 |
State |
Status/Date |
Level |
Summary |
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 | Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
| |
| Assessment |
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| Assessment--Accommodations |
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| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| Assessment--Formative/Interim |
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| Assessment--High Stakes/Competency |
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| Assessment--Value Added |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
| |
| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
| |
| Curriculum |
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| Curriculum--Arts Education |
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| Curriculum--Censorship |
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| Curriculum--Core Curriculum |
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| Curriculum--Drivers Education |
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| Curriculum--Environmental Education |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--International Education |
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| Curriculum--Language Arts |
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| Curriculum--Mathematics |
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| Curriculum--Multicultural |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Curriculum--Speech Education |
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| Data-Driven Improvement |
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| Demographics--Enrollments |
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| Desegregation |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--District |
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| Finance--Equity |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Litigation |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
| |
 | High School--Exit Exams |
| |
| GA | Adopted 12/2005 | P-12 | Establishes "variance" procedure for a student not eligible for waiver (not rendered incapable of passing a section of the GHSGT or the
GHSWT due to a disability or substantial hardship) to demonstrate proficiency on Georgia High School Graduation Tests (GHSGT) and the Georgia
High School Writing Test (GHSWT). Requires every district to develop a process for notifying students and parents or guardians of the procedures related to the application and granting of waivers and variances. Requires a local superintendent, upon receipt of a waiver or variance request, to certify that the student has met minimum eligibility criteria. Establishes requirements for district transmission of waiver and variance requests to the state superintendent. Establishes state board procedures for the approval of waiver and variance requests. Requires variance requests to the state board to include a statement describing opportunities provided by the school to assist the student in preparing for the test(s), including remediation classes, tutoring sessions, etc., and the participation of the student in such activities.
Authorizes the state board, by a majority vote, to grant a variance to students who satisfy all of the following requirements:
(i) The student has passed any three of the five graduation tests (four content sections of the GHSGT and the GHSWT);
(ii) The student has met the attendance and course unit requirements for graduation as described in State Board of Education Rule 160-4-2-.47 High School Graduation Requirements for Students Enrolling in the Ninth Grade for the First Time in the 2002-03 School Year and Subsequent Years;
(iii) The student has a 90% or better attendance record, excluding excused absences, while enrolled in grades 9-12;
(iv) The student has obtained a scale score that falls within one standard error of measurement (SEM) for passing the relevant section of the GHSGT or GHSWT. The SEM shall be applied to the student's highest score achieved over multiple administration; and
(v) The student has successfully passed each of the End-of-Course Tests (EOCT) related to the sections of the GHSGT or the GHSWT in which the variance is being sought.
http://www.doe.k12.ga.us/_documents/doe/legalservices/proposed/pr160-1-3-.09.pdf
Title: GAC 160-1-3-.09
Source: Lexis-Nexis/StateNet, www.doe.k12.ga.us
| |
| LA | Adopted 12/2005 | P-12 | Allows the Superintendent of Education to waive the final component of the General Education Exam for student with disabilities if the Department of Education determines that the student's disability significantly impacts their ability to pass the final required component.
Page 6 of 106: http://www.doa.state.la.us/osr/reg/0512/0512RUL.pdf
AGENCY CONTACT: Nina A Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064
Title: LAC 28: CXV.2319
Source: Lexis-Nexis/StateNet,
| |
| CA | Vetoed 10/2005 | P-12 | An act to add Section 60856.1 to the Education Code, relating to academic assessment. This bill would permit a pupil to satisfy the English language arts or mathematics portion of the high school exit examination by passing an alternative performance assessment offered by his or her school district or charter school if the Superintendent certifies that the alternative performance assessment meets certain minimum
requirements. This bill would repeal those provisions 5 years after the Superintendent grants the 1st certification of any alternative performance assessment, as specified
Title: H.B. 1531
Source: StateNet
| |
| CA | Signed into law 10/2005 | P-12 | An act to amend Sections 33054, 47605, 47605.6, 47607, 47612.5, and 51745.6 of, and to add Section 47612.6 to, the Education Code, relating to charter schools. Existing law requires that charter schools meet specified statewide standards and conduct the specified pupil assessments. This bill would require that these standards and pupil assessments include the high school exit examination, and would require a pupil completing grade 12 to successfully pass the exit examination as a condition of receiving a diploma of graduation.
Title: H.B. 1610
Source: StateNet
| |
| CA | Vetoed 10/2005 | P-12 | High school exit examination: pupils with disabilities. This bill would require a school district to grant a high school
diploma to a pupil with a disability, if he or she is scheduled to graduate from high school in 2006 or 2007, does not qualify for that
high school exit examination waiver, and meets other specified criteria, including having an individualized education program or
other specified plan. The bill would require a school district, consistent with that program or plan, to provide pupils who meet the
criteria the opportunity to participate in specified instruction. The bill also would require the school district to report to the
Superintendent of Public Instruction regarding the number and characteristics of pupils granted diplomas in this manner.
