BILL ANALYSIS �
AB 1892
Page 1
ASSEMBLY THIRD READING
AB 1892 (Bocanegra)
As Amended May 23, 2014
Majority vote
EDUCATION 7-0 APPROPRIATIONS 12-0
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|Ayes:|Buchanan, Olsen, Ch�vez, |Ayes:|Gatto, Bocanegra, |
| |Gonzalez, Nazarian, | |Bradford, |
| |Weber, Williams | |Ian Calderon, Campos, |
| | | |Eggman, Gomez, Holden, |
| | | |Pan, Quirk, |
| | | |Ridley-Thomas, Weber |
|-----+--------------------------+-----+--------------------------|
| | | | |
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SUMMARY : Adds pupils redesignated as fluent English proficient
to the list of "unduplicated pupils" for purposes of the Local
Control Funding Formula (LCFF) and makes related changes.
Specifically, this bill :
1)Adds redesignated English learners (ELs) to English learners,
low income pupils, and foster youth for purposes of generating
supplemental grant and concentration factor funding under LCFF
for school districts, county offices of education, and charter
schools.
2)Provides that redesignated ELs shall generate 50% of the
supplemental grant and concentration factor funding in the
first year after the pupil has been redesignated as a fluent
English learner and 24% of the supplemental grant and
concentration factor funding in the second year after the
pupil has been redesignated as a fluent English learner.
3)Provides that redesignated ELs who fall into more than one
unduplicated pupil category shall count only once for funding
purposes.
4)Requires school districts and county offices of education to
identify in their Local Control and Accountability Plans
(LCAPs) any specialized programs or services provided to
pupils redesignated as fluent English proficient in order for
them to maintain proficiency in English and access the Common
AB 1892
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Core academic content standards and a broad course of study,
as specified.
5)Makes these provisions inoperative upon the adoption of
statewide pupil redisignation standards after January 1, 2015,
by statute or regulation, or on July 1, 2018, whichever comes
first.
EXISTING LAW establishes the LCFF, which provides funding to
local education agencies (LEAs) in three parts:
1)A base grant, which is the same amount per average daily
attendance for all districts and varies according to four
grade spans.
2)A supplemental grant, which is equal to 20% of the base grant,
and is provided for each pupil who is identified as either low
income, as determined by eligibility for free or reduced-price
meals, an EL, or in foster care.
3)A concentration factor, which provides an additional 50% of
the base grant for each pupil who is eligible for the
supplemental grant and who is in excess of 55% of the
district's or charter school's enrollment (in other words,
those pupils generate the 20% supplemental grant plus the 50%
concentration factor, for an additional 70% of the base
grant).
The formula uses an "unduplicated count," which means that
pupils who fall into more than one category are counted only
once.
FISCAL EFFECT : According to the Assembly Appropriations
Committee, General Fund and Proposition 98 (1988) costs of
approximately $35 million to $50 million annually through the
2017-18 fiscal year.
COMMENTS : This bill expands the number of unduplicated pupils
by adding ELs who have been redesignated as fluent English
proficient for two years. It is predicated on two assumptions:
one, that EL pupils need continued support after redesignation
to ensure continued academic success; and, two, that the loss of
additional funding for EL pupils after they are redesignated
provides a disincentive to redesignate and unnecessarily holds
AB 1892
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pupil back. Supporters of the bill argue that the change in
status, itself, has important consequences for pupils and that
redisignation is needed to allow former EL pupils access to
mainstream academic programs. Allowing districts to retain a
portion of EL funding for pupils for two years after
redesignation will remove the disincentive to redesignate when
it is academically appropriate and provide funding for needed
follow up support services.
Some have argued that the real problem is the lack of statewide
criteria and standards that all districts must use to assessment
readiness for redesignation. The State Board of Education (SBE)
has adopted minimum guidelines for districts to use in the
redesignation of English learners, consistent with the current
requirement in law that the criteria be based on specified
multiple criteria, but ultimately each district sets its own cut
scores and redesignation requirements, including local criteria.
A 2005 report by the California State Auditor found wide
inconsistencies among districts in how the minimum SBE standards
are applied, and some districts set the bar higher than others.
The report recommended that the California Department of
Education seek legislation to achieve greater consistency among
districts in determining when to redesignate ELs. This bill
addresses this issue by repealing its provisions upon the
adoption of statewide pupil redisignation standards or on July
1, 2018, whichever comes first.
Analysis Prepared by : Rick Pratt / ED. / (916) 319-2087
FN: 0003752