text:
(a) The review performed by the California Learning Resource Network shall identify new and existing electronic learning assessment resources capable of assisting schools and school districts to analyze assessment information for the purpose of designing instructional plans to improve pupil achievement and shall include a descriptive model for use by administrators and teachers that differentiates and compares the capabilities of the different types of identified electronic learning assessment resources.

(b) The descriptive model shall include, but not be limited to, all of the following criteria:

(1) The ability to report the results of the statewide pupil assessment programs in aggregate and disaggregate forms for analysis by administrators and teachers to plan for improved pupil achievement.

(2) The ability to quickly identify achievement gaps.

(3) The ability to link results of assessment to instructional strategies that are aligned to state adopted content standards and the curriculum frameworks.

(4) The extent to which information can be tailored to individual pupil level, classroom level, school level, school district level, and state level data.

(5) The ability to reduce the overhead and additional cost of assisting teachers and school administrators to plan and align instruction to address academic deficiencies identified by both standardized and criterion referenced academic assessments.

(c) In performing its review, the California Learning Resource Network may not make subjective evaluations of the electronic learning assessment resources under review and shall limit its review to the factual capabilities of those resources.

(d) The existing external evaluation of the California Learning Resource Network will determine the overall cost and benefits of providing statewide assessment information resources as described in this chapter and the extent to which school administrators and teachers access and use the information provided to accomplish all of the following:

(1) Make use of state assessment information to inform instructional planning.

(2) Link instruction to the state-adopted content standards.

(3) Save time and financial resources related to instructional planning.

(4) Target instruction to the academic needs of pupils.

(e) The Superintendent of Public Instruction shall provide a written report of the results of the external evaluation of the ongoing review process to the Director of Finance, the Legislative Analyst, the State Board of Education, and the appropriate policy and fiscal committees of the Legislature by January 1, 2006.

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 5.5. Review of Electronic Resources Capable of Analyzing Pupil Assessment Data


kind: section

code: EDC

text: In its review of electronic learning assessment resources, the California Learning Resource Network shall explore the feasibility of creating, implementing, and maintaining an online customer feedback system that would allow purchasers of electronic learning assessment resources identified and reviewed to document the extent to which these electronic learning assessment resources contribute to improved instructional planning.

history: (History: Added by Stats. 2004, Ch. 397, Sec. 2. Effective September 9, 2004.)

division: 4. INSTRUCTION AND SERVICES

part: 33. INSTRUCTIONAL MATERIALS AND TESTING

title: 2. ELEMENTARY AND SECONDARY EDUCATION

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 33. INSTRUCTIONAL MATERIALS AND TESTING > 5.5. Review of Electronic Resources Capable of Analyzing Pupil Assessment Data


text: The Superintendent of Public Instruction shall direct the California Learning Resource Network to implement the provisions of this chapter by prioritizing the use of existing budgeted resources available to the network.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) During the month of February, March, April, or May, the governing board of each school district maintaining any of grades 5, 7, and 9 shall administer to each pupil in those grades the physical performance test designated by the state board. Each pupil with a physical disability and each pupil who is physically unable to take all of the physical performance test shall be given as much of the test as his or her condition will permit.

(b) Upon request of the department, a school district shall submit to the department, at least once every two years, the results of its physical performance testing.

(c) Pupils shall be provided with their individual results after completing the physical performance testing. The test results may be provided orally as the pupil completes the testing.

(d) The governing board of a school district shall report the aggregate results of its physical performance testing administered pursuant to this section in its annual school accountability report card required by Sections 33126 and 35256.

history: (History: Amended by Stats. 2016, Ch. 186, Sec. 59. (AB 2659) Effective January 1, 2017.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 6. Physical Fitness Testing

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 33. INSTRUCTIONAL MATERIALS AND TESTING > 6. Physical Fitness Testing


text:
(a) (1) The Superintendent shall review existing assessments that assess the English language development of pupils whose primary language is a language other than English. The assessment for initial identification and the summative assessment shall include, but not be limited to, an assessment of achievement of these pupils in English reading, speaking, and written skills. The Superintendent shall determine which assessments, if any, meet the requirements of subdivisions (b) to (f), inclusive. If any existing assessment or series of assessments meets these criteria, the Superintendent, with approval of the state board, shall report to the Legislature on its findings and recommendations.

(2) If no suitable assessment exists, the Superintendent shall explore the option of a collaborative effort with other states to develop an assessment or series of assessments and share assessment development costs. If no suitable assessment exists, the Superintendent, with the approval of the state board, shall either release a request for proposals for the development of an assessment or series of assessments that meets the criteria of subdivisions (b) to (f), inclusive, contract to modify an existing assessment or series of assessments so that it will meet the requirements of subdivisions (b) to (f), inclusive, or amend the contract authorized pursuant to Section 60643 so that an assessment or a series of assessments are developed or modified to meet the requirements of subdivisions (b) to (f), inclusive. The state board shall approve assessment blueprints, assessment performance descriptors, and performance-level cut scores based on standard settings.

(3) The Superintendent shall apportion funds appropriated to enable school districts to meet the requirements of subdivisions (c) and (e). The state board shall establish the amount of funding to be apportioned per assessment administered, based on a review of the cost per assessment for initial identification and summative assessment purposes.

(4) An adjustment to the amount of funding to be apportioned per assessment is not valid without the approval of the Director of Finance. A request for approval of an adjustment to the amount of funding to be apportioned per assessment shall be submitted in writing to the Director of Finance and the chairpersons of the fiscal committees of both houses of the Legislature with accompanying material justifying the proposed adjustment. The Director of Finance is authorized to approve only those adjustments related to activities required by statute. The Director of Finance shall approve or disapprove the amount within 30 days of receipt of the request and shall notify the chairpersons of the fiscal committees of both houses of the Legislature of the decision.

(b) (1) The assessment or series of assessments developed or acquired pursuant to subdivision (a) shall have sufficient range to assess pupils in grades 2 to 12, inclusive, in English listening, speaking, reading, and writing skills. These assessments shall include the use of accessibility resources, as may be determined by the department, and those determinations shall not be subject to the requirements of the Administrative Procedure Act (Chapter 3.5 (commencing with Section 11340) of Part 1 of Division 3 of Title 2 of the Government Code). Pupils in kindergarten and grade 1 shall be assessed in English listening and speaking, and, once an assessment is developed, early literacy skills. Six months after the results of three administrations are collected, but no later than June 30, 2013, the department shall report to the Legislature on the administration of the kindergarten and grade 1 early literacy assessment results, as well as on the administrative process, in order to determine whether reauthorization of the early literacy assessment is appropriate.

(2) In the development and administration of the assessment for pupils in kindergarten and grade 1, the department shall minimize any additional assessment time, to the extent possible. To the extent that it is technically possible, items that are used to assess listening and speaking shall be used to measure early literacy skills. The department shall ensure that the assessment and procedures for its administration are age and developmentally appropriate. Age- and developmentally appropriate procedures for administration may include, but are not limited to, one-on-one administration, a small group setting, and orally responding or circling a response to a question.

(3) For purposes of this subdivision, “kindergarten” does not include transitional kindergarten.

(4) The assessment for initial identification developed or acquired pursuant to subdivision (a) shall have sufficient range to identify if the pupil is an English learner, as defined by Section 306.

(c) The assessment for initial identification shall meet all of the following requirements:

(1) Have psychometric properties of reliability and validity deemed adequate by technical experts.

(2) Be capable of administration to pupils with any primary language other than English.

(3) Be capable of administration by classroom teachers.

(4) Not discriminate on the basis of race, ethnicity, or gender.

(5) Be aligned with the standards for English language development adopted by the state board pursuant to Section 60811.3, as it read on June 30, 2013.

(6) Be age and developmentally appropriate for pupils.

(d) The assessment for initial identification shall be used to identify pupils who are limited English proficient.

(e) The summative assessment shall meet all of the following requirements:

(1) Provide sufficient information about pupils at each grade level to determine levels of proficiency ranging from no English proficiency to fluent English proficiency with at least two intermediate levels.

(2) Yield scores that allow comparison of the growth of a pupil over time, that may be tied to readiness for various instructional options, and that may be aggregated for use in the evaluation of program effectiveness.

(3) Have psychometric properties of reliability and validity deemed adequate by technical experts.

(4) Be capable of administration to pupils with any primary language other than English.

(5) Be capable of administration by classroom teachers.

(6) Not discriminate on the basis of race, ethnicity, or gender.

(7) Be aligned with the standards for English language development adopted by the state board pursuant to Section 60811.3, as it read on June 30, 2013.

(8) Be age and developmentally appropriate for pupils.

(f) The summative assessment shall be used for both of the following purposes:

(1) To identify the level of English language proficiency of pupils who are limited English proficient.

(2) To assess the progress of limited-English-proficient pupils in acquiring the skills of listening, reading, speaking, and writing in English.

(g) (1) A pupil in any of grades 3 to 12, inclusive, shall not be required to retake those portions of the assessment that measure English language skills for which the pupil has previously tested as advanced within each appropriate grade span, as determined by the department in accordance with paragraph (8) of subdivision (e).

(2) Notwithstanding paragraph (1), a pupil in any of grades 10 to 12, inclusive, shall not be required to retake those portions of the assessment that measure English language skills for which the pupil has previously tested as early advanced or advanced.

