BILL ANALYSIS
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|SENATE RULES COMMITTEE | SB 1666|
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UNFINISHED BUSINESS
Bill No: SB 1666
Author: Alarcon (D)
Amended: 6/14/00
Vote: 27 - Urgency
SENATE FLOOR : Not relevant
ASSEMBLY FLOOR : Not available
SUBJECT : Teachers: recruitment and incentives
SOURCE : Author
DIGEST : This bill makes numerous changes in current law
and creates new programs relative to the recruitment of and
incentives for teachers.
Assembly Amendments insert the provisions of SB 1505
(Alarcon), which passed the Senate Floor 36-1 on June 1,
2000.
ANALYSIS :
OVERVIEW OF MAJOR POINTS
1.Eliminates the cap on earnings for teachers who retired
before January 1, 2000 if the teacher provides direct
instruction in grades K-12 or support services in
training new teachers. The provision sunsets on July 1,
2005.
CONTINUED
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2.Increases from $1,500 to $2,500 per intern per year, the
maximum amount of state funding local school districts
and county offices of education (COE) may receive for
operating a teacher intern program.
3.Increases the award available through the National Board
for Professional Teaching Standards (NBPTS) Certification
Incentive Program from $10,000 to $20,000 for teachers
agreeing to teach at a low-performing school for at least
four years. Funding is contingent upon Annual Budget Act
appropriation.
4.Establishes the Teacher Recruitment Incentive Program
(TRIP) to be administered by the Sacramento County Office
of Education. The program would award grants for the
operation of regional recruitment centers.
5.Adds a teaching requirement, as specified, for recipients
of a Cal Grant T award and requires the Student Aid
Commission to report, annually, as specified.
6.Increases from 5,500 to 6,500 the number of APLE warrants
awarded annually and makes a variety of changes to
generally streamline and facilitate the administration of
the APLE program
7.Creates the Governor's Teaching Fellowships program which
would provide 250 merit-based grants of $20,000 each to
graduate students who, upon becoming credentialed
teachers, agree to teach at a low-performing school for
four years. The program would be administered by the
Chancellor's Office of the California State University
(CSU).
8.Creates a block grant program to consolidate funding.
Because of the extensive nature of this measure, this
Analysis has been divided into eight parts, with a separate
analysis for each part of the eight distinct components of
the bill.
PART 1: STATE TEACHERS' RETIREMENT SYSTEM (STRS)
Summary
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This section of the bill eliminates the cap on the amount
that a retired teacher can earn as long as the retired
teacher (1) provides direct instruction in grades K-12 or
support services in training new teachers, and (2) retired
before January 1, 2000.
Background
Current law imposes a cap on the earnings of a retired
teacher (currently $19,050). Once a retired teacher earns
more than the cap, the teacher retirement allowance under
STRS is reduced on a dollar for dollar basis for all
earnings in excess of the cap.
Beginning in 1997, the law allowed an exemption to the
earnings cap for teachers who return to a classroom
teaching as a result of programs to reduce class size. The
current law exemption is limited to those teachers who
retired before July 1, 1998.
Analysis
This section of the bill:
1.Eliminates the cap on the amount that a retired teacher
can earn as long as the retired teacher provides direct
instruction in grades K-12 or support services in
training new teachers, and retired before January 1,
2000.
2.Sunsets this provision on July 1, 2005.
Comments
Rationale . Because this proposal may entice more retired
teachers back into the classroom, it can be viewed as one
more way to help fill California's need for experienced
teachers. The elimination of the earnings cap is limited
to those teachers that have already retired and are
returning to K-12 teaching or specified teacher training.
LAO Recommendation . The Office of the Legislative Analyst
states: "We recommend that the Legislature enact
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legislation adopting the Governor's proposal to remove the
statutory earnings limitations for current retirees of the
State Teachers' Retirement System in order to induce
retirees to reenter the teaching workforce. We further
recommend that the Legislature expand coverage of this
proposal to include retirees returning to employment as
principals and vice principals."
PART 2: TEACHER INTERN EXPANSION (INTERN)
Summary
This section of the bill increases from $1,500 to $2,500
per intern per year, the maximum amount of state funding
local school districts and county offices of education
(COE) may receive for operating a teacher intern program.
