Bill Text: CA AB578 | 2019-2020 | Regular Session | Amended

California Assembly Bill 578 (Prior Session Legislation)

Bill Title: Teachers: The California STEM Teaching Pathway Act of 2019.

Spectrum: Partisan Bill (Democrat 1-0)

Status: (Failed) 2020-02-03 - From committee: Filed with the Chief Clerk pursuant to Joint Rule 56. [AB578 Detail]

Download: California-2019-AB578-Amended.html

Amended IN Assembly April 29, 2019

Amended IN Assembly April 22, 2019

Amended IN Assembly March 25, 2019

CALIFORNIA LEGISLATURE— 2019–2020 REGULAR SESSION

Assembly Bill

No. 578

Introduced by Assembly Member Mullin

February 14, 2019

An act to add Chapter 3.9 (commencing with Section 44790) to Part 25 of Division 3 of Title 2 of the Education Code, relating to teachers, and making an appropriation therefor.

LEGISLATIVE COUNSEL'S DIGEST

AB 578, as amended, Mullin. Teachers: The California STEM Teaching Pathway Act of 2019.

(1) Existing law establishes a system of public elementary and secondary schools in this state, and authorizes local educational agencies throughout the state to operate schools and provide instruction to pupils in kindergarten and grades 1 to 12, inclusive. Existing law establishes the State Department of Education under the administration of the Superintendent of Public Instruction. The department has numerous duties relating to the governance and funding of public elementary and secondary education in this state.

This bill would establish the California STEM Teaching Pathway for purposes of recruiting, preparing, supporting, and retaining qualified science, technology, engineering, and mathematics (STEM) professionals, including military veterans, as mathematics, science, engineering, and computer science teachers in California. The bill would authorize various activities as part of the California STEM Teaching Pathway, including developing and distributing statewide recruitment materials encouraging interested STEM professionals to pursue teaching careers in mathematics, science, engineering, and computer science, and providing information to STEM professionals and current teachers regarding the requirements for obtaining a teaching credential in mathematics, science, engineering, and computer science and how to complete those steps, applying to teacher preparation programs, and accessing financial aid.

The bill would also require the State Department of Education to submit a report, including specified data relating to the program, to the appropriate policy and fiscal committees of the Legislature and the Governor by May 1 of each year, beginning with the first May 1 after an award under this program is granted.

(2) This bill would appropriate $27,000,000, as scheduled, from the General Fund to the State Department of Education on a one-time basis for the 2019–20 fiscal year for purposes of the bill, to be allocated as a one-time grant to partnerships, including local educational ~~agencies~~ agencies, charter schools, or county offices of ~~education in high-needs school districts,~~ education, in conjunction with institutions of higher education with a teacher preparation ~~program.~~ program, as specified. The bill would specify that these funds would be used to establish the California STEM Teaching Pathway.

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

The people of the State of California do enact as follows:

SECTION 1.

Chapter 3.9 (commencing with Section 44790) is added to Part 25 of Division 3 of Title 2 of the Education Code, to read:

CHAPTER 3.9. The California STEM Teaching Pathway

44790.

This act shall be known as The California STEM Teaching Pathway Act of 2019.

44791.

The Legislature finds and declares all of the following:

(a) The shortage of qualified mathematics, science, and computer science teachers in California is at a critical level that threatens the future workforce and economic well-being of the state.

(b) The projected shortage of 33,000 teachers in mathematics, science, and computer science in California over the next decade cannot be met with current recruitment and preparation approaches.

(c) Education experts agree that science, technology, engineering, and mathematics (STEM) professionals bring unique expertise to the classroom for teaching mathematics, science, and computer science, addressing the engineering focus in the state’s science standards, expanding computer science instruction, and preparing pupils for the careers of the future.

(d) Improvements in academic performance and the interest of California students in mathematics, science, engineering, and computer science can be achieved by significantly increasing the number of STEM professionals transitioning out of careers in these fields who enter a teaching career in mathematics, science, or computer science.

