July 2014 – Vol. 26 No. 11

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:

AB 1246 (Brownley) Instructional Materials

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.

SB 1200 (Hancock) Academic Content Standards: Standards Review Commission

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.

SB 1245 (Alquist) Teacher Credentialing: Subject Matter Certificate in Mathematics or Science

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.

SB 1324 (Wyland) Science Education: Science Curriculum

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.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

4 Responses

  1. “This mandate has a high price tag, an estimated $200 million/year…’

    Because this mandate does not reduce the **number** of courses a high school student takes but only the number of **science** courses, we can reasonably assume that the cost of $200 million represents the difference in cost between taking one science course and one non-science course. With about 1.7 million high school students in California and maybe about 500,000 sophomores (fewer seniors due to drop outs), that cost translates to $400 per student for a single science course.

    This number may seem hard to believe. Are science teachers being paid that much more than their colleagues — ($400 x 150 = $60,000 salary differential)? I doubt it. Most don’t even make that much in total salary.

    Can lab materials make up the difference? Not likely. The per-student science lab budget for most schools is far below $100 and sometimes less than $20.

    However, when you begin to add up all of the costs of delivering current science instruction to tenth-grade students, you can see how much the cost can be. Begin with facilities. Equipping a high school with a new science lab can cost over $1 million, lots more than a plain classroom. That’s $50,000 per year if you assume a 20-year amortization. If 500 students use that space each year, the cost per student is $100. It could be more or less. Use your own figures if you wish.

    Next, consider that this space adds to the cost of liability insurance for the school. Use of chemicals in the lab will incur hazardous waste disposal costs too.

    The lab must have equipment: microscopes, balances, glassware, and so on. This equipment must be amortized, maintained, and replaced as necessary.

    Adding up **all** of the costs could lead to $400 extra per student per year. I’d really like to see where this estimate came from and the cost breakdown.

    California has all of this extra cost mandated, not really by the state but by the UCOP. The University of California Office of the President issued its ‘a-g’ requirements long ago. Among these is requirement ‘d’ that says that all high school science labs must be 100% supervised hands-on (actually touching materials) labs. If you’ll never apply to a UC or CSU, you don’t have to worry. However, many students in any California high school will apply. So, the requirement is on the school even though its written to apply to the students.

    This requirement is archaic. Its requirement of 20% of time in 100% supervised hands-on labs could be cut in half today with the remaining lab time being replaced by online labs with real, not simulated, experiments that require interactive data collection. For students not taking science courses for UC or CSU admission, the number could be reduced even more.

    It’s completely unnecessary to skewer science education in the budget when excellent and inexpensive alternatives are available to expensive science course add-ons.

    Some will argue that online labs will ruin their courses. I have two answers. In the first place, reducing the cost of science will undercut the entire budgetary argument against two years of science being required for graduation. (I think three or four years would be much better.) Secondly, don’t make a judgment until you’ve seen the evidence. Just because nothing you’ve seen yet can replace your wet labs doesn’t mean that nothing can.

    Just consider what prerecorded real experiments with interactive data collection could do for your courses. The breadth and depth of science lab investigations will increase greatly. The experiments are real and so include the crucial aspects of empirical work. The experiments work so that you never have a wasted lab period. You see all student work without any fudging of data to fit expectations and no copying from one student to another. You have a consistent lab report format that you can review online. There’s just so much more that is available and that could be available in the future.

    Speaking of which, this approach clearly is the future of science education. California should lead the way into that future.

    Fight back against this ridiculous budget idea and contact the UCOP to tell them to move into this century now. Real science can be done online. Just because you haven’t seen it yet doesn’t mean you won’t if you just look.

  2. How much of this bill to cut science requirements is real expectations to the cut budget issues, and how much of this is merely politics? I have a feeling that this bill was creared without the expectation that it would pass, rather for shock-effect and to strong arm another bill through legislation.

  3. Dear John-Henry,

    It is possible that this is posturing. The administration is currently involved in a lawsuit with the Commission on State Mandates (CSM), scheduled for hearing in June, regarding the CSM’s rulings around the graduation mandate. It is my understanding that the governor’s office feels that the CSM was too broad in their determination as to what costs should be reimbursable.

    At the same time, this proposal is being touted as allowing for more local control, something the Brown administration has been promoting in its initiatives.

    That said, even if it is posturing, we still need to respond to our representatives in the legislature to let them know our position on this issue. If there is no uproar, then it could be perceived as a non-issue.

  4. [...] Education Bills Make Their Way Through the Legislature as Governor Brown’s Proposal to Eliminate t… [...]

