lack
of cultural awareness." CED recommends to integrate
international content into the state's K-12 curriculum standards
and to require high school students to achieve proficiency in at
least one language in addition to their primary language.
Similarly, the California Master Plan for Education of 2002
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. The Master Plan states, "Education must prepare
Californians for participation in the international community.
Ours is the nation's most linguistically rich state. At a time
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when global knowledge, skill, and understanding are at a
premium, California's multi-lingualism is an asset that should
be developed to a much greater extent. We must recognize our
state's widespread multiculturalism and bilingualism and embrace
them as 21st century educational and social resources."
The State Board of Education (SBE) has adopted draft foreign
language content standards, now known as "world languages." The
draft World Language Content Standards for California Public
Schools, Kindergarten Through Grade Twelve world language
content standards represent the knowledge, skills and abilities
that students should acquire during thirteen years in California
public schools. The draft document states, "In order to succeed
in the 21st century, today's students need to develop linguistic
and cultural literacy, including academic knowledge, proficiency
in English, and in several of the world's languages and
cultures." Recognizing the importance of cultural competence
and foreign language skills to compete successfully in the
global economy, some would argue that the existing high school
graduation requirements in the area of foreign language should
be strengthened and that foreign language learning should begin
earlier in a pupil's educational trajectory. According to
information on the California Department of Education's (CDE)
Web site, in the 2008-2009 school year, 29,900 foreign language
courses were offered in 1,957 schools throughout the State.
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 through a survey, "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 for California Public Schools, Pre-kindergarten
through Grade Twelve. The standards include all four
disciplines of dance, music, theatre, and visual arts. The VPA
standards were developed as a result of Senate Bill 1390
(Murray), Chapter 432, Statutes of 2000. SB 1390 called for the
adoption of visual and performing arts content standards and
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stated that instruction in VPA should be made available to all
students. The VPA standards state, "The arts convey knowledge
and meaning not learned through the study of other subjects.
Study in and through the arts employs a form of thinking and a
way of knowing based on human judgment, invention, and
imagination. Arts education offers students the opportunity to
envision, set goals, determine a method to reach a goal and try
it out, identify alternatives, evaluate, revise, solve problems,
imagine, work collaboratively, and apply self-discipline. The
visual and performing arts are a vital part of a well-rounded
educational program for all students."
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. According to CDE data for 2008-09,
41,768 courses were offered in 3,242 of the State's schools.
Supporters of arts education have suggested that exposure to
arts education provides invaluable preparation for the world of
work. VPA address and develop 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 : There is evidence that CTE has a
role in engaging students in academic learning and there is much
support in expanding opportunities that prepare pupils to make
choices for life after high school. The SBE adopted Career
Technical Education Model Standards in 2005 and the CTE
Framework for California Schools for grades seven to twelve in
2007. CTE course offerings range in method of delivery and
course content. CTE courses can be delivered by ROCPs,
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 of CTE courses
that do meet and even exceed the rigor of high school graduation
courses and are approved and recognized to meet the A-G criteria
but not all CTE courses do. This bill requires CTE courses
counted towards meeting the graduation requirements to be
CTE-standards aligned. 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
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courses are aligned to the CTE standards. Districts that
receive funds from the Carl Perkins Career and Technical
Education Improvement Act are required to show in their Perkins
plan that course offerings 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.
Programs such as county-operated ROCPs would not count towards
high school graduation. According to information on the
California Department of Education's Internet Web site, there
are currently 42 county-operated ROCPs, 6 single district ROCPs,
and 26 joint powers agreement (JPA) ROCPs. Currently ROCP
teachers do not have to meet the highly qualified teacher
requirements, unless that teacher teaches a core subject. The
CTE instructor must, however be properly credentialed in their
respective CTE discipline. The California Department of
Education (CDE) has established a policy regarding the "highly
qualified teacher" provisions of NCLB that states, "in order to
be considered highly qualified, a teacher must have a four-year
college degree and meet all other credentialing requirements.
If a CTE teacher does not have a four-year college degree and
his/or her class is an option for a core course for graduation
purposes, he/or she may not be meeting the highly qualified
teacher requirements." The guidance that CDE has offered
regarding alternative ways of meeting the core subject
graduation requirements, however does not address the issue
regarding CTE teachers who teach CTE courses that meet the
alternative graduation requirements but do not have a four-year
degree because California's CTE credentials do not require a
4-year college degree. It is uncertain that limiting the types
of CTE courses that would count towards high school graduation
to courses that are part of district-operated CTE programs would
addresses the issue of meeting the "highly qualified teacher"
requirements under NCLB.
