Bill Text: CA AB2097 | 2023-2024 | Regular Session | Amended

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Bill Title: Pupil instruction: high schools: computer science courses: implementation guide.

Spectrum: Partisan Bill (Democrat 4-0)

Status: (Introduced) 2024-04-29 - Read second time and amended. [AB2097 Detail]

Download: California-2023-AB2097-Amended.html

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Amended  IN  Assembly  April 29, 2024

Amended  IN  Assembly  April 01, 2024

CALIFORNIA LEGISLATURE— 2023–2024 REGULAR SESSION

Assembly Bill

No. 2097

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Introduced by Assembly Member Berman
(Principal coauthor: Assembly Member Wilson)
(Principal coauthor: Senator Becker)
(Coauthor: Assembly Member Muratsuchi)

February 05, 2024

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An act to amend Section 51225.3 of, to add Section 51220.7 to, and to add Chapter 19 (commencing with Section 53310) to Part 28 of Division 4 of Title 2 of, the Education Code, relating to pupil instruction.

LEGISLATIVE COUNSEL'S DIGEST

AB 2097, as amended, Berman. Pupil instruction: high schools: computer science courses: graduation requirements. implementation guide.

(1) Existing law requires the adopted course of study for grades 7 to 12, inclusive, to offer courses in specified areas of study, including, among others, science and mathematics.

This bill would require school districts and charter schools maintaining any of grades 9 to 12, inclusive, to offer computer science courses pursuant to a specified timeline. The bill would require a computer science course offered for these purposes to be provided pursuant to in-person instruction, as defined, except as provided. The bill would, among other things, require school districts and charter schools make the governing board of each school district, and the governing body of each charter school, maintaining any of grades 9 to 12, inclusive, by January 1, 2026, to (A) adopt a plan at a regularly scheduled public meeting to offer at least one course in computer science in each of its high schools in accordance with a specified timeline, (B) post the plan to its internet website, and (C) review, on or before May 31, 2026, and annually thereafter, the plan at a regularly scheduled public meeting and report to the public on the plan’s implementation, as provided. The bill would require school districts and charter schools to describe in the adopted plan their planned efforts to increase the computer science course enrollment of female pupils, pupils with disabilities, pupils who belong to ethnic and racial groups, and pupils eligible for free or reduced-priced meals that are underrepresented in the field of computer science. The bill would require school districts and charter schools, on or before June 30, 2027, and by each June 30 thereafter, to report specified computer science course-related data to the department, as specified. By imposing additional duties on school districts and charter schools, the bill would impose a state-mandated local program.

(2)Existing law requires a pupil to complete designated coursework while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school. These graduation requirements include, among others, the completion of 3 years of courses in English, 2 years of courses in mathematics, 2 years of courses in science, and 3 years of courses in social studies, as specified.

This bill would, commencing with pupils graduating in the 2030–31 school year, including for pupils enrolled in a charter school, add the completion of a course in computer science to the above-described graduation requirements, as provided. By imposing additional duties on local educational agencies, the bill would impose a state-mandated local program.

(3)

(2) Existing law creates the California Computer Science Coordinator, as a position within the State Department of Education, to provide statewide coordination in, among other things, implementing the computer science content standards and leading the implementation of the Computer Science Strategic Implementation Plan, as provided.

This bill would require the department, by July 1, 2025, and under the direction of the California Computer Science Coordinator, to develop a computer science implementation guide that would include specified information regarding computer science standards-aligned courses, as provided, and would require encourage school districts, county offices of education, and charter schools to review the computer science implementation guide developed by the department for guidance regarding courses through which a pupil may fulfill the computer science graduation requirement. By imposing additional duties on local educational agencies, the bill would impose a state-mandated local program. department.

(4)

(3) The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.

This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.

