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All ReportsAlso See: Current Reports
Accreditation: Committee on Accreditation Annual Report
Required by Education Code §44373, the Committe on Accreditation annual report summarizes the accomplishments, activities and plans of the past year.
2005 - 2009
2000 - 2004
1996 - 1999
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Assignment Monitoring in California
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- Assignment Monitoring Report 2007-2011 - Published September 2012*
- Assignment Monitoring Report 2007-2009- Revised September 27, 2012*
*Note - One revision was made to Table A on page 2 of the report for the 2005-2006 misassignment data noted for schools ranked in Deciles 1,2 and 3 (2003 base API).
- Misassignment Data Table for Schools Ranked in Deciles 1, 2 and 3 2007-2008 [MS Excel]
Data table that provides the number of individuals assigned without an appropriate authorization for teaching and service assignments during the 2007-2008 academic year in the three lowest decile rankings of California public schools based on the 2006 base academic performance index (API).
- Misassignment Data Table for Schools Ranked in Deciles 1, 2 and 3 2008-2009 [MS Excel]
Data table that provides the number of individuals assigned without an appropriate authorization for teaching and service assignments during the 2008-2009 academic year in the three lowest decile rankings of California public schools based on the 2006 base academic performance index (API).
- Assignment Monitoring Report 2003-2007 - Revised September 27, 2012*
*Note - Revisions were made to any tables, figures, or narratives that included 2005 - 2006 misassignment data for schools ranked in Deciles 1,2 and 3 (2003 base API) on pages 13 - 19 of this report.
- One-Fourth Monitoring Misassignment Data Table, 2003-2007 [MS Excel]
Data table that provides the number of individuals assigned without an appropriate authorization for teaching and service assignments in California public schools that may be sorted by county, year, subject and school level.
- English Learner Data Table for Schools Ranked in Deciles 1, 2 and 3, 2004 - 2007 [MS Excel]
Data table that provides the number of classrooms with 20% or more English language learners in California public schools in the three lowest decile rankings based on the 2003 base academic performance index (API). In addition, the table provides the number of those classrooms that were staffed by a teacher without the appropriate English learner training and authorization. The data may be sorted by county, district, school site, decile rank and year.
- Assignment Monitoring Report 1999-2003
- Assignment Monitoring Report 1995-1999
Emergency Permits and Credential Waivers
This report provides information on emergency permits and credential waiver activity for public, nonpublic and charter schools. The data contained in this report is compiled from the Department of Education's - California Basic Education Data System (CBEDS) and the CCTC's database.
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Paraprofessional Teacher Training Program
Section 44393 of the Education Code requires the California Commission on Teacher Credentialing (Commission) to report to the Legislature regarding the status of the California School Paraprofessional Teacher Training Program. This report fulfills the Commission's requirement to report to the Legislature: the number of paraprofessionals recruited; the academic progress of participating school paraprofessionals; the number of paraprofessionals recruited who are subsequently employed as teachers in the public schools; the degree to which the program meets the demand for bilingual and special education teachers; the degree to which the program or similar programs can meet the demand if properly funded and executed; other effects of the program on the operation of the public schools. This report also includes the economic status of participants and information about the annual cost per participant based upon all state, local, federal and other funding sources.
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Annual Institutional Report Cards
Section 207 of Title II of the Higher Education Act mandates that the Department of Education collect data on state assessments, other requirements, and standards for teacher certification and licensure, as well as data on the performance of teacher preparation programs. The law requires the Secretary to report on the quality of teacher preparation to the Congress April of each year. Annual state and institutional report cards are due annually in October and April respectively. The Secretarial report is due April of each year, with State reports due in October and teacher preparation program reports due in April.
This report is also referred as Title II or Institutional Report Card. This report is a federally-mandated report. This report includes the following:
- Teacher Certification in California
- Standards and Assessments
- Statewide and Institutional Pass rates
- Assessing the Performance of preparation Programs
- Alternative Paths to Certification
- Improving Teacher Quality
- Assessment Pass rate data for Teacher Preparation Programs (Traditional Route and Alternative Route)
- Institutional and Program Report Card (Program admission, Enrollment, Supervised Experience, Teachers Prepared by Subject Area, Academic Major, Annual Goals, Assurances, Low Performing, Technology, Teacher Training, and Contextual Information).