Background
Existing law establishes the alternative certification
program, commonly known as the intern program. Under this
program, the Commission on Teacher Credentialing (CTC)
provides incentive grants to qualifying school districts or
COE's that operate intern programs.
Each school district or COE that receives a grant is
required to provide matching funds equal to 50 percent of
the cost of operating its' local intern program.
What Are Intern Programs ? Under current law, there are
essentially three ways to earn a teaching credential.
These are:
1. Traditional Program . This type of program is offered
through an accredited university (public or private) and
is approved by the CTC. On a full-time basis this
program usually takes a year. This track is often known
as the "fifth-year." Approximately 15,000 individuals
used this route in 1997.
2. Alternatives (2 Types)
A. University Intern Program (established in 1967) .
This "alternative" program, also approved by the CTC,
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takes between one and two years to complete.
Participants are paid during this time. Although
established by a university it is a collaborative
effort between a university and a school district(s).
According to the CTC, approximately 3,700
individuals used this route in 1997.
B. District Intern Program (Established in 1983) .
This "alternative" program, which does not require
CTC approval, also takes approximately two years to
complete and is established and administered by a
school district. Participants are paid as they
participate in and complete a teacher preparation
program including support and assessment throughout
the two-year period. According to the CTC,
approximately 1,500 individuals used this route in
1997.
In addition to completing one of these programs, candidates
for a credential must also:
1.Have a BA degree from an accredited institution of higher
education.
2.Pass the California Basic Education Skills Test (CBEST).
3.Demonstrate subject-matter knowledge.
Analysis
This section of the bill increases from $1,500 to $2,500
per intern per year, the maximum amount of state funding
local school districts and COE's may receive for operating
a teacher intern program.
The bill provides that funds appropriated in the Budget Act
for the alternative certification program may be made
available for the Pre-Internship Teaching Program.
Comments
Cost . The CTC estimates that the current cost of the
alternative program is $11 million annually. It is further
estimated that this bill would cost an additional $20.8
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million annually.
PART 3: NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS
CERTIFICATION INCENTIVE PROGRAM (NATIONAL BOARD)
Summary
This section of the bill expands and makes technical
changes to the National Board for Professional Teaching
Standards (NBPTS) Certification Incentive Program.
Background
Current law establishes NBPTS Certification Incentive
Program (AB 858, Davis; Chapter 331, 1998) administered by
the State Department of Education (SDE) in consultation
with CTC. Under this program, one-time $10,000 merit
awards are provided to teachers who (a) are employed by
school districts or charter schools, (b) are assigned to
teach in the public schools, and (c) have attained
certification from the NBPTS.
NBPTS is an independent, nonprofit organization founded in
1987, governed by a 63-member board of directors, the
majority of whom are classroom teachers. Their mission is
to (1) establish high and rigorous standards for what
accomplished teachers should know and be able to do, (2)
develop and operate a national voluntary system to assess
and certify teachers who meet these standards, and (3)
advance related education reforms for the purpose of
improving student learning in American schools.
Currently there are approximately 5,000 teachers,
nationally, who have attained NBPTS certification, of which
approximately 440 are California teachers.
Analysis
This section of the bill expands and makes technical
changes to the NBPTS Certification Incentive Program.
Specifically, this bill:
1.Requires that in addition to the existing one-time award
of $10,000, any teacher who has attained certification
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from NBPTS is eligible to receive an award of up to
$20,000 if he or she agrees to teach at a low-performing
school for at least four years. Teaching service before
July 1, 2000 may not be counted towards satisfaction of
this four-year commitment. The bill provides for both
the $10,000 award and the $20,000 award to be made
available, only to the extent funds have been
appropriated in the annual Budget Act.
2.Requires the SDE to approve applications for the above
mentioned awards and apportion funds to the appropriate
school districts pursuant to each award described in #1
above.
3.Requires that the $20,000 award be disbursed as annual
payments of $5,000 over a four-year period.
4.Requires the annual payments to be made per the
following:
A. Upon completion of the school year.
B. After a school district has certified the SDE that the
applicant is employed by the district or a charter
school operating under a charter granted by that school
district.
