Education Code §44393 (f) requires the Commission on Teacher Credentialing (Commission) to report to the Legislature annually regarding the California Classified School Employee Teacher Credentialing Program. The requirements of the report are specified in Education Code §44393 and must include the following: (1) The number of classified school employees recruited; (2) The number of classified school employees recruited who are subsequently employed as teachers in the public schools; (3) The degree to which the applicant meets the teacher shortage needs of the school district, charter school, or county office of education; and (4) The ethnic and racial composition of the participants in the program. In July 2016, the state budget allocated a total of $20 million for the California School Employee Teacher Credentialing Program (Classified Program). This five-year grant program addresses the state's teacher shortage by supporting local education agencies (LEAs) to recruit classified school employees into teaching careers and support their undergraduate education, professional teacher preparation and certification as credentialed California teachers. Classified staff at grantee LEAs who are selected to participate in the program (participants) receive financial assistance for degree- and credentialing-related expenses such as tuition, fees, books, and examination costs; academic guidance; and other forms of individualized support to help them complete the undergraduate education, teacher preparation program, and transition to becoming credentialed teachers for the public schools. In July 2017, the Legislature approved an additional $25 million in funding for a second round of Classified Program grant awards. Altogether, the two rounds of funding for the Classified Program, which total $45 million, are helping to support 2,260 classified school employees statewide to become credentialed classroom teachers for California's public schools. Narrative data compiled from the annual reporting forms in July 2020 from both Round One and Two show that LEAs report using grant funds as a means to help meet their local teacher shortage needs, that the program is serving racially and ethnically diverse classified school employees, and that a majority of grantee LEAs have established collaborative arrangements with postsecondary institutions, many of which are offering flexible course schedules or online courses to accommodate many of the participants' work schedules. These programs are also serving classified school employees from a range of classified positions. [For the 2019 report, see ED610581.]