Bill Text: CA AB1868 | 2021-2022 | Regular Session | Introduced
NOTE: There are more recent revisions of this legislation. Read Latest Draft
Bill Title: School accountability: English language acquisition status: data.
Spectrum: Moderate Partisan Bill (Democrat 5-1)
Status: (Passed) 2022-09-30 - Chaptered by Secretary of State - Chapter 907, Statutes of 2022. [AB1868 Detail]
Download: California-2021-AB1868-Introduced.html
Bill Title: School accountability: English language acquisition status: data.
Spectrum: Moderate Partisan Bill (Democrat 5-1)
Status: (Passed) 2022-09-30 - Chaptered by Secretary of State - Chapter 907, Statutes of 2022. [AB1868 Detail]
Download: California-2021-AB1868-Introduced.html
CALIFORNIA LEGISLATURE—
2021–2022 REGULAR SESSION
Assembly Bill
No. 1868
| Introduced by Assembly Member Luz Rivas (Coauthors: Assembly Members Mia Bonta, Eduardo Garcia, and Valladares) |
February 08, 2022 |
An act to add Sections 52060.5 and 60900.1 to the Education Code, relating to school accountability.
LEGISLATIVE COUNSEL'S DIGEST
AB 1868, as introduced, Luz Rivas.
School accountability: English learners and special education: data.
Existing law requires the governing board of each school district and county board of education to adopt and annually update a local control and accountability plan that includes, among other things, a description of the annual goals to be achieved for each state priority for all pupils and certain subgroups of pupils, including state priorities related to English learner pupils and English proficiency. Existing law also requires the governing body of a charter school to annually hold a public hearing to adopt a local control and accountability plan, as provided.
This bill would require certain governing boards of school districts, county boards of education, and governing bodies of charter schools to set goals and delineate investments in their local control and accountability plans focused on the needs of long-term English learners and English
learners at risk of becoming long-term English learners, as specified. By imposing new duties on local educational agencies, the bill would constitute a state-mandated local program.
Existing law establishes the California Assessment of Student Performance and Progress (CAASPP) and requires the State Department of Education to ensure that local educational agencies comply with certain requirements related to CAASPP. Existing law also defines the term “specific learning disability” in line with eligibility criteria under the federal Individuals with Disabilities Education Act to include conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
This bill would require the department, on an annual basis, to include a report that allows users of its DataQuest internet website, or a successor system, to view data for long-term English learners and English learners
at risk of becoming long-term English learners for specified subjects, including for CAASPP test results. The bill would require the department to publicly report on an annual basis enrollment data by language status and disability, as specified, including by separately reporting data on perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.
This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.
Digest Key
Vote: MAJORITY Appropriation: NO Fiscal Committee: YES Local Program: YESBill Text
The people of the State of California do enact as follows:
SECTION 1.
Section 52060.5 is added to the Education Code, immediately following Section 52060, to read:52060.5.
(a) When 25 percent of a school district’s elementary English learner pupils are English learners at risk of becoming long-term English learners or when 25 percent of the secondary English learner pupil population of a school district are long-term English learners, the governing board of the school district shall set goals and delineate investments focused on the needs of English learners at risk of becoming long-term English learners and long-term English learners in its local control and accountability plan described in Section 52060.(b) When 25 percent of a county office of education’s elementary English learner pupils are English learners at risk of becoming long-term English learners or when 25 percent of the secondary English learner
pupil population of a county office of education are long-term English learners, the county board of education shall set goals and delineate investments focused on the needs of English learners at risk of becoming long-term English learners and long-term English learners in its local control and accountability plan described in Section 52066.
(c) When 25 percent of a charter school’s elementary English learner pupils are English learners at risk of becoming long-term English learners or when 25 percent of the secondary English learner pupil population of a charter school are long-term English learners, the governing body of the charter school shall set goals and delineate investments focused on the needs of English learners at risk of becoming long-term English learners and long-term English learners in its local control and accountability plan described in Section 47606.5.
(d) For purposes of this section, “English learners at risk of becoming long-term English learners” and “long-term English learners” have the same meaning as defined in Section 313.1.
SEC. 2.
Section 60900.1 is added to the Education Code, immediately following Section 60900, to read:60900.1.
(a) (1) The department shall publicly report on an annual basis on its DataQuest internet website, or a successor system, enrollment data by language status and disability.(2) As used in paragraph (1), disability shall include reporting on each of the following categories:
(A) Intellectual disability.
(B) Hard of hearing.
(C) Deafness.
(D) Speech or language impairment.
(E) Visual impairment.
(F) Emotional disturbance.
(G) Orthopedic impairment.
(H) Other health impairment.
(I) Deaf-blindness.
(J) Multiple disability.
(K) Autism.
(L) Traumatic brain injury.
(M) Specific learning disability.
(b) The department shall, on an annual basis, include a report that allows users of its DataQuest internet website, or a successor system, to view data by language status for all of the following subjects:
(1) Assessment data, including California Assessment of Student Performance and Progress test results and English Language Proficiency Assessments for California.
(2) Enrollment data, including annual enrollment data, English learner data, and foster pupil data.
(3) Graduation and dropout data, including four-year cohort graduation rates and outcomes, five-year cohort graduation rates, one-year graduation data, and one-year dropout data.
(4) Postsecondary enrollment data, including college-going rates.
(5) School climate data, including suspension and expulsion data, absenteeism data, and stability rates.
(6) Other reports,
including free and reduced-price meals.
(c) For purposes of this section, the following definitions apply:
(1) “Language status” means separately reporting data for long-term English learners and English learners at risk of becoming a long-term English learner as those terms are defined in Section 313.1.
(2) “Specific learning disability” means separately reporting data for all of the following:
(A) Perceptual disabilities.
(B) Brain injury.
(C) Minimal brain dysfunction.
(D) Dyslexia.
(E) Developmental aphasia.