Under current law, districts are required to 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 ROC/Ps,
interdisciplinary study, independent study, and credit earned at
a postsecondary institution. Districts have the option of
adopting alternatives for pupils to complete high school
graduation requirements.
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Effect on UC/CSU 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:
----------------------------------------------
|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 |
----------------------------------------------
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 could have an effect on 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. Staff recommends an amendment to add a
requirement for school districts that elect to offer CTE as a
course option within the high school graduation requirements to
notify in writing pupils and their parents, legal guardians or
education rights holder that exercising this option could have
an effect on pupils' eligibility for admission to UC or CSU and
to also notify pupils of the availability of CTE courses that
meet the A-G requirements, if any.
A substantially similar measure, AB 2446 (Furutani), was vetoed
by Governor Schwarzenegger in 2010 expressing concerns that this
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bill could be construed to impose higher costs without a fund
source. The enrolled version of AB 2446 included several
provisions that are not in the introduced version of this bill.
One of those was a requirement for a school district or county
office of education (COE) that elects to allow a CTE course to
satisfy the graduation requirements to notify, prior to offering
that alternative to pupils, the public at a regularly scheduled
meeting of the governing board about all of the following:
1. The intent to offer career technical education
courses to fulfill the graduation requirements;
2. The impact that offering career technical education
courses, will have on the availability of A-G courses and
whether the career technical education courses to be
offered are approved to satisfy those eligibility
requirements; and,
3. The distinction, if any, between the high school
graduation requirements of the school district or county
office of education and the A-G requirements.
Staff recommends the bill be amended to include these provisions
in order to provide teachers, parents, pupils and the public an
opportunity to learn about the impact this bill could have on
course offerings and on UC/CSU eligibility.
The enrolled version of the bill also included a requirement for
the CDE to report to the appropriate policy committees of the
Legislature specified information to help the Legislature assess
and evaluate the impact of this policy on dropout rates, course
offerings, and other opportunities for pupils. Since these
provisions sunset in five years, it is important for the
Legislature to have this information. Staff recommends the bill
be amended to include a similar requirement for CDE to report on
the following:
1. The number of pupils who took a career technical
education course in order to fulfill the requirement
specified in this bill. A school district may report this
number through the California Longitudinal Pupil
Achievement Data System;
2. Reasons given by pupils for choosing to enroll in a
career technical education course to satisfy the
requirement specified in this bill;
3. The type and number of CTE courses that were available
for pupil enrollment;
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4. The number of CTE courses that satisfied the subject
matter requirements for admission to the University of
California or the California State University;
5. The extent to which the CTE courses addressed local
workforce needs;
6. The impact on VPA and foreign language courses that
resulted from pupils choosing to enroll in CTE courses to
satisfy the graduation requirement specified in this bill;
and
7. Annual pupil dropout and graduation rates for the
2010-11 to 2013-14 school years, inclusive.
Impact on English learners : Linguistic minority students are
the fastest growing demographic group in California and they
enter school at considerable disadvantages relative to their
native English speaking peers. Approximately 1/3 of all English
learner (EL) students are found in grades 7-12. According to a
report titled, Promoting Academic Literacy Among Secondary
English Language Learners: A Synthesis of Research and Practice,
secondary English learners are the fastest growing segment of
ELs; and older ELs "have less time to acquire both English and
the academic skills they need to get ready for high school
graduation and to prepare for post-secondary options." It has
been documented that secondary ELs encounter difficult
challenges in acquiring the language, more specifically the
academic English of the classroom and of texts, and the
disciplinary content material such as history, social studies,
science, mathematics and literature that is required for high
school graduation and for success in postsecondary life. This
affects newcomer high school ELs the most as they struggle in
meeting graduation requirements while trying to learn the
language and subject matter content, and they also have a more
difficult time meeting the A-G requirements. Arguments have
been made that this bill could impede EL access to meet the A-G
requirements due to the number of intervention and support
classes in English and math that crowd out access to courses in
arts, foreign language, and even science and social studies,
hence making it more important to give pupils and parents
notification of the potential impact on UC/CSU eligibility if a
pupil chooses to take a CTE course instead of a VPA or foreign
language class.