(3) This subdivision shall not be implemented unless and until the department receives written documentation from the United States Department of Education that implementation is permitted by federal law.

(h) (1) The Superintendent shall not administer an assessment for initial identification or a summative assessment pursuant to this section until both assessments are developed and adopted by the state board.

(2) The Superintendent shall report to the appropriate policy committees of the Legislature when the assessments are ready for their initial administration.

history: (History: Amended by Stats. 2024, Ch. 15, Sec. 3. (AB 2268) Effective June 14, 2024. Note: See administrative conditions in subd. (g).)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 7. Assessment of Language Development

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 33. INSTRUCTIONAL MATERIALS AND TESTING > 7. Assessment of Language Development


text: The state board shall approve standards for English language development for pupils whose primary language is a language other than English. The standards shall be comparable in rigor and specificity to the standards for English language arts adopted pursuant to Section 60605.8, the standards for mathematics adopted pursuant to Sections 60605.8 and 60605.11, and the standards for science adopted pursuant to Section 60605.85.

history: (History: Amended by Stats. 2013, Ch. 709, Sec. 1. (AB 899) Effective January 1, 2014.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) Commencing in the 2019–20 school year, a middle school or high school pupil who is classified as an English learner, except as specified in subdivision (d), shall not be denied participation in the standard instructional program of a school by being denied any of the following:

(1) Enrollment in courses that are part of the standard instructional program of the school that the pupil attends. For purposes of this section, “standard instructional program” means, at a minimum, core curriculum courses, as defined in clause (i) of subparagraph (B) of paragraph (6) of subdivision (b) of Section 33126, courses required to meet state and local graduation requirements, and courses required for middle school grade promotion.

(2) Enrollment in a full course load of courses that are part of the standard instructional program.

(3) Enrollment in courses that are not part of a school’s standard instructional program that either meet the subject matter requirements for purposes of recognition for college admission pursuant to Section 66205.5 or are advanced courses, such as honors or advanced placement courses, on the sole basis of a pupil’s classification as an English learner.

(b) Nothing in this section shall be construed to require a school to create supplemental courses in languages other than English.

(c) For purposes of this section, “pupil” includes a pupil attending a school operated by a school district or a county office of education, a charter school, or the state special schools for the blind and the deaf.

(d) (1) Provided that, pursuant to federal law, the pupil’s course of study is designed to remedy any academic deficits incurred during participation and that the pupil’s course of study is reasonably calculated to enable that pupil to attain parity of participation in the standard instructional program within a reasonable length of time after the pupil enters the school system, the following pupils may be denied access to enrollment in a course described in paragraph (1) of subdivision (a):

(A) (i) A middle school or high school pupil who is classified as an English learner and who is a newcomer pupil.

(ii) For purposes of clause (i), “newcomer pupil” has the same meaning as “immigrant children and youth,” as defined in Section 7011(5) of Title 20 of the United States Code.

(B) A middle school or high school pupil who is classified as an English learner and who is participating in a program designed to meet the academic and transitional needs of newcomer pupils that has as a primary objective the development of English language proficiency.

(2) This section shall not be construed to prohibit, restrict, or discourage the enrollment of a pupil described in paragraph (1) in courses described in paragraph (1) of subdivision (a).

history: (History: Amended by Stats. 2023, Ch. 342, Sec. 5. (AB 714) Effective January 1, 2024.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: Commencing the school year following the year in which the Superintendent of Public Instruction has developed or identified a test pursuant to this chapter, the State Department of Education shall place the results of the statewide test, including average scores for every school district on its Internet site for public access.

history: (History: Added by Stats. 1999, Ch. 678, Sec. 2. Effective January 1, 2000.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) The department shall contract for the development of proposals that will provide for the retention and analysis of longitudinal pupil achievement data on the tests administered pursuant to Chapter 5 (commencing with Section 60600) and Chapter 7 (commencing with Section 60810). The longitudinal data shall be known as the California Longitudinal Pupil Achievement Data System.

(b) The proposals developed pursuant to subdivision (a) shall evaluate and determine whether it would be most effective, from a fiscal and a technological perspective, for the state to own the system. The proposals shall additionally evaluate and determine the most effective means of housing the system.

(c) The California Longitudinal Pupil Achievement Data System shall be developed and implemented in accordance with all state rules and regulations governing information technology projects.

(d) The system or systems developed pursuant to this section shall be used to accomplish all of the following goals:

(1) To provide school districts and the department access to data necessary to comply with federal reporting requirements delineated in the federal No Child Left Behind Act of 2001 (20 U.S.C. Sec. 6301 et seq.).

(2) To provide a better means of evaluating educational progress and investments over time.

(3) To provide local educational agencies with the data needed to improve pupil achievement, including college and career readiness.

(4) To provide an efficient, flexible, and secure means of maintaining longitudinal statewide pupil level data between and among the state’s educational segments and operational tools, as defined in Section 10861, including, but not limited to, all of the following:

(A) Pupil level data from all grade levels, including transitional kindergarten programs, as described in Section 48000, that shall be collected separately from kindergarten pupil data, in elementary and secondary schools, including, but not limited to, juvenile court schools, alternative schools, continuation schools, special education schools, and adult educational programs offering a high school diploma or equivalency.

(B) Pupil level data collected in detention and nondetention settings.

(C) Pupil level data to postsecondary educational institutions and the Student Aid Commission.

(5) To facilitate the ability of the state to publicly report data, as specified in Section 6401(e)(2)(D) of the federal America COMPETES Act (20 U.S.C. Sec. 9871) and as required by the federal American Recovery and Reinvestment Act of 2009 (Public Law 111-5).

(6) To ensure that any data access provided to researchers, as required pursuant to the federal Race to the Top regulations and guidelines is provided, only to the extent that the data access is in compliance with the federal Family Educational Rights and Privacy Act of 1974 (20 U.S.C. Sec. 1232g).

(e) In order to comply with federal law as delineated in the federal No Child Left Behind Act of 2001 (20 U.S.C. Sec. 6301 et seq.), the local educational agency shall retain individual pupil records for each test taker, including all of the following:

(1) All demographic data collected from the California Assessment of Student Performance and Progress (CAASPP) and English language development tests.

(2) Pupil achievement data from assessments administered pursuant to the CAASPP and English language development testing programs. To the extent feasible, data should include subscore data within each content area.

(3) A unique pupil identification number, to be identical to the pupil identifier developed pursuant to the California School Information Services, that shall be retained by each local educational agency and used to ensure the accuracy of information on the header sheets of the CAASPP tests and the English language development test.

(4) All data necessary to compile reports required by the federal No Child Left Behind Act of 2001 (20 U.S.C. Sec. 6301 et seq.), including, but not limited to, dropout and graduation rates.

(5) Other data elements deemed necessary by the Superintendent, with the approval of the state board, to comply with the federal reporting requirements delineated in the federal No Child Left Behind Act of 2001 (20 U.S.C. Sec. 6301 et seq.), and the federal American Recovery and Reinvestment Act of 2009 (Public Law 111-5), after review and comment by the advisory board convened pursuant to subdivision (j). Before the implementation of this paragraph with respect to adding data elements to the California Longitudinal Pupil Achievement Data System for the purpose of complying with the federal American Recovery and Reinvestment Act of 2009 (Public Law 111-5), the department and the appropriate postsecondary educational agencies shall submit an expenditure plan to the Department of Finance detailing any administrative costs to the department and costs to any local educational agency, if applicable. The Department of Finance shall provide to the Joint Legislative Budget Committee a copy of the expenditure plan within 10 days of receipt of the expenditure plan from the department.

(6) To enable the department, the University of California, the California State University, and the Chancellor of the California Community Colleges to meet the requirements prescribed by the federal American Recovery and Reinvestment Act of 2009 (Public Law 111-5), these entities shall be authorized to obtain quarterly wage data, commencing July 1, 2010, on students who have attended their respective systems, to assess the impact of education on the employment and earnings of those students, to conduct the annual analysis of district-level and individual district or postsecondary education system performance in achieving priority educational outcomes, and to submit the required reports to the Legislature and the Governor. The information shall be provided to the extent permitted by federal statutes and regulations.

(f) To accomplish the goals and requirements set forth in subdivisions (d) and (e), local educational agencies shall do all of the following:

(1) Submit data to the department according to the processes and timelines established by the department.

(2) After any schoolsite closure, inform the department of the schoolsite closure within 10 business days of the last day that pupils were no longer enrolled at the schoolsite.

(3) Submit grades 9 to 12, inclusive, pupil transcript information to the California College Guidance Initiative, as authorized pursuant to Section 60900.5, according to processes and timelines established by the California College Guidance Initiative in the format approved by the Superintendent. In complying with this paragraph, the duties of local educational agencies shall include, but are not limited to, all of the following:

(A) Including in their parent notifications, as required by the federal Family Education Rights and Privacy Act of 1974 (20 U.S.C. Sec. 1232g), a distinct notification that data may be shared with the California College Guidance Initiative in order to do both of the following:

(i) Provide pupils and their families with direct access to online tools and resources for college and career planning.

(ii) Enable a pupil to transmit information shared with the California College Guidance Initiative to both of the following:

(I) Institutions of higher education for purposes of admissions and academic placement.

(II) The Student Aid Commission for purposes of determining eligibility for, and increasing uptake of, student financial aid.

(B) Entering into a data sharing agreement with the California College Guidance Initiative on or before January 1, 2026. These agreements shall not be subject to the requirements of Section 49073.1.

(C) Providing, on or before June 30, 2026, the California College Guidance Initiative with initial data files, pursuant to the California High School Transcript and Student Record Portability Standard, as acknowledged by the Office of Cradle-to-Career Data, and the accompanying data file specifications.

(D) Completing the steps necessary to provide transcript-informed accounts to all pupils in any of grades 9 to 12, inclusive.

(E) Providing data files or authorizing the California College Guidance Initiative to access data pursuant to this paragraph as follows:

(i) In a manner as agreed to between the California College Guidance Initiative and the local educational agency.

(ii) To confirm completed courses, final grades, and graduation dates of pupils, in a format and as determined by the California College Guidance Initiative, for purposes of admissions to the California State University and the University of California.

(iii) Through either an application programming interface or a secure file transfer protocol.

(g) On or before June 30, 2026, using reports on CaliforniaColleges.edu and technical assistance from the California College Guidance Initiative, local educational agencies shall ensure that data needed to verify course eligibility to fulfill the A–G admissions requirements of the University of California and the California State University is accurate and up to date. This includes, but is not limited to, all of the following:

(1) Confirming that each course is properly coded and registered in the University of California A–G course management portal at the office of the President of the University of California.

(2) Ensuring that pupils transferring from local educational agencies get full credit for prior A–G coursework by complying with the California High School Transcript and Student Record Portability Standard, as acknowledged by the Office of Cradle-to-Career Data.

(3) Maintaining at least a 90 percent rate of alignment between A–G coursework, as listed in the local pupil information system, and how those courses are registered in the University of California A–G course management portal at the office of the President at the University of California.

(4) Ensuring that dual enrollment courses are flagged based on the California High School Transcript and Student Record Portability Standard, developed by the department pursuant to subdivision (c) of Section 60900.5.

(h) The California Longitudinal Pupil Achievement Data System shall have all of the following characteristics:

(1) The ability to sort by demographic element collected from the CAASPP tests and English language development test.

(2) The capability to be expanded to include pupil achievement data from multiple years.

(3) The capability to monitor pupil achievement on the CAASPP tests and English language development test from year to year and school to school.

(4) The capacity to provide data to the state and local educational agencies upon their request.

(5) The capability to provide data to support individual pupil accounts, as described in paragraph (1) of subdivision (b) of Section 60900.5.

(i) Data elements and codes included in the system shall comply with Sections 49061 to 49079, inclusive, and Sections 49602 and 56347, with Sections 430 to 438, inclusive, of Title 5 of the California Code of Regulations, with the Information Practices Act of 1977 (Chapter 1 (commencing with Section 1798) of Title 1.8 of Part 4 of Division 3 of the Civil Code), and with the federal Family Educational Rights and Privacy Act of 1974 (20 U.S.C. Sec. 1232g), Section 1232h of Title 20 of the United States Code, and related federal regulations.

(j) The department shall convene an advisory board consisting of representatives or designees from the state board, the Department of Finance, the State Privacy Ombudsman, the Legislative Analyst’s Office, representatives of parent groups, school districts, and local educational agencies, and education researchers to establish privacy and access protocols, provide general guidance, and make recommendations relative to data elements. The department is encouraged to seek representation broadly reflective of the general public of California.

(k) This section shall be implemented using federal funds received pursuant to the federal No Child Left Behind Act of 2001 (20 U.S.C. Sec. 6301 et seq.), which are appropriated for purposes of this section in Item 6110-113-0890 of Section 2.00 of the Budget Act of 2002 (Chapter 379 of the Statutes of 2002). The release of these funds is contingent on approval of an expenditure plan by the Department of Finance.

(l) For purposes of this chapter, a local educational agency shall include a county office of education, a school district, and a charter school.

history: (History: Amended by Stats. 2024, Ch. 38, Sec. 87. (SB 153) Effective June 29, 2024.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 33. INSTRUCTIONAL MATERIALS AND TESTING > 10. California Longitudinal Pupil Achievement Data System


text:
(a) (1) The department shall publicly report on an annual basis on its internet website enrollment data by English language acquisition 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 on its internet website that allows the public to view the following assessment data by English language acquisition status:

(1) California Assessment of Student Performance and Progress test results by English language arts, mathematics, and science.

(2) English Language Proficiency Assessments for California.

(c) For purposes of this section, “English language acquisition status” includes, but is not limited to, separately reporting data for all of the following:

(1) Long-term English learners, as defined in Section 313.1.

(2) English learners at risk of becoming long-term English learners, as defined in Section 313.1.

(3) English learners.

(4) Reclassified fluent English proficient pupils.

history: (History: Added by Stats. 2022, Ch. 907, Sec. 1. (AB 1868) Effective January 1, 2023.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 10. California Longitudinal Pupil Achievement Data System


text:
(a) On or before January 1, 2025, the department shall include a report on its internet website that allows the public to view statewide-level four- and five-year cohort graduation rates for pupils who are individuals with exceptional needs, disaggregated by the identified disability or disabilities, as listed in Section 300.8(a)(1) of Title 34 of the Code of Federal Regulations.

(b) For purposes of this section, a pupil who is an individual with exceptional needs shall have the same meaning as “child with a disability” as that phrase is defined in Section 300.8(a)(1) of Title 34 of the Code of Federal Regulations.

(c) The implementation of this section shall be contingent upon an appropriation for these purposes in the annual Budget Act or another statute.

history: (History: Added by Stats. 2023, Ch. 576, Sec. 1. (AB 1340) Effective January 1, 2024.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) The California College Guidance Initiative (CCGI), as defined in Section 10861, is hereby authorized to provide its services to all local educational agencies.

(b) In furtherance of paragraph (5) of subdivision (b) of Section 10867, the department shall enter into a memorandum of understanding with the CCGI, as authorized in subdivision (a), to accomplish all of the following:

(1) Share pupil course level data to inform individual pupil accounts on the operational tools.

(2) Collect additional data elements to ensure proper functioning and to incentivize use of the operational tools.

(3) Share pupil level data with the Student Aid Commission, postsecondary educational institutions, and programs that support college and career planning, application, and transition, as permitted under the federal Family Educational Rights and Privacy Act (20 U.S.C. Sec. 1232g).

(4) Notwithstanding subdivision (g) of Section 10860 and subdivision (c) of Section 10863, fully effectuate the intent of the California Cradle-to-Career Data System Act pursuant to Chapter 8.5 (commencing with Section 10850) of Part 7 of Division 1 of Title 1.

(c) The department, the California State University, the University of California, the California Community Colleges, and the Student Aid Commission shall promote the California High School Transcript and Student Record Portability Standard, which is maintained in a repository of data standards at the Office of Cradle-to-Career Data and managed by the CCGI for use by all local educational agencies that serve pupils in grades 9 to 12, inclusive, to support uniformity of electronic student transcript data.

(d) The department shall provide guidance to local educational agencies through CalPADS to clarify data standards and promote best practices.

(e) The department shall refer local educational agencies to CCGI for technical assistance for both of the following:

(1) Reconciling discrepancies between A–G coursework, as listed in their local pupil information system, and how those courses are registered in the University of California Course Management Portal at the office of the President of the University of California, or a successor A–G course management portal.

(2) Ensuring that dual enrollment courses are flagged in the data files submitted to CCGI, as required by paragraph (3) of subdivision (f) of Section 60900, based on the California High School Transcript and Student Record Portability Standard and its associated data specifications pursuant to paragraph (4) of subdivision (g) of Section 60900.

(f) The department shall inform local educational agencies of the additional use of data submitted to CCGI pursuant to paragraph (3) of subdivision (f) of Section 60900, and advise local educational agencies to include in their annual parent notifications, as required by the federal Family Educational Rights and Privacy Act of 1974 (20 U.S.C. Sec. 1232g), that the data will:

(1) Be shared with the CCGI.

(2) Be used to provide pupils and families with direct access to online tools and resources.

(3) Enable a pupil to transmit information shared with the CCGI to both of the following:

(A) Postsecondary educational institutions for purposes of admissions and academic placement.

(B) The Student Aid Commission for purposes of determining eligibility for, and increasing uptake of, student financial aid.

(g) The Legislature finds and declares its intent that the CCGI, upon full implementation and ongoing administration of this section, provide all of the following services:

(1) A free college and career planning curriculum and internet website for grades 6 to 12, inclusive, designed to provide touch points three to six times per year.

(2) Financial aid curriculum for grades 9 to 12, inclusive, and developed in consultation with the Student Aid Commission.

(3) Support to local educational agencies to plan for and monitor use of planning tools and curriculum.

(4) Tools to enable pupils and their families to determine if they are on track to meet college qualifications, based on their individual goals, and to allow authorized secondary school counselors to view the progress of individual pupils on meeting California State University and University of California eligibility requirements.

(5) Validation of data relating to A–G admission requirements for all coursework, including, but not limited to, dual enrollment coursework, in local pupil information systems that is flagged with respect to the University of California Course Management Portal.

(6) Technical assistance to local educational agencies on data cleanup processes.

(7) Providing statewide pupil identification numbers to the California Community Colleges, the California State University, the University of California, and the Student Aid Commission so that information stored in local systems will improve matches for research purposes and the California Cradle-to-Career Data System.

(8) Transcripts processed in near real time with the California Community Colleges, the California State University, the University of California, and the Student Aid Commission, using an application programming interface.

(9) Inform the California Community Colleges, the California State University, and the University of California of high school pupils’ demographic and program participation information, including, but not limited to, whether they are a first-generation college student, homeless, migrant, or economically disadvantaged.

(10) Provide information and data on race or ethnicity, grade point average, high school graduation status, pupil and parent contact information, and where pupils applied to college to the Student Aid Commission through a faster application programming interface format and pursuant to a memorandum of understanding. This process shall only go into effect after data-sharing agreements have been established pursuant to subparagraph (B) of paragraph (3) of subdivision (f) of Section 60900 between all California local educational agencies and the California College Guidance Initiative, and the California College Guidance Initiative has received complete data files from all local educational agencies pursuant to paragraph (3) of subdivision (f) of Section 60900.

(11) Prepopulation of California Community Colleges, California State University, and University of California application fields related to statewide pupil identification numbers, transcript data, demographic information, and other data elements that can reduce barriers for pupils.

(12) Development of new planning tools related to career and technical education pathways, apprenticeships, transfer options, and regional labor markets.

(h) The scaling of the CCGI is further intended to address all of the following problems and state needs:

(1) Reduce equity gaps in college-going rates by ensuring that all pupils and their families have the information needed to develop college and career plans, starting in grade 6, and to secure financial aid.

(2) Enable secondary school counselors to monitor where pupils are applying and support them to complete applications.

(3) Identify secondary school courses that are incorrectly flagged as fulfilling California State University and University of California eligibility requirements compared to the University of California Course Management Portal.

(4) Reduce structural barriers by allowing pupils to launch college and financial aid applications from a single location, using one set of log on credentials.

(5) Ensure that pupils can easily and quickly transmit academic records to public postsecondary educational institutions when applying for admission.

(6) Share additional information with the Student Aid Commission to validate and reduce the time to determine eligibility for Cal Grant awards.

(7) Reduce the administrative burden on local educational agencies and colleges to transmit and validate records.

(8) Strengthen data that can be used to match pupil records.

(i) On or before September 1, 2022, and on or before September 1 of each year thereafter, the Riverside County Office of Education, in collaboration with the department, shall report to the Director of Finance and the Joint Legislative Budget Committee regarding the annual budget for the CCGI as supported through the annual Budget Act. The annual report due on or before September 1, 2022, shall only address any changes to the first annual report provided in March 2022 pursuant to this subdivision. Each annual report thereafter shall include, but not necessarily be limited to, all of the following information:

(1) All other public and private sources of revenue.

(2) How prior fiscal year funds were spent and current fiscal year funds are budgeted to be spent.

(3) A budget change proposal, if any additional funds are being requested for the budget year.

(4) The names and locations of local educational agencies that have partnered with the CCGI, including identification of local educational agencies that were added in the prior fiscal year and are intended to be added in the budget year.

(5) The names of postsecondary educational agencies that have partnered with the CCGI, including identification of postsecondary educational agencies that were added in the prior fiscal year and the budget year and identification of any postsecondary educational agencies that terminated their partnership with the CCGI.

(6) Internet website analytics on identifying the number of accounts, types of activities completed, and the number of pupils that applied to college via the CCGI.

(7) Information on progress towards meeting the deliverables expected of the CCGI pursuant to subdivision (a).

history: (History: Amended by Stats. 2026, Ch. 65, Sec. 128. (AB 126) Effective July 9, 2026.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) Contingent upon the receipt of federal funds for this purpose, the department, in consultation with the Department of Finance and the Legislative Analyst’s Office, shall prepare the California Longitudinal Pupil Achievement Data System established pursuant to Section 60900 to include data on a quarterly rate of pupil attendance. Preparation shall include all of the following:

(1) The addition of fields to facilitate the transfer of data.

(2) System development activities including any business rules and definitions that would be needed to improve the quality and consistency of the data.

(3) Processes for the transfer of data from local educational agencies.

(4) Consultation with organizations representing school, district, and county education administrators, classified and certified staff, and parents in order to develop the criteria and frequency of reports on pupil attendance data and other indicators as may be submitted by local educational agencies.

(b) The system shall support local educational agencies in their efforts to identify and support pupils at risk of dropping out and shall be capable of issuing to local educational agencies periodic reports that include, but may not be limited to, district, school, class, and individual pupil reports on both of the following:

(1) Rates of absence.

(2) Chronic absentees.

(c) (1) For purposes of this section, “chronic absentee” means a pupil who is absent on 10 percent or more of the schooldays in the school year when the total number of days a pupil is absent is divided by the total number of days the pupil is enrolled and school was actually taught in the regular day schools of the district, exclusive of Saturdays and Sundays.

(2) Once available, chronic absentee rates shall be incorporated into the annual report on dropouts required pursuant to Section 48070.6.

(3) In addition to the calculation of absentee rates performed pursuant to paragraph (1), once the department has completed and reported the collection of data pursuant to paragraph (4) of subdivision (d) of Section 46211, the department shall also report an alternate chronic absenteeism rate calculation, which includes pupil attendance accrued through an attendance recovery program pursuant to Sections 46210 and 46211.

(d) It is the intent of the Legislature to support the development of early warning systems to enable the identification and support of individual pupils who are at risk of academic failure or dropping out of school. The systems shall encompass the following characteristics:

(1) The utilization of highly predictive indicators, including attendance, course grades or completion, performance on assessments of pupil achievement, suspensions, and expulsions.

(2) A thorough validation process to ensure the predictive reliability of the systems.

(3) Periodic reports that inform principals, teachers, and parents in a manner that enables timely identification and support of individual pupils who are at risk of academic failure or dropping out.

(e) When the system established pursuant to Section 60900 is prepared to accept data on a quarterly rate of pupil attendance, a local educational agency may submit data to the department on a quarterly rate of pupil attendance and other indicators as identified by the department. It is the intent of the Legislature that schools identified on the list of persistently lowest-achieving schools will fully utilize the early warning systems described in subdivision (d).

(f) A local educational agency that reports attendance data for pupils to the system established pursuant to Section 60900 may request, and the department shall provide, the early warning report described in subdivision (d) up to four times each school year.

(g) The department shall notify local educational agencies that reporting pupil attendance and chronic absentee data pursuant to this section is voluntary. The notice shall include a description of the benefits of reporting pupil attendance and chronic absentee data in fostering the development of effective supports and interventions for at-promise pupils.

(h) This section shall not be implemented unless federal funds are appropriated specifically for the purposes of this section.

history: (History: Amended by Stats. 2024, Ch. 38, Sec. 89. (SB 153) Effective June 29, 2024.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) (1) Beginning with the 2025–26 school year, the department shall define, consistent with paragraph (2), and collect, as part of the California Longitudinal Pupil Achievement Data System, annual pupil enrollment data for each pupil enrolled in an expanded learning opportunity program. For purposes of this section, an expanded learning opportunity program may include, but is not limited to, all of the following programs:

(A) An expanded learning opportunity program operated by a local educational agency pursuant to Section 46120.

(B) An after school education and safety program operated by a participating school pursuant to Article 22.5 (commencing with Section 8482) of Chapter 2 of Part 6 of Division 1 of Title 1.

(C) A program operated by a participating community learning center pursuant to Article 22.6 (commencing with Section 8484.7) of Chapter 2 of Part 6 of Division 1 of Title 1.

(2) Annual pupil enrollment shall align to the Expanded Learning Opportunities Program pupil access requirements pursuant to Section 46120 and reflect individual pupil access within an academic year reporting period, as determined by the department.

(3) The department shall ensure that the collection of pupil data pursuant to this section is integrated with existing local educational agency data reporting requirements for the California Longitudinal Pupil Achievement Data System.

(b) Beginning with the 2025–26 school year, the department shall identify and reduce data reporting redundancies, and provide guidance and recommendations to local educational agencies, in the collection of pupil data, including, but not limited to, pupil participation, for each pupil enrolled in an expanded learning opportunity program pursuant to subdivision (a) and existing local educational data reporting requirements for those programs.

history: (History: Added by Stats. 2024, Ch. 1003, Sec. 2. (AB 1113) Effective January 1, 2025.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
By July 1, 2024, the department shall collect the following data:

(a) Pupil data for each pupil enrolled in a California state preschool program operated by a local educational agency, including all applicable data elements that are collected for pupils in transitional kindergarten pursuant to Section 48000, which, in combination with the data collected pursuant to Section 60900, will provide longitudinal pupil data for pupils enrolled in state preschool programs operated by local educational agencies through grade 12.

(b) The same data for educators in California state preschool programs operated by a local educational agency that is collected for educators in the K–12 classroom setting, to the extent that data is collected.

history: (History: Added by Stats. 2022, Ch. 901, Sec. 2. (AB 22) Effective January 1, 2023.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 11. Preschool Data

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 33. INSTRUCTIONAL MATERIALS AND TESTING > 11. Preschool Data


text:
“Sunset” and “sunset date,” as used in this part, mean the date on which specific categorical programs cease to be operative and Sections 62002, 62003, 62004, 62005, and 62005.5 govern program funding.

