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SB 1614: Teachers: information system (2006)


SB 1614 (2006) requires the California Department of Education and the Commission on Teacher Credentialing to establish the California Longitudinal Teacher Integrated Data Education System (CALTIDES).  CALTIDES is based on the results of the teacher data system feasibility study conducted pursuant to the Budget Act of 2005.

CALTIDES converts numerous existing state and local data systems into an integrated, comprehensive information system on California’s teacher workforce for use by state policymakers and researchers.  This system will be used to provide accurate information on the state’s teacher workforce, to predict critical employment trends, and to assess the impact of state initiatives and investments.

To maintain the privacy of teachers, an anonymous teacher identification number provides the only way to link data throughout the system.  Strict safeguards are also in place so that no data in the system can be used to determine a teacher’s pay, promotion, personnel evaluation, or to make an employment decision.

Final Status and Text

SB 1614 is no longer active. Its final status was:
Signed into Law

You can read its final text on the Legislature's Bill Information site.

Background Information

Need for the Bill:

  • California faces a monumental teacher supply shortfall in the near future.  Without reliable data to plan and monitor the teacher workforce at both the state and local levels, the state cannot effectively respond to teacher supply and demand needs nor ensure that every student in every classroom will have a qualified teacher.  These shortfalls will hit students the hardest at schools in the lowest socioeconomic areas.
  • California is unable to provide teachers and aspiring teachers with the support and first-class professional development they need.  The state has spent nearly $3 billion in state and federal funds over the last five years for teacher programs.  Yet, policymakers still have no way to evaluate how effective these programs are at improving student achievement or retaining teachers.
  • California is largely unable to ensure fully qualified teachers are in every classroom.  The current process for ensuring that a classroom has the right teacher is labor intensive, slow, and expensive at best.  Without an automated way to review and monitor teacher preparation and assignments, it is nearly impossible for the state to fully comply with the requirements of No Child Left Behind and the Williams Settlement.
  • Current education data systems are redundant, inefficient, and in many cases incompatible.  Approximately 660 different data elements are collected by thousands of state and local education agencies scattered throughout California.  Teachers and administrators spend countless hours collecting and reporting redundant data which they could be using to teach and work with students.  Even after this data is collected, it is not unusual for policymakers and researchers to find it unusable due to incompatibilities across the various data systems.  This is no way to run a first-class school system.