 |
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 |
| |
| UT | Adopted 11/2002 | P-12 | Amends rules to provide additional definitions, terminology changes and new testing windows. Sets turnaround time for certain assessments. http://www.rules.utah.gov/publicat/bull_pdf/2002/b20021001.pdf and http://www.rules.utah.gov/publicat/code/r277/r277-473.htm UTAH REG 25321 (SN)
Title: R277-473
Source: StateNet
| |
| MI | Signed into law 10/2002 | P-12 | Requires the Department of Treasury to notify a school district or public school academy about suspected irregularities in the district's or academy's administration of or preparation of pupils for the Michigan Education Assessment Program; forbids the Department of Treasury from reporting the suspected irregularities to any person or entity not involved in the scoring or administration of the test before 1) notifying the district or public school academy suspected of irregularities and 2) allowing a minimum of five business days for school officials to respond. http://www.michiganlegislature.org/documents/2001-2002/publicact/htm/2002-PA-0592.htm
Title: S.B. 562
Source: www.michiganlegislature.org
| |
| AL | Adopted 09/2002 | P-12 | During the summer of 2003, the state board will review the data on the reading and language subject-area tests of the AHSGE and determine if the passing scores should be revised to a higher level; during the 2002-2003 school year Alabama will administer a new norm-referenced test in Grades 3-8; pilot new kindergarten, Grade 1, and Grade 2 reading assessments; pilot a new writing assessment for Grade 10; and during the 2003-2004 school year Alabama will implement a new criterion-referenced test in reading/language arts and mathematics in Grades 4, 6, and 8; implement a new writing assessment in Grade 10; implement new kindergarten, Grade 1, and Grade 2 reading assessments; and review the data on the mathematics and science subject-area tests of the AHSGE and determine if the passing scores should be raised to a higher level.
Title: N/A
Source: http://www.alsde.edu/html/boe_resolutions2.asp?id=736
| |
| CA | Signed into law 09/2002 | P-12 | Requires the State Department of Education to contract for the development or proposals that will provide for the retention and analysis of longitudinal pupil achievement data on the Standardized Testing and Reporting and English Language Development tests and the high school exit examination. Requires the department to convene an advisory board to establish privacy and access protocol and to contract with an oversight consultant.
Title: S.B. 1453
Source: Lexis-Nexis/StateNet
| |
| CO | Signed into law 06/2002 | P-12 | Requires department to develop single test for districts to identify students eligible to participate in K-12 English language proficiency programs; establish statewide proficiency levels and accomodations on test; and disaggregate testing data to track the academic progress of ESL students who have been in a Colorado public school for three years or more or have subsequently been assessed as having attained proficiency in English. Also mandates creation of advisory commission within department and membership thereof to assist in implementing the above changes. Beginning July 1, 2005, requires districts to use single test developed by department to identify students eligible to participate in K-12 English language proficiency programs. Requires districts to annually report to the department the number of non-English languages which are the primary language of students served, as well as the number of students who speak each non-English language as their primary language. Requires as an accreditation indicator the results of the assessments of students whose dominant language is other than English but who have been enrolled in a Colorado public school for at least three years or have been assessed as proficient in English, and are consequently required to take the state assessment in English. Authorizes the state board to recommend to the general assembly any format or content changes to the school accountability reports, as well as to reconfigure and rearrange the data due to space limitations. Beginning in the 2005-06 academic year, provided there are sufficient funds from "No Child Left Behind," school accountability reports must provide a chart indicating the progress of students on the test to determine if the student's dominant language is one other than English. Requires scores of students whose dominant language is not English and who have attained a proficient score in English in each component of the test to identify students eligible to participate in K-12 English language proficiency programs to be included in the calculation of school academic performance ratings and accreditation. Requires the department to administer reading assessments in Spanish for 3rd- and 4th-graders whose dominant language is Spanish and a writing assessment in Spanish to such 4th-graders. Provided there are sufficient funds provided by the "No Child Left Behind Act of 2001," the board must develop and, starting spring 2003 the department must administer a writing assessment in Spanish for 3rd-graders whose dominant language is Spanish http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/5FC3C9C533C2716287256B3C0059EE95?Open&file=109_enr.pdf.
Title: S.B. 109
Source: www.leg.state.co.us
| |
| CT | Passed 06/2002 | P-12 | The Board, pursuant to Section 10-17f of the Connecticut General Statutes and the requirements of the No Child Left Behind
legislation, approved the LAS as the instrument to annually assess the acquisition of English of all limited-English-proficient
students and the following proficiency standards: . Kindergarten, a score of 5 on a scale of 1-5 on the Pre-LAS, Oral;
. Grades 1-12, a score of 5 on a scale of 1-5 on the LAS, Oral; and Grades 2-12, a score of 3 on a scale of 1-3 on the LAS, Reading and Writing. While these scores represent the maximum score on the tests, they only represent an English proficiency level sufficient to exit
LEP services. The No Child Left Behind Act requires, in part, an annual linguistic assessment for all LEP students in Grades
K-12. The law also requires the Department to collect and monitor the results of the linguistic assessments for each school and
to report the results to the U.S. Department of Education biennially.