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Teacher Supply in California
AB 471 requires that the California Commission on Teacher Credentialing report to the Governor and the Legislature each year on the number of teachers who received credentials, certificates, permits and waivers. This report provides data collected by the California Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of teachers newly available to teach in California classrooms.
Please Note: The reports for the years 1997-1998, 1998-1999, and 1999-2000 were titled "Teachers Meeting Standards for Professional Certification in California."
This report includes the following:
- Credentials issued by California IHE and by Segment
- Intern Credentials issued by California IHEs and by Segment
- District Interns recommended
- Credentials obtained by Out-of-state trained teachers
- Credentials, Internships, Permits issued by Subjects
- Internships, Permits, Waivers requested by School Districts and Counties
- Misassignments in Decile 1-3 schools, by Statewide and County
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Other Reports (By Date Released)
Report on Passing Rates of Commission-Approved Examinations from 2006-2007 to 2010-2011
This agenda item presents the passing rates for Commission-approved examinations over the past five years, 2006-2007 through 2010-2011. The purpose of each examination, the structure, the scoring process, the volume, and the first-time and cumulative passing rates are discussed in detail.
March 27, 2012
Comparability of Coursework for Sponsors of Special Education Teacher Preparation Programs
In response to AB 2226 (Chap. 233, Stats. 2008), the Commission convened a workgroup for the purpose of providing guidance to programs in determining the comparability of coursework and/or field experience completed in other Commission-accredited programs to requirements of special education programs.
March 2, 2010
2008-2009 Alternative Pathway to Certification (Intern) Program Report
The "2008-2009 Alternative Pathway to Certification (Intern) Program Report" was presented to the Commission in December 2009. The report includes participant demographic data, results of participant, support provider, and site administrator surveys, participant retention information, and a list of districts using participants in 2008-09.
February 8, 2010
California Standards for the Teaching Profession (CSTP)
The California Standards for the Teaching Profession (CSTP) were jointly developed by the Commission on Teacher Credentialing (Commission) and the California Department of Education (CDE). These standards, which set forth the expectations for current classroom teachers, were adopted by the Commission and approved by the Superintendent of Public Instruction in October 2009.
January 20, 2010
Service Credentials Issued in California: 2003-04 to 2007-08
This report presents trends and patterns in numbers of services credentials issued in the past five years.
December 10, 2009
Laws and Rules Manual Pertaining to the Discipline of Professional Certificated Personnel
This booklet is a collection of the most frequently cited provisions of the California Education Code, Code of Regulations, Penal, Health and Safety, and Government Code sections that govern the imposition of adverse action and professional discipline against California credential applicants and holders. It is not intended to be used in place of official law publications. Any conflicts in legal authority should be resolved in favor of official legal publications.
- Report on Passing Rates of Commission-Approved Examinations for Fiscal Years 2003-04 through 2007-08
This report presents the passing rates for all Commission-approved examinations for the past five years, 2003-04 through 2007-08. The purpose of each examination, the structure, the scoring process, the volume, and the first-time and cumulative passing rates for the past five years are discussed in detail.
- Division of Professional Practices: Discipline Workload Report FY 2007-2008
In addition to administering the laws and rules governing the issuance of credentials and approving college and university teacher education programs, the Commission on Teacher Credentialing (Commission) enforces professional conduct standards. In order to ensure a high level of public confidence in California teachers and other credentialed public school employees, DPP through the statutorily created Committee of Credentials (Committee), monitors the moral fitness and professional conduct of credential applicants and holders.
- Study of the Effectiveness of the Expansion of the Education Specialist District Intern Program to All Disabilities: Report to the Legislature
During the December 11-12, 2008 Commission meeting, the Commissioners approved the report to the Legislature on the effectiveness of the pilot project to allow the expansion of the District Intern Education Specialist Program to include all areas of disability, as required by Education Code §44329.5 (Chap. 304, Stats 2006). The Report recommends that legislation be introduced to delete the pilot program status and January 1, 2010 culmination date and allow Education Specialist District Intern Programs, that are able to meet the Commission Standards of Program Quality and Effectiveness and continue to be approved based on these standards, to be authorized to recommend candidates for California credentials.
- Report on Passing Rates of Commission-approved examinations for 2002-03 through 2006-07
This report presents the passing rates for all Commission-approved examinations for the past five years, 2002-03 through 2006-07. The purpose of each examination, the structure, the scoring process, the volume, and the first-time and cumulative passing rates for the past five years are discussed in detail.