The educational programs referred to in this part shall cease to be operative on the date specified, unless the Legislature enacts legislation to continue the program.

history: (History: Amended by Stats. 2004, Ch. 193, Sec. 12. Effective January 1, 2005.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 1. General Provisions

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 34. EVALUATION AND SUNSETTING OF PROGRAMS > 1. General Provisions


text:
The following programs shall sunset on June 30, 1987:

(a) Miller-Unruh Basic Reading Act of 1965.

(b) School improvement program.

(c) Bilingual education.

history: (History: Amended by Stats. 2006, Ch. 79, Sec. 20. Effective July 19, 2006.)

part: 34. EVALUATION AND SUNSETTING OF PROGRAMS

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
(a) The intent of the Legislature in enacting this section is to assure a thorough review of programs listed in this part and the funding sources thereof, so that they most effectively, efficiently, and economically meet the needs of pupils and improve schools. It is not the intent of the Legislature in enacting this section to remove resources from pupils with special needs or to cease efforts to improve the schools.

(b) It was the intent of the Legislature in enacting this part to ensure that each categorical program is thoroughly reviewed. It was also intended that programs would be reviewed the year prior to the sunset date so that school districts and county offices of education would not be subject to unnecessary confusion and disruption in planning and administering those programs.

(c) It is further the intent of the Legislature that the legislative review of programs specified in this part shall consider the appropriateness of state administration by agencies other than by the State Department of Education, such as the Commission on Teacher Credentialing and the Board of Governors of the California Community Colleges.

history: (History: Amended by Stats. 1991, Ch. 223, Sec. 8.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: If the Legislature does not enact legislation to continue a program listed in this part, the funding of that program shall continue for the general purposes of that program as specified in the provisions relating to the establishment and operation of the program. The funds shall be disbursed according to the identification criteria and allocation formulas for the program in effect on the date the program shall cease to be operative pursuant to this part both with regard to state-to-district and district-to-school disbursements. The funds shall be used for the intended purposes of the program, but all relevant statutes and regulations adopted thereto regarding the use of the funds shall not be operative, except as specified in Section 62002.5.

history: (History: Amended by Stats. 1991, Ch. 223, Sec. 9.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: Parent advisory committees and school site councils which are in existence pursuant to statutes or regulations as of January 1, 1979, shall continue subsequent to the termination of funding for the programs sunsetted by this chapter. Any school receiving funds from Economic Impact Aid or Bilingual Education Aid subsequent to the sunsetting of these programs as provided in this chapter, shall establish a school site council in conformance with the requirements in Section 52012. The functions and responsibilities of such advisory committees and school site councils shall continue as prescribed by the appropriate law or regulation in effect as of January 1, 1979.

history: (History: Amended by Stats. 1983, Ch. 1270, Sec. 12.5. Effective September 30, 1983.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The Department of Education shall apportion the funds specified in Section 62002 to school districts and shall audit the use of such funds to ensure that such funds are expended for eligible pupils according to the purposes for which the legislation was originally established for such programs.

history: (History: Added by Stats. 1979, Ch. 282.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: The State Auditor shall audit, on a sampling basis, school districts’ use of the funds specified in Section 62002.

history: (History: Amended by Stats. 2003, Ch. 107, Sec. 6. Effective January 1, 2004.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: If the Superintendent of Public Instruction determines that a school district did not comply with the provisions of this chapter, any apportionment subsequently made pursuant to Section 62003 shall be reduced by two times the amount the superintendent determines was not used in compliance with the provisions of this chapter.

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: Notwithstanding Section 62005, if the Superintendent of Public Instruction determines that a school district or county superintendent of schools fails to comply with the purposes of the funds apportioned pursuant to Section 62003, the Superintendent of Public Instruction may terminate the funding to that district or county superintendent beginning with the next succeeding fiscal year.

history: (History: Added by Stats. 1981, Ch. 100, Sec. 32.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text:
The provisions of this chapter shall apply to funds received for the following categorical programs:

(a) Child care and development programs pursuant to Chapter 2 (commencing with Section 8200) of Part 6.

(b) School and Library Improvement Block Grant pursuant to Article 7 (commencing with Section 41570) of Chapter 3.2 of Part 24.

(c) Bilingual education programs pursuant to Article 1 (commencing with Section 52000) and Article 3 (commencing with Section 52160) of Chapter 7 of Part 28.

(d) Economic Impact Aid programs pursuant to Chapter 1 (commencing with Section 54000) of Part 29.

(e) The Miller-Unruh Basic Reading Act of 1965 pursuant to Chapter 2 (commencing with Section 54100) of Part 29.

(f) Compensatory education programs pursuant to Chapter 4 (commencing with Section 54400) of Part 29, except for programs for migrant children pursuant to Article 3 (commencing with Section 54440) of Chapter 4 of Part 29.

history: (History: Amended by Stats. 2006, Ch. 730, Sec. 18. Effective January 1, 2007.)

part: 35. USE OF CATEGORICAL FUNDS

title: 2. ELEMENTARY AND SECONDARY EDUCATION

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 35. USE OF CATEGORICAL FUNDS > 1. Expenditure for Direct Services to Pupils


text: A school district that, in a fiscal year, receives an apportionment for a program specified in Section 63000 shall use no less than 85 percent of that apportionment at schoolsites for direct services to pupils.

history: (History: Amended by Stats. 2015, Ch. 19, Sec. 119. (SB 78) Effective June 24, 2015.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

chapter: 1. Expenditure for Direct Services to Pupils


text:
(a) For purposes of this part, Part 37 (commencing with Section 64001), and Part 38 (commencing with Section 65000), a local educational agency is defined as a county office of education, school district, or charter school.

(b) Each local educational agency that elects to apply for funds under this part may submit to the department for approval by the state board a single consolidated application for approval or continuance of those federal categorical programs subject to this part.

(c) This part shall apply to applications for funds under the following programs:

(1) Federal funds provided to the state through the federal Elementary and Secondary Education Act of 1965 (ESEA) (Public Law 89-10), as amended by the federal Every Student Succeeds Act (ESSA) (Public Law 114-95). These funds exclude those congressional acts funded other than ESEA or ESSA that are provided through federal acts or grants separate from ESEA or ESSA and those ESSA funds that are allocated separately from the consolidated application process.

(2) State categorical programs that are not funded through the local control funding formula. Carryover funds from state categorical programs that have a sunset under their own provisions shall be subject to this part.

(d) The consolidated application shall include annual certifications by the school district English learner parent advisory committee, if one has been established pursuant to Section 52063, that the application was developed with the review and advice of that committee.

history: (History: Amended by Stats. 2018, Ch. 471, Sec. 3. (AB 716) Effective January 1, 2019.)

part: 36. CONSOLIDATED APPLICATION PROCESS

title: 2. ELEMENTARY AND SECONDARY EDUCATION

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 36. CONSOLIDATED APPLICATION PROCESS


text:
(a) Notwithstanding any other law, as a condition of receiving funding for a program under Part 36 (commencing with Section 64000), a local educational agency shall ensure that each school of the local educational agency that operates any programs subject to Part 36 (commencing with Section 64000) consolidates any plans that are required by those programs into a single plan, unless otherwise prohibited by law. That plan shall be known as the School Plan for Student Achievement (SPSA). If a plan is not required by a program subject to Part 36 (commencing with Section 64000), the governing board or body of a local educational agency may require any school that receives funding from the consolidated application to develop a SPSA.

(b) A local educational agency shall not be required to submit the SPSA to the department as part of the consolidated application.

(c) A local educational agency shall ensure, in the consolidated application, that the SPSA has been prepared in accordance with law, that schoolsite councils have developed and approved a SPSA for each school participating in programs funded through the consolidated application process, and that SPSAs were developed with the review, certification, and advice of the school English learner advisory committee, if required.

(d) The department shall monitor and review to ensure that the consolidated application and the SPSA were developed in accordance with law and with the involvement of applicable advisory committees and schoolsite councils.

(e) Onsite school and district compliance reviews of categorical programs shall continue, and SPSAs shall be required and reviewed as part of these onsite visits and compliance reviews. The Superintendent shall monitor such compliance. To that end, the Superintendent shall develop monitoring instruments and establish the process and frequency for conducting reviews of school district achievement and compliance with state and federal categorical program requirements. The state board shall review the content of these instruments for consistency with state board policy.

(f) (1) A complaint that a local educational agency has not complied with the requirements of Part 36 (commencing with Section 64000), this part, or Part 38 (commencing with Section 65000) may be filed with a local educational agency pursuant to the Uniform Complaint Procedures set forth in Chapter 5.1 (commencing with Section 4600) of Division 1 of Title 5 of the California Code of Regulations.

(2) The department may require submission of the SPSA for any school that is the specific subject of a complaint involving any program or service subject to this part.

(3) The department may require a local educational agency to submit other data or information as may be necessary for the department to effectively administer any program subject to this part.

(g) (1) Notwithstanding any other law, the schoolsite council shall develop the content of the SPSA. SPSAs shall be reviewed in accordance with paragraph (4) of subdivision (a) of Section 52062.

