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 December 30, 2021.
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
EEF may be used to support professional learning for certificated teachers, administrators, paraprofessional educators, and certificated staff. Funds can be expended for any of the following purposes:
- 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.
- Practices and strategies that reengage pupils and lead to accelerated learning.
- Strategies to implement social-emotional learning, trauma-informed practices, suicide prevention, access to mental health services, and other approaches that improve pupil well-being.
- Practices to create a positive school climate, including, but not limited to, restorative justice, training around implicit bias, providing positive behavioral supports, multitiered systems of support, transforming a schoolsite’s culture to one that values diverse cultural and ethnic backgrounds, and preventing discrimination, harassment, bullying, and intimidation based on actual or perceived characteristics, including disability, gender, gender identity, gender expression, language, nationality, race or ethnicity, religion, or sexual orientation.
- Strategies to improve inclusive practices, including, but not limited to, universal design for learning, best practices for early identification, and development of individualized education programs for individuals with exceptional needs.
- Instruction and education to support implementing effective language acquisition programs for English learners, which may include integrated language development within and across content areas, and building and strengthening capacity to increase bilingual and biliterate proficiency.
- New professional learning networks for educators not already engaged in an education-related professional learning network to support the requirements of subdivision (c).
- Instruction, education, and strategies to incorporate ethnic studies curricula adopted pursuant to EC Section 51226.7 into pupil instruction for grades 7 to 12, inclusive.
- Instruction, education, and strategies for certificated and classified educators in early childhood education, or childhood development.
Educator Effectiveness 2021 Funding Profile - Program Description and Funding (Coming Soon)
Educator Effectiveness 2021 Funding Results - Entitlements, Apportionments, and Letters (Coming Soon)
Other Fiscal Information
Frequently Asked Questions (FAQ)
Annual Expenditure Reports and Data Reports Templates (Coming Soon)
This is a template indicating the data elements required in the Annual Expenditure Reports. Submission of the Final Expenditure Report will be through the online application.
Final Expenditure Report and Data Report Templates (Coming Soon)
This is a template indicating the data elements required in the Final Expenditure Report. Submission of the Final Expenditure Report will be through the online application.
Annual and Final Expenditure Reports
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.
Annual and Final Expenditure Report Troubleshooting Tips (Coming Soon)
Helpful tips to troubleshoot issues when submitting the expenditure reports.
Assembly Bill 130, Chapter 44, Section 22 (Statutes of 2021, EC 41480)