Since 2008, California has required teaching candidates to complete a program that includes a CTC-approved performance assessment for initial licensure, grounding educator preparation in observable teaching strategies that are aligned to the California Standards for the Teaching Profession. Over time, the system matured as the state transitioned from a single assessment model to multiple approved options which strengthened alignment to coursework and clinical practice.

Senate Bill 1263 (Newman) reaffirmed California’s use of performance assessment as both a condition of licensure and an accountability tool to ensure educator preparation programs deliver value commensurate with the investment made by candidates. The law directed the commission to examine and improve the design, implementation, and use of the current system, including convening a workgroup to develop recommendations that support high-quality, accessible, and educative preparation. In June 2025, the commission adopted the recommendations of the RDI-TPA Workgroup and directed staff to return with a phased implementation plan.

The new implementation plan, which was approved by the CTC during its August meeting, advances the system the commission first envisioned in 2014 that is built on five interconnected components: clear standards, valid assessments, measurable outcomes, structured accreditation, and public transparency. SB 1263 reaffirms and updates that vision by requiring the CTC to deliver a redesigned performance assessment system that supports candidate learning, tightens program accountability, and aligns with licensure and accreditation requirements.

The updated and revised plan provides a deliberate, phased approach to meeting statutory responsibilities. Sequenced work across assessment design, program expectations, and commission supports allows early decisions on candidate progress, and minimizes disruption to programs and candidates while maintaining steady progress toward full implementation.

Field engagement is built into every phase to ensure that design and implementation reflect the realities of preparation programs and candidates. Risks have been analyzed and addressed through embedded mitigation strategies while simultaneously evaluating financial sustainability in parallel with system development. Every stage of the plan is intended to preserve long-term value by producing tools, resources, and infrastructure that remain usable across credential areas and future assessment cycles.

Connecting this work to its original policy foundation by aligning with current statute, and sequencing it to balance feasibility, the commission is positioned to deliver a performance assessment system that strengthens preparation, reinforces accountability, and meets the needs of California’s educator workforce. This is a system built not only to launch successfully in 2028, but to sustain its relevance and credibility for years to come.

During discussion, commissioners and staff expressed that changes in uniformity and accountability adopted by the CTC may have significant implications on the independence and academic freedom of some institutions through the accreditation process. Change and adaptation to the new expectations may be unsettling to some program providers.

Implications for programs not completing SB 488 certification The commission adopted new regulations directing the Committee on Accreditation to place probationary stipulations on any institution with programs that have not yet completed the SB 488 certification process.

The stipulations shall include required close cooperation with CTC staff to address any programmatic issues or gaps in evidence related to the requirements of SB 488, with the goal of bringing each program into full compliance with the law and support lasting improvement in literacy preparation.

Literacy performance assessment is scheduled to be opened in late September 2025; therefore, the timeliness for completing the SB 488 certification process is important to ensure that candidates receive the preparation they need to be successful on this new assessment.

Concerns have been raised about programs that may not complete the certification process in a timely manner. While the SB 488 statute is silent on the precise measures for accountability it is reasonable to conclude that ensuring all programs demonstrate alignment with SB 488 is an accreditation function and falls under the Committee on Accreditation’s purview. This will allow the commission to uphold accountability, maintain high program standards, and confirm that candidates are prepared to deliver effective literacy instruction to all students more effectively.

A progress report will be presented to the commission at its December 2025 meeting providing the status of all institutions not previously certified and whether they are now ready to be certified. At that time, the commission may take any action within its authority regarding the accreditation standing of programs or institutions that remain uncertified under the SB 488 literacy certification process.

Approval to field test the FAST PK-3 California State University, Fresno, submitted a request to the CTC to field test a version of the Fresno Assessment of Student Teachers developed specifically for candidates pursuing the PK-3 Early Childhood Education Specialist Instruction Credential. Upon review and consideration, staff recommended, and the commission approved:

Improvements to commission-approved examinations The commission administers several distinct examinations that fulfill specific statutory requirements for educator licensure. These include examinations of basic skills, subject matter knowledge, bilingual instruction, and administrative readiness. Each examination is designed for a particular credential purpose and aligned to relevant standards or performance expectations. The following summary presents staff’s recommendation for improvements to each exam:

California Basic Educational Skills Test (CBEST): Explore replacement of the CBEST with a custom-built or off-the-shelf assessment that aligns with updated standards for educator preparation and functions within a multi-pathway framework for verifying basic skills.

California Teacher of English Learners (CTEL) Examination: Replace the CTEL with a custom-developed assessment that reflects updated ELD standards, uses technology-enabled design, and aligns with the English Learner Authorization within a multi-pathway framework.

California Preliminary Administrative Credential Examination (CPACE): Replace the examination with a CTC-developed assessment that reflects updated Administrator Performance Expectations, set to be revised in 2026, and ensures a commensurate demonstration of leadership competencies within a multi-pathway licensure framework.

Early Completion Option (ECO) Examinations: Identify and adopt appropriate examinations to support equitable ECO access for Education Specialist and PK-3 Early Childhood Education Specialist credential areas where no assessment is currently in place.

California Subject Examinations for Teachers (CSET): Replace the examinations with a modernized, modular assessment that reflects updated standards for educator preparation, aligns with the Subject Matter Requirement, and functions within a multi-pathway framework for verifying subject matter competence.

The commission approved staff to undertake a coordinated initiative to replace the CBEST, CTEL, CPACE, and CSET with a coherent, integrated system of licensure examinations. Staff will initiate research immediately and return to the commission with an engagement, procurement, development, and implementation plan at the October 2025 CTC meeting. The plan would be harmonized with SB 1263 implementation activities and include options to support the Early Completion Option for the PK-3 and Education Specialist credentials.

The commission also directed staff to conduct feasibility analyses and bring back recommendations to modernize the subject matter verification framework.