Sequences of courses and multiple pathway programs : Research
has shown that pupils that complete both an academic and a CTE
sequence of courses in high school have the greatest likelihood
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of being employed in professional, managerial, or skilled jobs
and have the greatest likelihood of being enrolled in
postsecondary education. Furthermore, the California Career
Technical Education 2010 Longitudinal Study shows that CTE
students generally had better grades in their CTE courses if
they took more of them within a single industry sector and
students with only one course in a sector had the lowest CTE
grades, and that salaries increased post-high school by number
of courses taken in a sequence up to the point of four courses
where there occurred a drop off in average wages earned. Hence,
it is questionable that one CTE course will have an impact in
job and postsecondary readiness for pupils. Proven and
promising programs like the California Partnership Academies and
multiple pathway programs promote CTE course sequences with
academic coursework as integral components to prepare pupils for
college and careers.
A previously enacted measure, AB 2648 (Bass, Carter & Furutani),
Chapter 681, Statutes of 2008, required the Superintendent of
Public Instruction (SPI) to develop, in conjunction with
specified individuals, a report that explores the feasibility of
expanding and establishing career multiple pathway programs.
The "multiple pathways" can deliver a rigorous and relevant
curriculum that includes core academics, applied learning and a
CTE course sequence. The integration of career based themes and
content across all subject areas is a promising approach that
would give students the opportunity to access both core content
and CTE without having to choose one over the other. The report
suggests that currently, the requirements for high school
graduation, as defined in the California Education Code, do not
meet actual admission requirements of many postsecondary
educational institutions, and while the report does not include
recommendation on this particular subject, it does suggest that
the multiple pathways approach could work to relieve the
concerns that students who take an applied course sequence
cannot be eligible for the UC or CSU, and that students who
complete the A-G sequence will have no room in their schedule
for CTE courses. A bill by the same author, AB 790 (Furutani),
also scheduled to be heard in this Committee on April 27,
establishes a pilot program for the implementation of
district-wide multiple pathway programs in at least 20
participating school districts. The idea behind the pilot is
that all high schools within a participating school district
would implement multiple pathway approaches, and as the language
in AB 790 states, "The multiple pathway approach is one of the
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most promising high school transformational strategies and can
be expanded to play a pivotal role in enabling all of our pupils
to be well prepared for life and workforce demands in a 21st
Century global economy."
Arguments in support : The State Building and Construction Trades
Council, the sponsor of the bill writes, "AB 1330 would increase
access to these courses by allowing students to choose to enroll
in a CTE course instead of a visual or performing arts course or
a foreign language course. The ability to choose will help
students become more engaged in their education and will improve
graduation rates and levels of postsecondary education
enrollment in college, universities or apprenticeship programs.
Since a recent study entitled: The Silent Epidemic: Perspectives
of High School Dropouts found that 47% of high school dropouts
indicated that they were not interested in or engaged in their
coursework the new choice that AB 1330 would provide students
might very well help mitigate that statistic."
The California Manufacturers & Technology Association writes,
"Our member companies are already finding it difficult to find
qualified machinists, engineers, and other manufacturing
workers. This promises to become a workforce shortage crisis in
the future as aging baby boomers retire in ever increasing
numbers. This means that in the coming decades the California
economy will be offering exciting and well-compensated
employment for students who acquire high level technical skills
in manufacturing, construction, healthcare, and many other
industry sectors. These jobs often require less than a
bachelors degree, but require a rigorous curriculum that
includes core academics and applied learning opportunities."
Arguments in opposition : The California Alliance for Arts
Education writes, "AB 1330 would undermine access to arts
education courses by allowing students to substitute Career
Technical Education courses for current requirements in visual
and performing arts or foreign language. While we support
efforts to create pathways to the workforce for students, we
believe this legislation unfairly targets arts education and
prevents every student from gaining access to the unique
training and skills that grow from quality arts education.
Classes in dance, music, theater, and visual arts are the very
courses that engage at-risk students who might otherwise drop
out from school. With high school drop out rates soaring in
California, we cannot risk a further disincentive to attending
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school."
Public Advocates has an oppose unless amended position on this
bill and is seeking the following amendments: require that the
optional CTE course is A-G aligned; require that the optional
CTE course be one of at least 2 CTE courses, the demonstrated
number of courses necessary to see academic improvement; School
districts that implement the option must be required to provide
full disclosures to individual students and their families that
they may be foregoing their eligibility for college or
university; Schools who choose to substitute a CTE course for
the arts/foreign language course requirement must provide CTE
courses that meet the minimum content standards adopted by the
State Board of Education; and to condition the use of this
curriculum flexibility by prohibiting districts from reducing
their existing course offerings for visual and performing arts
or foreign language after adopting AB 1330's flexible graduation
standard. Public advocates further notes, "Without these
amendments, AB 1330 will lower graduation standards by making it
easier for poor performing students to get a diploma without
preparation for any post-secondary option, meaning students will
be much more likely to graduate prepared for neither career nor
college."
