On April 29, 2025, the California State Assembly's Assembly Budget Subcommittee No. 3 on Education Finance convened to discuss critical funding proposals aimed at enhancing literacy screening for young students and supporting multilingual learners in transitional kindergarten. The meeting highlighted the state's commitment to improving educational outcomes through early intervention and targeted support.

A significant proposal from the governor's budget includes a one-time allocation of $40 million from Proposition 98 for local education agencies (LEAs) to implement literacy screenings for students in kindergarten through second grade. This funding is intended to help identify students at risk for reading difficulties early in their education, thereby facilitating timely interventions that can enhance literacy skills by third grade and beyond. The Department of Finance emphasized that this funding would cover various implementation costs, including the administration of screening tools recently approved by the California Department of Education (CDE).

However, the Legislative Analyst's Office (LAO) suggested a reduction in the proposed funding to $15 million, citing that previous allocations for staff training were sufficient. The LAO's recommendation sparked a discussion about the adequacy of funding for comprehensive professional development and the sustainability of literacy screening efforts. The Department of Finance countered that the proposed amount is necessary to ensure effective implementation and ongoing support for educators.

In addition to literacy screening, the committee also addressed the need for a new screening tool for transitional kindergarten students, particularly multilingual learners. The governor's budget proposes a $10 million investment for a developmentally appropriate screening instrument, which aims to identify students who may require additional support in developing English language skills. This initiative responds to recent legislation that exempted transitional kindergarten students from existing English proficiency assessments deemed unsuitable for their age group.

The discussions underscored the importance of early identification and support for multilingual learners, as well as the need for a consistent approach to screening across preschool and transitional kindergarten settings. Concerns were raised about the potential bureaucratic complexities of having separate screening tools for similar age groups, prompting calls for further dialogue on aligning assessment practices.

As the meeting concluded, the subcommittee acknowledged the ongoing challenges in ensuring that all students, particularly those at risk of reading difficulties and multilingual learners, receive the necessary support to thrive in their educational journeys. The committee plans to keep these issues open for further consideration, emphasizing the need for a cohesive strategy that addresses the diverse needs of California's youngest learners.