(2) The development of the SPSA shall include both of the following actions:

(A) Administration of a comprehensive needs assessment pursuant to Section 1114(b)(6) of the federal Every Student Succeeds Act (Public Law 114-95) that forms the basis of the school’s goals contained in the SPSA. The comprehensive needs assessment shall include an analysis of verifiable state data, consistent with all state priorities as noted in Sections 52060 and 52066, and informed by all indicators described in Section 1111(c)(4)(B) of the federal Every Student Succeeds Act, including pupil performance against state-determined long-term goals. The school may include any data voluntarily developed by school districts to measure pupil outcomes. If the plan is required by the local governing board or body of the local educational agency only, the local governing board or body of the local educational agency may determine the extent to which the needs assessment applies.

(B) Identification of the process for evaluating and monitoring the implementation of the SPSA and progress towards accomplishing the goals set forth in the SPSA.

(3) The SPSA shall include all of the following:

(A) Goals set to improve pupil outcomes, including addressing the needs of pupil groups as identified through the needs assessment in subparagraph (A) of paragraph (2).

(B) Evidence-based strategies, actions, or services.

(C) Proposed expenditures, based on the projected resource allocation from the governing board or body of the local educational agency, to address the findings of the needs assessment consistent with the state priorities, including identifying resource inequities, which may include a review of the local educational agency’s budgeting, its local control and accountability plan, and school-level budgeting, if applicable.

(h) SPSAs created under this part may serve as school improvement plans required under federal law for schools identified for targeted support as described in Section 1003(e)(1)(A) of the federal Every Student Succeeds Act (Public Law 114-95) or comprehensive support as described in Section 1003(e)(1)(B) of the federal Every Student Succeeds Act, as long as the SPSAs also meet the requirements as established by the federal Elementary and Secondary Education Act of 1965 (Public Law 89-10), as amended by the federal Every Student Succeeds Act. A local educational agency may use the schoolsite council to meet the stakeholder requirements established in Section 1111(d)(1)(B) and Section 1111(d)(2)(B) of the federal Every Student Succeeds Act.

(i) The SPSA required by this section shall be reviewed annually and updated, including proposed expenditure of funds allocated to the school through the consolidated application and the local control and accountability plan, if any, by the schoolsite council. The SPSAs shall be reviewed and approved by the governing board or body of the local educational agency at a regularly scheduled meeting whenever there are material changes that affect the academic programs for pupils covered by programs identified in this part. If a SPSA is not approved by the governing board or body of the local educational agency, specific reasons for that action shall be communicated to the schoolsite council. Modifications to any SPSA shall be developed, recommended, and approved or disapproved by the governing board or body of the local educational agency in the same manner.

(j) Single school districts and charter schools may use the local control and accountability plan to serve as the SPSA, provided that the local control and accountability plan meets federal school planning requirements and the stakeholder requirements established in subdivision (a) of Section 52062, and is adopted at a public hearing pursuant to Section 52062 or 47606.5, as applicable.

history: (History: Amended by Stats. 2019, Ch. 51, Sec. 56. (SB 75) Effective July 1, 2019.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 37. SCHOOL PLANS FOR STUDENT ACHIEVEMENT


text: It is the intent of the Legislature that all funding for categorical programs that are funded according to formulas based on indicators of pupils’ needs shall be based on district counts of pupils meeting the criteria for the programs. It is further the intent of the Legislature to use the information gained from the reports required by this act to revise and update the funding formulas for categorical programs, as necessary, to ensure that funding is distributed to school districts based on updated indicators of pupils’ needs.

history: (History: Amended by Stats. 1994, Ch. 922, Sec. 171. Effective January 1, 1995.)

part: 37.5. CATEGORICAL FUNDING

title: 2. ELEMENTARY AND SECONDARY EDUCATION

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 37.5. CATEGORICAL FUNDING


text:
(a) It is the intent of the Legislature that, to the extent possible, the members of the schoolsite council represent the composition of the school’s pupil population. It is also the intent of the Legislature that, notwithstanding the size of the school, the composition of the schoolsite council ensure parity between the groups referenced in paragraphs (1) and (2) of subdivision (c).

(b) A school that operates a program that requires a School Plan for Student Achievement, pursuant to Section 64001, shall establish a schoolsite council.

(c) (1) At an elementary school, the schoolsite council shall consist of both of the following groups:

(A) The principal of the school or his or her designee; classroom teachers employed at the school, selected by classroom teachers employed at the school; and school personnel employed at the school who are not teachers, selected by school personnel employed at the school who are not teachers. The classroom teachers selected pursuant to this subparagraph shall constitute a majority of the persons selected pursuant to this subparagraph.

(B) Parents of pupils attending the school, or other members of the school community, selected by parents of pupils attending the school. The number of persons selected pursuant to this subparagraph shall equal the number of persons selected pursuant to subparagraph (A).

(2) At a secondary school, the schoolsite council shall consist of both of the following groups:

(A) The principal of the school or his or her designee; classroom teachers employed at the school, selected by classroom teachers employed at the school; and school personnel employed at the school who are not teachers, selected by school personnel employed at the school who are not teachers. The classroom teachers selected pursuant to this subparagraph shall constitute a majority of the persons selected pursuant to this subparagraph.

(B) Parents of pupils attending the school, or other members of the school community, selected by parents of pupils attending the school; and pupils attending the school, selected by pupils who are attending the school. The number of persons selected pursuant to this subparagraph shall equal the number of persons selected pursuant to subparagraph (A).

(d) An employee of a school who is also a parent or guardian of a pupil who attends a school other than the school of the parent’s or guardian’s employment is not disqualified by this employment from serving as a parent representative on the schoolsite council established for the school that his or her child or ward attends.

history: (History: Added by Stats. 2018, Ch. 471, Sec. 7. (AB 716) Effective January 1, 2019.)

part: 38. SCHOOLSITE COUNCILS

title: 2. ELEMENTARY AND SECONDARY EDUCATION

path: 2. ELEMENTARY AND SECONDARY EDUCATION > 4. INSTRUCTION AND SERVICES > 38. SCHOOLSITE COUNCILS


text:
(a) Schools with a common site administration may operate a shared schoolsite council if the schoolsite has a pupil population of less than 300.

(b) Up to three schools with a combined pupil population of less than 1,000 may operate a shared schoolsite council if the schools have at least one of the following characteristics:

(1) A shared campus.

(2) Geographic proximity to one another with similar pupil populations.

(c) In the case of a shared schoolsite council, each council shall be composed of members in a manner consistent with subdivision (c) of Section 65000.

(d) (1) If the requirement in paragraph (2) is met, a school with a population of fewer than 300 pupils may operate a schoolsite council that has the representation of all of the following:

(A) One principal.

(B) One teacher, selected by the teachers.

(C) One school staff member representing the other school personnel, selected by the other school personnel.

(D) If the school is an elementary school, three parents or community members selected by parents, or if the school is a secondary school, two parents or community members selected by parents and one pupil selected by the pupils.

(2) The local governing board or body of the local educational agency shall obtain approval from its local bargaining unit, if applicable.

(e) The state board may grant a waiver of any provision of this part to a school district or county office of education. A school district governing board or county board of education, on behalf of a schoolsite council, may request that the state board grant a waiver of any provision of this part.

(f) The state board may adopt rules and regulations as necessary to implement the provisions of this part.

history: (History: Amended by Stats. 2019, Ch. 51, Sec. 57. (SB 75) Effective July 1, 2019.)

title: 2. ELEMENTARY AND SECONDARY EDUCATION


text: This part shall be known and may be cited as the Donahoe Higher Education Act.

history: (History: Enacted by Stats. 1976, Ch. 1010.)

division: 5. GENERAL PROVISIONS

part: 40. DONAHOE HIGHER EDUCATION ACT

title: 3. POSTSECONDARY EDUCATION

chapter: 1. Title of Part

path: 3. POSTSECONDARY EDUCATION > 5. GENERAL PROVISIONS > 40. DONAHOE HIGHER EDUCATION ACT > 1. Title of Part


text:
The Legislature finds and declares all of the following:

(a) The Master Plan for Higher Education in California, 1960–75, was originally prepared in 1959, and its recommendations were approved in principle by the affected governing boards of the higher education segments. Subsequently, legislation necessary to implement certain of the master plan’s provisions was enacted, including this part. A need to differentiate the functions of the segments of higher education and rapidly increasing enrollments were primary factors that motivated the creation of the master plan.

(b) Pursuant to Resolution Chapter 285 of the Statutes of 1970, and Resolution Chapter 232 of the Statutes of 1971, a joint committee of the Legislature issued its report in 1973, entitled “Report of the Joint Committee on the Master Plan for Higher Education,” which reaffirmed the principles of the original master plan and emphasized a need for the segments of higher education to improve access and educational equity, coordination and planning, governance, and diversity within the entire system. As in the 1960s, legislation necessary to implement certain of the joint committee’s recommendations was enacted, largely through amendments to this part.

(c) (1) Pursuant to Chapter 1507 of the Statutes of 1984, the Commission for the Review of the Master Plan for Higher Education conducted public hearings and deliberations; in 1987, it issued its report and recommendations, “The Master Plan Renewed: Unity, Equity, Quality, and Efficiency in California Postsecondary Education.”

