BILL ANALYSIS �
AB 2110
Page 1
ASSEMBLY THIRD READING
AB 2110 (Ting)
As Amended April 21, 2014
Majority vote
EDUCATION 7-0 APPROPRIATIONS 17-0
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|Ayes:|Buchanan, Olsen, Ch�vez, |Ayes:|Gatto, Bigelow, |
| |Gonzalez, Nazarian, | |Bocanegra, Bradford, Ian |
| |Weber, Williams | |Calderon, Campos, |
| | | |Donnelly, Eggman, Gomez, |
| | | |Holden, Jones, Linder, |
| | | |Pan, Quirk, |
| | | |Ridley-Thomas, Wagner, |
| | | |Weber |
|-----+--------------------------+-----+--------------------------|
| | | | |
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SUMMARY : Requires the Instructional Quality Commission (IQC) to
consider incorporating computer science curriculum content into
the mathematics, science, history-social science, and language
arts curriculum frameworks, as it deems appropriate, when those
frameworks are next revised and adds related provisions.
Specifically, this bill :
1)Requires the computer science curriculum to focus on
foundational concepts in computer science by integrating basic
skills in technology with simple ideas about computational
thinking, communication, and collaboration, and being
responsible citizens in a changing digital world.
2)Requires that computer science curriculum shall be designed to
promote an understanding of all of the following:
a) Computational thinking, including, but not limited to,
using technology resources to solve age-appropriate
problems, understanding and using basic steps of
algorithmic problem solving with computer-free exercises,
demonstrating that a string of bits can be used to
represent alphanumeric information, recognizing that
software is created to control computer operations, and
understanding the connections between computer science and
other fields;
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b) Collaboration, including, but not limited to, gathering
information and communicating electronically, and using
age-appropriate technology resources and tools to
participate in collaborative problem-solving activities for
the purpose of developing solutions or products;
c) Computer practice, including, but not limited to, using
age-appropriate technology resources to gather, organize,
and manipulate data, using technology tools for individual
and collaborative writing, communication, and publishing
activities, constructing a set of step-by-step instructions
to be acted out, and identifying a wide range of jobs that
require knowledge or use of computing;
d) Computers and communication devices, including, but not
limited to, demonstrating an appropriate level of
proficiency with input and output devices, understanding
the pervasiveness of computers in daily life, and
identifying factors that distinguish humans from machines;
and
e) Community, global, and ethical impacts, including, but
not limited to, practicing responsible digital citizenship
in the use of technology, identifying the social and
ethical impacts of technology on personal life and society,
and evaluating the accuracy, relevance, and biases of
electronic information sources.
3)Requires the IQC to consult with classroom teachers to ensure
the age-appropriateness of the computer science curriculum.
4)Provides that, if computer science curriculum content is
incorporated into the mathematics, science, history-social
science, and language arts curriculum frameworks at their next
revision, the Superintendent of Public Instruction shall
identify and post on the department's Internet Web site
professional development resources for teaching computer
science curriculum content.
5)Specifies that its requirements shall be implemented in a
manner that does not result in new duties or programs being
imposed on local educational agencies, finds and declares that
it does not mandate costs to local educational agencies, and
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that materials used to comply with this subdivision shall be
part of the normal instructional materials purchased by local
educational agencies in their normal course of business and
purchasing cycles.
EXISTING LAW :
1)Makes legislative findings recognizing that increasing the
integration of computers and computer technology into
California's economy has profound implications for
California's society and the state's educational policy.
2)Makes legislative findings that recognize the importance of
early exposure to basic computer education and computer
resources for all students to ensure academic and career
success.
3)Makes a legislative finding that it is imperative California
adopt a policy to ensure equitable access to technological
education programs.
4)Declares a policy for the state of California that all
students in grades 1 - 12, inclusive, shall have equitable
access to educational programs designed to strengthen
technological skills, including, but not limited to, computer
education programs and that the funds appropriated for these
educational programs have the goal of ensuring equitable
access to those programs for all students.
5)Defines technology as "technology-based materials, equipment,
systems, and networks."
FISCAL EFFECT : According to the Assembly Appropriations
Committee:
1)One-time General Fund (GF) costs to the California Department
of Education (CDE) of $60,000 to $80,000 to incorporate
computer science curriculum content into the mathematics,
science, history-social science, and language arts curriculum
frameworks. Currently there is no designated computer science
curriculum. CDE would need to develop the curriculum, most
likely with the assistance of a curriculum expert outside of
the department. There may also be costs associated with
convening meetings to consult with classroom teachers, to the
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extent this cannot occur as part of the regular IQC workload.
2)Potential GF and Proposition 98 (1988) cost pressure, in the
hundreds of thousands of dollars, to the extent state and
local education agencies (LEAs) develop and incorporate
computer science content and resources into professional
development activities.
COMMENTS : California curriculum is based on content standards
that are developed by the IQC and approved by the State Board of
Education (SBE). The curriculum frameworks, also developed by
the IQC and approved by the SBE, are guidelines for implementing
these standards. The framework for mathematics was adopted in
2013 and the English Language Arts and English Language
Development framework is well under way and will be presented to
the SBE for adoption sometime in 2014. Future revisions of
other frameworks are tentatively scheduled as follows:
history-social science will be presented to the SBE for adoption
in 2015 and science will be presented to the SBE for adoption in
2016. This bill requires the next adoptions of each of these
frameworks to incorporate computer science curriculum content,
as specified.
Analysis Prepared by : Rick Pratt/Jill Rice / ED. / (916)
319-2087
FN: 0003678