Digest Key

Vote: MAJORITY   Appropriation: NO   Fiscal Committee: YES   Local Program: YES  

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Bill 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) In 2014, Assembly Member Curt Hagman authored, and Governor Jerry Brown signed, Assembly Bill 1539 of the 2013–14 Regular Session, directing the Instructional Quality Commission to consider developing, and recommending to the State Board of Education, computer science content standards, on or before July 31, 2019, pursuant to recommendations developed by a group of computer science experts. The Instructional Quality Commission recommended computer science standards to the State Board of Education in July 2018, and that state board adopted those standards in September 2018.

(2) In 2016, Assembly Member Susan Bonilla authored, and Governor Jerry Brown signed, Assembly Bill 2329 of the 2015–16 Regular Session, to require the State Board of Education to create a California Computer Science Strategic Implementation Plan (CSSIP). The CSSIP was developed by 23 CSSIP Advisory Panel members, appointed or designated by a variety of entities, including the Governor, the Senate Committee on Rules, the Speaker of the Assembly, and the Superintendent of Public Instruction. The CSSIP Advisory Panel members had expertise in computer science and included educators from higher education and K–12 educational entities, superintendents, researchers, representatives from industry, and others. The CSSIP recommendations were submitted to the State Department of Education, the State Board of Education, and the Legislature in September 2018 and approved by the State Board of Education in May 2019. The vision statement of the CSSIP states, “California’s vision is to ensure that all students develop foundational knowledge and skills in computer science to prepare them for college, careers, and civic engagement.” The mission statement of the CSSIP states, “All schools offer rigorous and relevant computer science education equitably and sustainably throughout grades K–12. All teachers are adequately prepared to teach rigorous and relevant computer science aligned with the California K–12 Computer Science Standards (CA K–12 CS Standards).”

(3) Studies on computer science education prove that computer science education develops computational, critical thinking, and problem solving skills that are foundational knowledge for all pupils, regardless of their ultimate field of study or occupation. The Computer Science Standards for California Public Schools, Kindergarten through Grade Twelve, were adopted unanimously by the State Board of Education in 2018, and the Computer Science Strategic Implementation Plan states, “computer science for all ensures each and every student develops foundational conceptual knowledge and proficiency in computer science practices to provide the skills to responsibly and productively participate in a world in which digital technologies are broadly integrated.”

(4) Despite the value of computer science education, the most recent available data shows that:

(A) Fifty-five percent of high schools in California do not offer a single course in computer science.

(B) Just 5 percent of the 1,930,000 high school pupils in California are enrolled in a computer science course.

(C) Only 34 percent of schools serving high proportions of Black, Indigenous, Latinx, and Pacific Islander pupils offer computer science courses, compared to 52 percent of schools serving a greater proportion of White and Asian pupils.

(D) While female pupils comprise 49 percent of the high school population, just 30 percent of pupils taking computer science courses are female.

(E) Schools serving low-income communities are three times less likely to offer core computer science courses, and over two times less likely to offer Advanced Placement courses, than schools serving high-income communities.

(F) Rural schools are two times less likely to offer computer science courses than urban schools.

(5) California lags behind the national average, and behind 40 other states, in the percentage of high schools offering at least one computer science course.

(6) Thirty-one other states currently require high schools to offer a computer science course, with eight of those states requiring a computer science course for graduation.

(7) As of January 2023, California has 45,245 open computing jobs that have an average salary of $153,544, yet there were only 9,339 graduates in computer science in 2020. California has the highest number of open computing jobs in the nation.

(8) California has made significant investments in in-service professional development education opportunities in computer science for teachers throughout California. To date, California has invested $20,000,000 for professional learning for educators through the Educator Workforce Investment Grant Program for computer science. An additional $15,000,000 has been invested in the Computer Science Supplementary Authorization Incentive Grant Program to support educators in credentialing. The $50,000,000 Mathematics, Science, and Computer Science Professional Learning Grant reflects further investment in computer science, and Assembly Bill 1251 (Chapter 834, Statutes of 2023), requires the Commission on Teaching Credentialing to, upon appropriation by the Legislature, convene a workgroup to discuss options for expanding credentialing options for computer science.

