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SB-583 Pupil curriculum: model curriculum: financial literacy.(2017-2018)

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Date Published: 07/03/2017 09:00 PM
SB583:v97#DOCUMENT

Amended  IN  Assembly  July 03, 2017
Amended  IN  Senate  May 03, 2017

CALIFORNIA LEGISLATURE— 2017–2018 REGULAR SESSION

Senate Bill
No. 583

Introduced by Senator Stone
(Coauthor: Senator Mendoza)

February 17, 2017

An act to amend Section 51225.3 of add Section 51226.10 to the Education Code, relating to pupil curriculum.


LEGISLATIVE COUNSEL'S DIGEST


SB 583, as amended, Stone. High school graduation course requirements: economics: Pupil curriculum: model curriculum: financial literacy.
Existing law requires the adopted course of study for grades 9 to 12, inclusive, to include, among other subjects, English, social studies, science, and mathematics. Existing law establishes the Instructional Quality Commission and requires the commission to, among other things, recommend curriculum frameworks to the State Board of Education.
This bill would require the Instructional Quality Commission to develop, and the state board to adopt, reject, or modify, a model curriculum for pupils in grades 9 to 12, inclusive, in financial literacy, as provided. The bill, following the adoption by the state board of the model curriculum in financial literacy in accordance with a specified timeline, would require the Superintendent of Public Instruction to post the model curriculum on the State Department of Education’s Internet Web site for use on a voluntary basis by educators. The bill, beginning in the school year immediately following adoption of the model curriculum on financial literacy by the state board, would encourage local educational agencies and charter schools to use the model curriculum to provide instruction in financial literacy.

Existing law requires a pupil to complete specified courses as a condition of receiving a diploma of graduation from high school, including a one-semester course in economics.

This bill would provide that a course in financial literacy offered by a high school satisfies the one-semester economics course requirement if certain conditions are met, including that the course is approved by the University of California as a course that meets one of specified admission requirements of the University of California.

Vote: MAJORITY   Appropriation: NO   Fiscal Committee: YES   Local Program: NO  

The people of the State of California do enact as follows:


SECTION 1.

 (a) The Legislature finds and declares all of the following:
(1) The financial crisis that began in the United States in July 2007, and which led to a global recession, indicates the dangers of a society with many citizens who do not understand basic financial principles.
(2) A survey released in February 2008 by Dartmouth College and Harvard University researchers found that only 35 percent of respondents were able to correctly estimate how interest compounds over time; more than one-half of respondents did not understand how minimum payments are calculated and applied to a principal balance; and almost none of the respondents understood the financial difference between paying in monthly installments versus one lump sum at the end of a certain time period.
(3) Pupils need instruction in financial literacy so that they are prepared for the economic realities and responsibilities of adults in our society.
(b) It is the intent of the Legislature to require the development of a model curriculum for a course in financial literacy that can be offered to pupils in grades 9 to 12, inclusive.
(c) It is further the intent of the Legislature to encourage local educational agencies and charter schools to adopt financial literacy courses as local graduation requirements, and to use the model curriculum in financial literacy as the basis for these courses.

SEC. 2.

 Section 51226.10 is added to the Education Code, to read:

51226.10.
 (a) The Instructional Quality Commission shall develop, and the state board shall adopt, reject, or modify, a model curriculum designed for pupils in grades 9 to 12, inclusive, in financial literacy, for voluntary use by educators as an elective course.
(b) The model curriculum shall address, but not be limited to, the instruction of pupils on:
(1) Principles of personal finance.
(2) Fundamentals of banking for personal use, including, but not limited to, savings and checking.
(3) Budgeting and saving.
(4) Employment and understanding factors that affect net income.
(5) Uses and costs of credit, including the relation of debt and interest to credit.
(6) Uses and costs of loans, including student loans.
(7) Types and costs of insurance.
(8) Forms of governmental taxation.
(9) Consumer guides to purchasing.
(10) Principles of investing and building wealth.
(11) Identity theft and security of financial information.
(12) Planning and paying for postsecondary education.
(13) Paying for housing, including renting and homeownership.
(14) Saving for retirement.
(15) Charitable giving.
(c) The model curriculum shall provide model lessons and activities for each grade level and identify supporting instructional materials for use in its implementation.
(d) The model curriculum shall identify the ways in which the model curriculum aligns with, and is supportive of, the Common Core State Standards.
(e) In developing the model curriculum, the Instructional Quality Commission shall convene an advisory group comprised of experts in financial literacy education. A majority of this group shall be current public school elementary or secondary classroom teachers who have a professional teaching credential that is valid under state law and who have experience or expertise in financial literacy education.
(f) The Instructional Quality Commission shall hold a minimum of two public hearings for the public to provide input on the model curriculum. The public hearings required by this subdivision shall be held pursuant to the Bagley-Keene Open Meeting Act (Article 9 (commencing with Section 11120) of Chapter 1 of Part 1 of Division 3 of Title 2 of the Government Code).
(g) On or before December 31, 2020, the Instructional Quality Commission shall submit to the state board the model curriculum.
(h) On or before March 31, 2021, the state board shall adopt, reject, or modify the model curriculum submitted by the Instructional Quality Commission, at a subsequent public meeting.
(i) If the state board modifies the model curriculum submitted by the Instructional Quality Commission, the state board shall explain, in writing, the reasons for the modifications to the Governor and the appropriate fiscal and policy committees of the Legislature.
(j) If the state board modifies the model curriculum, the state board shall, in a meeting conducted pursuant to the Bagley-Keene Open Meeting Act (Article 9 (commencing with Section 11120) of Chapter 1 of Part 1 of Division 3 of Title 2 of the Government Code), provide written reasons for its revisions. The state board shall not adopt the model curriculum at the same meeting it provides its written reasons, but, instead, shall adopt these revisions at a subsequent meeting conducted no later than July 31, 2021.
(k) If the state board rejects the model curriculum, the state board shall transmit to the Superintendent, the Governor, and the appropriate policy and fiscal committees of the Legislature a specific written explanation of the reasons for the rejection of the model curriculum presented by the Instructional Quality Commission.
(l) Following the adoption of the model curriculum in financial literacy, the Superintendent shall post the model curriculum on the department’s Internet Web site for use on a voluntary basis by educators.
(m) It is the intent of the Legislature that local educational agencies submit course outlines for financial literacy courses based on the model curriculum for approval as meeting the subject matter requirements for purposes of recognition for college admission pursuant to Section 66205.5.
(n) It is the intent of the Legislature that, beginning in the school year following the adoption of the model curriculum in financial literacy, local educational agencies and charter schools are encouraged to use the model curriculum to provide financial literacy courses. Local educational agencies and charter schools are encouraged to use the model curriculum as the basis of local graduation requirements in financial literacy.