- Report to the Legislature and the Governor on Career Technical Education (CTE), pursuant to SB 52 (Chap. 520, Stats. 2007)
These experts reviewed the credential requirements and standards for teacher preparation for Career Technical Education. This report, approved by the Commission on March 5, 2008, represents the outcomes of the Career Technical Education Advisory Panel, including recommendations for modifications to the Designated Subjects Career Technical Education credential.
- Services Credentials Issued in California; 2001-02 to 2005-06
This report presents trends and patterns in numbers of services credentials issued in the past five years.
Report on the Study of Special Education Certification
The Report on the Study of Special Education Certification: A Report to the Governor and Legislature as Required by SB 1209 (Chap.517, Stats, 2006) provides the mandated report (December 2007) to the Governor and Legislature on Special Education and proposes a plan for implementation of its recommendations. It includes information about the activities that have occurred since June 2006 to modify the requirements for Education Specialist credentials, including (a) implementation procedures to add an English learner authorization to the current Education Specialist Credential, (b) conducting field meetings to examine issues related to modifying the Credential, and (c) the twenty five recommendations made to the Commission on Teacher Credentialing as a result of the review of the structure and requirements for the Special Education credentials.
Moving Forward (2006)
In April 2006 the Legislative Analyst's Office (LAO) released a report entitled Modernizing the Functions of the Commission on Teacher Credentialing. The LAO report served as the impetus for the inclusion of language in the Supplemental Report of the 2006 Budget Act, 2006-07 Fiscal Year, to require the Assembly Education Committee and Senate Education Committee to convene a working group to undertake the study of major teacher credential and accreditation reform. The content of this document is divided into four broad areas that correspond to the four themes in the LAO report. These areas are (1) educator credential governance; (2) educator licensing; (3), educator discipline; and (4) educator program accreditation. In total, these areas comprise the mission and core functions of the Commission on Teacher Credentialing.
Pre-Intern Program — Report to the Legislature
In 1997 the California Legislature passed and the Governor signed Assembly Bill 351 (Scott, Chapter 934, Statutes of 1997). This bill established the Pre-intern Program. AB 351 defines a Pre-intern Program as one that provides pre-interns with "early, focused, and intensive preparation in the subject matter that they are assigned to teach and development in classroom management, pupil discipline, and basic instruction methodologies." The program is designed to facilitate as quickly as possible a candidate's entry into an internship or other teacher preparation program. The goals of the program are responsive to the significant and increasing need for additional teachers in California schools. The Pre-intern Program offers teachers who are in the process of completing their subject matter requirements support and instruction in subject matter content, test preparation, and training in the California Standards for the Teaching Profession.
Final Report of the Independent Evaluation of the Beginning Teacher
Support and Assessment Program (BTSA) — April 2002
The 1999 Budget Act provided funds for an independent comprehensive evaluation of the Beginning Teacher Support and Assessment (BTSA) System. The Commission and the Superintendent of Public Instruction contracted with WestEd to perform the following tasks: 1) design a comprehensive evaluation study; 2) examine the effects of this program on teacher retention rates; 3) measure the impact of statewide expansion on the quality; 4) measure the effect of program on increasing the knowledge and skills of beginning teachers; and 5) examine the organizational support structure of BTSA.
Implications of Incorporating the Reading Instruction
Competence Assessment (RICA) within the Teaching
Performance Assessment (TPA)
— April 2007
A public study session was held by the Commission at its February 2007 meeting to solicit public input regarding the implications and feasibility of incorporating the knowledge, skills and abilities assessed by the Reading Instruction Competence Assessment (RICA) within the Teaching Performance Assessment (TPA). The public study session and required report to the Governor and the Legislature by July 1, 2007 were initiated by SB 1209 (Chap. 517, Stats. 2006), now found in subsection 44252.6(c) of the California Education Code.
Implications of Modifying the California Single Subject
Examinations for Teachers (CSET: SS) to Assess Basic Skills in
Reading, Writing, and Mathematics
— August 2007
A public study session was held by the Commission at its June 2007 meeting to solicit public input regarding the implications and feasibility of modifying the CSET: Single Subject (CSET: SS) examinations to assess basic skills in reading, writing, and mathematics. The public study session and required report to the Legislature due by October 1, 2007 were initiated by SB 1209 (Chap. 517, Stats. 2006), now found in subsection 44252.6(d) of the California Education Code.