(b) It is the intent of the Legislature to ensure all California public high schools operated by school districts and charter schools offer computer science.

SEC. 2.

 Section 51220.7 is added to the Education Code, to read:

51220.7.

(a)(1)Commencing with the 2026–27 school year, at least one high school per school district shall offer a computer science course.

(2)Notwithstanding paragraph (1), school districts maintaining only one high school shall instead offer a computer science course by no later than the 2027–28 school year.

(b)Commencing with the 2027–28 school year, all charter schools maintaining any of grades 9 to 12, inclusive, shall offer a computer science course.

(c)Commencing with the 2027–28 school year, at least 50 percent of the high schools per school district shall offer a computer science course.

(d)Commencing with the 2028–29 school year, all high schools in a school district offer a computer science course.

(e)

51220.7.

 (a) (1) By January 1, 2026, the governing board of each school district, and the governing body of each charter school, maintaining any of grades 9 to 12, inclusive, shall adopt a plan at a regularly scheduled public meeting to offer at least one course in computer science in accordance with all of the following:

(A) (i) Commencing with the 2026–27 school year, at least one high school per school district offers a computer science course.

(ii) Notwithstanding clause (i), school districts maintaining only one high school instead offer a computer science course by no later than the 2027–28 school year.

(B) Commencing with the 2027–28 school year, all charter schools maintaining any of grades 9 to 12, inclusive, offer a computer science course.

(C) Commencing with the 2027–28 school year, at least 50 percent of the high schools per school district offer a computer science course.

(D) Commencing with the 2028–29 school year, all high schools in a school district offer a computer science course.

(2) School districts and charter schools shall post the required plan adopted pursuant to paragraph (1) on their respective internet website and shall otherwise make them available upon the request of the department.

(3) On or before May 31, 2026, and annually thereafter until each high school in a school district or each charter school maintaining any of grades 9 to 12, inclusive, as applicable, offers a computer science course, the governing board of a school district and the governing body of a charter school shall review the required plan adopted pursuant to paragraph (1) at a regularly scheduled public meeting and report to the public on its progress in implementing the plan.

(b) For purposes of this section, the following definitions apply:

(1) “Computer science” means the study of computers and algorithmic processes, including their principles, hardware and software designs, implementation, and impact on society, as described in the computer science academic content standards adopted by the state board pursuant to Section 60605.4.

(2) “Computer science course” means a computer science course that is aligned to the computer science academic content standards adopted by the state board pursuant to Section 60605.4 and in which pupils do not merely use technology as passive consumers, but understand why and how computing technologies work, and then build upon that conceptual knowledge by creating computational artifacts.

(f)A computer science course offered for purposes of this section shall be provided pursuant to in-person instruction, as defined in subdivision (f) of Section 43520.5. If

(c) If a traditional classroom setting for a computer science course is not feasible, the school district or charter school may submit an alternate shall include its plan to offer a virtual or distance course option. option in the require plan adopted pursuant to subdivision (a). The computer science course shall be listed as an option in the school’s course catalog.

(g)

(d) School districts and charter schools shall make describe, in the required plan adopted pursuant to subdivision (a), its planned efforts to increase the computer science course enrollment of female pupils, pupils with disabilities, pupils who belong to ethnic and racial groups, and pupils eligible for free or reduced-priced meals, as defined in Section 42238.01, that are underrepresented in the field of computer science.

(h)

(e) On or before June 30, 2027, and by each June 30 thereafter, each school district and charter school shall submit to the department a report for the concluding academic year that shall include, but not be limited to, all of the following:

(1) The names and course codes of computer science courses offered in each school, including course descriptions and which computer science academic content standards are covered, to the extent that information is available. school.

(2) The number and percentage of pupils who enrolled in each computer science course, disaggregated by each of the following:

(A) Gender.

(B) Race and ethnicity.

(C) Special education status.

(D) English learner status.