Title: S.B. 586
Source: StateNet
| |
| CA | Signed into law 09/2005 | P-12 | States that funds received through section 37252 for supplemental instruction may be used to provide intensive instruction and services to students who have failed one or both parts of the California High School Exit Examination (CAHSEE). Requires the state superintendent to rank schools on the basis of the percentage of eligible pupils (students who have failed one or both parts of the exam and who are required to pass the exam to graduate from high school). Authorizes the superintendent to give priority to schools with the highest percentage of eligible pupils who have failed both parts of the examination. Requires $600 per eligible pupil to be awarded to districts identified by the superintendent (until the appropriation is exhausted) for services and instruction to help eligible pupils pass the California High School Exit Examination. Identifies activities that may be funded for such services, including purchasing, scoring, and reviewing diagnostic assessments; counseling and appropriate teacher training to meet the needs of eligible pupils.
Requires every district receiving funds under this program to:
(1) Ensure that each eligible pupil receives an appropriate diagnostic assessment to identify that pupil's areas of need.
(2) Ensure that each pupil receives intensive instruction and services based on the results of the diagnostic assessment.
(3) Demonstrate that funds will be used to supplement and not supplant existing services.
(4) Provide to the Superintendent of Public Instruction, in a manner and by a date certain determined by the Superintendent, the number of eligible pupils at each high school in the school district.
(5) Submit an annual report to the Superintendent in a manner determined by the Superintendent that describes the number of pupils served, the types of services provided, and the percentage of pupils in the school district who successfully pass the California High School Exit
Examination.
Makes an appropriation. Declares that it is to take effect immediately as an urgency statute.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0101-0150/ab_128_bill_20050913_chaptered.pdf
Title: A.B. 128
Source: www.leginfo.ca.gov
| |
| CA | Vetoed 09/2005 | P-12 | An act to add Section 60851.3 to the Education Code, relating to education. Require the exit examination to be offered to a person regularly enrolled in an adult education program. http://www.leginfo.ca.gov/pub/bill/asm/ab_1051-1100/ab_1057_bill_20050908_enrolled.pdf
Title: A.B. 1057
Source: www.leginfo.ca.gov
| |
| GA | Adopted 07/2005 | P-12 | Clarifies rules regarding testing programs and student assessment. Clarifies assessment participation requirements for English language learners, students with disabilities, students in each grade K-8, and students taking the Georgia High School Graduation Tests, as well as staff development opportunities on use of assessments in the instructional program. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-3-1-.07.pdf
Title: GAC 160-3-1-.07
Source: www.doe.k12.ga.us
| |
| MA | Rule Adoption 07/2005 | P-12 | Amends the Comprehensive Assessment System and Standards for Competency Determination rules. Adds one discipline in science and technology and engineering to the subjects to be included in the competency determination required for high school graduation starting with the class of 2010.
Title: 603 CMR 30.00
Source: StateNet
| |
| NY | Emergency Rule Adoption 07/2005 | P-12 | Revises requirements for obtaining a Regents high school diploma, a Regents diploma with advanced designation, and a local high school diploma. This amendment phases in the 65 passing score on the five required Regents exams to meet graduation requirements: students who enter grade 9 in the 05-06 school year are required to achieve 65 or above on 2 required Regents exams and a score of 55 or above on the remaining 3 exams; students who enter grade 9 in the 06-07 school year are required to achieve 65 or above on 3 required Regents exams and a score of 55 or above on the remaining 2 exams; students who enter grade 9 in the 07-08 school year are required to achieve 65 or above on 4 required Regents exams and a score of 55 or above on the remaining 1 exam; and students who enter grade 9 in the 08-09 school year are required to achieve 65 or above on all 5 required Regents exams.
This amendment also provides a safety net for all students with disabilities entering grade 9 in the 05-06 school year, by providing that students with disabilities may achieve a passing score of 55-64 on the 5 required Regents examinations to meet local diploma requirements.
This amendment also establishes an appeal process for students who fail to attain a score of 65 or better on a required Regents exam for graduation.
