Bill Text: CA AB1370 | 2023-2024 | Regular Session | Amended
Bill Title: California Community Colleges Economic and Workforce Development Program.
Spectrum: Partisan Bill (Republican 1-0)
Status: (Engrossed - Dead) 2023-09-01 - In committee: Held under submission. [AB1370 Detail]
Download: California-2023-AB1370-Amended.html
|
Amended
IN
Assembly
March 28, 2023 |
| Introduced by Assembly Member Ta |
February 17, 2023 |
LEGISLATIVE COUNSEL'S DIGEST
Digest Key
Vote: MAJORITY Appropriation: NO Fiscal Committee: YES Local Program: NOBill Text
The people of the State of California do enact as follows:
SECTION 1.
Section 69439 of the Education Code is amended to read:69439.
(a) For purposes of this section, the following definitions apply:SEC. 2.
Section 88600 of the Education Code is amended to read:88600.
(a) The economic and workforce development program shall operate according to all of the following principles:(a)The board of governors may award grants and project funds to districts for leadership in accomplishing the mission and goals of the program, provided that funds are appropriated for this purpose in the annual Budget Act. Grants under this section shall be awarded on a competitive basis, as determined by the board of governors and authorized in the annual Budget Act.
(b)(1)The board of governors shall establish an advisory committee for the program and determine the membership pursuant to paragraph (2). The advisory committee shall advise on strategies for improving program outcomes, addressing student economic and career mobility, equity gaps, and
skills shortages.
(2)The membership of the advisory committee may include, but is not limited to, all of the following: representatives from labor, business, community economic development, and appropriate state agencies; a student representative; a faculty representative; a classified employee representative; and one community college chief executive officer representative from each of the regions of the program.
(c) At a minimum, the decision criteria for allocating funds to colleges shall be based on each of the following:
(1)An assessment of how the funding results in measurable job placement and work-based learning outcomes that are evidence based and scalable for students and dislocated and incumbent workers.
(2)An evaluation of the relevance of the funding to the labor market needs of the state and relevant region’s competitive and emerging industry sectors and industry clusters, or to the state’s need to fill skills gaps and skills shortages in the economy, including skills gaps and emergency labor shortages at the state and regional level.
(3)An assessment of the past performance of the college on student outcomes, as measured based on achievement of the systemwide goals identified in the Vision for Success adopted by the board of governors in 2017.
(4)An assessment of the college’s performance on student outcomes and contractual financial management based on previous funding.
(5)An assessment of the college’s past performance on establishing effective and collaborative regional partnerships with key stakeholders, including, but not limited to, other colleges within the defined region, local workforce investment boards, economic development organizations, adult education providers, and other organizations with related career mobility missions.
(6)An assessment of the grantee’s capacity to identify, collect, analyze, disaggregate, and interpret relevant labor market information, wage data, college performance, and student-centered data to inform decisionmaking and equity-centered results.
(7)An assessment of the college’s capability to identify effective partner organizations and contractually manage subawards in order to reach stated student-centered outcomes and overall performance.
(d)The chancellor’s office shall provide systemwide oversight and assessment of the economic and workforce development program, and shall evaluate projects and programs to assess whether awardees achieved their stated student-centered outcomes and the overall effectiveness of the projects and programs. The chancellor’s office has the authority to terminate programs for nonperformance.
(e)The chancellor may establish program requirements, awardee eligibility requirements, and performance standards in the administration of the economic and workforce development program, and distribute funds as appropriate to implement the program.
(f)The chancellor may provide technical assistance to community colleges for the purpose of improving the data and outcomes of their proposals.
(g)The chancellor, in awarding funds, shall take into account colleges serving economically disadvantaged students in economically distressed urban and rural
areas.
SEC. 3.
Section 88610 of the Education Code is amended to read:88610.
(a) The board of governors may award grants and project funds to districts for leadership in accomplishing the mission and goals of the program, provided that funds are appropriated for this purpose in the annual Budget Act. Grants under this section shall be awarded on a competitive basis, as determined by the board of governors and authorized in the annual Budget Act.(1)
(2)
(3)For grants providing direct services to an employer, a group of employers, or an industry sector or industry cluster, an assessment of the purported beneficial impacts of the grant on the relevant businesses, which may include a review of the grant’s purported impacts on any of the following: increased profitability, increased labor productivity, reductions in worker injuries, employer cost savings resulting from improved business processes, improved customer satisfaction, increased employee retention, estimates of new revenue to be generated, sales increases, or new market penetration, as well as information on new products or services developed.