(E) Eligibility for free and reduced-price meals, as defined in Section 42238.01.

(F) Grade level.

(i)

(f) The department shall publicly post all of the following on its internet website:

(1) The data identified in paragraph (1) of subdivision (h), (e), disaggregated by school.

(2) The data identified in paragraph (2) of subdivision (h), (e), aggregated to the statewide level.

(3) A list of computer science course codes and names, including course descriptions and which courses align to the computer science academic content standards adopted pursuant to Section 60605.4.

SEC. 3.Section 51225.3 of the Education Code, as amended by Section 35 of Chapter 571 of the Statutes of 2022, is amended to read:

51225.3.

(a)A pupil shall complete all of the following while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school:

(1)At least the following numbers of courses in the subjects specified, each course having a duration of one year, unless otherwise specified:

(A)Three courses in English.

(B)Two courses in mathematics. If the governing board of a school district requires more than two courses in mathematics for graduation, the governing board of the school district may award a pupil up to one mathematics course credit pursuant to Section 51225.35.

(C)Two courses in science, including biological and physical sciences.

(D)Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics.

(E)One course in visual or performing arts, world language, or, commencing with the 2012–13 school year, career technical education.

(i)For purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in world language.

(ii)For purposes of this subparagraph, “a course in career technical education” means a course in a district-operated career technical education program that is aligned to the career technical model curriculum standards and framework adopted by the state board, including courses through a regional occupational center or program operated by a county superintendent of schools or pursuant to a joint powers agreement.

(iii)This subparagraph does not require a school or school district that currently does not offer career technical education courses to start new career technical education programs for purposes of this section.

(iv)If a school district or county office of education elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the governing board of the school district or county office of education, before offering that alternative to pupils, shall notify parents, teachers, pupils, and the public at a regularly scheduled meeting of the governing board of all of the following:

(I)The intent to offer career technical education courses to fulfill the graduation requirement specified in this subparagraph.

(II)The impact that offering career technical education courses, pursuant to this subparagraph, will have on the availability of courses that meet the eligibility requirements for admission to the California State University and the University of California, and whether the career technical education courses to be offered pursuant to this subparagraph are approved to satisfy those eligibility requirements. If a school district elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the school district shall comply with subdivision (l) of Section 48980.

(III)The distinction, if any, between the high school graduation requirements of the school district or county office of education, and the eligibility requirements for admission to the California State University and the University of California.

(F)Two courses in physical education, unless the pupil has been exempted pursuant to this code.

(G)(i)Commencing with pupils graduating in the 2029–30 school year, including for pupils enrolled in a charter school, a one-semester course in ethnic studies. A local educational agency, including a charter school, may require a full-year course in ethnic studies at its discretion. Commencing with the 2025–26 school year, a local educational agency, including a charter school, with pupils in grades 9 to 12, inclusive, shall offer at least a one-semester course in ethnic studies.

(ii)Subject to the course offerings of a local educational agency, including a charter school, a pupil may fulfill the requirement of clause (i) through the completion of any of the following types of courses:

(I)A course based on the model curriculum developed pursuant to Section 51226.7.

(II)An existing ethnic studies course.

(III)An ethnic studies course taught as part of a course that has been approved as meeting the A–G requirements of the University of California and the California State University.

(IV)A locally developed ethnic studies course approved by the governing board of the school district or the governing body of the charter school. The proposed course shall first be presented at a public meeting of the governing board of the school district or the governing body of the charter school, and shall not be approved until a subsequent public meeting of the governing board or governing body at which the public has had the opportunity to express its views on the proposed course.

(iii)A course that does not use ethnic studies content as the primary content through which the subject is taught shall not be used to satisfy the requirement of clause (i).

(iv)A pupil completing a course described in clause (ii) shall also accrue credit for coursework in the subject that the course is offered, including, if applicable, credit towards satisfying a course required for a diploma of graduation from high school pursuant to this section.