Title: N/A
Source: http://www.state.ct.us/sde/board/June02.pdf
| |
| FL | Signed into law 06/2002 | P-12 | Grandfathers in the scores of 10th-graders who took the Florida Comprehensive Assessment Test (FCAT) in spring 2001. Requires that when state board sets higher cutoff scores for 10th-grade FCAT, higher cutoff scores affect only those students who have not yet taken the 10th-grade FCAT. Forbids state board from establishing any accommodation that "negates the validity of a statewide assessment." Requires district to inform parent of student with disability when classroom accommodations may not be made on FCAT. Parent must give consent for student to be given classroom accommodations or modifications not allowable in the statewide assessment program, and must give parent information on the impact on student's capacity to attain benchmarks in reading, writing and math. http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: www.leg.state.fl.us
| |
| MO | Signed into law 06/2002 | P-12 | For students who receive special education services, the state board must, through a teacher panel, determine if appropriate alternate assessments exist or, if not, create such an assessment. When it is determined by the student's individualized education plan team that the alternative assessment is more appropriate for the student, the student will take the alternative assessment, which will address independent living skills, detailed in the bill.
Title: H.B. 1711
Source: House Research Staff Summaries
| |
| CO | Signed into law 05/2002 | P-12 | Requires the department to ensure that assessments administered through the Colorado Student Assessment Program (CSAP) are designed to generate results that may be used as diagnostic tools for improving student performance. Department must implement the recommendations of the governor-appointed task force that reviewed the assessment reporting format and use of assessment results. Requires the department to offer districts, schools and the public a list of resources and programs that said may access to help students correct learning issues identified by assessment results. Requires local boards to approve policies that ensure appropriate personnel inform each student's parents of assessment results and diagnostic reporting. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/7D827B7EBE51F7C987256B10004F233E?Open&file=059_enr.pdf
Title: S.B. 59
Source: www.leg.state.co.us
| |
| CO | Signed into law 05/2002 | P-12 | Provides that if sufficient funding from the federal No Child Left Behind Act of 2001 is obtained, directs the Department of Education to administer, starting at the latest in spring 2006, a statewide assessment in mathematics to public school students grades 3 and 4 and in science to public school students grades 5 and 10. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/C731057D04EC44DF87256B26004ECCDF?Open&file=1306_enr.pdf
Title: H.B. 1306
Source: www.leg.state.co.us
| |
| CO | Signed into law 05/2002 | P-12 | Requires state board to establish criteria and application process for a school to be designated an alternative education campus. Mandates that criteria and application process include specified components. Permits charter school meeting criteria to be designated an alternative education campus. Mandates that Colorado Student Assessment Program (CSAP) results for all part-time students at an alternative education campus be included in the school's academic performance and academic improvement ratings. However, any school designated an alternative education campus is exempt from receiving an academic performance or improvement rating unless the state board approves receipt of such ratings. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/631277866E3CECB087256B0300718AF9?Open&file=094_enr.pdf
Title: S.B. 94
Source: www.leg.state.co.us
| |
| HI | Signed into law 05/2002 | P-12 | Provides for expansion of the statewide educational assessment program to include norm-referenced testing in the same grades as required by the federal No Child Left Behind Act of 2001 standards- based assessments in reading and math. http://www.capitol.hawaii.gov/sessioncurrent/bills/hb2353_.htm
Title: H.B. 2353
Source: Lexis-Nexis/StateNet
| |
| MD | Signed into law 05/2002 | P-12
Postsec. | Requires the department to distribute grants in qualified distressed counties for the administration of the Preliminary Scholastic Aptitude Test to 10th-graders in FY03 and 04, and to each county in FY05 and each subsequent fiscal year. Subject to availability of state budget funds, grants are to allow for test administration to all 10th-graders in the county. http://mlis.state.md.us/2002rs/bills/hb/hb0661e.rtf
Title: H.B. 661
Source: mlis.state.md.us
| |
| MD | Signed into law 05/2002 | P-12
Postsec. | Requires the department to distribute a grant in specified amounts to distressed counties in FY 03 and 04 and to all counties in FY05 and subsequent years for the administration of the Preliminary Scholastic Aptitude Test to 10th-graders. Funding should be sufficient to administer PSAT to all 10th graders in the county. Replaces "State Scholarship Administration" with "Office of Student Financial Assistance." Requires governor to annually fund need-based scholarship programs at a minimum of 80% of the funds allocated the previous year. States that 9th- or 10th-grader who applies and qualifies for a Guaranteed Access Grant Award on the basis of financial need is prequalified for a guaranteed access award by agreeing in writing to meet certain criteria as a secondary and postsecondary student, including participating in the College Readiness Outreach Program until high school graduation; establishes the College Readiness Outreach Program for 9th- and 10th-grade students; allows, if state funds are available, students to receive Educational Excellence Awards who meet requirements but have missed March 1 deadline. Designates specified responsibilities in Educational Excellence Awards to the Maryland Higher Education Commission; establishes need-based Maryland Graduate and Professional Scholarship Program for full- and part-time students professional students in specified fields studying at specified universities; establishes K-16 Leadership Council. Requires that department develop, in conjunction with state professional standards board, certificate for middle school teachers. Establishes that College Readiness Outreach Program be implemented over 5-year period beginning in FY04, and that the program be implemented in its first year for up to 1,000 students in Allegany, Prince George's, and Wicomico counties and Baltimore City. Requires that College Readiness Outreach Program be evaluated by commission, in consulation with department, and reported on to general assembly by July 1, 2007. http://mlis.state.md.us/2002rs/bills/sb/sb0453e.rtf
Title: S.B. 453
Source: mlis.state.md.us
| |
| TN | Signed into law 05/2002 | P-12 | Relates to comprehensive writing assessment scheduling.
