California HighSchoolCareerTechnicalEducationCoursesMeetingUniversity of California “a-g” Admission Requirements for

2012–13

Career and College Transition Division

California Department of Education

January 1, 2013

Table of Contents

Table of Contentsii – v

Dedicationvi

Forewordvii

Acknowledgmentsviii

Historical Perspective of CTE Courses Meeting UC Admission Requirements9 – 10

UC’s Role in Fostering Innovative CTE Courses that Meet UC “a-g” Admission10 – 11

Requirements

Trend of CTE Courses Meeting UC “a-g” Admission Requirements11 – 12

Summary of California High School CTE Courses Meeting UC “a-g” Admission13

Requirements from 2012–13

2012–13 Analysis of Agriculture and Natural Resources Sector14 – 17

2012–13 Analysis of Business Education:18 – 22

  • Finance and Business Sector
  • Information and Communications Technologies Sector
  • Marketing, Sales, and Service Sector

2012–13 Analysis of Health Science and Medical Technology Sector23 – 26

2012–13 Analysis of Home Economics Careers and Technology:27 – 29

  • Education, Child Development, and Family Services Sector
  • Fashion and Design Sector
  • Hospitality, Tourism and Recreation Sector

2012–13 Analysis of Industrial Technology Education:30 – 34

  • Building and Construction Trades Sector
  • Energy, Environment, and Utilities Sector
  • Engineering and Design Sector
  • Manufacturing and Product Design Sector
  • Transportation Sector

2012–13 Analysis of Art, Media, and Entertainment Sector35 – 45

2012–13 Analysis of Other Career Technical Education Industry:46 – 49

  • Public Services Sector – Interpreter
  • Public Services Sector – Law & Justice
  • Public Services Sector – Other

2012–13 Analysis of Regional Occupational Centers and Programs Courses50 – 57

2012–13 Analysis of UC Curriculum Integration Institute Courses58 – 59

2012–13 Analysis of Project Lead The Way Courses60 – 61

2012–13 Analysis of Private Schools in California62

Directory of Approved CTE Courses by County, City, and School that Meet63

UC “a-g” Admission Requirements for 2012–13

Alameda County64 – 74

Alpine County74 – 75

Amador County75

Butte County75 – 76

Calaveras County76 – 77

Colusa County77

Contra Costa County77 – 86

Del Norte County86

El Dorado County87

Fresno County88 – 102

Glenn County102

Humboldt County102– 104

Imperial County104 – 105

Inyo County105

Kern County105 – 110

Kings County110 – 111

Lake County111 – 112

Lassen County112

Los Angeles County112 – 168

Madera County168 – 170

Marin County170 – 172

Mariposa County172

Mendocino County172 – 174

Merced County174 – 177

Modoc County177

Mono County177 – 178

Monterey County178 – 180

Napa County180

Nevada County180 – 181

Orange County181 – 201

Placer County201 – 204

Plumas County204 – 205

Riverside County205 – 217

Sacramento County217 – 226

San Benito County226

San Bernardino County226 – 236

San Diego County236– 259

San Francisco County259 – 262

San Joaquin County262 – 266

San Luis Obispo County266 – 269

San Mateo County269 – 272

Santa Barbara County273 – 276

Santa Clara County276 – 285

Santa Cruz County285 – 287

Shasta County287 – 288

Sierra County288

Siskiyou County288 – 289

Solano County289 – 291

Sonoma County291 – 294

Stanislaus County295 – 299

Sutter County299 – 300

Tehama County300 – 301

Trinity County301

Tulare County301 – 304

Tuolumne County304

Ventura County305 – 310

Yolo County310 – 312

Yuba County312– 313

Dedication

With great respect and admiration, this report is dedicated to Dr. Patrick Ainsworth, former Assistant Superintendent and Director of the Career and College Transition Division, California Department of Education, for his vision, leadership, and dedication.

For nearly a decade, this visionary and inspirational leader has encouraged and supported the development of rigorous and relevant college preparatory high school courses that seamlessly integrate academic and career technical education (CTE) standards. In just the past ten years, his efforts have resulted in unprecedented and extraordinary results—the approval of over 10,000 highly rigorous CTE courses that meet “a-g” admission requirements for both the California State University and the University of California systems.