(e) STEM professionals in sequentially structured teaching pathways have been demonstrated to be retained in teaching positions at high rates, resulting in a cost-effective solution for addressing STEM teacher shortages.

44792.

The California STEM Teaching Pathway is hereby established for purposes of recruiting, preparing, supporting, and retaining qualified STEM professionals, including military veterans, and current teachers as mathematics, science, engineering, and computer science teachers in California. The activities associated with the California STEM Teaching Pathway may include, but are not necessarily limited to, all of the following:

(a) Developing and distributing statewide recruitment materials encouraging interested STEM professionals and current teachers to pursue teaching careers in mathematics, science, engineering, and computer science.

(b) Conducting outreach, directed to interested current teachers and STEM professionals, including military veterans, designed to recruit them to second careers in mathematics, science, engineering, and computer science teaching.

(c) Developing partnerships with the STEM business and industry community to support recruitment of retiring STEM professionals as ~~tutors, supporting educators, and~~ credentialed teachers, and establishing public-private partnerships that build and sustain the STEM teacher pipeline.

(d) Providing information to STEM professionals regarding all of the following:

(1) Requirements for obtaining a teaching credential in mathematics, science, engineering, and computer science.

(2) Applying to teacher preparation programs.

(3) Accessing financial aid.

(4) Completing steps required to obtain a teaching credential.

(e) Supporting California STEM Teaching Pathway fellowships to assist program participants in transitions into the teaching profession and completion of teaching credential programs.

(f)Placing STEM professionals interested in teaching in instructional roles in-school and out-of-school in order for them to support STEM learning and motivation among pupils in kindergarten and grades 1 to 12, inclusive.
~~(g)~~

(f) Establishing agreements with teacher credentialing programs to facilitate rapid achievement of teaching credentials by STEM ~~professionals, and placement of participants in high-need schools~~ professionals for clinical preparation and subsequent employment.

~~(h)Preparing STEM professionals for effectiveness in integrating at least one of the following:~~
~~(1)Mathematical practices.~~
~~(2)Science and engineering practices.~~
~~(3)Computer science core practices.~~
~~(i)Preparing STEM professionals by developing their expertise in each of the following:~~
~~(1)Implementing learning experiences inside and outside of the classroom.~~
~~(2)Advancing problem solving skills and hands-on real world learning experiences.~~
~~(3)Addressing cultural relevance in teaching.~~
~~(j)~~

(g) Supporting STEM professionals in experiences leading to STEM teacher leadership, including, but not necessarily limited to, obtaining one or more additional teaching authorizations in STEM disciplines.

~~(k)~~

(h) Providing ongoing support and professional learning for California STEM Teaching Pathway participants to ensure high rates of retention and opportunities for teacher leadership.

~~(l)~~

(i) Conducting the required annual evaluation of the California STEM Teaching Pathway pursuant to Section 44793.

44793.

A report shall be submitted to the appropriate policy and fiscal committees of the Legislature and the Governor by the department by May 1 of each year following an award being granted to a qualified entity, documenting the impacts of the California STEM Teaching Pathway. The report shall ~~be submitted in compliance with Section 9795 of the Government Code, and shall~~ include all of the following:

(a) The number of STEM professionals and current teachers who participated in the California STEM Teaching Pathway and their demographic characteristics.

(b) The number and demographic characteristics of new mathematics, science, engineering, and computer science teachers who received their teaching credential annually through the California STEM Teaching Pathway, the schools in which they teach, and the number of pupils in kindergarten and grades 1 to 12, inclusive, in the schools of employment.

(c) Annual job placement data for the new mathematics, science, engineering, and computer science teachers, including placement rates, subjects taught, number of pupils eligible for free and reduced price meals, and the achievement levels of the pupils attending the schools of employment.

(d) The total number of STEM professionals and current teachers prepared and retained in STEM teaching positions, specifically in mathematics, science, engineering, and computer science, in kindergarten and grades 1 to 12, inclusive, through the California STEM Teaching Pathway.