(4)For grants involving direct education and training services provided to workers and students, an assessment of the educational and training goals of the grant, the projected numbers of students and workers served and the projected rates of course and program completion or transfer-readiness, the projected rate of skills attainment for certificates and degrees, and the projected wages and rate of employment placement for those entering the labor market.
(5)For technical assistance and logistical support projects, a concrete enumeration of the ways the project will collaborate with the chancellor’s office to advance sector strategies, regional development, accountability based on performance data, and the adoption of effective workforce and economic development practices.
For purposes of this part, the following definitions apply:
(a)“Board of governors” means the Board of Governors of the California Community Colleges.
(b)“California Community Colleges Economic and Workforce Development Program” and “economic and workforce development program” mean the program.
(c)“Career mobility” means strategic efforts that align, communicate, and intentionally connect the California Community College system’s learning infrastructure to prepare and maximize the talents and abilities of all students while they attend community college. “Career
mobility” assumes a role of the system for upskilling and reskilling students throughout their working careers. “Career mobility” fundamentally recenters the system on activating college learning and supports across the student learning journey from enrollment, to credential completion, to career and economic mobility in the labor market.
(d)(1)“Center” means a comprehensive program of services offered by one or more community colleges or eligible organizations to an economic region of the state in accordance with criteria established by the chancellor’s office for designation as an economic and workforce development program center. Center services shall be designed to respond to the statewide strategic priorities pursuant to the mission of the community colleges’ economic and workforce development program, and to be consistent
with programmatic priorities, competitive and emerging industry sectors and industry clusters, identified economic development, career technical education, business development, and continuous workforce training needs of a region. Centers shall provide a foundation for a long-term, sustained relationship with businesses, labor, colleges, and other workforce education and training delivery systems, such as local workforce investment boards, in the region.
(2)A center shall support, develop, and deliver direct services to students, businesses, colleges, labor organizations, employees, and employers. For purposes of this subdivision, direct services include, but are not necessarily limited to, data analysis of labor market information, college outcome and performance, and student-centered mobility; disaggregation of data to identify opportunity structures; intraregion and multiregion sector coordination and logistics; inventory of community college and other assets relevant to meeting student and labor market needs; curriculum development, curriculum model development, or job task analysis development; articulation of curriculum within a career mobility framework; college institutional research and data analysis functions; faculty training; implementation of continuous improvement learning; calibration to a career readiness or other assessment; assessment administration; career guidance module development or counseling; convenings, such as seminars, workshops, conferences, and training; facilitating collaboration between faculty working in related disciplines and sectors; upgrading, leveraging, and developing technology; and other educational services. The establishment and maintenance of the centers is under the sole authority of the chancellor’s office in order to preserve the flexibility of the system to adapt to labor market needs and to integrate resources.
(e)“Chancellor” means the Chancellor of the California Community Colleges.
(f)“Economic mobility” means the ability of an individual to improve their economic status through an increase in income.
(g)“Emergency occupation” means an occupation that is in urgent demand due to the occurrence of a disaster event.
(h)“Industry cluster” means a geographic concentration or emerging concentration of interdependent industries with direct service, supplier, and research relationships, or independent industries
that share common resources in a given regional economy or labor market. An industry cluster is a group of employers closely linked by a common product or services, workforce needs, similar technologies, and supply chains in a given regional economy or labor market.
(i)“Industry sector” means those firms that produce similar products or provide similar services using somewhat similar business processes.
(j)“Initiative” means an identified strategic priority area that is organized statewide, but is a regionally based effort to develop and implement innovative solutions designed to facilitate the development, implementation, and coordination of community college economic development and related programs and services. Each initiative shall be workforce and business development
driven by a statewide committee made up of community college faculty and administrators and practitioners and managers from business, labor, and industry. Centers, industry-driven regional collaboratives, and other economic and workforce development programs performing services as a part of the implementation of an initiative shall coordinate services statewide and within regions of the state, as appropriate.