Related legislation : AB 790 (Furutani & Carter) establishes the
Multiple Pathway Pilot Program to be administered by the
California Department of Education (CDE) according to specified
requirements for the purpose of implementing district-wide
multiple pathway learning approaches in all participating school
districts, and authorizes a school district that maintains
grades 9 to 12, inclusive, to apply to the Superintendent of
Public Instruction (SPI) to operate a pilot program. Requires
the SPI to transmit a report to the Legislature and the Governor
by January 18, 2018, that makes specified evaluations and
recommendations.
AB 815 (Brownley) establish the State Seal of Biliteracy to
recognize high school graduates who have attained a high level
or proficiency in speaking, reading, and writing in one or more
languages in addition to English. AB 815 is pending in this
Committee.
Previous legislation : AB 2446 (Furutani) of 2010, a
substantially similar measure, adds, commencing with the 2011-12
school year, CTE, as defined, as an option for pupils to fulfill
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the existing high school graduation requirement to complete a
course in VPA or foreign language. Requires the California
Department of Education (CDE), on or before January 1, 2015, to
report to the appropriate policy committees of the Legislature
specified data and information relative to the course taking in
CTE and the impact this bill has had on other subject areas, and
requires a school district or COE that chooses to offer CTE
course as an option for pupils to meet graduation requirements
to notify the public, as specified, through a regularly
scheduled board meeting Sunsets the provisions of the bill on
July 1, 2016. AB 2446 was vetoed by Governor Schwarzenegger
with the following veto message:
Improving and expanding Career Technical Education
(CTE) opportunities has been among my highest
priorities. While I am supportive of the author's
intent to give CTE a prominent place in high school
graduation priorities, the final version of this bill
omitted my Administration's proposed amendments that
were intended to limit the new costs to school
districts. Therefore, I am concerned that this bill
could be construed to impose higher costs without a
fund source, which could also be interpreted as a
state reimbursable mandate. Given that school budgets
are very constrained due to the recession, adding new
costs at this time is not advisable.
SB 253 (Wyland) of 2010, a substantially similar measure, adds,
commencing with the 2011-12 school year and for five years
thereafter, career technical CTE, as defined, as an option for
pupils to fulfill the existing high school graduation
requirement to complete a course in VPA or foreign language. SB
253 was referred to the Assembly Rules Committee.
AB 554 (Furutani) adds one course to the existing minimum high
school graduation requirements and includes career technical
education (CTE) as an option to fulfill this additional
requirement. AB 554 was held in the Assembly Appropriations
Committee suspense file.
AB 2648 (Bass, Carter & 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.
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SB 672 (Torlakson) of 2008 requires high schools participating
in the California Enhanced Instructional Time Program, pursuant
to Senate Bill 681 (Torlakson) of 2008, to adopt a graduation
policy that requires pupils to complete two courses in CTE. SB
672 was held in the Assembly Education Committee.
AB 272 (Kuehl) of 1999 increases course requirements for the
receipt of a high school diploma to require one year-long course
in visual or performing arts and one year-long course in a
foreign language, commencing with the graduating class of the
2004-2005 school year. AB 272 was held in the Senate
Appropriations Committee.
REGISTERED SUPPORT / OPPOSITION :
Support
Association of California School Administrators
Automotive Service Councils of California
California Autobody Association
California Association of Leaders for Career Preparation
California Association of Regional Occupational Centers and
Programs
California Business Education Association
California Farm Bureau
California Federation of Teachers
California Manufacturers & Technology Association
California School Employees Association
California Teachers Association
Engineering & Utility Contractors Association
Golden State Builders Exchanges
State Building and Construction Trades Council (Sponsor)
Opposition
Alliance for a Better Community
Arts for LA
California Alliance for Arts Education
California Art Education Association
California Association for Health, Physical Education,
Recreation and Dance
California Dance Education Association
California Language Teachers Association
Californians for Justice
Californians Together
Education Trust-West
LEAP
Performing Arts Workshops
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Public Advocates (Unless Amended)
Theatre Bay Area
Individuals
Analysis Prepared by : Marisol Avi�a / ED. / (916) 319-2087