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AB-2274 School curriculum: computer science: data reporting.(2019-2020)

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Date Published: 03/09/2020 09:00 PM
AB2274:v98#DOCUMENT

Amended  IN  Assembly  March 09, 2020

CALIFORNIA LEGISLATURE— 2019–2020 REGULAR SESSION

Assembly Bill
No. 2274

Introduced by Assembly Member Berman

February 14, 2020

An act to add Chapter 12 (commencing with Section 52800) to Part 28 of Division 4 of Title 2 of the Education Code, relating to school curriculum.


LEGISLATIVE COUNSEL'S DIGEST


AB 2274, as amended, Berman. School curriculum: computer science: data reporting.
Existing law, until July 31, 2020, requires the Superintendent of Public Instruction to convene a computer science strategic implementation advisory panel with a specified membership to develop and submit recommendations for a computer science strategic implementation plan to the Superintendent, the State Board of Education, and the Legislature. Existing law requires the Superintendent to develop, and the state board to consider adopting, a computer science strategic implementation plan on or before July 15, 2019.
This bill would require the State Department of Education to annually compile and post on its internet website specified computer science education data and post on its internet website a standalone report on that data from the 2019–20 school year and each subsequent school year until the department publicly includes the data in its existing data system, or a successor statewide data system, for collecting data on enrollment and achievement in elementary and secondary education, as provided. This The bill would require the department to incorporate the computer science education data into a successor statewide data system, when implemented.
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) Computer science builds pupils’ computational, critical thinking, and deeper learning skills, which enables them to understand and create, and not simply use, the next generation of technological tools.
(2) Computer science is transforming industry, bolstering productivity in established economic sectors, and driving job creation and innovation throughout our state’s economy.
(3) Providing access to computer science education is a critical step for ensuring that the state remains competitive in the global economy and strengthens its cybersecurity.
(4) The outlook for computer science jobs is bright, with over 500,000 open computing positions across the country.
(5) Participation in high-quality computer science activities exposes pupils to the rich opportunities the field offers.
(6) Computing occupations make up two-thirds of all projected new jobs in the science, technology, engineering, and mathematics (STEM) fields, making computer science one of the most in-demand college majors.
(7) Computer science education has challenges to address, including counting computer science classes toward high school graduation requirements and providing professional development for computer science teachers.
(8) There are fewer advanced placement (AP) examinations taken in computer science than in any other STEM subject area.
(9) The field of computer science has significant equity barriers to address, including attracting more participation by young women and underrepresented minorities to all levels and branches.
(10) Pupil exposure to computer science at a young age has the potential to address the diversity gap in computer science fields.
(11) Girls who take an AP computer science course in high school are 10 times more likely to major in computer science in college. African American and Latino pupils who take the course in high school are over seven times more likely to major in computer science in college.
(12) Beginning in March 2018, the State Department of Education convened the computer science strategic implementation plan advisory panel to develop a set of recommendations for a computer science strategic implementation plan.
(13) In September 2018, the State Board of Education adopted the state’s first-ever computer science content standards.
(14) In May 2019, the State Board of Education adopted the computer science strategic implementation plan, an important initial step in California’s efforts to expand computer science education to all pupils.
(15) During the 2019–20 fiscal year, the Legislature As part of the state budget for the 2019–20 fiscal year, Section 84 of Chapter 51 of the Statutes of 2019 (Senate Bill 75 of the 2019–20 Regular Session) provided funding for training and resources for computer science teachers and established the California Computer Science Coordinator to provide statewide coordination in implementing the computer science content standards, supporting related activities, and leading the implementation of the computer science strategic implementation plan.
(b) It is the intent of the Legislature to use data to build off of the recent developments advancements in computer science with the goal of supporting California’s commitment to equity to ensure that all pupils regardless of gender, race and ethnicity, special education status, English language learner status, and socioeconomic status have access to computer science education. It is further the intent of the Legislature that computer science education data be publicly reported to help devise targeted and effective policy solutions and resources to support schools, increase access, and close equity gaps.

SEC. 2.

 Chapter 12 (commencing with Section 52800) is added to Part 28 of Division 4 of Title 2 of the Education Code, to read:
CHAPTER  12. Computer Science Data Reporting

52800.
 (a) The department shall annually compile and post on its internet website data on computer science courses and curriculum aligned to the computer science content standards adopted by the state board and post on its internet website a standalone report on that data from the 2019–20 school year and each subsequent school year until the department publicly includes the data in its existing data system, or a successor statewide data system, for collecting data on enrollment and achievement in elementary and secondary education. The data shall include, but is not limited to, all of the following:
(1) The total number of computer science courses or programs offered in which pupils are enrolled in each school, including advanced placement computer science courses and information regarding the nature of the computer science courses or programs. course names and descriptions.
(2) The number and percentage of individual pupils who enrolled in a computer science program, disaggregated by gender, race and ethnicity, special education status, English language learner status, eligibility for free and reduced-price meals, rural, suburban, or urban geographic status, and grade level.
(3) The number of computer science teachers at each school, disaggregated by certification, credential or authorization, if applicable, gender, and the highest postsecondary degree awarded to the teacher.
(b) The computer science education data shall be compiled from data the department receives from local educational agencies through existing reporting.
(c) When the department implements a successor statewide data system for collecting data on enrollment and achievement in elementary and secondary education, the department shall incorporate the computer science education data into that system.
(d) (1) This section does not require the department to include the data described in subdivision (a) in its existing data system.
(2) This section does not require the department to report similar data for other subject areas.