While Dr. Ainsworth retired last year from his position in public education, the legacy of his pioneering and transformative efforts will continue to benefit California’s students, high schools, and public university systems for many years to come.

Foreword

The primary purpose of this report is to determine how many career technical education (CTE) courses meet University of California (UC) “a-g” admission requirements. The researcher utilized the UC website and reviewed 1,334 publiccomprehensive and alternative high schools’and 967 private high schools’ UC “a-g” approved course admission lists. The findings in this report will provide guidance to key audiences including policy makers, district administrators, school site personnel, UC staff, California Department of Education (CDE) staff, and other educators who are interested in “raising expectationsthrough rigor and relevance” by means of integrating CTE courses.

One of the major obstacles encountered by the researcher was trying to determine whether or not a specific course was actually taught by a CTE teacher. In the sector of Agriculture and Natural Resources, courses are tracked by this discipline within the CDE and, therefore, are by-and-large taught by CTE teachers. However, no such tracking occurs by course title in the following industry sectors: (a) Art, Media and Entertainment, (b) Building Trades and Construction, (c) Education, Child Development and Family, (d) Engineering, (e) Fashion and Design, (f) Finance and Business, (g) Health Science and Medical Technology, (h) Hospitality, Tourism, and Recreation, (i) Information Technology, (j) Manufacturing and product Development, (k) Marketing, Sales, and Services, (l) Public Services, and (m) Transportation. The researcher relied on UC’s Web site and CTE subject matter consultants within the CDE to determine if a CTE teacher could teach a given course found in this report based on California Commission on Teacher Credentialing guidelines.

Any inquiries about this report should be directed to Dr. Lloyd McCabe, Administrator, Career Technical Education Leadership and Instructional Support Office, at (916) 327-6367 or by e-mail .

Acknowledgements

Special thanks to the CDE and the UC staff, consultants and administrators who provided technical support and assistance to this report:

Agriculture and Natural ResourcesJack Havens909-869-4496

Art, Media, and EntertainmentJack Mitchell916-319-0504

Building and Construction TradesJohn Dunn916-319-0460

Education, Child Development, and Family ServicesAngie Ford916-323-5025

Energy, Environment, and UtilitiesDr. Mindi Yates916-319-0458

Engineering and ArchitectureJohn Dunn916-319-0460

Fashion and Interior DesignMelissa Webb916-319-0773

Finance and BusinessDr. Mindi Yates916-319-0458

Health Science and Medical TechnologyCindy Beck916-319-0470

Hospitality, Tourism, and RecreationTanya Wright916-319-0465

Information and Communications TechnologiesGary Page916-319-0499

Marketing, Sales, and ServicesKay Ferrier916-323-4747

Manufacturing and Product DesignMichelle Oliveira916-319-0675

Public ServicesCindy Beck916-319-0470

TransportationDara Dubois916-445-7754

Regional Occupational Centers and ProgramsMichelle Oliveira916-319-0675

College Prep and Postsecondary OfficeDr. Joe Radding916-323-5635

Project Lead The WayJudith D’Amico916-852-1634

Private SchoolsHannah Frankel510-987-9636

UC Curriculum Integration InstituteSarah Fidelibus510-287-3349

UC CTE Course Approval ProcessNina Costales510-987-9570

Instruction and Learning Support BranchIrene Castorena916-319-0655

Lastly, special acknowledgement for their efforts in encouraging and promoting the practice of “raising academic expectations” through rigorous and innovative CTE courses includes:

  • Tom Torlakson, State Superintendent of Public Instruction
  • Lupita Cortez Alcala, Deputy Superintendent, Instruction and Learning Support Branch, California Department of Education
  • Darrell Steinberg, Senate pro Tempore
  • Susanna Cooper, Principal Consultant, Pre-K–12 Education for Senate pro Tempore Darrell Steinberg
  • Russ Weikle, Interim Director, Career and College Transition Division, California Department of Education
  • Dr. Joe Radding, Administrator, College Preparatory and Postsecondary Programs Office, California Department of Education
  • Dr. Keith Edmonds, Administrator, High School Innovations and Initiatives Office, California Department of Education
  • Dr. Michael Trevino, UC Director of Undergraduate Admissions, Articulation and Eligibility Office
  • Dr. Monica Lin, UC Associate Director of Undergraduate Admissions, Articulation and Eligibility Office
  • Nina Costales, UC High School Articulation Coordinator
  • Hannah Frankel, UC High School Articulation Analyst