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LATEST POST

CALL FOR PUBLIC COMMENT ON Next Generation Science Standards Systems Implementation Plan for California

Posted: Monday, July 28th, 2014

The California Department of Education (CDE) is pleased to announce that the first draft of Next Generation Science Standards Systems Implementation Plan for California is available online at the CDE’s Next Generation Science Standards (NGSS) Web page at: http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp  The purpose of this document is to assist the CDE, California local educational agencies (LEAs), and support providers in implementing the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve (CA NGSS). The plan identifies eight strategies and accompanying elements and activities for the implementation of the CA NGSS. By utilizing this plan, the CDE, LEAs, support providers, and all stakeholders will have the potential to transform science education in California to create a different way of thinking about teaching and learning science.

Comments and suggestions for improvement may be submitted to ngss@cde.ca.gov by close of business Monday, August 25, 2014.  If you have any questions, you may call the CDE’s Science, Technology, Engineering, and Mathematics Office at 916-323-5847, or submit questions to the NGSS mailbox at ngss@cde.ca.gov .

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Speak Out for Science – Local Control Accountability Plan (LCAP) Regulations Need Stronger Support for All State Standards

Posted: Monday, July 14th, 2014

CSTA and others are requesting that the State Board of Education change the language used to describe the “Implementation of State Standards (Priority 2)” so that all subjects, including science, are addressed in the LCAP.

On Thursday, July 10, CSTA addressed the California State Board of Education to seek a change to the State Board approved LCAP (Local Control Accountability Plan) template. This change will serve to clarify for districts and stakeholders that the state’s priority #2 should address all state adopted standards, including science, and not just Common Core. A quick review of the LCAPs submitted for approval by county offices of education reveals that many districts approached addressing priority #2 as only the implementation of English and Mathematics Common Core Standards. Missing or lacking from many plans is support for the recently adopted Next Generation Science Standards (NGSS) for California.    Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Get Ready for December’s NSTA/CSTA Joint Conference!

Posted: Tuesday, July 8th, 2014


by Laura Henriques

This year’s NSTA Long Beach Area Conference is being hosted in collaboration with CSTA. There are all sorts of exciting events planned for the conference and we hope you’ll be with us to take advantage of all of them!

The official conference is December 4-6, 2014 but there are will be two full-day field trip options on Wednesday, December 3rd. There will be an array of field trips and short courses as part of the conference. The field trip choices include The Science in your Beer: Chemistry, Microbiology, and Sensory Analysis at Smog City Brewing, Up Close & Personal with Ocean Critters: Cabrillo Marine Aquarium, Slip-Sliding Away: a Palos Verdes Geology Tour, Looking to the Future: Visiting the Endeavour Space Shuttle and the Natural History Museum of Los Angeles County, Journey into Space at the City of Downey, Columbia Memorial Space Center, and Wet & Wild Adventures with the Southern CA Marine Institute. Learn More…

Written by Laura Henriques

Laura Henriques

Laura Henriques is a professor of science education at CSU Long Beach and president of CSTA.

NGSS Implementation Update

Posted: Tuesday, July 8th, 2014

by Jessica Sawko

The following provides updates on the status of various aspects of implementing the Next Generation Science Standards in California. Topics covered are statewide assessments for science, curriculum framework development, and NGSS professional learning opportunities.

Assessment

July 15 – 18, 2014 two two-day meetings of science education stakeholders will be held in Sacramento to start the process that was set forth in legislation (AB 484) last year to develop new statewide assessment for science that will comply with federal assessment requirements and align with the Next Generation Science Standards for California Public Schools. The participants of the stakeholder meeting are California science teachers, individuals with expertise in assessing English learners and pupils with disabilities, parents, and measurement experts. There will be several CSTA members serving as participants in the stakeholder meetings. Our thanks goes to those members who answered CSTA’s call for volunteers and are committing two days of their summer to participate in these important meetings.

Learn More…

Written by Jessica Sawko

Jessica Sawko

Jessica Sawko is CSTA’s Executive Director.

CSTA Says Good-Bye and Thanks to Board Members

Posted: Tuesday, July 8th, 2014

by Laura Henriques

I would like to use this month’s column to publicly thank our outgoing Board Members. Our spring elections bring new faces and talent to the CSTA Board, but that means we also say good-bye to some colleagues.

There are five Board members whose term just expired, four of whom will be leaving the Board. Their last official Board Meeting was June 14th but we look forward to their continued involvement in CSTA. We also appreciate all that they have done for CSTA.

Heather Wygant joined the Board in 2008. She was fresh from Texas, where she’d been active with STAT (Science Teachers Association of Texas). She served two terms as the CSTA High School representative and one term as Treasurer. She brought us ideas from the Lone Star State and enthusiasm for all things science (especially earth science). While she is officially leaving the Board, Heather will stay active with CSTA serving on the NGSS Committee and the Electronic Communications Committee. Jeanine Wulfenstein, middle school science teacher in Temecula Valley Unified School District, is taking over Heather’s position as Treasurer. Learn More…

Written by Laura Henriques

Laura Henriques

Laura Henriques is a professor of science education at CSU Long Beach and president of CSTA.