 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
 | Assessment |
| |
| OH | Signed into law 11/2001 | P-12 | Eliminates the requirement that school districts implement competency-based education programs. Directs the State Board of Education to develop statewide academic standards for each of grades K-12 in reading, writing, math, science, and social studies; diagnostic assessments aligned with the academic standards for grades kindergarten through two in reading, writing, and math and for grades three through eight in all five subject areas covered by the standards. Requires the State Board to design a model curriculum aligned with the academic standards which school districts may (but are not required to) use for instruction. Requires school districts to administer the diagnostic assessments at least once annually to all students in the appropriate grade levels; to provide intervention services to students whose scores on the diagnostic assessments show that they are unlikely to meet the academic standards. Permits "high-performing" school districts to use assessments other than the diagnostic assessments. Phases in the development of 15 achievement tests (total) in 3rd, 4th, 5th, 7th, 8th, and 10th grades to replace 20 proficiency tests currently administered in 4th, 6th, 9th, and 12th grades. Requires the state board to align the new tests with the academic standards and model curricula.
Title: S.B. 1
Source: 2001 Digest of Enactments
| |
| CA | Vetoed 10/2001 | P-12 | Appropriates funds to the Superintendent of Public Instruction for allocation to school districts for the purposes of standards-based instructional materials as specified by the Schiff-Bustamante Standards-Based Instructional Materials Program. Appropriates funds in each fiscal year after 2001-02 fiscal year. Makes other conforming changes.
Title: A.B. 50
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 09/2001 | P-12 | Extends the repeal date concerning provisions of the Standardized Testing and Reporting Program. Requires the achievement test to contain English and language arts, mathematics and science and makes other conforming changes. Names the standards-based achievement test the California Standards Tests. Requires them to also include an assessment in history/social science in at least one elementary or middle school grade level to be selected. Relates to school test score analysis reporting.
Title: S.B. 233
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 06/2001 | P-12 | Requires the Superintendent of Public Instruction to return achievement test results to a district in the timeframe specified by the Board of Education; requires the test publisher and district to provide makeup tests for absent pupils within the testing period; requires the publisher to make test results available to the department by a certain date and the department to post the results on the Internet by a certain date for certain schools.
Title: S.B. 245
Source: Lexis-Nexis/StateNet
| |
| CT | Signed into law 06/2001 | P-12 | Changes the academic year that students take the Connecticut Academic Performance Test from the sophomore to the junior year.
Title: S.B. 1175
Source: Lexis-Nexis/StateNet
| |
| NV | Signed into law 06/2001 | P-12 | Makes an appropriation to the Department of Education for the development of a new criterion-referenced test for pupils in grade 8.
Title: S.B. 13A
Source: Lexis-Nexis/StateNet
| |
| CO | Signed into law 05/2001 | P-12 | Authorizes the State Board of Education by rule to exclude a school from receiving an academic performance grade if more than 95% of the students at the school have individual educational programs; clarifies which students scores will not be used in a school's academic performance grade.
Title: H.B. 1348
Source: Lexis-Nexis/StateNet
| |
| FL | Filed as Chapter No 05/2001 | P-12 | 2001-90. Revises provisions relating to the designation of school performance grade categories; revises the basis for such designations; revises provisions relating to statewide annual assessments; revises provisions relating to the use of a statistical system for assessment; requires the Commissioner of Education to establish a schedule for administration of assessments; reenacts provisions relating to procedures for certain supplements for teachers based on certain criteria.
Title: H.B. 1633
Source: Lexis-Nexis/StateNet
| |
| LA | Signed into law 05/2001 | P-12 | Requires each city, parish and other local public school board to adopt a policy establishing uniform procedures for the investigation of employees accused of irregularities or improprieties in the administration of standardized tests.
Title: H.B. 482
Source: Lexis-Nexis/StateNet
| |
| MO | Signed into law 05/2001 | P-12 | Provides that assessment scores of students for whom English is a second language (ESL) shall not be counted until the student has been educated in a school where English is the primary language for three full years. Also, the act eliminates the mandatory retesting requirement in the following year for students scoring in the lowest level of proficiency on any assessment. Requires that certain public school students receive summer school reading instruction. Local school districts are required to select a reading assessment mechanism and to assign 3rd-grade and older students who are reading below grade level to be assessed for summer school placement. Special education students, student with limited English proficiency, students receiving services under Section 504 of the Rehabilitation Act of 1973 and whose plan addresses reading and students with insufficient cognitive ability are exempted from the required reading assessment.
http://www.house.state.mo.us/bills01/bills01/sb319.htm
Title: S.B. 319
Source: Lexis-Nexis/StateNet
| |
| ND | Signed into law 05/2001 | P-12 | Beginning during the second half of the 2001-02 school year and annually thereafter, the superintendent of public instruction shall administer to public school students a test that is aligned to the state content standards in reading and mathematics. This test must be administered to at least one grade level selected within each of the following grade spans: grades three through five; grades six through nine; and grades ten through twelve.