(e) The total number and demographic data of schools that offer computer science or science courses taught by a STEM professional or current teacher prepared through the California STEM Teaching Pathway.

(f) The total number of computer science or science courses offered, and demographic data of the pupils who took these courses, before and after the placement of STEM professionals who have been prepared through the California STEM Teaching Pathway.

SEC. 2.

(a) (1) The sum of twenty-seven million dollars ($27,000,000) is hereby appropriated from the General Fund to the State Department of Education on a one-time basis for the 2019–20 fiscal year for allocation, in accordance with subdivision (b), for purposes of Chapter 3.9 (commencing with Section 44790) of Part 25 of Division 3 of Title 2 of the Education Code. The funds appropriated by this subdivision shall be used to establish the California STEM Teaching Pathway.

(2) The funds appropriated in paragraph (1) shall be allocated by the State Department of Education as a one-time grant to partnerships including local educational ~~agencies~~ agencies, charter schools, or county offices of ~~education in high-needs school districts,~~ education, in conjunction with institutions of higher education with a teacher preparation program, for purposes of Chapter 3.9 (commencing with Section 44790) of Part 25 of Division 3 of Title 2 of the Education Code, subject to a competitive grant process developed by the department. In awarding grants, the department shall grant priority to regions of the state with persistent shortages of credentialed teachers in mathematics, science, engineering, and computer science.

(3) The funds appropriated in paragraph (1) may be used for purposes of providing either or both of the following:
(A) Financial support to teacher credential candidates, through methods including loan repayment, loan forgiveness, service scholarships, or meeting other costs associated with the credentialing process, provided that these initiatives include a service commitment and the ability to recoup funds if the service commitment is not met.
(B) Evidence-based strategies to retain novice teachers, through support such as mentoring, coaching, reduced workloads, collaborative planning time, and extra classroom assistance.

(b) (1) Of the amount appropriated in paragraph (1) of subdivision (a), nine million dollars ($9,000,000) shall be expended to provide one-time competitive grants to grant applicants, as described in paragraph (2) of subdivision (a), to recruit and support the preparation of computer science teachers. These grant funds may be used for purposes of, including, but not necessarily limited to, teacher residency programs, teacher recruitment stipends, teacher retention stipends, teacher mentor stipends, and coteaching programs. teachers who hold designated subject credentials authorizing the teaching of engineering and either single subject credentials or supplementary authorization authorizing the teaching of computer science.

(2) Of the amount appropriated in paragraph (1) of subdivision (a), nine million dollars ($9,000,000) shall be expended to provide one-time competitive grants to grant applicants, as described in paragraph (2) of subdivision (a), to recruit and support the preparation of science teachers. These grant funds may be used for purposes of, including, but not necessarily limited to, teacher residency programs, teacher recruitment stipends, teacher retention stipends, teacher mentor stipends, and coteaching programs. teachers who hold single subject credentials or supplementary authorization authorizing the teaching of science.

(3) Of the amount appropriated in paragraph (1) of subdivision (a), nine million dollars ($9,000,000) shall be expended to provide one-time competitive grants to grant applicants, as described in paragraph (2) of subdivision (a), to recruit and support the preparation of mathematics teachers. These grant funds may be used for purposes of, including, but not necessarily limited to, teacher residency programs, teacher recruitment stipends, teacher retention stipends, teacher mentor stipends, and coteaching programs. teachers who hold single subject credentials or supplementary authorization authorizing the teaching of mathematics.

(c) The amounts specified in subdivision (b) shall be allocated in a manner that ensures geographic diversity among grant recipients representing rural, suburban, and urban areas of the state.

(d) If sufficient funds are provided in the 2020–21 fiscal year or in subsequent fiscal years, the State Department of Education may award additional one-time grants to the grant recipient in the fiscal years in which funds are made available. Grant awards under this section may be made both to applicants who have previously received awards and to new applicants.