(v)Curriculum, instruction, and instructional materials for a course described in clause (ii) shall meet all of the following requirements:

(I)Be appropriate for use with pupils of all races, religions, nationalities, genders, sexual orientations, and diverse ethnic and cultural backgrounds, pupils with disabilities, and English learners.

(II)Not reflect or promote, directly or indirectly, any bias, bigotry, or discrimination against any person or group of persons on the basis of any category protected by Section 220.

(III)Not teach or promote religious doctrine.

(vi)It is the intent of the Legislature that local educational agencies, including charter schools, consider that, pursuant to Section 51226.7, the Instructional Quality Commission undertook a lengthy, thorough, deliberative, and inclusive process before submitting a model curriculum in ethnic studies to the state board. To the extent that local educational agencies, including charter schools, choose to locally develop an ethnic studies program for approval by their governing board or governing body, it is the intent of the Legislature that local educational agencies not use the portions of the draft model curriculum that were not adopted by the Instructional Quality Commission due to concerns related to bias, bigotry, and discrimination.

(vii)The amendments made to this section by Section 1 of Chapter 661 of the Statutes of 2021 shall not be construed to alter any other requirement of this section for pupils enrolled in a charter school.

(H)(i)Commencing with pupils graduating in the 2030–31 school year, including for pupils enrolled in a charter school, a course in computer science.

(ii)Subject to the course offerings of a local educational agency, including for pupils enrolled in a charter school, a pupil may fulfill the requirement pursuant to clause (i) through the completion of any of the following types of courses:

(I)A computer science course, as defined in paragraph (2) of subdivision (e) of Section 51220.7.

(II)A computer science course taught as part of a course that satisfies both of the following requirements:

(ia)It has been approved as meeting the A–G requirements for the University of California and the California State University.

(ib)It is aligned to the computer science academic content standards as adopted by the state board pursuant to Section 60605.4.

(iii)A pupil completing a course described in subclause (II) of clause (ii) may count that course toward both the graduation requirement pursuant to this subparagraph and the graduation requirement for which it is otherwise offered.

(2)Other coursework requirements adopted by the governing board of the school district.

(b)The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study that may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education classes offered in high schools, courses offered by regional occupational centers or programs, interdisciplinary study, independent study, and credit earned at a postsecondary educational institution. Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.

(c)On or before July 1, 2017, the department shall submit a comprehensive report to the appropriate policy committees of the Legislature on the addition of career technical education courses to satisfy the requirement specified in subparagraph (E) of paragraph (1) of subdivision (a), including, but not limited to, the following information:

(1)A comparison of the pupil enrollment in career technical education courses, world language courses, and visual and performing arts courses for the 2005–06 to 2011–12 school years, inclusive, to the pupil enrollment in career technical education courses, world language courses, and visual and performing arts courses for the 2012–13 to 2016–17 school years, inclusive.

(2)The reasons, reported by school districts, that pupils give for choosing to enroll in a career technical education course to satisfy the requirement specified in subparagraph (E) of paragraph (1) of subdivision (a).

(3)The type and number of career technical education courses that were conducted for the 2005–06 to 2011–12 school years, inclusive, compared to the type and number of career technical education courses that were conducted for the 2012–13 to 2016–17 school years, inclusive.

(4)The number of career technical education courses that satisfied the subject matter requirements for admission to the University of California or the California State University.

(5)The extent to which the career technical education courses chosen by pupils are aligned with the California Career Technical Education Model Curriculum Standards, and prepare pupils for employment, advanced training, and postsecondary education.

(6)The number of career technical education courses that also satisfy the visual and performing arts requirement, and the number of career technical education courses that also satisfy the world language requirement.

(7)Annual pupil dropout and graduation rates for the 2011–12 to 2014–15 school years, inclusive.

(d)For purposes of completing the report described in subdivision (c), the Superintendent may use existing state resources and federal funds. If state or federal funds are not available or sufficient, the Superintendent may apply for and accept grants, and receive donations and other financial support, from public or private sources for purposes of this section.

