Bill Text: CA AB3002 | 2019-2020 | Regular Session | Introduced
Bill Title: Teachers: teacher shortage and diversity programs: evaluation.
Spectrum: Partisan Bill (Democrat 1-0)
Status: (Introduced - Dead) 2020-03-17 - In committee: Hearing postponed by committee. [AB3002 Detail]
Download: California-2019-AB3002-Introduced.html
CALIFORNIA LEGISLATURE—
2019–2020 REGULAR SESSION
Assembly Bill
No. 3002
| Introduced by Assembly Member Robert Rivas |
February 21, 2020 |
An act to amend Section 44418 of, and to repeal and add Section 44417 of, the Education Code, relating to teachers.
LEGISLATIVE COUNSEL'S DIGEST
AB 3002, as introduced, Robert Rivas.
Teachers: teacher shortage and diversity programs: evaluation.
Existing law establishes the Teacher Residency Grant Program and the Local Solutions Grant Program as one-time competitive grant programs, administered by the Commission on Teacher Credentialing, for the recruitment and retention of teachers, as specified.
Existing law requires the commission to conduct an evaluation of the Teacher Residency Grant Program and the Local Solutions Grant Program to determine the effectiveness of these programs in recruiting, developing support systems for, and retaining special education teachers, bilingual education teachers, and teachers in the science, technology, engineering, and mathematics (STEM) subjects. Existing law requires the commission to provide a report on the evaluation to the Department of Finance and the appropriate fiscal and policy committees of the Legislature by December 1, 2023.
Existing law repeals the above-described provisions on January 1, 2029.
Instead of the evaluation described above, this bill would require the commission to conduct an annual evaluation of all investments in addressing teacher shortages and teacher diversity, including, among others, the Teacher Residency Grant Program and the Local Solutions Grant Program, to determine the effectiveness of these programs in recruiting, developing support systems for, and retaining special education, bilingual education, and STEM teachers and teachers of color, and, with respect to this evaluation, would require the commission to annually provide a report to the Department of Finance and the appropriate fiscal and policy committees of the Legislature. The bill would specify various topics and types of data that would be required to be included in the annual evaluation.
The bill would also delay the
repeal of the Teacher Residency Grant Program, the Local Solutions Grant Program, and the annual reporting requirements until January 1, 2030.
Digest Key
Vote: MAJORITY Appropriation: NO Fiscal Committee: YES Local Program: NOBill Text
The people of the State of California do enact as follows:
SECTION 1.
The Legislature finds and declares all of the following:(a) The shortage of qualified teachers in a number of teaching areas continues to be a challenge in California.
(b) Education experts agree that shortages of effective teachers in high-poverty schools and in specific teaching fields create a need for high-quality teachers who will enter, stay in, and be effective in these areas.
(c) Teacher shortages and high teacher turnover rates have a negative impact on pupil achievement and the quality of education.
(d) Education experts agree that
teachers of color have positive impacts on the learners they serve, regardless of a pupil’s race or ethnicity, and help close achievement gaps.
(e) The demographic makeup of California’s teaching force is not reflective of the diversity of the pupils it serves.
(f) The state has invested in a number of initiatives over the last several years to recruit, prepare, support, and retain teachers in order to address teacher shortages.
(g) Education experts suggest that many of the strategies used to address teacher shortages can also help to recruit and retain more teachers of color into the teaching force.
(h) It is critical to develop programs that increase the probability that recruits will succeed and stay in the classrooms where they are needed and will
help build a teaching force that is more representative of the pupils they teach.
SEC. 2.
Section 44417 of the Education Code is repealed.The commission shall conduct an evaluation of the Teacher Residency Grant Program established in Section 44415 and the Local Solutions Grant Program established in Section 44416 to determine the effectiveness of these programs in recruiting, developing support systems for, and retaining special education, and bilingual education, science, technology, engineering, and mathematics, teachers and provide a report to the Department of Finance and the appropriate fiscal and policy committees of the Legislature by December 1, 2023.
SEC. 3.
Section 44417 is added to the Education Code, to read:44417.
(a) The commission shall conduct an annual evaluation of all investments in addressing teacher shortages and teacher diversity, including, but not limited to, the Teacher Residency Grant Program established in Section 44415, the Local Solutions Grant Program established in Section 44416, the California Classified School Employee Teacher Credentialing Program established in Section 44393, integrated programs of professional preparation established in Section 44259.1, and the Golden State Teacher Grant Program established in Section 69617, to determine the effectiveness of these programs in recruiting, developing support systems for, and retaining special education, bilingual education, and science, technology, engineering, and mathematics (STEM) teachers and teachers of color, and, with respect to this evaluation, shall annually provide a report to the Department of Finance and the appropriate fiscal and policy committees of the Legislature.(b) The evaluation of the programs addressing teacher shortages conducted pursuant to subdivision (a) shall include, but not necessarily be limited to, all of the following:
(1) Information regarding implementation for each of the programs, including all of the following:
(A) The number of grant applicants in each program.
(B) The number of grants awarded, the type of grants, and the amount of those grants.
(C) Information regarding the grant recipients, including grantee size, location, demographics, and urban city, as appropriate.
(D) The number of prospective teachers served by the grants in each of the following subject areas: special education, bilingual education, and the STEM subjects.
(E) The demographic background of prospective teachers served by grants in each program.
(F) The mean and range amount of total financial support provided to prospective teachers, such as stipends or tuition support.
(G) The average per-prospective-teacher costs of the program, including matching funds provided by the grantee and sources of those funds.
(2) Information regarding the effectiveness of programs addressing teacher shortages in recruiting, developing support systems for, and retaining special education teachers,
bilingual education teachers, and teachers in the STEM subjects, with a higher percentage of teachers of color than traditional teacher preparation programs. Evidence of effectiveness shall include, but not necessarily be limited to, all of the following:
(A) The percentage of program participants who complete the preparation program and earn a preliminary teaching credential.
(B) The extent to which program graduates are teaching in high-need subjects and locations, including all of the following:
(i) The number and percentage of program graduates who teach in special education, bilingual education, and STEM subjects within the boundaries of the grant recipient and the number and percentage of program graduates who continue to teach in California outside the boundaries of the grant recipient that sponsored the
candidate.
(ii) The number and percentage of program graduates who teach in hard-to-staff schools, as determined by the grant recipient.
(iii) The number and percentage of program graduates who teach in a school where 50 percent or more of the enrolled pupils are eligible for free or reduced-price meals.
(C) The extent to which program graduates increase the diversity of the grant recipient’s workforce, including the number and percentage of program graduates who are members of underrepresented groups.
(D) Teacher retention rates for program graduates, within the boundaries of the grant recipient and within California public schools.
(E) Program graduate achievement, as determined by
first-time pass rates on the state teaching performance assessment required pursuant to Section 44320.2.
(F) The percentage of program participants who complete induction and earn a clear teaching credential.
(G) Results from candidate and program graduate surveys of the quality of preparation they received.
(3) Information regarding all of the following:
(A) Best practices found to be effective in implementing the program.
(B) Factors promoting or hindering program implementation.
(C) Lessons learned in order to inform future investments in this type of program.