Title: H.B. 1293--One Component
Source: Lexis-Nexis/StateNet
| |
| NV | Signed into law 05/2001 | P-12 | Requires the Department of Education and each school district to adopt a plan setting forth procedures concerning the security of certain examinations; prohibits retaliatory action against an official of a school district or charter school who discloses information regarding irregularities in testing administration or security; providing that a teacher or administrator who intentionally fails to carry out test security is subject to disciplinary action.
Title: A.B. 214
Source: Lexis-Nexis/StateNet
| |
| OK | Signed into law 05/2001 | P-12 | Requires state to complete draft Academic Performance Index by July 13, 2001. On or before February 28, 2002, must file the final baseline Academic Performance Index with the governor. Makes assessments contigent on funding.
Title: S.B. 810
Source: http://www2.lsb.state.ok.us/2001-02SB/sb810_enr.rtf
| |
| OR | Signed into law 05/2001 | P-12 | Requires statewide math problem solving and English writing assessments to be given on or after March 1 in grades 3, 5, or 8. Requires the Board of Education to establish criteria and a process for granting waivers to school districts for the testing dates. First applies to the 2001-02 school year.
Title: H.B. 2822
Source: Oregon Legislative Web Site
| |
| TN | Signed into law 05/2001 | P-12 | Requires the state department of education to develop alternative assessment for disabled students. The department is required to develop two alternative assessments as follows: (1) An academic skills assessment to be administered at an appropriate level of academic abilities; or (2) A portfolio-based assessment to test areas assessed by the Tennessee Comprehensive Assessment Program (TCAP).
Title: S.B. 343
Source: Tennessee Legislative Web Site
| |
| TN | Signed into law 05/2001 | P-12 | Requires the state department to provide raw test score data to local education agencies as soon as practicable after receipt of such data, but in no case later than June 30. Amends TCA Section 49-1-606.
Title: S.B. 188
Source: Tennessee Legislative Web Site
| |
| TX | Signed into law 05/2001 | P-12 | Exempts higher education students from taking the Texas Academic Skills Program (TASP) test if the person graduates from a public high school or an accredited private high school in any state with a gradepoint average of 3.5 or higher on a 4.0 scale or the equivalent and completed the recommended or advanced high school curriculum or similar curriculum at an accredited private high school or at a high school outside of this state. The exemption is effective only for a student who enrolls in an institution of higher education on or before the second anniversary of the date the student graduated from high school.
Title: H.B. 2109
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 05/2001 | P-12 | Requires that records relating to student performance be coordinated and maintained in standardized, compatible formats that allow the exchange of information between K-12 and higher education and throughout student educational careers; school districts must ensure students enroll in courses for the recommended or advanced high school program. Requires the state department to adopt or develop appropriate criterion-referenced assessment instruments designed to assess the ability of and be administered to students who are determined to have dyslexia or a related disorder; permits but does not require the commissioner of education to participate in multi-state end-of-course test development, and requires the development of an end-of-course test for Algebra I. Adds district completion rates to list of indicators that must be reported and requires boards to have district dropout rates audited annually at district expense; establishes a "Gold Peformance Rating Program" based on enhanced performance.
Title: H.B. 1144
Source: http://www.house.state.tx.us/
| |
| AR | Signed into law 04/2001 | P-12 | Requires the Department of Education to develop a plan to compare a school district's student gradepoint averages with student ACT and ACTAP scores.
Title: S.B. 942
Source: Lexis-Nexis/StateNet
| |
| AR | Signed into law 04/2001 | P-12 | Creates the Arkansas Blue Ribbon Commission on Public Education.
From the legislation: The purpose of the General Assembly in establishing the Arkansas Blue Ribbon Commission on Public Education is to: (1) seek to actively involve the private sector as full and valued partners in the improvement process; (2) define the components of the constitutional mandate for "a general, suitable and efficient system of free public schools;" (3) define an equitable and adequate system of free public education; (4) assess current efforts to improve the state's system of public education; and (5) propose and recommend legislation for the 2003 regular session of the general assembly.