(e)For purposes of completing the report described in subdivision (c), the Superintendent may accept support, including, but not limited to, financial and technical support, from high school reform advocates, teachers, chamber organizations, industry representatives, research centers, parents, and pupils.

(f)The amendments made to this section by Section 1 of Chapter 661 of the Statutes of 2021 shall become operative only upon an appropriation of funds by the Legislature for purposes of these amendments in the annual Budget Act or another statute.

(g)This section shall become inoperative on the earlier of the following two dates:

(1)On July 1, immediately following the first fiscal year after the enactment of Chapter 621 of the Statutes of 2011 in which the number of career technical education courses that, as determined by the department, satisfy the world language requirement for admission to the California State University and the University of California is at least twice the number of career technical education courses that meet these admission requirements as of January 1, 2012. This section shall be repealed on the following January 1, unless a later enacted statute, that becomes operative on or before that date, deletes or extends the dates on which it becomes inoperative and is repealed. It is the intent of the Legislature that new career technical education courses that satisfy the world language requirement for admission to the California State University and the University of California focus on world languages aligned with career preparation, emphasizing real-world application and technical content in related career and technical education courses.

(2)On July 1, 2027, and, as of January 1, 2028, is repealed.

SEC. 4.Section 51225.3 of the Education Code, as amended by Section 36 of Chapter 571 of the Statutes of 2022, is amended to read:

51225.3.

(a)A pupil shall complete all of the following while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school:

(1)At least the following numbers of courses in the subjects specified, each course having a duration of one year, unless otherwise specified:

(A)Three courses in English.

(B)Two courses in mathematics. If the governing board of a school district requires more than two courses in mathematics for graduation, the governing board of the school district may award a pupil up to one mathematics course credit pursuant to Section 51225.35.

(C)Two courses in science, including biological and physical sciences.

(D)Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics.

(E)One course in visual or performing arts or world language. For purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in world language.

(F)Two courses in physical education, unless the pupil has been exempted pursuant to this code.

(G)(i)Commencing with pupils graduating in the 2029–30 school year, including for pupils enrolled in a charter school, a one-semester course in ethnic studies. A local educational agency, including a charter school, may require a full-year course in ethnic studies at its discretion. Commencing with the 2025–26 school year, a local educational agency, including a charter school, with pupils in grades 9 to 12, inclusive, shall offer at least a one-semester course in ethnic studies.

(ii)Subject to the course offerings of a local educational agency, including a charter school, a pupil may fulfill the requirement of clause (i) through the completion of any of the following types of courses:

(I)A course based on the model curriculum developed pursuant to Section 51226.7.

(II)An existing ethnic studies course.

(III)An ethnic studies course taught as part of a course that has been approved as meeting the A–G requirements of the University of California and the California State University.

(IV)A locally developed ethnic studies course approved by the governing board of the school district or the governing body of the charter school. The proposed course shall first be presented at a public meeting of the governing board of the school district or the governing body of the charter school, and shall not be approved until a subsequent public meeting of the governing board or governing body at which the public has had the opportunity to express its views on the proposed course.

(iii)A course that does not use ethnic studies content as the primary content through which the subject is taught shall not be used to satisfy the requirement of clause (i).

(iv)A pupil completing a course described in clause (ii) shall also accrue credit for coursework in the subject that the course is offered, including, if applicable, credit towards satisfying a course required for a diploma of graduation from high school pursuant to this section.

(v)Curriculum, instruction, and instructional materials for a course described in clause (ii) shall meet all of the following requirements:

(I)Be appropriate for use with pupils of all races, religions, nationalities, genders, sexual orientations, and diverse ethnic and cultural backgrounds, pupils with disabilities, and English learners.

(II)Not reflect or promote, directly or indirectly, any bias, bigotry, or discrimination against any person or group of persons on the basis of any category protected by Section 220.

(III)Not teach or promote religious doctrine.

