Bill Text: CA AB1466 | 2019-2020 | Regular Session | Introduced
NOTE: There are more recent revisions of this legislation. Read Latest Draft
Bill Title: Employee classification: professional classification: specified educational employees.
Spectrum: Partisan Bill (Democrat 1-0)
Status: (Vetoed) 2020-01-21 - Consideration of Governor's veto stricken from file. [AB1466 Detail]
Download: California-2019-AB1466-Introduced.html
Bill Title: Employee classification: professional classification: specified educational employees.
Spectrum: Partisan Bill (Democrat 1-0)
Status: (Vetoed) 2020-01-21 - Consideration of Governor's veto stricken from file. [AB1466 Detail]
Download: California-2019-AB1466-Introduced.html
CALIFORNIA LEGISLATURE—
2019–2020 REGULAR SESSION
| Assembly Bill | No. 1466 |
| Introduced by Assembly Member Irwin |
February 22, 2019 |
An act relating to education data.
LEGISLATIVE COUNSEL'S DIGEST
AB 1466, as introduced, Irwin.
State longitudinal education data system.
Existing law establishes the California Longitudinal Pupil Achievement Data System and requires a local educational agency to retain all data necessary to compile reports required by specified federal laws, including, but not limited to, dropout and graduation rates.
This bill would state the intent of the Legislature to enact legislation that would better use data-informed decision making in pursuit of the state’s educational goals for its students, including by establishing a state longitudinal education data system, as specified.
Digest Key
Vote: MAJORITY Appropriation: NO Fiscal Committee: NO Local Program: NOBill Text
The people of the State of California do enact as follows:
SECTION 1.
(a) The Legislature finds and declares all of the following:(1) California primary and secondary schools enroll over 6,200,000 pupils, while 3,400,000 undergraduates are enrolled across 683 postsecondary institutions.
(2) Despite California’s size, the number of students served by its educational systems, and its leading role in data analytics, policymakers and research experts are still unable to answer basic questions about student progression and outcomes without a longitudinal education data system.
(3) A state longitudinal education data system combines data about individuals from
different state agencies or programs in order to answer critical questions about student outcomes, often including data from early childhood education through primary and secondary education and into the workforce.
(4) In most other states, such data systems are used to provide information that can help guide resource allocation, comply with federally mandated reporting laws, and track progress on goals established for educational attainment or economic improvement; California is one of just eight states lacking a longitudinal education data system.
(5) The California Postsecondary Education Commission (CPEC) served as a repository for data across the K–12 and postsecondary education systems until it was defunded by Governor Brown in the Budget Act for the 2011–12 fiscal year, along with numerous other state agencies, boards, and commissions.
(6) Since CPEC was defunded and its operations halted, the work of collecting and analyzing data on students has fallen to each of the major educational segments; while each of the postsecondary education systems have built out the capacity to measure the progress and success of their own students, California still lacks an ability to do so between segments.
(7) Because each educational system maintains its own data system, the segments also set their own definitions for the data collected, which creates difficulty when trying to compare and analyze measures across segments.
(8) Without data infrastructure that spans segmental divides, California policymakers and research experts are unable to assess critical issues such as where California high school graduates apply and enroll for college, where students eligible for,
but denied admission to, the California State University or University of California attend college, or how students fare in the workforce following graduation.
(9) A longitudinal education data system can also support tracking state progress against educational attainment and workforce goals and identify racial and ethnic equity gaps along the educational pipeline to help identify the factors that contribute to disparate outcomes for students of color.
(10) Because a longitudinal education data system is achievable without risking personal privacy or burdening institutions, California is well positioned to develop a central education data system that can meet the needs of students and the state.
(b) It is the intent of the Legislature to enact legislation that would better use data-informed decision making in
pursuit of the state’s educational goals for its students by doing all of the following:
(1) Establishing a state longitudinal education data system to be developed and maintained by an independent and central coordinating body for California’s educational systems.
(2) Requiring the coordinating body to facilitate an advisory committee with representatives from relevant public agencies and external stakeholders to guide the development of the state longitudinal education data system.
(3) Requiring that the state longitudinal education data system collect and make publicly available, a set of metrics that measure progress towards statewide goals.