1

Historical Perspective of Career Technical Education Courses Meeting

University of California Admission Requirements

The genesis of career technical education (CTE) courses meeting University of California (UC) admission requirements started with the passage of Senate Bill 813 (The Educational Reform Act of 1983). This legislation ignited a flurry of reform within the high schooleducational community by mandating specific graduation requirements in English, history, science, mathematics, fine arts/or foreign language, and physical education. Unfortunately, CTE courses were not part of the high school graduation requirement reform movement.However, the Legislature provided a provision within the California Education Code (EC) that stipulated local education agencies (LEAs) were to provide alternative methods for students to meet mandated graduation requirements. ECSection 51225.3(b) states:

“The governing board, with the active involvement of parents, administrators, teachers, and pupils, shall adopt alternativemeans for students to complete the prescribed course of study which 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 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.”

EC Section 51225.3(b) allowed CTE educators to design integrated courses that could meet graduation requirements in many of these mandated academic areas.During the same timeframe, State Superintendent of Public Instruction Bill Honig called on all educators to “raise academic expectations” within their curriculum. This clarion call to action by Superintendent Honig solidified the notion within the vocational educational community that CTE teachers should infuse and reinforce academics within their respective courses.In 1990, with the reauthorization of the Carl D. Perkins Career and Technical Education Act, academic integration was a required feature of all CTE courses taught in the United States.

The first known CTE courses to meet UC admission requirements came from two agriculture programs located in the San Joaquin Valley. Exeter High School submitted a Plant and Animal Physiology course that was approved to meet the "d” or laboratory science requirement in 1983. Chowchilla Union High School received a Specialized Secondary Program (SSP) grant from the CDE with the focus of developing and submitting three courses in Agriculture and Physical Science, Plant Botany, and Animal Physiology, which were approved to meet the "f"or elective admission requirement in 1985.

In 2003, State Superintendent of Public Instruction Jack O’Connell became the first state official to openly urge CTE educators to develop rigorous, standards-based CTE courses that could meet UC admission requirements. Superintendent O’Connell’s encouragement led to dramatic increases of CTE courses meeting UC “a-g” admission requirements during his eight year tenure.In 2010, with the election of State Superintendent of Public Instruction Tom Torlakson, this innovative educational strategy of CTE courses meeting UC “a-g” admission requirements has seen the same type of ardent encouragement and support.

University of California’s Role in Fostering Innovative Career Technical Education Courses that Meet University of California“a-g” Admission Requirements

In 1999, the Governor’s School-to-Career Advisory Council commissioned the UC a-g Interactive Guide Project to underscore the importance of simultaneously preparing high school students both for careers and postsecondary education. With approval from the various governmental agencies the initial phase of the project was funded through a contract awarded to the University of California Office of the President (UCOP) by the School-to-Career fiscal agent of the Employment Development Department. A few years later, with the sunset of School-to-Career funds, the project was funded by the CDE using federal Carl D. Perkins funds. These funds were the primary funding source for the project, up until 2008. Presently, the Project is funded with SB 70 and SB 1070 CTE funds until 2014.

The a-g Guide Project was originally designed to make the “a-g” course approval process more transparent and efficient by clarifying criteria and offering a variety of tools, resources, support, and assistance to California high school educators who sought “a-g” approval for their courses. After many years of operation, the project has proved its value and has received strong endorsements from secondary schools, UC admissions staff, the UC Board of Admissions and Relations with Schools and CDE. The project continues to operate, keeping the a-g Guide Web site current, adding resources in new areas of development and/or school reform, providing targeted workshops to those seeking assistance, and more.