(2) Building on this report and two more years of public dialogue pursuant to Resolution Chapter 175 of the Statutes of 1984, the Joint Committee for the Review of the Master Plan for Higher Education adopted a comprehensive report in 1989, entitled “California Faces. . .California’s Future: Education for Citizenship in a Multicultural Democracy,” that affirms the achievements and the basic structure of the 1960 Master Plan for Higher Education and identifies new challenges for California’s institutions of higher education.

(d) Pursuant to Resolution Chapter 106 of the Statutes of 2009 (A.C.R. 65), the Committee for the Review of the Master Plan for Higher Education conducted a needs-based assessment comprising public hearings and deliberations to understand the needs of our state and our people and how our system of higher education can best meet those needs and issued a report titled, “Appreciating Our Past, Ensuring Our Future: A Public Agenda for Public Higher Education in California,” viewing the master plan as a living document, reaffirming the essential tenets of the master plan of universal access, affordability and high quality, and identifying the need for an overarching policy framework of statewide public policy goals based upon the outcomes required, increased accountability both fiscal and programmatic, and more effective coordination and articulation.

(e) California in the 21st century continues experiencing a period of unprecedented population growth and extraordinary social and economic changes while the ability of our state’s public system of higher education to carry out the master plan is at risk.

(f) In the spirit of the original master plan and the subsequent reviews, the Legislature finds and declares all of the following:

(1) California has now passed the threshold of becoming a state with a new multicultural majority as the ethnic composition of the population is changing dramatically. Our state’s future economic, social, and cultural development depends upon ensuring that all its citizens have opportunities to develop themselves so that they can contribute their best to society.

(2) Current estimates indicate that California will need to prepare more than one million additional graduates by the year 2025 in public higher education institutions to meet our workforce needs. California needs to prepare now for the projected enrollments in the 21st century. And, if the goals of the master plan and its subsequent updates are to be fully achieved, especially if groups that are historically and currently underrepresented increase their rates of participation in higher education, enrollments will most likely exceed even these projections.

(3) California must support an educational system that prepares all Californians for responsible citizenship and meaningful careers in a multicultural society; this requires a commitment from all to make high-quality education available and affordable for every Californian.

(4) To accomplish these goals, California’s system of higher education will need to expand.

(5) It is the intent of the Legislature that the work completed by the master plan review committees be used to guide higher education policy.

history: (History: Amended by Stats. 2010, Ch. 201, Sec. 1. (AB 1901) Effective January 1, 2011.)

title: 3. POSTSECONDARY EDUCATION

chapter: 1.5. Legislative Findings

path: 3. POSTSECONDARY EDUCATION > 5. GENERAL PROVISIONS > 40. DONAHOE HIGHER EDUCATION ACT > 1.5. Legislative Findings


text: It is the intent of the Legislature to outline in statute the broad policy and programmatic goals of the master plan and clear, concise statewide goals and outcomes for effective implementation of the master plan, attuned to the public interest of the people and State of California, and to expect the system as a whole and the higher education segments to be accountable for attaining those goals. However, consistent with the spirit of the original master plan and the subsequent updates, it is the intent of the Legislature that the governing boards be given ample discretion in implementing policies and programs necessary to attain those goals.

history: (History: Amended by Stats. 2010, Ch. 201, Sec. 2. (AB 1901) Effective January 1, 2011.)

title: 3. POSTSECONDARY EDUCATION


text:
(a) Public higher education consists of (1) the California Community Colleges, (2) the California State University, and each campus, branch, and function thereof, and (3) each campus, branch, and function of the University of California.

(b) (1) Except as provided in paragraph (2), as used in this part, “independent institutions of higher education” are those nonpublic higher education institutions that grant undergraduate degrees, graduate degrees, or both, and that are formed as nonprofit corporations in this state and are accredited by an agency recognized by the United States Department of Education.

(2) For purposes of any code or statute, a national or regional accrediting agency recognized by the United States Department of Education as of January 1, 2025, shall retain that recognition until July 1, 2029, provided that the accrediting agency continues to operate in substantially the same manner as it did on January 1, 2025.

(c) No provision of this part is intended to regulate, subsidize, or intrude upon private education, including, but not limited to, independent educational institutions and religious schools, nor to vary existing state law or state constitutional provisions relating to private education.

(d) This section shall remain in effect only until January 1, 2030, and as of that date is repealed.

history: (History: Amended by Stats. 2025, Ch. 425, Sec. 2. (SB 744) Effective January 1, 2026. Repealed as of January 1, 2030, by its own provisions. See later operative version added by Sec. 3 of Stats. 2025, Ch. 425.)

title: 3. POSTSECONDARY EDUCATION

chapter: 2. General Provisions

article: 1. Definitions

path: 3. POSTSECONDARY EDUCATION > 5. GENERAL PROVISIONS > 40. DONAHOE HIGHER EDUCATION ACT > 2. General Provisions > 1. Definitions


text:
(a) Public higher education consists of (1) the California Community Colleges, (2) the California State University, and each campus, branch, and function thereof, and (3) each campus, branch, and function of the University of California.

(b) As used in this part, “independent institutions of higher education” are those nonpublic higher education institutions that grant undergraduate degrees, graduate degrees, or both, and that are formed as nonprofit corporations in this state and are accredited by an agency recognized by the United States Department of Education.

(c) No provision of this part is intended to regulate, subsidize, or intrude upon private education, including, but not limited to, independent educational institutions and religious schools, nor to vary existing state law or state constitutional provisions relating to private education.

(d) This section shall become operative on January 1, 2030.

history: (History: Repealed (in Sec. 2) and added by Stats. 2025, Ch. 425, Sec. 3. (SB 744) Effective January 1, 2026. Operative January 1, 2030, by its own provisions.)

title: 3. POSTSECONDARY EDUCATION

article: 1. Definitions


text: The purpose of this article is to identify common educational missions shared by educational institutions in California and to differentiate more specific missions and functions between the various educational segments.

history: (History: Added by Stats. 1991, Ch. 1198, Sec. 4.1.)

title: 3. POSTSECONDARY EDUCATION

article: 2. Comprehensive Mission Statement

path: 3. POSTSECONDARY EDUCATION > 5. GENERAL PROVISIONS > 40. DONAHOE HIGHER EDUCATION ACT > 2. General Provisions > 2. Comprehensive Mission Statement


text:
The public elementary and secondary schools, the California Community Colleges, the California State University, the University of California, and independent institutions of higher education share goals designed to provide educational opportunity and success to the broadest possible range of our citizens, and shall provide the following:

(a) Access to education, and the opportunity for educational success, for all qualified Californians. Particular efforts should be made with regard to those who are historically and currently underrepresented in both their graduation rates from secondary institutions and in their attendance at California higher educational institutions.

(b) Quality teaching and programs of excellence for their students. This commitment to academic excellence shall provide all students the opportunity to address issues, including ethical issues, that are central to their full development as responsible citizens.

(c) Educational equity not only through a diverse and representative student body and faculty but also through educational environments in which each person, regardless of race, gender, gender identity, gender expression, sexual orientation, age, disability, or economic circumstances, has a reasonable chance to fully develop his or her potential.

history: (History: Amended by Stats. 2011, Ch. 637, Sec. 1. (AB 620) Effective January 1, 2012.)

title: 3. POSTSECONDARY EDUCATION

article: 2. Comprehensive Mission Statement


text: The public elementary and secondary schools shall be responsible for academic and general vocational instruction from kindergarten and grades 1 to 12, inclusive, including preparation of pupils for postsecondary instruction, future participation in California’s economy and society, and adult instruction to the extent of state support.

history: (History: Added by Stats. 1991, Ch. 1198, Sec. 4.3.)

title: 3. POSTSECONDARY EDUCATION

article: 2. Comprehensive Mission Statement


text:
The missions and functions of California’s public and independent segments, and their respective institutions of higher education, shall be differentiated as follows:

(a) (1) The California Community Colleges shall, as a primary mission, offer academic and vocational instruction at the lower division level for both younger and older students, including those persons returning to school. Public community colleges shall offer instruction through but not beyond the second year of college. These institutions may grant the associate in arts and the associate in science degree.

(2) The community colleges’ mission shall include all of the following:

(A) The provision of instruction and additional learning supports to close learning gaps for those who need it, instruction in English as a second language, adult noncredit instruction, and support services that help students succeed at the postsecondary level.

(B) The provision of adult noncredit education curricula in areas defined as being in the state’s interest is an essential and important function of the community colleges.

(C) The provision of community services courses and programs is an authorized function of the community colleges if their provision is compatible with an institution’s ability to meet its obligations in its primary missions.

(D) The provision of student support services to facilitate academic success and achievement.

(3) A primary mission of the California Community Colleges is to advance California’s economic growth and global competitiveness through education, training, and services that contribute to continuous workforce improvement.

(4) The California Community Colleges may conduct institutional research concerning student learning and retention, and community college programming to facilitate its educational mission.

(5) The provision of instruction and support to close learning gaps authorized by subparagraph (A) of paragraph (2) shall be provided in the form of concurrent support, unless college data and research demonstrates that even with concurrent support a student is highly unlikely to succeed in the course.

