Educator Effectiveness 2021−26 Reports

Educator Effectiveness Funds (EEF) reporting requirements pursuant to the 2021 authorizing statute for this funding, Assembly Bill (AB) 130, Chapter 44, Section 22 (Statutes of 2021, California Education Code [EC] Section 41480). This page also provides information on uses of Educator Effectiveness funds which support the professional development of certificated teachers, administrators, paraprofessional who work with pupils, and educators and classified staff that interact with pupils. Updates to the Educator Effectiveness allowable uses and requirements are included in AB 181, Chapter 52, Section 18 (Statutes of 2022,EC41480).

Use of Funds

EEF can be expended for any of the following purposes:

1. 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.
2. 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.
   1. 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.
3. Practices and strategies that reengage pupils and lead to accelerated learning.
4. Strategies to implement social-emotional learning, trauma-informed practices, suicide prevention, access to mental health services, and other approaches that improve pupil well-being.
5. 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.
6. 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.
7. 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.
8. New professional learning networks for educators not already engaged in an education-related professional learning network to support the requirements of subdivision (c).
9. Instruction, education, and strategies to incorporate ethnic studies curricula adopted pursuant to Section 51226.7 into pupil instruction for grades 7 to 12, inclusive.
10. Instruction, education, and strategies for certificated and classified educators in early childhood education, or childhood development.
11. Strategies to improve beginning teacher retention and support through teacher induction programs, including mentor training, stipends for mentor teachers, beginning teacher induction program costs following initial preparation, the examination or assessment fee for one administration of the reading instruction.

Program Background

As a condition of receiving funds for educator effectiveness, local educational agencies (LEAs) shall develop and adopt a plan for expenditure of funds, which requires the plan to be explained in a public meeting of the governing board of the school district, county board of education, or governing body of the charter school before its adoption in a subsequent meeting. Funds may be expended for the purposes identified in Assembly Bill 130, Chapter 44, Section 22 and mentioned above in the “Use of Funds” section. These expenditures may take place over fiscal years 2021–22, 2022–23, 2023–24, 2024–25, and 2025–26.

LEAs may use these allocated funds to provide professional learning for teachers, administrators, paraprofessionals, and classified staff that interact with pupils in order to promote educator equity, quality, and effectiveness.

The funding is distributed in an equal amount per unit of full-time equivalent certificated and classified staff as reported in California Longitudinal Pupil Achievement Data and California Basic Educational Data System for the 2020–21 fiscal year. This funding for certificated and classified staff shall not exceed the total certificated staff and classified staff count.

Funding apportioned for Educator Effectiveness is subject to the annual audits required by Section 41020 of the EC.

More information regarding the Educator Effectiveness Funding details may be accessed on the Educator Effectiveness - Categorical Programs.

Educator Effectiveness Annual and Final Expenditure Reports

The education trailer bill, Assembly Bill 130, Chapter 44, Section 22 (Statutes of 2021, EC Section 41480), contains the requirements for the Educator Effectiveness Program.

LEAs shall submit an annual expenditure and data report detailing expenditure information to the California Department of Education (CDE), including, but not limited to, specific purchases made and the number of teachers, administrators, paraprofessional educators or classified staff that received professional development. The annual expenditure and data reports are due on or before September 30 of each year.

Annual Expenditure and Data Report Template (DOCX)

As a condition of receiving funds LEAs shall on or before September 30, 2026, report detailed final data and expenditure information to the CDE, including, but not limited to, specific purchases made and the number of teachers, administrators, paraprofessional educators, or classified staff that received professional development. Any funds not expended by June 30, 2026 must be returned to the CDE.

Annual and Final Reports Database Link