5.Amends current law from requiring districts to make
every effort to "strongly encouraging" school districts
to ensure that teachers are informed about this program.
6.Defines Low-Performing School to mean a school in the
bottom half of all schools based on the Academic
Performance Index rankings.
7.Requires that the designation of low-performing school
be determined as of the date of the agreement with the
teacher, certified by the school district under #3
above.
8.Requires the CTC to adopt any rules and regulations it
deems necessary for (a) the enforcement of the agreement
made by the teacher to teach in a low-performing school
and (b) the recovery of any funds it determines are owed
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to the state.
9.Authorizes the CTC to impose a civil penalty, not to
exceed $5,000 per year, on the recipient who is
determined by the CTC to have failed to fulfill his or
her commitment to teach in a low-performing school.
10.Authorizes SDE to provide fee assistance from funds
appropriated in the Budget for the NBPTS to defray the
fees of teachers seeking certification. SDE may provide
fee assistance of up to $1,000 for each teacher, not to
exceed $2 million.
PART 4: TEACHER RECRUITMENT AND RETENTION BLOCK GRANT
This bill creates the Teacher Recruitment and Retention
Block Grant to award block grants to school districts on a
competitive basis to provide incentives to attract
credentialed teachers to be employed and retained in low
performing schools.
Block grant funds may be used for teacher recruitment and
retention incentives with the target to reduce the number
of teachers on emergency permits. Incentives may include
(1) signing bonuses, (2) improved work conditions. (3)
teacher compensation, (4) housing subsidies, and (5) a
longer school year.
Funding is to be allocated to school districts on a per
pupil basis for pupils enrolled in schools ranked in the
bottom half of the API.
School districts shall apply on behalf of their schools and
the application shall contain information specific to each
school, as specified.
The bill requires SBE to submit an evaluation of the
program by January 1, 2004.
PART 5: TEACHER RECRUITMENT INCENTIVE PROGRAM
Summary
This section of the bill establishes the Teacher
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Recruitment Incentive Program (TRIP) to be administered by
the Sacramento County Office of Education (SCOE).
Background
Teacher Recruitment . Current law provides several avenues
and programs to assist in the recruitment of teachers. The
most recent enactment's include:
1. The Teacher Recruitment Resource Centers (AB 1303,
Lempert: Chapter 1142, 1992) which collect and maintain
information regarding programs that encourage or assist
military personnel, upon retirement, to enter the
teaching profession.
2. The California School Paraprofessional Teacher Training
Program , initiated in 1990 (SB 1636, Roberti) and most
recently modified in 1997 (SB 353, Wildman), is intended
to encourage and recruit paraprofessional employees to
enroll in teacher training programs. This program is
administered by the CTC.
3. The Science, Mathematics, and Technology Teacher Pipeline
Program (AB 266, Archie-Hudson: Chapter 1271, 1993) a
program administered by the California Postsecondary
Education Commission (CPEC) and modeled after "Project
Pipeline," a successful model that has been funded since
1989 under the federal Dwight D. Eisenhower Professional
Development State Grant Program. These pipeline centers
have served nearly 6,000 students since 1995. There are
currently four centers that have received approximately
$30,000-40,000 in grants. These four pipeline centers
should not be confused with the two programs operated by
SCOE for Sacramento and Alameda counties.
4. The California Center on Teaching Careers (SB 824,
Greene: Chapter 864, 1997) to recruit qualified and
capable individuals into the teaching profession and
provides an allocation through the federal Goals 2000
funds to the California State University (CSU) to support
the specified activities of the center. This program is
also known as CalTeach, currently operating out of two
CSU campuses, CSU Sacramento and CSU Long Beach. Note:
An evaluation of this program is currently pending and
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due to be delivered to the Legislature by March 1, 2002.
Preliminary Credential and "Clear" Credential . In order to
get into the classroom more quickly, credential candidates
who have completed (1) approximately 90% of the course work
required in a traditional credential program, and (2) the
other basic requirements (BA, CBEST), have two choices.
They can either:
1.Receive a one-time "preliminary credential", which is
valid for five years. This allows the candidate (a) to be
hired and begin teaching even though all their course
work is not complete, and (b) five years to finish any
outstanding course work and, then, qualify for a "clear"
credential.