(b) (1) The California State University shall offer undergraduate and graduate instruction through the master’s degree in the liberal arts and sciences and professional education, including teacher education. Notwithstanding any other law, undergraduate and graduate degrees may be awarded jointly with international institutions of higher education. Presently established two-year programs in agriculture are authorized, but other two-year programs shall be permitted only when mutually agreed upon by the Trustees of the California State University and the Board of Governors of the California Community Colleges.

(2) The doctoral degree may be awarded jointly, as follows:

(A) With the University of California, as provided in subdivision (c) and pursuant to Section 66904.

(B) With one or more independent institutions of higher education, provided that the proposed doctoral program is approved by the California Postsecondary Education Commission.

(C) With international institutions of higher education if the doctoral degree program has been authorized pursuant to Article 4.92 (commencing with Section 66046).

(3) Research, scholarship, and creative activity in support of its undergraduate and graduate instructional mission is authorized in the California State University and shall be supported by the state.

(4) The primary mission of the California State University is undergraduate and graduate instruction through the master’s degree.

(c) The University of California may provide undergraduate and graduate instruction in the liberal arts and sciences and in the professions, including the teaching professions. It shall have exclusive jurisdiction in public higher education over instruction in the profession of law and over graduate instruction in the professions of medicine, dentistry, and veterinary medicine. It has the sole authority in public higher education to award the doctoral degree in all fields of learning, except that it may agree with the California State University to award joint doctoral degrees in selected fields. The University of California shall be the primary state-supported academic agency for research.

(d) The independent institutions of higher education shall provide undergraduate and graduate instruction and research in accordance with their respective missions.

history: (History: Amended by Stats. 2024, Ch. 729, Sec. 1. (AB 2633) Effective January 1, 2025.)

title: 3. POSTSECONDARY EDUCATION

article: 2. Comprehensive Mission Statement


text: The mission of the public segments of higher education shall also include a broad responsibility to the public interest, and independent segments of higher education are encouraged to assume a broad responsibility to the public interest. As part of this responsibility, the public and independent segments are encouraged to support programs of public service and to involve faculty and students in these programs.

history: (History: Added by Stats. 1991, Ch. 1198, Sec. 4.4.)

title: 3. POSTSECONDARY EDUCATION

article: 2. Comprehensive Mission Statement


text:
The missions of agencies charged with coordination, administration, or implementation of higher education policies and programs in California shall be as follows:

(a) The California Postsecondary Education Commission is the statewide postsecondary education coordinating and planning agency. The commission shall serve as a principal fiscal and program advisor to the Governor and the Legislature on postsecondary educational policy. Consistent with Section 66903, the commission’s responsibilities shall include, but not be limited to, the following:

(1) Analysis and recommendations related to long-range planning for public postsecondary education.

(2) Analysis of state policy and programs involving the independent and private postsecondary educational sectors.

(3) Analysis and recommendations related to program and policy review.

(4) Resource analysis.

(5) Maintenance and publication of pertinent public information relating to all aspects of postsecondary education.

The commission shall consult with the postsecondary educational segments and with relevant state agencies, including the Student Aid Commission, the Superintendent of Public Instruction, and other relevant parties, in its preparation of analyses and recommendations to the Governor and the Legislature. However, the commission shall remain an independent and nonpartisan body responsible for providing an integrated and segmentally unbiased view for purposes of state policy formulation and evaluation.

(b) The California Student Aid Commission is the primary state agency for the administration of state-authorized student financial aid programs available to students attending all segments of postsecondary education. These programs include grant, work study, and loan programs supported by the state and the federal government.

Consistent with this responsibility, the Commission shall provide, in consultation with the postsecondary education segments and relevant state agencies, policy leadership on student financial aid issues, evaluate the effectiveness of its programs, conduct research and long-range planning as a foundation for program improvement, report on total state financial aid needs, and disseminate information to students and their families.

(c) The Council for Private Postsecondary and Vocational Education is the primary state agency responsible for approving and regulating private postsecondary and vocational educational institutions and for developing state policies for private postsecondary and vocational education in California. The council shall represent the private postsecondary and vocational education institutions in all state level planning and policy discussions about postsecondary and vocational education.

history: (History: Added by Stats. 1990, Ch. 1587, Sec. 3.)

title: 3. POSTSECONDARY EDUCATION

article: 2. Comprehensive Mission Statement


text:
(a) The Legislature, through the enactment of this section, expresses its commitment to encourage and support collaboration and coordination among all segments of education.

(b) Within the differentiation of segmental functions outlined in this article, the institutions of higher education shall undertake intersegmental collaboration and coordination particularly when it can do any of the following:

(1) Enhance the achievement of the institutional missions shared by the segments.

(2) Provide more effective planning of postsecondary education on a statewide basis.

(3) Facilitate achievement of the goals of educational equity.

(4) Enable public and independent higher education to meet more effectively the educational needs of a geographic region.

(5) Facilitate student progress from one segment to another, particularly with regard to preparation of students for higher education as well as the transfer from the California Community Colleges to four-year institutions.

(c) The leaders responsible for public and independent institutions of higher education and the Superintendent of Public Instruction shall work together to promote and facilitate the development of intersegmental programs and other cooperative efforts aimed at improving the progress of students through the educational systems and at strengthening the teaching profession at all levels.

(d) The California Postsecondary Education Commission shall have responsibility for reviewing and evaluating the effectiveness of intersegmental activities in accomplishing the established goals, and shall report its findings to the Governor and Legislature biennially.

history: (History: Added by Stats. 1991, Ch. 1198, Sec. 4.5.)

title: 3. POSTSECONDARY EDUCATION

article: 2. Comprehensive Mission Statement


text:
The Legislature finds and declares all of the following:

(a) Since the enactment of the Master Plan for Higher Education in 1960, California’s system of postsecondary education has provided access and high-quality educational opportunities that have fueled California’s economic growth and promoted social mobility.

(b) In today’s global information economy, California’s national and international success as an educational and economic leader will require strategic investments in, and improved management of, state educational resources.

(c) Several factors, including changing demographics, rising costs, increased competition for scarce state funding, and employer concerns about graduates’ skills, present new challenges to higher education and state policymakers in effectively meeting the postsecondary education needs of Californians.

(d) Although the public segments of postsecondary education have each undertaken efforts to improve reporting and transparency, these efforts do not combine to indicate whether the postsecondary system as a whole is on track to meet the state’s needs.

(e) The absence of a common vision and common goals for California’s postsecondary education system hinders the state’s ability to effectively make critical fiscal and policy decisions.

(f) Policy and educational leaders should collectively hold themselves accountable for meeting the state’s civic and workforce needs, for ensuring the efficient and responsible management of public resources, and for ensuring that California residents have the opportunity to successfully pursue and achieve their postsecondary educational goals.

history: (History: Added by Stats. 2013, Ch. 367, Sec. 1. (SB 195) Effective January 1, 2014.)

title: 3. POSTSECONDARY EDUCATION

path: 3. POSTSECONDARY EDUCATION > 5. GENERAL PROVISIONS > 40. DONAHOE HIGHER EDUCATION ACT > 2. General Provisions > 2.5. State Goals For California’s Postsecondary Education System


text:
In order to promote the state’s competitive economic position and quality of civic life, it is necessary to increase the level of educational attainment of California’s adult population to meet the state’s civic and workforce needs. To achieve that objective, it is the intent of the Legislature that budget and policy decisions regarding postsecondary education generally adhere to all of the following goals:

(a) Improve student access and success, which shall include, but not necessarily be limited to, all of the following goals: greater participation by demographic groups, including low-income students, that have historically participated at lower rates, greater completion rates by all students, and improved outcomes for graduates.

(b) Better align degrees and credentials with the state’s economic, workforce, and civic needs.

(c) Ensure the effective and efficient use of resources in order to increase high-quality postsecondary educational outcomes and maintain affordability.

title: 3. POSTSECONDARY EDUCATION

article: 2.5. State Goals For California’s Postsecondary Education System


text:
(a) It is the intent of the Legislature that appropriate metrics be identified, defined, and formally adopted for the purpose of monitoring progress toward the achievement of the goals specified in Section 66010.91. It is further the intent of the Legislature that all of the following occur:

(1) The metrics take into account the distinct missions of the different segments of postsecondary education.

(2) At least six, and no more than 12, metrics be developed that can be derived from publicly available data sources for purposes of periodically assessing the state’s progress toward meeting each of the goals specified in Section 66010.91.

(3) The metrics be disaggregated and reported by gender, race or ethnicity, income, age group, and full-time or part-time enrollment status, where appropriate and applicable.

(4) The metrics be used for purposes of the requirements of subdivision (a) of Section 69433.2.

(5) The metrics take into account the performance measures required to be reported pursuant to Sections 89295 and 92675.

(b) It is the intent of the Legislature to promote progress on the statewide educational and economic policy goals specified in Section 66010.91 through budget and policy decisions regarding postsecondary education. It is the intent of the Legislature that the metrics be used to ensure the effective and efficient use of state resources available to postsecondary education. It is further the intent of the Legislature that progress on the adopted metrics be reported and considered as part of the annual State Budget process.

title: 3. POSTSECONDARY EDUCATION


text: For the purposes of this chapter, “segments of postsecondary education” means the California Community Colleges, the California State University, the University of California, independent institutions of higher education, as defined in Section 66010, and private postsecondary educational institutions, as defined in Section 94858.

title: 3. POSTSECONDARY EDUCATION