Title: S.B. 907
Source: Lexis-Nexis/StateNet
| |
| NM | Vetoed 04/2001 | P-12 | Relates to annual school accountability reporting. There are five indices through which public school performance shall be measured and reported to school districts: (1) student achievement as measured by a nationally norm-referenced or criterion-referenced test approved by the department of education or through a performance-based instrument to measure proficiency; (2) school safety; (3) the dropout rate; (4) attendance; and (5) parent and community involvement. Districts must give a nationally norm-referenced test, standards-based or performance-based assessment to all students enrolled in a public school or state institution in grades four (changed from grade three) through nine. Students with disabilities must participate in the test as determined on their individual education program. Students who have been assessed as non-English or limited English proficient using state-approved language assessments and meeting required thresholds shall be provided an alternative norm-referenced, performance-based or standards-based assessment in their primary language.
Title: S.B. 660
Source: New Mexico Legislative Web Site
| |
| TX | Signed into law 04/2001 | P-12 | Students are exempt from testing for a period of up to one year after initial enrollment in a school in the United States if the student is of limited English proficiency and has not demonstrated proficiency in English as determined by the assessment system; exempts a student for a period of up to two years in addition to the exemption period if the student has received an exemption under other subsections of the Education Code, and is a recent unschooled immigrant, or is in a grade for which no assessment instrument in the primary language of the student is available.
Title: S.B. 676
Source: Texas Legislative Web Site
| |
| AR | Signed into law 03/2001 | P-12
Postsec. | Clarifies the General Assembly's intent to continue the Arkansas American College Test Assessment Assistance Pilot Program; increases the number of pilot locations.
Title: H.B. 1827
Source: Lexis-Nexis/StateNet
| |
| AR | Signed into law 03/2001 | Postsec. | Until such time as the Arkansas Higher Education Coordinating Board approves other assessment processes or exams to be used by Arkansas colleges and universities, the Collegiate Assessment of Academic Proficiency exam, known as the "rising junior exam," shall be the required exam.
On or before the October 2001 meeting of the Arkansas Higher Education Coordinating Board, the Department of Higher Education shall recommend to the board criteria and guidelines to use when considering the adequacy of other assessment processes or exams proposed for use at Arkansas public colleges and universities in lieu of the Collegiate Assessment of Academic Proficiency exam.
Title: H.B. 1048
Source: State Legislation
| |
| ID | Signed into law 03/2001 | P-12 | Provides statewide goals for reading evaluations conducted in public schools; provides additional assistance to schools which fail to achieve specified goals.
Title: S.B. 1116
Source: Lexis-Nexis/StateNet
| |
| SD | Signed into law 03/2001 | P-12 | Every school district shall administer the same national norm-referenced academic achievement test to all students in 2, 4, 8, and 11, and every school district shall administer to all students in grades 5 and 9 an achievement test to assess writing skills. In addition, every school district shall administer the same criterion-referenced academic achievement test, once in the fall semester and once again in the spring semester, to all students in grades 3, 6, and 10. The criterion-referenced tests shall be designed by the state. All of the tests shall be provided by the Department of Education and Cultural Affairs and shall assess proficiency in meeting state standards. The tests shall be administered starting in the spring of the 2001-2002 school year. Each state-designed test for each grade level to be tested shall be a single statewide criterion-referenced test, which shall be highly correlated with the state's graduation requirements, course guidelines, and academic content standards. The requirements of this section pertaining to criterion-referenced tests to be administered to students in grades 3, 6, and 10 do not apply to students who are receiving alternative instruction pursuant to § 13-27-3. Also established the South Dakota Academic Achievement Test Advisory Council to discuss and make recommendations concerning testing issues, results, mechanics, and other relevant student achievement test issues. (Amends § 13-3-55.)
Title: S.B. 234
Source: South Dakota Legislative Web Site
| |
| UT | Signed into law 03/2001 | P-12 | Modifies provisions related to the State System of Public Education to address issues related to the Utah Performance Assessment System for Students (U-PASS); expands the categories for disaggregating student performance data to include limited English proficiency; requires each local school boards staff be provided a professional development program to effectively maintain U-PASS; requires additional data to be reported annually.
Title: S.B. 28
Source: Lexis-Nexis/StateNet
| |
| Assessment--Accommodations |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--Legal Issues |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Career/Technical Education |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--School Boards |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Exit Exams |
| |
| High School--Graduation Requirements |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Governance and Structures--Administrative/Leadership Issues |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Promotion/Retention |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Corporal Punishment |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Special Education |
| |
| Special Education--Finance |
| |
| Special Education--Inclusion (Mainstreaming) |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Standards |
| |
| Standards--Implementation |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Technology |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |