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There has been an increase in production of credentialed teachers in all sectors of the teacher preparation system (The California State University, The University of California and independents). However, budget shortfalls raise questions about whether this rate of growth can continue. In 2000–01, The California State University’s (CSU) production of first-time new-type multiple- and single-subject preliminary, professional clear and intern credentials increased from about 10,400 to more than 11,100 — a 7.3 percent increase. The University of California (UC) system increased its production by 11 percent from about 850 to 940. Finally, independents increased their credential production by 7 percent from 6,800 to 7,300.
Blended teacher education programs for undergraduates are developing. New “blended programs” have been implemented at all CSU campuses, and some private institutions to allow undergraduates to earn teaching credentials and bachelor’s degrees concurrently. Though in their early stages and currently enrolling only a small percentage of teacher candidates across the state, blended programs are becoming the norm at some campuses and may grow in future years. Blended programs are designed to prepare teachers in their undergraduate years, instead of through a five-year preparation program. Though other states have an undergraduate education major, California policymakers have long had concerns that teacher preparation is weakened when subject matter and teacher preparation are merged. Blended programs are designed to address this concern by ensuring that students get a strong content-area preparation as well as courses in how to teach. While focused on increasing the supply of credentialed teachers, the state also is restructuring teacher preparation in an attempt to improve teacher quality. In 1998, the Legislature passed SB 2042 to establish the requirements of a new, two-tiered credentialing system for California. The legislation had three main purposes:
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Although
the need to increase the number of teachers is still a priority
for the state, the two state systems preparing teachers will endure
cuts to their overall budgets in 2002–03 after several years
of steady growth. The CSU system suffered a 3.5 percent cut in state
funds from $2.7 billion in the 2001–02 revised budget to $2.6
billion for 2002–03. The UC system took a deeper cut at 8 percent,
and its state funds dropped from last year’s $3.3 billion to
$3.0 billion for 2002–03. Though the impact of these cuts on
teacher preparation at the campus level is not clear, these programs
could suffer cuts if they are not recognized as high priority.