Education Bills Make Their Way Through the Legislature as Governor Brown’s Proposal to Eliminate the Graduation Requirement Mandate Continues to Make Waves
Posted: Monday, April 2nd, 2012
by Jessica L. Sawko
As more information comes to light regarding the Governor’s plan to eliminate the Graduation Requirement mandate (second year, physical science requirement), CSTA and the public’s concern continues to grow. As reported in California Classroom Science in February and March, Governor Brown’s 2012-2013 budget proposal included the elimination of nearly half of the K-14 education mandates, including the Graduation Requirement mandate. (For background information on the history of the mandate, please click here.) This mandate has a high price tag, an estimated $200 million/year, however CSTA and others believe that eliminating the mandate sends the wrong message to California’s schools and children, and will create deep inequities for students enrolled in schools that are forced to make tough choices based on financial constraints. Members, please stay tuned to CCS and your email for information on how you can help CSTA fight against this cut.
On the legislative front, there are several bills winding their way through the legislature that CSTA is tracking:
This bill would require the Superintendent of Public Instruction, and authorize school districts, to submit instructional materials for review to the state board, which would be required to adopt procedures for the review of those submitted instructional materials. The bill would add additional requirements for the review and adoption of instructional materials, including, but not limited to, changing the submission cycles to 8 years for all subject areas and requiring the State Department of Education to assess a reasonable fee on a publisher or manufacturer if it submits instructional materials for review after the applicable timeframe. The bill also would authorize the Superintendent and school districts to recommend to the state board instructional materials for its adoption, as specified.
This bill would delete the requirement that the Instructional Quality Commission (formerly the Curriculum Commission) recommend instructional materials for adoption to the state board and would require the commission to perform additional prescribed functions, as specified. The bill would prohibit the commission from performing certain functions unless funds are available in the Budget Act for the commission. The bill also would require the state board to hold a public hearing before adopting instructional materials for use in elementary schools.
As always, there is a possibility that this bill will be amended from this form. CSTA will closely monitor its progress. CSTA’s current position is one of support.
This bill would require the Superintendent of Public Instruction to recommend and the state board to adopt the college and career readiness anchor standards developed by the Common Core State Standards Initiative consortium. The bill would also authorize the state board to take action to resolve any technical issues in the academic content standards it adopted pursuant to the above-described provisions.
This bill would authorize the review of the mathematics standards described above by a 11-member standards review commission, appointed as specified and convened for that purpose, if the Superintendent and the state board jointly find that there is a need to revise or modify the standards. The bill would authorize the standards review commission that is convened for these purposes to make recommendations to modify only the grade 8 common core standards in mathematics. The bill would require the state board, upon receiving recommendations from this standards review commission, to adopt, reject, or revise the standards as proposed by the commission and to notify the Governor, the Senate Committee on Rules, and the Speaker of the Assembly that it has acted. If the state board rejects the recommendations, the bill would require the state board to provide to the Superintendent, the Governor, and the appropriate policy and fiscal committees of the Legislature a specific written explanation of the reasons why the proposed standards were rejected. If the state board revises the standards, the bill would require it to present its reasons for revising the standards at a public meeting held pursuant to the Bagley-Keene Open Meeting Act, and to adopt the revised standards at a subsequent meeting no later than June 30, 2013.
When California adopted the Common Core standards in 2010, they elected to modify the standards to include the eighth grade algebra standards. As a result, California now faces the difficulty of having to pay for this modification. Because of the change, California will find it difficult to take advantage of the opportunity to participate in the purchasing of nationally developed instructional materials and assessments. CSTA supports this bill.
This bill would authorize the governing board of a school district to request the commission to issue a 2-year subject matter certificate in mathematics or science to an applicant the governing board recommends to the commission if the governing board certifies it is experiencing an acute staffing need. The bill would require the commission to issue the certificate requested if the governing board verifies or submits documentation to verify the school district, among other things, has conducted a local recruitment for applicants of the certificate being requested, has developed a professional development plan for the applicant, and will provide, and the applicant will complete, at least 80 hours of preservice training before providing classroom instruction.
The bill would require the applicant to possess a baccalaureate or higher degree from a regionally accredited college or university, comply with the basic skills requirement unless exempt, attain a passing score on the California Subject Examinations for Teachers in mathematics or science or completion of an approved subject matter program in mathematics or science, and attain a passing score on an examination or complete program subject matter requirements that are aligned to the academic content standards in mathematics or science for grades 8 to 12, inclusive, or complete specified coursework.
CSTA has several concerns about the language of this bill and currently holds a watch position while we continue to investigate all aspects.
This bill would make specified findings and declarations and would require the Superintendent of Public Instruction and the State Board of Education to consider ways to increase the number of pupils who go to college and graduate with degrees in the various scientific and engineering fields. The bill would require the Superintendent and the state board to direct the appropriate entity to revise the science teaching frameworks and standards, as specified, and to incorporate in the science curriculum applied mathematics, reading comprehension, expository writing, analytical, intellectual, and creative skills, and engineering elements.
CSTA currently holds a watch position on this bill. It is still vague and we will monitor it for amendments and more information as it makes its way through the legislature.
Stay tuned to California Classroom Science for updates on these and other bills relating to science education.
Jessica Sawko is CSTA’s executive director.
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…