Educator Effectiveness 2021–26A program providing funds to county offices of education, school districts, charter schools, and state special schools to provide professional learning and to promote educator equity, quality, and effectiveness.
Fiscal Year 2021–22
Funds are allocated on the basis of an equal amount per certificated and classified full-time equivalent as reported in the California Longitudinal Pupil Achievement Data System (CALPADS) and the California Basic Educational Data System (CBEDS) for the 2020–21 fiscal year. The calculated funding rate is available at Educator Effectiveness Categorical Programs.
The local plan for the Educator Effectiveness Funds (EEF) needs to be heard in a public meeting of the governing board of the school district, the county board of education, or governing body of the charter school, before its adoption in a subsequent public meeting. This must take place on or before March 31, 2023.
Funds may be expended during the 2021–22, 2022–23, 2023–24, 2024–25 and 2025–26 fiscal years. An annual data and expenditure report will be due each year on or before September 30. A final data and expenditure report will be due on or before September 30, 2026. Any funds not expended by June 30, 2026, must be returned to the California Department of Education (CDE).
The EEF are subject to the annual audits required by California Education Code (EC) Section 41020.
Allowable Uses of Funds
A school district, county office of education, charter school, or state special school shall expend EEF to provide professional learning for teachers, administrators, paraprofessionals who work with pupils, and classified staff that interact with pupils, with a focus on any of the following areas:
- Coaching and mentoring of staff serving in an instructional setting and beginning teacher or administrator induction, including, but not limited to, coaching and mentoring solutions that address a local need for teachers that can serve all pupil populations with a focus on retaining teachers, and offering structured feedback and coaching systems organized around social-emotional learning, including, but not limited to, promoting teacher self-awareness, self-management, social awareness, relationships, and responsible decision making skills, improving teacher attitudes and beliefs about one’s self and others, and supporting learning communities for educators to engage in a meaningful classroom teaching experience.
- Programs that lead to effective, standards-aligned instruction and improve instruction in literacy across all subject areas, including English language arts, history-social science, science, technology, engineering, mathematics, and computer science.
- Assembly Bill (AB) 181 (2022) added the preschool learning foundations to the list of subject areas. Additionally, AB 181 added language that allowed the EEF to be utilized for coursework that would allow existing staff to become credentialed, fully credentialed for their assignment, or meet the requirements of subdivision (g) of Section 48000.
Frequently Asked Questions (FAQ)
Technical Assistance Webinars
Annual Expenditure Reports and Data Reports Templates (DOCX)
This is a template indicating the data elements required in the Annual Expenditure Reports. Submission of the Annual Expenditure Report will be through the online application.
Annual and Final Expenditure Reports Web Page
As a condition of receiving funds, school districts, county offices of education, charter schools, or state special schools are required to report detailed data and expenditure information annually to the CDE on or before September 30 of each year. The CDE is requiring annual reporting as a response to requests for detailed information in the legislative report, to justify future funding opportunities, and to confirm funding is being appropriately used and tracked at the local level. In addition, a Final Expenditure Report will be due on or before September 30, 2026. All EEF must be returned to the state if the Final Data Report and Expenditure Reports are not submitted on time.