(k)“Matching resources” means any combination of public or private resources, either cash or in-kind, derived from sources other than the economic and workforce development program funds appropriated by the annual Budget Act, that are determined to be necessary for the success of the project to which they are applied. The criteria for in-kind resources shall be developed by the board of governors, with advice from the
chancellor, and shall be consistent with generally accepted accounting practices for state and federal matching requirements. The ratio of matching resources to economic and workforce development program funding shall be determined by the board of governors.
(l)“Opportunity structure” means a matrix that relates personal characteristics, such as age, disability, race, gender, education, and financial status, to the cultural and social opportunities and options that are available to an individual throughout their life. For example, inadequate education and job availability are elements that can serve to block a particular “opportunity structure” for certain segments of the population, while permitting others to advance.
(m)“Program” means the California Community Colleges Economic
and Workforce Development Program established under this part.
(n)“Region” means a geographic area of the state defined by economic and labor market factors containing at least one industry cluster and the cities, counties, or community college districts, or all of them, in the industry cluster’s geographic area. For the purposes of this chapter, and to the extent possible, “California Community College economic development regions” shall be designated by the board of governors based on
both of the following factors:
(1)Alignment with the federal Workforce Innovation and Opportunity Act (Public Law 113-128) regional planning unit boundaries specified in the California Strategic Workforce and Development Plan.
(2)Integration and expansion of existing regional collaboratives and consortium infrastructures used by the California Community Colleges.
SEC. 4.
Section 88620 of the Education Code is amended to read:88620.
(d)“Career pathways,” and “career ladders,” or “career lattices” mean an identified series of positions,
work experiences, or educational benchmarks or credentials that offer occupational and financial advancement within a specified career field or related fields over time.
(e)
(h)“High-priority occupation” means an occupation that has a significant presence in a targeted industry sector or industry cluster, is in demand by employers, and pays or leads to payment of high wages.
(m)“Job development incentive training” means programs that provide incentives to employers to create entry-level positions in their businesses, or through their suppliers or prime customers, for welfare recipients and the working poor.
(n)
(o)“Performance improvement training” means training delivered by a community college that includes all of the following:
(1)An initial needs assessment process that identifies both training and nontraining issues that need to be addressed to improve individual and organizational performance.
(2)Consultation with employers to develop action plans that address business or nonprofit performance improvements.
(3)Training programs that link individual performance requirements with quantifiable business measures, resulting in demonstrable productivity gains, and, as appropriate, job retention, job creation, improvement in wages, or attainment of wages that provide economic security.
(p)
(q)
(1)Regional economic development and training needs of business and industry.
(2)Regional collaboration, as appropriate, among community colleges and districts, and existing economic development, continuous workforce improvement, technology deployment, and business development.
(3)Other state economic development definitions of regions.
(r)“Sector strategies” means prioritizing investments in competitive and emerging industry sectors and industry clusters on the basis of labor market and other economic data that indicate strategic growth potential, especially with regard to jobs and income. Sector strategies focus workforce investment in education and workforce training programs that are likely to lead to high-wage jobs or to entry-level jobs with well-articulated career pathways into high-wage jobs. Sector strategies effectively boost labor productivity or reduce business barriers to growth and expansion stemming from workforce supply problems, including skills gaps, and occupational shortages by directing resources and making investments to plug skills gaps and provide education and training programs for high-priority occupations. Sector strategies may be implemented using articulated career pathways or career lattices and a system of stackable credentials. Sector
strategies often target underserved communities, disconnected youth, incumbent workers, and recently separated military veterans. Cluster-based sector strategies focus workforce and economic development on those sectors that have demonstrated a capacity for economic growth and job creation in a particular geographic area. Industry clusters are similar to industry sectors, but the focus is on a geographic concentration of interdependent industries.
(s)“Skills panel” means a collaboration which brings together multiple employers from an industry sector or industry cluster with career technical educators, including, but not limited to, community college career technical education faculty, and other stakeholders which may include workers and organized labor to address common workforce needs. Skills panels assess workforce training and education needs through the identification of assets relevant to industry need, produce curricula models, perform
job task analysis, define how curricula articulate into career pathways or career lattices or a system of stackable credentials, calibrate career readiness, develop other assessment tools, and produce career guidance tools.
(t)“Stackable credentials” means a progression of training modules, credentials, or
certificates that build on one another and are linked to educational and career advancement.
