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, July 13th, 2016
by Lisa Hegdahl
On June 30th, the California Science Teachers Association (CSTA) said, “Goodbye, and Thank You” to five of its dedicated Board members. On July 1st, we said, “Hello, and Welcome” to the five newly elected. It is my pleasure to tell you about these outstanding professionals.
Outgoing Board Members
In her role as Region 2 Director, Minda Berbeco raised the bar in terms of outreach. Minda also co-chaired, and will continue to co-chair, the Publications Committee. As president, I have some leeway in my due dates for my monthly President’s Message for the CSTA on-line Journal, California Classroom Science. Minda is very patient with me when my messages do not come in right on time. Recently, Minda, and her employer the National Center for Science Education (NCSE), graciously opened their office on a Saturday to host the CSTA Board of Directors meeting.
Minda was CSTA Region 2 Director and served faithfully on the:
- Publications Committee (Co-Chair – a job she will continue)
- Membership/Marketing/Preservice Committee
Posted: Friday, June 24th, 2016
by Jessica Sawko
The California Commission on Teacher Credentialing (CTC) could use the help of a few good science teachers that know a thing or two about the California NGSS. There are currently two test development groups that they are specifically seeking science teachers for. If you are interesting in helping to shape how California prepares its future teachers to take on NGSS, this is an excellent opportunity. The CTC is recruiting teachers to pilot and review test items for the CSET and for Content Expert Panel members for the redevelopment of the California Teaching Performance Assessment (CalTPA). Please consider these opportunities and apply today – the recruitment window closes soon, don’t delay! To apply and for more information visit http://www.carecruit.nesinc.com/.
Posted: Tuesday, June 21st, 2016
ACT NOW! Offer expires June 26, 2016. Flinn has partnered with the National Science Education Leadership Association (NSELA) to promote a limited-time offer for those interested in attending the Summer Leadership Institute this month.
Call for Free NSELA Membership and Save $225 on Your Registration! The National Science Education Leadership Association is offering this exclusive opportunity to attend its annual Summer Leadership Institute, June 28 – July 1, at the Marriott Mission Valley Hotel in San Diego, California. Learn More…
Posted: Tuesday, June 21st, 2016
As California embraces new ways of teaching and learning, teachers want more opportunities to connect with and learn from their peers. Teachers are the experts when it comes to the California Standards – no one knows more about what’s working in the classroom and where more support is needed. Yet, too often, teachers are told what they need to learn, rather than asked what would benefit them the most.
On July 29, all California teachers are invited to attend the second annual Better Together: California Teachers Summit, a unique day of learning led by teachers, for teachers. The summit will bring together teachers at nearly 40 locations across the state to share ideas, join a teacher network, and learn effective strategies for implementing the new California Standards in their classrooms. The program will feature keynote addresses by education leaders, TED-style EdTalks presented by local teachers, and Edcamp discussions on timely topics such as the California Standards in English/Language Arts and Math and the Next Generation Science Standards. Teachers will walk away with access to new resources and concrete tools that are already working in classrooms across the state. The Association of Independent California Colleges and Universities (AICCU), the California State University (CSU), and New Teacher Center (NTC) are partnering to organize this gathering. Learn More…
Posted: Monday, June 20th, 2016
by Minda Berbeco
A few years ago, I was at a teacher conference in Atlanta representing my organization, the National Center for Science Education (NCSE). I was chatting with a teacher and mentioned how I was going to be giving a talk shortly on climate change education, and the teacher to my surprise said to me, “well I teach chemistry, so that’s not related to me.”
That was a bit of a head-scratcher for me, and I’m sure that notion would be a surprise to every atmospheric chemist who works directly on climate change, or even the many oceanographers, terrestrial and aquatic biogeochemists and even soil scientists who work with climate change every day.
On retrospect though, I think I understand what he was getting at. Climate change isn’t in the chemistry science standards for any state. They aren’t in the life sciences standards for most states either. In fact, until recently if it was anywhere at all, it’d be in earth science or environmental science – which is often an elective at many schools. And yet, from a study that NCSE completed this past year in collaboration with researchers at Penn State, we know that over 50% of chemistry teachers are teaching climate change nationally and over 85% of biology teachers are doing it too! Learn More…