SB 359, as introduced, Mitchell. Fair Mathematics and Academic Placement Act of 2015.
(1) Existing law establishes a system of public elementary and secondary education in this state, and authorizes local educational agencies throughout the state to provide instruction to pupils.
This bill would enact the Fair Mathematics and Academic Placement Act of 2015. The bill would express findings and declarations of the Legislature relating to the importance of pupil achievement in mathematics. The bill would require the Superintendent of Public Instruction to develop and establish a fair, objective, and transparent statewide mathematics and academic placement policy with specified elements and would require school districts to implement that policy. To the extent that the bill would impose new duties on school districts, it would constitute a state-mandated local program.
(2) The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.
This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to these statutory provisions.
Vote: majority. Appropriation: no. Fiscal committee: yes. State-mandated local program: yes.
The people of the State of California do enact as follows:
The Legislature finds and declares all of the
2following:
3(a) Pupil achievement in mathematics is important to prepare
4pupils for college and their future careers, especially those careers
5in the STEM fields of science, technology, engineering, and
6mathematics.
7(b) A pupil’s 9th grade math course placement is a crucial
8crossroads for his or her future educational success. Misplacement
9in the sequence of mathematics courses creates a number of
10barriers, and results in pupils being less competitive for college
11admissions.
12(c) The most egregious examples of mathematics misplacement
13often occur with successful
pupils and, disproportionately, with
14successful pupils of color. Often, these successful pupils of
15underrepresented populations are achieving grades of “B” or better,
16or are testing at proficient or even advanced proficiency levels on
17state assessments, but are nevertheless held back to repeat 8th
18grade mathematics coursework rather than advancing to the next
19course in the recommended mathematics course sequence.
Section 51224.7 is added to the Education Code, to
21read:
(a) This act shall be known, and may be cited, as the
23Fair Mathematics and Academic Placement Act of 2015.
24(b) The Superintendent shall develop and establish a fair,
25objective, and transparent statewide mathematics and academic
26placement policy that shall include at least all of the following
27elements:
28(1) Systematically take multiple objective measures into
29consideration, such as diagnostic placement tests, statewide
30assessments, pupil grades, and pupil work.
31(2) Include multiple progress checkpoints through the academic
32year to permit the reevaluation of pupil progress.
33(3) Require periodic examination of pupil placement data to
34ensure that there is no disproportionate impact in the course
P3 1placement of pupils by race, ethnicity, or socioeconomic
2background.
3(4) Be readily available to pupils and parents, and offer clear
4recourse for pupils and parents who question placement decisions.
5(c) School districts shall implement the statewide mathematics
6and academic placement policy established by the Superintendent
7pursuant to subdivision (a).
If the Commission on State Mandates determines that
9this act contains costs mandated by the state, reimbursement to
10local agencies and school districts for those costs shall be made
11pursuant to Part 7 (commencing with Section 17500) of Division
124 of Title 2 of the Government Code.
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