More recently, the state has embarked on an ambitious agenda to support and expand the development of career technical education opportunities within schools.Initiatives such as workforce innovation partnerships, the expansion of California Partnership Academies, Linked Learning Pilot Program, and Regional Occupational Centers and Programs (ROC/P), the adoption of State Board of Education approved CTE standards (2013) and curriculum framework (2007), and CTE-related legislation (e.g., SB 1543, SB 70, AB 2648, SB 611 and others) have combined to place greater attention on issues related to the development and expansion of “a-g” courses that include an academically rigorous CTE component.

Since the 2001–02 year, the number of CTE courses accepted for “a-g” approval has increased dramatically. In 2001, UC had approved just 258 CTE courses. Today, over 9,954 CTEcourses are approved to meet UC “a-g” admission requirements or 23.3percent of the 42,610 CTE courses offered in California public schools. In the private high schools, over 1,890 CTE courses are currently approved to meet UC “a-g” admission requirements. Moreover, it is expected that the number of approved CTE courses will continue to climb. Pursuant to SB 1543 (2006), UC has developed model uniform academic standards for CTE courses to provide more guidance to teachers and administrators who want their CTE courses approved by UC.

The long range goal of the a-g Guide Project is to continue to operate and keep the a-g Guide Web site current by adding resources to strengthen and communicate the course review process. In addition, UC is utilizing a multi-pronged approach to more fully integrate academically rich and rigorous CTEcourses into the classroom. This three-part strategy includes: (1) expanding the availability of academically rigorous CTE curriculum by developing industry-specific model courses for statewide use that meet “a-g” admission requirements; (2) providing workshops, web-based tools and other forms of assistance, such as the Curriculum Integration Pilot Program and the Cadre of Experts, to those seeking help related to the development and submission of courses for “a-g” approval; and (3) ensuring rapid and consistent approvals of academically rich CTE courses so that more CTE classes meet the approval of the University for its “a-g” admission requirements in all academic subject areas.

In 2010, UC embarked on an ambitious project called the University of California Curriculum Integration Institute. The goal of this institute is to develop exemplary CTE courses that could meet any of the UC “a-g” admission requirements. The project is being supported by SB 70 and SB 1070 funds that were legislatively sponsored by Darrell Steinberg, Senate pro Tempore and his staff.

The Trend of CareerTechnicalEducationCoursesMeeting

University of California Admission Requirements

The CDEhas been tracking the number of CTE courses that meet UC admissionrequirements over the last thirteen years. Based on this tracking, there has been a dramatic increase of the number of CTE courses meeting UC “a-g” admission requirements from 258 in 2000–01 to 9,954 in 2012–13. The data below supports this assertion:

School YearA2=AGBUSHCHEITOTAE

2012–139,954=1290107111652939189614256

2011–129,105=116999810632687508673990

2010–118,389=10909599332486287793752

2009–107,650=10498548472345086863472

2008–096,509=9087077831804523413138

2007–085,614=8425327091823971982754

2006–074,705=781491629148365102281

2005–064,021=667408575120314031934

2004–053,336=544358522991813*NRNR

2003–041,984=44925727757944*NRNR

2002–03340**=340NRNRNRNRNRNR

2001–02289**=289NRNRNRNRNRNR

2000–01258**=258NRNRNRNRNRNR

In relationship to all UC approved courses and all academic and CTE courses available in the comprehensive high school, the following trends emerge:

School YearA2B2C2 D2E2F2

2012–139,95442,61023.3% 646,954282,77943.7%

2011–129,10537,86724.0% 614,820275,30444.7%

2010–118,389NANA NANANA

2009–107,65023,60032.4% 588,069255,44743.4%

2008–096,50925,752***25.3% 596,128252,34842.3%

2007–085,61425,752***21.8% 690,649249,70836.1%

2006–074,70524,580***19.1% 722,440219,70830.4%

2005–064,02124,370***16.5% 697,121215,56930.9%

2004–053,33625,410***13.1% 685,707216,79331.6%

2003–0498426,291***07.5% 670,466215,27232.1%

2002–03340**32,456***01.0% 693,394205,33829.6%

2001–02289**29,76800.9% 662,732187,42428.2%

2000–01258**29,46100.8% 641,887187,51729.2%

A2 = Total number of CTE courses that meet UC “a-g” admission requirements during that year

B2 = Total number of CTE courses taught during that year in high schools

C2 = Percent of all CTE courses that are UC approved

D2 = Total number of academic, specialized, and CTE courses taught during that year

E2 = Total number of UC approved courses in all subject areas in high schools

F2 = Percent of all high school courses that are UC approved

NA= Not Available

NR= Not Recorded

AG= Number of UC Approved Agriculture and Natural Resources Courses

BUS= Number of UC Approved Business Education Courses

HC= Number of UC Approved Health Science and Medical Technology

HE= Number of UC Approved Home Economics Careers & Technology Courses

IT= Number of UC Approved Industrial & Technology Education Courses

AE= Number of UC Approved Arts, Media & Entertainment Courses

OT= Number of UC Approved Other CTE Sector Courses

* IT and AE courses were combined

** Only agriculture courses were tracked during those years

***Does not include all CTE courses in the industry sector of Arts, Media, and Entertainment

Summary of CaliforniaHighSchoolCareerTechnicalEducationCoursesMeetingUniversity of California

“A-G” Admission Requirements from 2012–13

CategoriesAGBUSHCHEITAEOT Totals

Number of Schools with373518683201423977492 ---

UC Approved CTE Courses

Number of CTE Courses45060100000008 60

Meeting the A –

History/Social Science

Number of CTE Courses04110400000800 27

Meeting the B – English

Number of CTE Courses00200400060200 32

Meeting the C – Mathematics

Number of CTE Courses36900832043300234 1,472

Meeting the D –

Laboratory Science

Number of CTE Courses000000000000398 398

Meeting the E –

Language Other Than English

Number of CTE Courses1464600572494,06306 4,567

Meeting the F –

Visual Performing Arts

Number of CTE Courses726988324232630183315 3,398

Meeting the G – College

Preparatory Elective

Total Number of UC Approved1,2901,0711,1652939184,256961 9,954

CTE Courses in Public High Schools

Total Number of UC Approved CTE Courses in Private Schools 1,890

Grand Total of UC Approved CTE Courses 11,844

Number of Schools with No------135

UC Approved CTE Courses Offered

Number of Schools with UC Approved CTE Courses 1,199

Total High Schools Reviewed------1,334

2012–13 Analysis of Agriculture and Natural Resources

Statewide Analysis

The number of UC approved secondary Agriculture and Natural Resources courses statewide increased from 1,169 to 1,290 courses or an increase of 9.3% compared to last year. Reportedly, 92.5% of all agriculture programs statewide have one or more UC approved agriculture courses. Of the 1,334comprehensive and alternative high schools in California, 373 or 27.9% have one or more UC approved agriculture courses. Presently, there are 3,006 agriculture education courses offered statewide of which 42.9% meet UC “a-g” admission requirements.

UC A-G Requirements

In analyzing the “a-g” admission requirements, Agriculture and Natural Resources courses have been approved for all areas except C-Mathematics and E-Language Other Than English.There was a substantial increase from the previous year in courses approved in the F or Visual Performing Arts (19.8%) admission area. In terms of courses approved by admission category, listed below are the figures:

Admission CategoryCourses% of Total

A-History/Social Science4503.5%

B-English0400.3%

C-Mathematics0000.0%

D-Laboratory Science36928.6%

E-Language Other Than English0000.0%

F-Visual Performing Arts14611.3%

G-College Preparatory Elective72656.3%

Totals1,290100%

In terms of specific courses approved, listed below are the top 15 Agriculture and Natural Resources courses approved by the UC system for admission purposes:

1.Integrated and/or Agricultural Biology260

2.Floral Design145

3.Veterinary Science120

4.Animal Science62

5.Agriculture Earth Science61

6.Environmental Horticulture Science57

7.Agriculture Science I56

8.Agriculture Science II42

9.Agricultural Economics41

10.Agriculture & Natural Resources37

11.Agriculture Business & Economics36

12.Plant & Soil Science35

13.Agriculture Government27

14.Agriculture Chemistry22