BILL ANALYSIS �
SB 612
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SENATE THIRD READING
SB 612 (Steinberg)
As Amended August 26, 2011
Majority vote
SENATE VOTE :27-10
HIGHER EDUCATION 5-2 EDUCATION 7-2
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|Ayes:|Block, Fong, Galgiani, |Ayes:|Brownley, Ammiano, |
| |Lara, Portantino | |Buchanan, Butler, Carter, |
| | | |Eng, Williams |
|-----+--------------------------+-----+--------------------------|
|Nays:|Donnelly, Miller |Nays:|Norby, Beth Gaines |
| | | | |
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APPROPRIATIONS 12-5
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|Ayes:|Fuentes, Blumenfield, | | |
| |Bradford, Charles | | |
| |Calderon, Campos, Davis, | | |
| |Gatto, Hall, Hill, Lara, | | |
| |Mitchell, Solorio | | |
| | | | |
|-----+--------------------------+-----+--------------------------|
|Nays:|Harkey, Donnelly, | | |
| |Nielsen, Norby, Wagner | | |
| | | | |
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SUMMARY : Extends the sunset date of the California Subject Matter
Projects (CSMPs) until January 1, 2018, and makes the following
changes:
1)Requires the CSMPs to provide teachers with instructional
strategies for delivering career-oriented, integrated academic
technical content in a manner that is linked to high priority
industry sectors identified in the state career technical
education (CTE) model curriculum standards.
2)Authorizes the establishment of a physical education/health,
arts, and world language CSMP.
3)Requires the CSMPs, in partnership with the University of
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California (UC) Curriculum Integration Institute or other
appropriate entities, to provide teachers with support in the
implementation of career-oriented, integrated academic and
technical courses that meet course requirements for admission to
the UC and the California State University (CSU), and align with
high priority industry sections, as specified.
4)Requires the CSMP Concurrence Committee, beginning on January 1,
2016, and every three years thereafter, to provide a report on
the subject matter projects to the governor and the appropriate
policy committees of the Legislature. Further requires the
report to include information on CTE professional development
provided to teachers, as specified.
5)Changes the makeup of the Concurrence Committee to include one
representative selected by the Superintendent of Public
Instruction (SPI). This does not change the overall number of
the Concurrence Committee; instead, the State Board of Education
(SBE) will now select only one representative instead of two.
6)Adds one representative from an industry sector to each CSMP
advisory board and reduces the number of individuals who serve on
each CSMP advisory committee from 15 to 10, as specified.
7)Adds schools with a dropout rate that exceeds the statewide
average as one of the criteria each project advisory board
utilizes to recommend project funding.
8)Requires each project board, for purposes of recommending funding
that serves middle/high school teachers, to give special
consideration to sites that utilize or are preparing to utilize
instructional strategies to deliver career-oriented, integrated
academic and technical content.
9)Updates CSMP statute to account for the state's adoption of the
Common Core Standards in English language arts and mathematics.
10)Provides that these provisions become operative only if funding
is provided in the annual Budget Act or if federal funds are made
available and appropriated, or both, for the purposes of this
bill.
FISCAL EFFECT : According to the Assembly Appropriations Committee,
annual GF costs between $1.2 and $1.8 million to UC to integrate
career-oriented, academic technical content in all nine CSMPs.
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These costs are associated with developing content for each project
and providing stipends to educators to attend training in this
area. This bill specifies these provisions are not operative
unless an appropriation is provided for this purpose.
COMMENTS : Established in 1988, CSMP is a statewide network of
subject-specific professional development programs for teachers,
administered by the UC Office of the President, bringing together
K-12, college, and university faculty in a variety of institutes
and yearlong programs. CSMP participants engage in study and
practice of the disciplines and explore effective approaches to
teaching, all within a climate that supports reflection and
critique. Each year the CSMP serves between 25,000-30,000 teachers
with an average of nearly 40 hours of training in a given subject
area. According to a 2005 evaluation of the CSMP conducted by SRI
International, teachers reported that the CSMP influenced their
instruction more than other professional development and
contributed to improvements in student learning.
With the adoption of K-12 academic content standards in the late
1990s, the state narrowed the focus of the CSMP to the core content
areas of English language arts, mathematics, science, and
history-social science, and subject matter projects in arts,
foreign language, and physical education-health were deleted from
statute. AB 1734 (Mazzoni) Chapter 333, Statutes of 1998,
authorized the six projects currently specified in statute and
authorized UC to establish additional subject matter projects but
prohibited such projects from receiving funding in the annual
Budget Act. SB 611 (Ducheny) Chapter 857, Statutes of 2003,
expressed legislative intent that maintenance-level funding be
provided for projects in academic fields seeking standards approval
from the SBE. Accordingly, the UC has continued to operate subject
matter projects in the arts, foreign language, and physical
education/health, for which the SBE has adopted K-12 academic
standards. According to UC, it currently supports the three
projects with the CSMP maintenance-level funding and will not seek
additional state funding for the projects; however, the author
notes that establishing these projects in statute could make it
easier for UC to successfully compete for foundation funding to
provide additional support for the projects.
Analysis Prepared by : Sandra Fried / HIGHER ED. / (916) 319-3960
FN: 0002222
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