2.Complete all course requirements and field experience and
receive a professional "clear" credential. The "clear"
credential must be renewed
every five years, subject to 150 hours of professional
development to be completed prior to the renewal date.
Teacher Retention. Current law provides for the Beginning
Teacher Support and Assessment (BTSA) Program, administered
by the SDE. This is an optional program that provides
professional support for first and second-year teachers who
are in need of assistance in preparing for the realities of
classroom teaching. The Governor's Budget proposed $34.8
million for BTSA in 1998-99, an increase of $16.9 million
or 90%. In the current year, BTSA served 5,420 first- and
second-year teachers. The Governor's 2000-01 Budget
proposes an additional $15.4 million for BTSA to (1) fully
fund the existing participants, (2) provide grants for an
additional 3,500 first- and second-year beginning
teachers, and (3) to provide a COLA.
Thirty-Day Substitute Permit . Current law provides for the
powers and duties of the CTC. Pursuant to this statutory
authority, the CTC has adopted regulations that provide for
an Emergency 30-day Substitute Teaching Permit. This
permit allows a candidate who meets certain minimum
requirements to serve as a substitute in any classroom
(preschool through grade 12) although the individual may
not serve for more than 30 days for any one teacher during
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the school year.
The requirements for a 30-day Substitute Teaching Permit
include (1) have a BA from an accredited college or
university, (2) pass CBEST, and (3) pass specified
fingerprint clearance requirements.
Note: Current law (regulations) allows a district to
request a "waiver" for the requirement to have a BA, to
pass CBEST, or both. In 1997-98 CTC reports that
approximately 1,800 30-Day Substitute credential waivers
were requested.
The CTC issued approximately 43,000 Emergency 30-day
Substitute Teaching Permits in 1997-98.
Analysis
This section of the bill establishes the TRIP to be
administered by the SCOE. Specifically, this bill:
1.Requires the Superintendent of Public Instruction (SPI)
to allocate funds appropriated for the purposes of this
program to SCOE. The SPI may allocate up to six percent
of program funds to the SCOE to administer the program.
2.Requires the SCOE to allocate funds for this program as
follows:
Award six competitive grants by January 1, 2001 to
establish regional teacher recruitment centers in the
following manner:
A. one to serve Northern California
B. two to serve Los Angeles
C. one to serve the Central Valley
D. one to serve Inland Empire
E. one to serve San Diego and Imperial
3.Defines the following terms to mean:
A. Low-Performing School - a school in the bottom
half of the Academic Performance Index (API)
rankings.
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B. Recruitment Center - an entity operated by a
consortium of school districts that may also include
county offices of education, colleges, universities,
or other community based organizations.
4.Requires that the SCOE establish criteria by which the
grants will be awarded.
5.Requires that the criteria include, at minimum, all of
the following:
A. A plan for collaboration among consortium members.
B. A recruitment plan of highly effective recruitment
strategies.
C. A focus on recruiting teachers to low-performing
schools, especially those with a teaching staff that
has more than 20 percent emergency permit teachers.
D. Active participation in planning and
implementation by school district administrators
responsible for certificated personnel.
6.Requires (a) that the amount of the awards be based on
the number of teachers a regional center commits to
recruit, and (b) no more than $700 per recruited
teacher.
7.Requires that the SCOE determine:
A. The allocation of grant awards.
B. Whether funds should be provided with a start-up
grant and then a reimbursement, or some other manner.
8.Provides that in the event that the number of teachers
needed to be recruited would result in allocation of
funds exceeding the available funding, requires funds to
be allocated to the regional centers based on a
proration of the number of teachers needed so as not to
exceed available funding.
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9.Requires SCOE to provide oversight and technical
assistance for the regional centers and perform the
following responsibilities:
A. Provide advice to the CalTeach program regarding
the regional media campaign for recruiting teachers.
B. Consult with the CTC n delivering technical
assistance in credentials counseling through the
regional teacher recruitment centers.
C. Develop, publish, and distribute a guide of all
available state-level incentives to attract and
retain teachers.
D. Report teacher placement data to the following:
(1) Appropriate fiscal and policy committees
of the Legislature.
(2) Office of the Secretary for Education
(3) State Department of Finance
(4) Legislative Analyst's Office
(5) Commission on Teacher Credentialing
10.Requires the regional teacher recruitment centers to
perform the following duties:
A. Employ full-time recruiters to recruit teachers
and provide credential and career counseling to
prospective teachers.
B. Make available information on available
state-funded incentives to potential teachers.
C. Conduct college campus and community-based
information sessions on job opportunities in
teaching.
D. Provide outreach to potential teachers using
electronic, print, radio, and other forms of
advertising.
E. Screen and distribute applications of prospective
teachers to participating schools.
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F. Schedule interviews between prospective teachers
and school administrators.
G. Refer candidates to teacher preparation and
alternative certification programs.
H. Coordinate with the County Office of Fiscal Crisis
and Management Assistance Team (FCMAT) on the
provision of technical assistance to school districts
in methods to streamline the hiring process.
I. Report regional recruitment data to the SCOE as
specified in the grant award.
11.Encourages the following entities participating in TRIP
to include in their submitted plans a financial
commitment to teacher recruitment:
A. School districts
B. County offices of education
C. Colleges
D. Universities
E. Community based organizations
The SCOE shall contract for an evaluation of the Teacher
Recruitment Incentive Program and report to the Legislature
by January 1, 2004.
PART 6: DELETE CAL GRANT T
Summary
These sections of the bill add a teaching requirement, as
specified, for recipients of a Cal Grant T award. The bill
also requires the Student Aid Commission (SAC) to report,
annually, as specified.
Background
Cal Grant T . Chapter 336, Statutes of 1998 (SB 2064,
O'Connell) created the Cal Grant T program, which is
administered by the SAC. This program provides a one-year
grant to cover the costs of tuition and fees for
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financially needy students attending a state-approved
teacher preparation program. Because the cost of fees and
tuition varies among different teacher preparation
programs, a Cal Grant T has three different values:
1.It's worth $1,428 to a student at CSU.
2.It's worth $3,429 to a student at UC.
3.It's worth up to $9,420 to an independent college
student.
The eligibility requirements for the Cal Grant T programs
are the same as those for the Cal Grant A program.
Recipients must meet specified income limitations and, so
doing, are then ranked by "merit" - according to their GPA.
Current law provides that a minimum of 3,000 Cal Grants be
awarded each year.
In 1998-99, 99 percent of the 2,044 Cal Grant T recipients
were independent students with an average age of 30 and an
average income of $14,565.
5th-Year Cal Grant A & B . Cal Grant A and B awards are
provided to financially needy college students. Under
current law, these awards are generally limited to a
maximum of four years of full-time equivalent undergraduate
attendance. Since 1989, however, students attending an
institutionally prescribed five-year undergraduate program
(e.g., architecture, engineering) are eligible for an
additional year, or a total equivalent of five years of
awards. Similarly, recipients choosing to attend an
approved teacher preparation program are also eligible an
additional year, or a total of five years of awards.
Analysis
These sections of the bill impose a "teaching requirement"
on recipients of a Cal Grant T award. Specifically, the
bill requires that Cal Grant T recipients teach for one
year in a low-performing school for each $2,000 of grant
award received, not to exceed a total of four years of
teaching. Cal Grant T recipients who fail to meet this
teaching obligation would be required to repay the Cal
Grant T awards.
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The bill also requires the SAC to evaluate the Cal Grant T
program from its inception, and to annually report
specified information to the Governor and the Legislature
beginning July 1, 2001.
PART 7: ASSUMPTION PROGRAMS OF LOANS FOR EDUCATION
Summary
These sections of the bill increase from 5,500 to 6,500 the
number of Assumption Program of Loans for Education (APLE)
warrants awarded annually and otherwise make a variety of
changes to generally streamline and facilitate the
administration of the APLE program, as specified.
Background
The APLE program, established in 1983 and modified in 1985,
assumes loans of up to $11,000 for student who become
credentialed teachers and agree to teach for four years in
subject shortage areas, schools serving low-income pupils,
rural schools or schools with a high percentage of teachers
holding emergency permits. The $11,000 in loan assumption
benefits is earned as follows: $2,000 for the first year
of teaching; $3,000 for the second year; $3,000 the third
year and $3,000 for the fourth year. The APLE program is
administered by SAC.
