State program has helped create 800 new California teachers

A state grant program that helps classified school employees — generally classroom aides, food service workers and clerical staff — to earn a teaching credential has added 800 new teachers to California classrooms over the last five years, according to a report to the California Commission on Teacher Credentialing.

The California Classified School Employee Teacher Credentialing Program offers competitive grants to school districts to pay tuition, fees and other costs for employees who want to complete a bachelor’s degree and a teaching credential.

While in the program, staff members continue working for the district before transitioning to jobs as entry-level teachers. The program has offered 2,260 potential teachers a spot in the program in two separate rounds of grants.

The state budget allocated $20 million for the first round of grants in 2016 and $25 million for the second round in 2017. The 2021-22 state budget the Legislature approved this week includes $125 million for the program.

The California Classified School Employee Teacher Credentialing Program was started as part of an ongoing effort to address a teacher shortage that has left many classrooms without a fully credentialed educator. Finding teachers, especially those teaching science, math, special education and English language learners, has become a daunting challenge, particularly for school districts in areas with high housing and other costs.

Prospective teachers must have completed at least two years of college to be eligible for the program. They have five years to complete it.

The program pays school districts $4,000 annually for each participant, with most of the money to be spent on tuition, books and other education costs. Districts can use some of the money to administer the program.

The report on the program, prepared for the commission by Shasta College, found that the program had successfully met the objectives of legislators, but also included a long list of recommendations that included giving more guidance to school districts and participants about the program’s rules, procedures and allowable expenses.

The report found disparities in the amount school districts spent to manage the program and the amount that went to program participants. It recommended there be a limit to management costs to ensure teacher candidates across the state are given similar amounts. It also recommended that plans be put in place to assist participants in finding preservice placements and teaching positions.