Study of Availability and Effectiveness of
Cultural Competency Training for Teachers in
— September 2005
Assembly Bill 54 (Oropeza, 2003) required the Commission on Teacher Credentialing, in consultation with the Department of Education, to work with an independent evaluator to complete a cultural competency study of teachers and administrators at 10 California schools. The legislation specified that the selected schools reflect the demography and geography of California, and that the numbers of English learners and linguistic diversity of each school also reflect California school populations.
Approved Blended and Integrated Teacher Preparation Programs — June 2004
This report is provided pursuant to Education Code Section 44252.1(e)(5), which requires the California Commission on Teacher Credentialing to provide information to the Legislature on the success of integrated/blended programs of professional preparation.
CCTC California Mathematics Initiative for Teaching — December 2003
The Commission has implemented the California Mathematics Initiative for Teaching since 1999. This program has provided funding to local education agencies to assist their current and prospective math teachers to pay for needed coursework. The program will end in June 2004, and a key culminating activity has been the preparation of this report, adopted by the Commission in December, 2003.
Evaluation of the Accreditation Framework Policies and Procedures — March 2003
Accreditation is the primary vehicle by which the California Commission on Teacher Credentialing (CCTC) ensures that educator preparation programs are of sufficient quality. Over the past few years, the Commission has undertaken an accreditation study for the purposes of evaluating its accreditation policies and procedures. A major component of this research effort was completed this past spring by the American Institutes for Research (AIR) who contracted with the Commission to conduct an evaluation of the Accreditation Framework . The purpose of this three year study, which was finalized in March 2003, was to examine the policies and procedures found in the Commission 's Accreditation Framework and Accreditation Handbook including (a) the Commission's processes and procedures for conducting accreditation visits, (b) training of the Board of Institutional Reviewers (BIR) for site visits, and (c) the question of whether the current process allows for a fair and productive review that supports program and institutional improvement. A final report was submitted by AIR to the Commission's executive director for further consideration. That report contains numerous findings and recommendations.
California Center For Teaching Careers (CalTeach) Program Evaluation — March 2003
This evaluation of the California Center for Teaching Careers (CalTeach) pursuant to California Education Code Section 90533 finds that, in general, the activities undertaken thus far by the CalTeach program are consistent with the legislative mandate for the program. The report concludes that during the first five years, the CalTeach staff has built a solid foundation for a sustainable program that -- together with California's myriad teacher recruitment, preparation, and retention programs -- helps meet a critical statewide need.
Preliminary Report on Teacher Retention in California — September 2002
As California strives to retain trained teachers, there has been no reliable data on teacher attrition to make public policy decisions. This preliminary report is the first statistical examination of teacher retention rates among new teachers in California. This report also compares those findings with national teacher retention data. Preliminary data show that California has significantly lower teacher attrition rates than the national average.
SB 395 Program Advisory: Staff Development for Teachers of English Language Learners — June 2001
This document contains essential information for individuals and organizations, including professional organizations, local education agencies and institutions of higher education, involved in staff development for experienced teachers seeking an authorization to teach English Learners in the general education classroom. Specifically it addresses the provisions of SB 395 (Chapter 685, Statues of 1999, Hughes). SB 395 extends the timeframe for staff development programs formerly known as "SB 1969 training" through January 1, 2005, but is not identical to that program. It is important for those who intend to continue offering this staff development program to read the information contained in this advisory carefully, noting the important differences between the new and previous versions of the program.
California's Future: Highly Qualified Teachers for All Students (1997) — 1997
The SB 1422 Report (Chap 1245, Stats. 1992) provides the recommendations from a comprehensive review of California's teaching credential requirements. This initiative was a comprehensive, systematic look at the entire teacher certification structure, from teacher recruitment and preservice preparation (graduate and undergraduate), through the induction or entry period of teaching, and including teacher professional development and ongoing credential renewal.
Creating Caring Relationships to Foster Academic Excellence — Recommendations For Reducing Violence in California Schools — October 1995
Through Senate Bill 2460 (C. Green, 1990), the California Legislature and Governor directed the Commission on Teacher Credentialing to engage in a series of leadership activities, primarily focused on improving the preparation of all certificated educators to more effectively cope with violence in California schools.
CCTC Annual Report
The report contains information about the Commission's history, accomplishments, strategic goals, programs and operations.
Updated July 30, 2013