The Oct. 22-23 meeting of the California Commission on Teacher Credentialing (CTC) saw only one action item regarding implementation issues candidates are experiencing with the newly adopted Child Development Permit structure. The commission also received several key updates about teacher performance assessments and met in closed session on Oct. 23.
Child Development Permit
California’s Master Plan for Early Learning and Care required the CTC to revise the Child Development Permit structure that “strengthens educator preparation, establishes career pathways, and promotes ongoing professional learning aligned with educator competencies and the changing needs of California’s children and families,” according agenda item 3A.
In February 2025, the commission adopted the revised Child Development Permit Matrix, establishing updated permit levels, authorizations and preparation requirements. Since that time, implementation in the field has raised several issues.
“We’ve identified three interconnected areas that warrant further examination: pathways to the permit, professional growth and renewal, and areas of emphasis,” said Debra Keeler, CTC consultant. “Together, these areas address how educators enter and advance within the profession, continue developing their competencies and potentially gain recognition for specialized expertise.”
Keeler explained the barriers that still exist to potential candidates for the permit, including cost, time, geographic access to coursework, availability of supervised clinical practice, language access, transportation, employment obligations and the complexity of navigating multiple systems.
Staff proposed a focused policy review of the clarity of pathways, additional pathways that may be needed and what implementation supports are needed. They also proposed a review of how professional growth and areas of emphasis — such as working with infants and toddlers — fit into the system.
Public and commissioner comments focused on the need for an English learner authorization, creating a pathway into a credential and concerns about how professional growth affects financial aid.
Commissioners approved the staff recommendations for further policy inquiry with consideration of the issues raised. Final recommendations are anticipated for commission consideration at the end of the fourth quarter of 2027.
Performance assessments
Staff presented data from the last five years, 2021–22 through 2025–26, of all five commission-approved performance assessments. Staff reported that nearly every model saw an increase in first-attempt pass rates compared to 2024–25.
California Teaching Performance Assessment (CalTPA): This commission-owned assessment is for Multiple Subject (MS), Single Subject (SS), World Language (WL) and PK-3 Early Childhood Education (PK3 ECE) Specialist instruction candidates. It is administered by Evaluation Systems.
- MS candidates’ first-attempt pass rate increased from 68.2 percent in 2024–25 to 84.4 percent in 2025–26 and SS and WL candidates’ first-attempt pass rate increased from 79.3 percent to 91.6 percent. The PK3 ECE first-attempt pass rate was 99.2 percent in its first year of implementation.
Education Specialist CalTPA: This commission-owned assessment is for candidates pursuing the Mild to Moderate Support Needs (MMSN); Extensive Support Needs (ESN); Early Childhood Special Education, Deaf and Hard of Hearing, and Visual Impairments credentials. Administered by Evaluation Systems.
- First-attempt pass rates For MMSN candidates increased from 85 percent in 2024–25 to 91.5 percent in 2025–26. ESN candidates saw a small increase from 88 percent in 2024–25 to 88.5 percent in 2025–26.
Fresno Assessment of Student Teachers (FAST): This assessment is approved for MS, SS, MMN and ESN candidates attending the California State University, Fresno, preparation program. It is owned and administered by Fresno State.
- Over all first-attempt pass rates across credential areas increased from 89.4 percent to 92.4 percent from 2024–25 to 2025–26, respectively.
Ed TPA: This assessment is approved for MS, SS, MMN and ESN candidates and is owned and administered by Evaluation Systems.
- First-attempt pass rates increased for MS candidates from 89.8 percent in 2024–25 to 90.2 percent in 2025–26 and for SS candidates from 88.4 percent in 2024–25 to 89.8 percent in 2025–26. Both the MMSN and ESN assessment had slight declines in first-attempt pass rates from 2024–25 to 2025–26, from 97.4 percent to 95.7 percent for MMSN candidates and from 100 percent to 96.2 percent for ESN candidates.
California Administrator Performance Assessment (CalAPA): The only assessment approved for administrative services credential candidates. It is owned by the CTC and administered by Evaluation Systems.
- First-attempt pass rate increased from 72.1 percent in 2024–25 to 83 percent in 2025–26.
Agenda item 3E provides details on each exam, the number of candidates that took the exams, demographic information and information about ways programs support students. Higher first-attempt pass rates can indicate that a program has strong student supports.
In other news from the meeting:
- Updates on the implementation of recommendations from the Review the Design and Implementation of the Teaching Performance Assessment Workgroup (agenda item 3F), with 16 of 24 recommendations have been established in adopted policy or existing commission procedures. A second agenda item (3G) addressed proposed revisions to Accreditation Program Standards required by 11 of the recommendations.
- The CTC welcomed new student liaison, Gisele Kameling, a student teacher in a kindergarten classroom in Clovis Unified School District while completing her MS Credential through Cal State Teach.