(vi)It is the intent of the Legislature that local educational agencies, including charter schools, consider that, pursuant to Section 51226.7, the Instructional Quality Commission undertook a lengthy, thorough, deliberative, and inclusive process before submitting a model curriculum in ethnic studies to the state board. To the extent that local educational agencies, including charter schools, choose to locally develop an ethnic studies program for approval by their governing board or governing body, it is the intent of the Legislature that local educational agencies not use the portions of the draft model curriculum that were not adopted by the Instructional Quality Commission due to concerns related to bias, bigotry, and discrimination.

(vii)The amendments made to this section by Section 2 of Chapter 661 of the Statutes of 2021 shall not be construed to alter any other requirement of this section for pupils enrolled in a charter school.

(H)(i)Commencing with pupils graduating in the 2030–31 school year, including for pupils enrolled in a charter school, a course in computer science.

(ii)Subject to the course offerings of a local educational agency, including for pupils enrolled in a charter school, a pupil may fulfill the requirement pursuant to clause (i) through the completion of any of the following types of courses:

(I)A computer science course, as defined in paragraph (2) of subdivision (e) of Section 51220.7.

(II)A computer science course taught as part of a course that satisfies both of the following requirements:

(ia)It has been approved as meeting the A–G requirements for the University of California and the California State University.

(ib)It is aligned to the computer science academic content standards as adopted by the state board pursuant to Section 60605.4.

(iii)A pupil completing a course described in subclause (II) of clause (ii) may count that course toward both the graduation requirement pursuant to this subparagraph and the graduation requirement for which it is otherwise offered.

(2)Other coursework requirements adopted by the governing board of the school district.

(b)The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study that may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education classes offered in high schools, courses offered by regional occupational centers or programs, interdisciplinary study, independent study, and credit earned at a postsecondary educational institution. Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.

(c)If a pupil completed a career technical education course that met the requirements of subparagraph (E) of paragraph (1) of subdivision (a) of Section 51225.3, as amended by Section 3 of Chapter 621 of the Statutes of 2011, before the inoperative date of that section, that course shall be deemed to fulfill the requirements of subparagraph (E) of paragraph (1) of subdivision (a) of this section.

(d)The amendments made to this section by Section 2 of Chapter 661 of the Statutes of 2021 shall become operative only upon an appropriation of funds by the Legislature for purposes of these amendments in the annual Budget Act or another statute.

(e)This section shall become operative upon the date that Section 51225.3, as amended by Section 35 of Assembly Bill 185 of the 2021–22 Regular Session, becomes inoperative.

SEC. 5.SEC. 3.

 Chapter 19 (commencing with Section 53310) is added to Part 28 of Division 4 of Title 2 of the Education Code, to read:

CHAPTER  19. Computer Science Implementation Guide

53310.

 (a) The (1) By July 1, 2025, the department, under the direction of the California Computer Science Coordinator, established pursuant to Section 84 of Chapter 51 of the Statutes of 2019, shall develop a computer science implementation guide, which shall include information on all of the following regarding computer science standards-aligned courses:

(1)

(A) Varied computer science course options to best meet local capacity and context, including, but not limited to, computer science courses taught as part of a course that may satisfy an A-G A–G requirement or that may be integrated into another content area.

(2)

(B) Credentialing pathways.

(3)

(C) Existing funding sources for professional learning.

(4)

(D) Case studies and best practices from California high schools.

(5)

(E) References to computer science standards-aligned curriculum resources, including, but not limited to, open source open-source options.

(6)

(F) Open source teacher-ready resources for utilization in computer science courses.

(2) In developing the guide pursuant to paragraph (1), the department shall seek input from stakeholders with relevant expertise and experience in computer science education.

(b) School districts, county offices of education, and charter schools shall are encouraged to review the computer science implementation guide developed by the department for guidance regarding courses through which a pupil may fulfill the computer science graduation requirement specified in Section 51225.3. department.

SEC. 6.SEC. 4.

 If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.