SECTION 1.Section 51225.3 of the Education Code, as amended by Section 1 of Chapter 53 of the Statutes of 2016, is amended to read:
51225.3.

(a)A pupil shall complete all of the following while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school:

(1)At least the following numbers of courses in the subjects specified, each course having a duration of one year, unless otherwise specified:

(A)Three courses in English.

(B)Two courses in mathematics. If the governing board of a school district requires more than two courses in mathematics for graduation, the governing board of the school district may award a pupil up to one mathematics course credit pursuant to Section 51225.35.

(C)Two courses in science, including biological and physical sciences.

(D)Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics. A course in financial literacy offered by a high school shall satisfy the economics course requirement if all of the following conditions are satisfied:

(i)The course, at a minimum, offers instruction on the topics identified in Sections 51284.5 and 51833.

(ii)The course is approved by the University of California as meeting either the history-social science requirement or the college preparatory elective requirement of the A-G admissions requirements of the University of California.

(iii)The course incorporates the existing financial literacy instruction in the existing history-social studies curriculum framework, and, if the history-social studies curriculum framework is revised to include additional instruction on financial literacy, that instruction is also incorporated into the course.

(E)One course in visual or performing arts, foreign language, or, commencing with the 2012–13 school year, career technical education.

(i)For purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in foreign language.

(ii)For purposes of this subparagraph, “a course in career technical education” means a course in a district-operated career technical education program that is aligned to the career technical model curriculum standards and framework adopted by the state board, including courses through a regional occupational center or program operated by a county superintendent of schools or pursuant to a joint powers agreement.

(iii)This subparagraph does not require a school or school district that currently does not offer career technical education courses to start new career technical education programs for purposes of this section.

(iv)If a school district or county office of education elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the governing board of the school district or county office of education, before offering that alternative to pupils, shall notify parents, teachers, pupils, and the public at a regularly scheduled meeting of the governing board of all of the following:

(I)The intent to offer career technical education courses to fulfill the graduation requirement specified in this subparagraph.

(II)The impact that offering career technical education courses, pursuant to this subparagraph, will have on the availability of courses that meet the eligibility requirements for admission to the California State University and the University of California, and whether the career technical education courses to be offered pursuant to this subparagraph are approved to satisfy those eligibility requirements. If a school district elects to allow a career technical education course to satisfy the requirement imposed by this subparagraph, the school district shall comply with subdivision (m) of Section 48980.

(III)The distinction, if any, between the high school graduation requirements of the school district or county office of education, and the eligibility requirements for admission to the California State University and the University of California.

(F)Two courses in physical education, unless the pupil has been exempted pursuant to the provisions of this code.

(2)Other coursework requirements adopted by the governing board of the school district.

(b)The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study that may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education classes offered in high schools, courses offered by regional occupational centers or programs, interdisciplinary study, independent study, and credit earned at a postsecondary educational institution. Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.

(c)On or before July 1, 2017, the department shall submit a comprehensive report to the appropriate policy committees of the Legislature on the addition of career technical education courses to satisfy the requirement specified in subparagraph (E) of paragraph (1) of subdivision (a), including, but not limited to, the following information:

(1)A comparison of the pupil enrollment in career technical education courses, foreign language courses, and visual and performing arts courses for the 2005–06 to 2011–12 school years, inclusive, to the pupil enrollment in career technical education courses, foreign language courses, and visual and performing arts courses for the 2012–13 to 2016–17 school years, inclusive.

(2)The reasons, reported by school districts, that pupils give for choosing to enroll in a career technical education course to satisfy the requirement specified in subparagraph (E) of paragraph (1) of subdivision (a).

(3)The type and number of career technical education courses that were conducted for the 2005–06 to 2011–12 school years, inclusive, compared to the type and number of career technical education courses that were conducted for the 2012–13 to 2016–17 school years, inclusive.

(4)The number of career technical education courses that satisfied the subject matter requirements for admission to the University of California or the California State University.

(5)The extent to which the career technical education courses chosen by pupils are aligned with the California Career Technical Education Standards, and prepare pupils for employment, advanced training, and postsecondary education.

(6)The number of career technical education courses that also satisfy the visual and performing arts requirement, and the number of career technical education courses that also satisfy the foreign language requirement.

(7)Annual pupil dropout and graduation rates for the 2011–12 to 2014–15 school years, inclusive.

(d)For purposes of completing the report described in subdivision (c), the Superintendent may use existing state resources and federal funds. If state or federal funds are not available or sufficient, the Superintendent may apply for and accept grants, and receive donations and other financial support from public or private sources for purposes of this section.

(e)For purposes of completing the report described in subdivision (c), the Superintendent may accept support, including, but not limited to, financial and technical support, from high school reform advocates, teachers, chamber organizations, industry representatives, research centers, parents, and pupils.

(f)This section shall become inoperative on the earlier of the following two dates:

(1)On July 1, immediately following the first fiscal year after the enactment of the act that adds this paragraph in which the number of career technical education courses that, as determined by the department, satisfy the foreign language requirement for admission to the California State University and the University of California is at least twice the number of career technical education courses that meet these admission requirements as of January 1, 2012. This section shall be repealed on the following January 1, unless a later enacted statute, that becomes operative on or before that date, deletes or extends the dates on which it becomes inoperative and is repealed. It is the intent of the Legislature that new career technical education courses that satisfy the foreign language requirement for admission to the California State University and the University of California focus on world languages aligned with career preparation, emphasizing real-world application and technical content in related career and technical education courses.

(2)On July 1, 2022, and, as of January 1, 2023, is repealed, unless a later enacted statute, that becomes operative on or before January 1, 2023, deletes or extends the dates on which it becomes inoperative and is repealed.

SEC. 2.Section 51225.3 of the Education Code, as amended by Section 2 of Chapter 888 of the Statutes of 2014, is amended to read:
51225.3.

(a)A pupil shall complete all of the following while in grades 9 to 12, inclusive, in order to receive a diploma of graduation from high school:

(1)At least the following numbers of courses in the subjects specified, each course having a duration of one year, unless otherwise specified:

(A)Three courses in English.

(B)Two courses in mathematics. If the governing board of a school district requires more than two courses in mathematics for graduation, the governing board of the school district may award a pupil up to one mathematics course credit pursuant to Section 51225.35.

(C)Two courses in science, including biological and physical sciences.

(D)Three courses in social studies, including United States history and geography; world history, culture, and geography; a one-semester course in American government and civics; and a one-semester course in economics. A course in financial literacy offered by a high school shall satisfy the economics course requirement if all of the following requirements are satisfied:

(i)The course, at a minimum, offers instruction on the topics identified in Sections 51284.5 and 51833.

(ii)The course is approved by the University of California as meeting either the history-social science requirement or the college preparatory elective requirement of the A-G admissions requirements of the University of California.

(iii)The course incorporates the existing financial literacy instruction in the existing history-social studies curriculum framework, and, if the history-social studies curriculum framework is revised to include additional instruction on financial literacy, that instruction is also incorporated into the course.

(E)One course in visual or performing arts or foreign language. For purposes of satisfying the requirement specified in this subparagraph, a course in American Sign Language shall be deemed a course in foreign language.

(F)Two courses in physical education, unless the pupil has been exempted pursuant to the provisions of this code.

(2)Other coursework requirements adopted by the governing board of the school district.

(b)The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternative means for pupils to complete the prescribed course of study that may include practical demonstration of skills and competencies, supervised work experience or other outside school experience, career technical education classes offered in high schools, courses offered by regional occupational centers or programs, interdisciplinary study, independent study, and credit earned at a postsecondary educational institution. Requirements for graduation and specified alternative modes for completing the prescribed course of study shall be made available to pupils, parents, and the public.

(c)If a pupil completed a career technical education course that met the requirements of subparagraph (E) of paragraph (1) of subdivision (a) of Section 51225.3, as amended by the act adding this section, before the inoperative date of that section, that course shall be deemed to fulfill the requirements of subparagraph (E) of paragraph (1) of subdivision (a) of this section.

(d)This section shall become operative upon the date that Section 51225.3, as amended by the act adding this section, becomes inoperative.