The APLE program has expanded rapidly over the past three
years, as indicated in the following chart:
Year Number of APLE Warrants
1997-98 (and prior years)
500
1998-99
4,500
1999-00
5,500
2000-01 (proposed)
6,500
Analysis
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These sections of the bill make a variety of changes to the
APLE program. Specifically, these sections of the bill:
1.Increase from 5,550 to 6,500 the number of $11,000 loan
assumption warrants to be awarded annually by the SAC.
2.Provide that students attending teacher preparation
programs on a half-time basis or more are eligible to
participate. Current law specifies that participants
must be enrolled in at least "10 semester units".
However, because "units" is not a standardized measure,
"10 semester units" may equate to half-time enrollment at
some colleges but at other colleges, it equates to a
higher level of enrollment up to three-quarters time.
Specifically stating "half-time" would eliminate this
unintended discrepancy between colleges and is consistent
with requirements of other financial aid programs.
3.Delete a variety of statutory administrative "set-asides"
that the SAC is required to allocate in distributing APLE
warrants. Those eliminated include:
A. The requirement that (1) 60 percent of APLE
warrants be provided to participants who agree to
teach in subject shortage areas and (2) 40 percent
be provided to participants who agree to teach in
low-income schools.
B. The requirement that within the 60/40 split, a
minimum of 2,000 awards be provided to applicants who
agree to obtain a credential in math or science.
C. The requirement that within the 60/40 split cited
above, beginning in 2000-01 and annually thereafter,
a "proportional number of warrants" be provided to
applicants who agree to teach in a rural school.
D. The requirement that 100 warrants be provided to
applicants who agree to teach to teach in rural
school districts. Instead, the bill simply
authorizes the SAC to provide up to 100 of these
awards.
E. The requirement that notwithstanding the 60/40
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split, beginning in 2000-01 and annually thereafter,
a number of warrants as determined and funded in the
annual Budget Act be provided to applicants who agree
to teach in schools with a high percentage of
emergency permit teachers.
F. The requirement that 500 warrants annually be
awarded to out-of-state teachers, as specified.
Instead, the SAC would be authorized to provide
awards to eligible out-of-state teachers.
G. The authorization for the SAC to provide 50
warrants annually to the "Pipeline Project".
Instead, the Pipeline Project would be allocated
warrants consistent with the participating higher
education institutions.
H. Other duplicate, conflicting and/or obsolete
allocation requirements.
4.Requires the SAC to expand its outreach and marketing
strategies to inform potential candidates about APLE.
This portion of the bill also requires the SAC to enlist
the advice and support of the California Center for
Teaching Profession, the University of California, the
California State University, the Association of
Independent California Colleges and Universities and
private employers and their associations throughout the
state.
5.Revises the information the SAC is required to report
annually to the Legislature to include the number of
warrants awarded to applicants who (a) pursue a
credential in a subject matter shortage area and (b)
agree to teach in schools with a high ratio of pupils
from low-income families and low-performing schools.
6.Requires the SPI, commencing January 31, 2000 and every
January 1, thereafter, to furnish the SAC with a list of
low-performing schools. For purposes of the APLE
program, the bill defines low-performing schools to be a
school in the bottom half of the Academic Performance
Index (API).
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Comments
Legislative Analyst's Findings . In the Analysis of the
2000-01 Budget Proposal, the Analyst recommends that the
Legislature narrow the eligibility criteria so that APLE
participants serve in the schools with the greatest need.
Under current law, and as proposed in this bill, more that
70 percent of all public elementary schools qualify for an
APLE recipient.
PART 8: GOVERNOR'S TEACHING FELLOWSHIPS
Summary
This section of the bill creates the Governor's Teaching
Fellowships program. This program would provide 1,000
merit-based grants of $20,000 each to graduate students
who, upon becoming credentialed teachers, agree to teach at
a low-performing school for four years. The program would
be administered by the Chancellor's Office of the
California State University (CSU).
Background
Under current state statute, there is no specific
merit-based award for graduate students who agree to teach
in a low-performing school for four years.