Title: H.B. 2900
Source: http://www.legislature.state.tn.us
| |
| AZ | Signed into law 04/2002 | P-12 | Requires any nationally standardized test that is administered to pupils in multiple states and any questions, answers or scoring keys from any such test that appear in any bid, proposal, contract, documentation or other materials to be exempt from inspection of public records; requires the Board to adopt rules allowing parents of pupils and the general public to view the nationally standardized norm-referenced achievement test.
Title: S.B. 1135
Source: Lexis-Nexis/StateNet
| |
| IA | Signed into law 04/2002 | P-12 | Adds one nonvoting student member to state board, making total board membership 10, provides for application process and appointment of student member. Also requires school districts and nonpublic schools to report number of ninth graders who do not graduate from the school or school district, as well as the number of students who are tested on multiple assessment measures to determine student achievement levels, and the percentage of students who are so tested annually. Requires the board to develop and adopt uniform definitions consistent with the federal No Child Left Behind Act of 2001 and any federal regulations adopted pursuant to the federal Act. Permits department to conduct school site visits of accredited schools and districts on as-needed basis. Addresses conditions of employment of Superintendent staff. Addresses procedures in open enrollment law. Renders provision of school breakfast programs optional rather than mandatory. Modifies section addressing parental reimbursement for nonpublic school pupil transportation. Regulates the provision of textbooks to students in accredited nonpublic schools. Modifies requirements for school bus drivers' licenses. Establishes a conservation education program board and the duties of said board. http://www.legis.state.ia.us/GA/79GA/Legislation/HF/02500/HF02515/Current.html
Title: H.B. 2515
Source: www.legis.state.ia.us
| |
| KY | Signed into law 04/2002 | P-12 | Changes the time frame for reporting state assessment results from September 15 to 150 days following the first day the assessment can be administered. http://www.lrc.state.ky.us/record/02rs/HB621/bill.doc
Title: H.B. 621
Source: www.lrc.state.ky.us
| |
| KY | Signed into law 04/2002 | P-12 | Requires the membership of the Education assessment and accountability subcommittee include 4 members from each chamber, including at least 1 member of the minority party in the chamber; provides that a majority of the membership shall constitute a quorum; provides that actions that require affirmative vote of a majority.
Title: H.B. 292
Source: Lexis-Nexis/StateNet
| |
| ID | Signed into law 03/2002 | P-12 | Amends existing law to define the students who shall be included in calculations relating to the reading assessment. Students counted must have attended at least 90% of school days between the fall and spring test administrations.
Title: S.B. 1412
Source: Lexis-Nexis/StateNet
| |
| IN | Signed into law 03/2002 | P-12 | Requires every district to review district's programs to judge if district's practices of separating students by ability, placing students into educational tracks, or using test results to screen students result in the systematic separation of students by race, color, creed, national origin or socioeconomic status.
Title: S.B. 292
Source: www.state.in.us/legislative
| |
| UT | Signed into law 03/2002 | P-12 | Modifies provisions related to the State System of Public Education by requiring the State Board of Education to consult with teachers and parents in establishing the core curriculum; aligns the core curriculum and tests administered under the Utah Performance Assessment System for Students (U-PASS) with each other.
Title: S.B. 99
Source: Lexis-Nexis/StateNet
| |
| Assessment--Accommodations |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| 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--Bonds |
| |
| Finance--District |
| |
| Finance--Does Money Matter? |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--School Based Clinics or School Nurses |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Official English |
| |
| Instructional Approaches--Tracking/Ability Grouping |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
| 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 |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| 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--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Postsecondary |
| |
| 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--Intellectual Property |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Minority |
| |
| Private Schools |
| |
| Privatization |
| |
| Promotion/Retention |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| Scheduling/School Calendar--Year Round |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| 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--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Finance |
| |
| Special Education--Placement |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Standards |
| |
| Standards--Implementation |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Politics |
| |
| State Policymaking--Task Forces/Commissions |
| |
| Student Achievement |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| 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--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| 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--Internet Safety |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |