BILL NUMBER: AB 1673AMENDED BILL TEXT AMENDED IN ASSEMBLY APRIL 6, 2010 AMENDED IN ASSEMBLY MARCH 17, 2010 INTRODUCED BY Assembly Member Mendoza (Coauthors: Assembly MembersJonesEng, Jones, and Torlakson) (Coauthor: Senator Correa) JANUARY 20, 2010 An act to add Section 52526 to the Education Code, relating to adult education. LEGISLATIVE COUNSEL'S DIGEST AB 1673, as amended, Mendoza. Adult education. Existing law authorizes the governing board of any school district maintaining secondary schools to establish and maintain classes for adults, provided these classes meet specified requirements. This bill, subject to an appropriation in the annual Budget Act or another statute for these purposes, would require the Legislative Analyst's Office, by January 1, 2012, to report to the Legislature on various issues concerning adult education program funding, as specified. The bill would require the State Department of Education and the Chancellor of the California Community Colleges to provide data requested by the Legislative Analyst's Office for the purposes of this report, or to provide assistance to the Legislative Analyst's Office to obtain the data if the data is not readily available. Vote: majority. Appropriation: no. Fiscal committee: yes. State-mandated local program: no. THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS: SECTION 1. The Legislature finds and declares all of the following: (a) Adult education programs, offered by school districts, provide valuable educational services to a broad cross section of our population and prepare both adults and high school pupils for the workforce. These adult education programs are vital for the educational and workforce development of Californians for all of the following reasons: (1) Expansion of adult basic skills: Adult schools are currently serving 306,000 adults in adult basic skills and adult secondary education courses. The State Department of Education estimates that only 8 percent of the needed courses in basic skills are currently being met by adult schools and the community colleges. (2) Gaining a high school diploma: There are 5.3 million adults in California who do not have a high school diploma and 3 million who speak with limited English fluency. Additionally, almost one-third of all pupils fail to graduate from public high schools within four years and more operate at low levels of basic literacy that leave them unprepared for postsecondary education or participation in the workforce. (3) Overcoming poverty: Many unemployed and underemployed adults who are affected by poverty are unable to provide the support needed to ensure that their children are ready for school. These children can impose heavy costs on taxpayers by requiring social services, in-home support, incarceration, or institutionalization. Therefore, sustaining and further developing a strong workforce preparation system should be a top priority for California. (4) Education for immigrants: Immigrants are 35 percent of California's workforce, compared to 14 percent nationally. Foreign-born residents are four times less likely to have a high school diploma than native-born residents. Because this group constitutes approximately one-third of California residents over 25 years of age -- 8.3 million of 23 million -- foreign-born residents' educational levels have a significant impact on California's educational profile, presenting challenges for the future of the economy. (5) Basic skills development for parents and caregivers: Adults must gain foundational skills not only in order to be productive in the workforce, but also to play key roles in their homes and communities. Parents and community members, including those not currently in the workforce, play an essential role in educating and motivating schoolage children. (6) Postsecondary education and training: The Public Policy Institute of California projects that California will fail to produce enough college graduates and people with some level of postsecondary training needed to meet growing workforce training demands. Seventy-five percent of career occupations will require at least some college education, but only 61 percent of the population is projected to have this level of education. (7) Training for replacing retired workers: As the highly educated baby boom generation retires in the period between 2011 to 2029, inclusive, it will be replaced in the workforce by individuals who are currently 18 to 44 years old, inclusive. Of the 5.3 million adults who lack a high school diploma, 2.9 million, or 53 percent, are 18 to 44 years of age, inclusive. This is the critical population that will replace the baby boom population in the workforce over the next 20 years. In addition, there are nearly 3.8 million Californians between 18 to 44 years of age, inclusive, whose highest level of education is a high school diploma or equivalent. (8) Career technical education: The need for career technical education (CTE) services is crucial if California is to maintain a strong economy. In 2008, 178,000 adults participated in CTE through adult education programs. Of these, over 72,000 adult students were economically disadvantaged, and over 14,000 were limited English proficient. Adult education plays a key role in local workforce development. As recipients of federal Workforce Investment Act of 1998 funds and Perkins loan funds, adult education is deemed a mandated partner in the Workforce Investment Act of 1998 one-stop delivery system. Because adult education CTE programs range from entry-level employment training opportunities to more advanced technological or medical career technical training programs, it is important for these programs to be maintained. (b) Given the state's budget crisis and the ability of school districts to use categorical program funds in a flexible manner, the Legislature is interested in better understanding how adult education programs have been funded in the prior two fiscal years, and to better understand how reductions in existing adult education programs have affected adult education students. This data is critical to inform policy decisions when the categorical flexibility statutes sunset at the end of the 2012-13 fiscal year. SEC. 2. Section 52526 is added to the Education Code, to read: 52526. (a) Subject to an appropriation for these purposes in the annual Budget Act or another statute and to the extent that valid information and data are available , the Legislative Analyst's Office shall provide a report to the Legislature by January 1, 2012, for the 2008-09, 2009-10, and 2010-11 fiscal years, inclusive, and where available, projected school district budget actions for the 2011-12 fiscal year, on all of the following:(a)(1) The aggregate amounts and percentage of categorical funds from adult education that have been diverted for purposes otherthan adult education, and the total amount of categorical funds diverted from adult education for the purposes of supporting the school district's general fund.than adult education, and the programs, including a school district's general fund, to which those funds were transferred.(b)(2) Which, if any, adult education course offerings have been reduced or eliminated due to diversion of adult education funds.(c)(3) The number of adult students, by district, and a demographic breakdown of these students, that were unable to enroll in adult education courses due to a reduction of program offerings or increased fees, or both.(d)(4) The number of adult education programs that have been discontinued in the 2009-10 or 2010-11 fiscal year, or are projected to be discontinued in the 2011-12 fiscal year due to adult education program funds being transferred.(e)(5) In the case of an adult education program that has been discontinued, the location of any federal Perkins loan funds and Workforce Investment Act of 1998 funds that are being used by school districts.(f)(6) Whether school districts are charging fees for courses to replace funds that have been diverted from adult education, and which courses are now fee-based.(g)(7) A comparison of the ratio of programmatic increases in community college credit programs to community college noncredit programs.(h)(8) A comparison of the ratio of programmatic decreases in community college credit programs to community college noncredit programs.(i)(9) Growth in private technical schools, by geographic region, and a measurement, if applicable, of the equivalent reduction in adult education career technical programs.(j) The impact on local employers resulting from fewer adult education students receiving training from career programs in adult schools due to program cuts, if applicable.(b) The department and the Chancellor of the California Community Colleges shall provide data requested by the Legislative Analyst's Office for the purposes of the report required pursuant to subdivision (a), or shall provide assistance to the Legislative Analyst's Office to obtain the data if the data is not readily available.