However, under current law there are two different state
programs which provide financial assistance to needy pupils
who agree to become teachers. These are:
1. APLE . Under the APLE program, 5,000 loan assumption
warrants of $11,000 each are provided annually to
students agreeing to become credentialed teachers; 500
warrants are provided to out-of-state teachers. APLE
recipients are required to teach for four years in either
a subject shortage area or a low-income school.
2. Cal Grants . Under the Cal Grant T program, financially
needy students enrolled in a 5th year approved teacher
preparation program are eligible to receive grant awards
sufficient to cover the costs of fees and tuition.
Relatedly, Cal Grant A and Cal Grant B undergraduate
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recipients are eligible to have their Cal Grant award
extended for a 5th year if they enroll in an approved
teacher preparation program. These Cal Grant programs
have no requirement to teach.
Analysis
This section of the bill establishes the Governor's
Teaching Fellowships program. Specifically, this section:
1.Provides that (a) in January 2001, 250 awards of $20,000
each and (b) annually thereafter 1,000 awards of $20,000
each be provided on a merit-only basis to graduate
students who upon becoming credentialed, agree to teach
at a low-performing school, as defined, for four years.
2.Requires the Chancellor's Office of the CSU to administer
the program, including:
A. Develop the application process and conduct the
selection process, including determining the
criteria, as specified, for selecting participants.
At a minimum, these selection criteria would include:
(1) Previous academic and employment record.
(2) Demonstrated commitment to serve in a
low-performing school.
(3) Faculty and employer evaluations.
(4) Interviews.
(5) Letters of recommendation.
B. Establish broad and effective outreach.
C. Collaborate with the CTC to develop and implement
a participant monitoring system to ensure that
participants complete their four-year teaching
obligation. Participants that complete less than
four-years of teaching would be required to repay
$5,000 per year for each year not-taught and would be
subject to specified civil penalties.
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3.Requires participants who complete less than four-years
of teaching to repay $5,000 per year for each
year-not-taught. In addition, this section of the bill
also authorizes the CSU Chancellor to impose civil
penalties up to $5,000 per year-not-taught upon
participants who fail to teach for four years. Proceeds
from any penalties imposed would be deposited in the
General Fund.
4.Establishes a 12-member intersegmental review committee,
as specified, to recommend Fellowship candidates to the
CSU Chancellor's Office for selection. Members of the
review committee would serve four-year terms and be
individually appointed, as specified by UC (three
members), CSU (six members), and the Association of
Independent Colleges (three members).
5.Provides that the CTC determine annually if participants
have fulfilled their obligation to teach in a
low-performing school and certify such information to the
CSU Chancellor's office.
Comments
Legislative Analyst's Findings . In their Analysis of the
2000-01 Budget Proposal, the Analyst recommends for a
variety of reasons that the Legislature convert the
Teaching Fellowships Program into an "augmented APLE"-type
program and transfer the administrative responsibilities
from the CSU and the CTC to the SAC.
Comments on Total Bill
Five New Programs . This bill creates, on a permanent
basis, new programs, or components of programs, targeted to
"low-performing schools", as defined. These are:
1. NBPTS . $20,000 bonus for National Board Certified
teachers who teach for four years in a low-performing
school.
2. TRIP . Five regional teacher recruitment centers to
recruit teachers for placement in low-performing schools.
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3. Fellowships . One-time $20,000 fellowship grants to
students who, once credentialed, commit to teach for four
years in a low-performing school.
FISCAL EFFECT : Appropriation: No Fiscal Com.: Yes
Local: No
Fiscal Impact (in thousands)
Major Provisions 2000-01 2001-02
2002-03 Fund
Teachers: recruitment $0 $170,700
$170,000 General
and incentives
Although the Governor's proposed budget provided for
funding of the various provisions in the bills, funding for
several of the proposed programs was originally deleted by
the Senate Education Budget Subcommittee. These included
in the TRIP ($9.4 million), TAP ($52 million), NBPTS ($15
million), and CSU Teaching Fellowships ($3.5 million)
programs. Proposed funding has since been restored in the
form of a block grant without programmatic assignment.
DLW:cm 6/15/00 Senate Floor Analyses
SUPPORT/OPPOSITION: NONE RECEIVED
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