http://www.dos.state.ny.us/info/register/2005/aug10/pdf/rules.pdf
Title: 100.5 Title 8 NYCRR
Source: StateNet
| |
| TN | SIGNED BY GOVERNOR. 06/2005 | P-12 | Authorizes the state board of education to promulgate regulations whereby a student, who narrowly misses passage of one or more of the Tennessee comprehensive assessment program tests, including one or more parts of the Gateway examination, may petition for and may be awarded bonus test points based upon clear indicia of student classroom performance and achievement meritorious of a full
diploma upon graduation from high school. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0446.pdf
Title: S.B. 1015/Act 446
Source: http://www.legislature.state.tn.us
| |
| WA | Passed 06/2005 | P-12 | Amends rule regarding the Washington Assessment of Student Learning (WASL). Corrects problem of not adequately covering the reasons why a student might not take the WASL and might not be able to show the statutorily required scale score on the transcript. WASHINGTON REG 24488 (SN)
Title: WAC 180-57-070
Source: StateNet
| |
| AZ | Signed into law 05/2005 | P-12 | Replaces reference to "reimbursement" with reference to "certificate of supplemental instruction" for student attending a school designated
as an underperforming school or a school failing to meet academic standards. Eliminates option for parent to request reimbursement from the district; eliminates provision that school may apply to state board for grants to provide supplemental instruction. Extends eligibility for supplemental instruction to students who have failed to pass one or more portions of the Arizona Instrument to Measure Standards (AIMS) test in order to graduate from high school. Requires the state board to determine application guidelines and maximum value for each certificate of supplemental instruction. Requires the state board to annually conduct a market survey to determine the maximum value for each certificate of supplemental instruction.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1516
Title: S.B. 1516 (Section 2)
Source: www.azleg.state.az.us
| |
| AZ | Signed into law 05/2005 | P-12 | States that a student who does not pass the AIMS must receive a high school diploma if the student meets the alternative graduation requirements established in section 15-701.02. Creates new section 15-701.02 that allows a student in the Class of 2006 and 2007 who do not pass the AIMS to attempt to receive a high school diploma with augmented test scores provided the student (1) has taken the test each time it was offered; (2) has passed all required coursework; and (3) has participated in any academic remediation programs available in the student's school in the subject areas in which the student did not pass the AIMS. meet alternative graduation requirements. Allows students to augment AIMS scores with grades in high school courses.
States that a student who transfers into the state and has passed a statewide assessment on state-adopted standards substantially equivalent to the state board-adopted academic standards is not required to pass the AIMS to graduate from high school.
Requires the state board to review the academic competency standards for high school graduation and performance measurement mechanisms used in at least 10 other states identified as having the most effective K-12 educational systems by one or more nationally recognized education performance rankings. Requires the state board, on the basis of these findings, to compare the passing score for the math portion of the AIMS test with the passing scores for similar tests in states with academic standards similar to Arizona's among the states reviewed, and to report these results to the legislature by January 31, 2006. Requires the state board, on or before January 31, 2006, to confirm or modify the passing score for the math portion of the AIMS test for school year 2006 and thereafter so that the score is statistically comparable to the passing scores for similar tests in states with academic standards that are similar to Arizona's among the states in the aforementioned review.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1038
Title: S.B. 1038
Source: www.azleg.state.az.us
| |
| DE | Signed into law 05/2005 | P-12 | Eliminates multi-tiered diplomas in Delaware, establishing instead the "State of Delaware High School Diploma" to each student graduating from a Delaware public high school, beginning with the Class of 2008. Mandates that, beginning with the Class of 2008, diplomas be awarded to students who (1) pass their high school course requirements and (2) achieve proficient scores on the state high school assessments in conjunction with other academic indicators defined by the department.
For those students graduating in 2007, requires the department to award either a "State of Delaware High School Diploma" or a "State of Delaware Distinguished Achievement Diploma" utilizing the rules and regulations for issuing diplomas for the 2005-2006 school year.
Requires the department, by January 2008, to establish by regulation the proficiency levels of performance on the state high school assessments, and the use of other academic indicators and their proficiency levels to receive a high school diploma. States that "other academic indicators" must include assessments such as the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), Advanced Placement test scores, American College Test (ACT), local district assessments and indicators used to determine student proficiency relative to the content standards, and other assessments approved at the state level in a content area.
Permits a student receiving a State of Delaware High School Diploma in 2004 or 2005 to seek a re-evaluation and upgrade to a Distinguished Achievement Diploma on the basis of the new standards, once adopted. States that if it is determined the student qualifies for a Distinguished Achievement Diploma under the standards in place at the time of his or her request, the department must retroactively award such diploma.
Expresses the general assembly's intent to continue and encourage the ongoing discussions relating to Delaware high school graduation requirements and to guide the progress of change to ensure the establishment of more effective and appropriate measures of student performance and standards for high school graduation. Also expresses the assembly's desire to offer a forum for that continued discussion to interested parties who have or will come forward with their concerns and contributions.
http://www.legis.state.de.us/LIS/LIS143.NSF/vwLegislation/HB+3?Opendocument
Title: H.B. 3
Source: www.legis.state.de.us
| |
| DE | Signed into law 05/2005 | P-12 | Provides that high school diplomas issued in 2005 will be the same as were awarded in 2004. States that in 2006, the department must award a "State of Delaware High School Diploma" to a student who completes the state course requirements, or the district requirements, if these are higher than the state's. Requires the department, with the state board's approval, to determine the proficiency levels of performance on the state high school assessments, and the use of other academic indicators and their corresponding proficiency levels for a student to receive a State of Delaware Distinguished Achievement Diploma. Other academic indicators may include but are not limited to assessments such as the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), Advanced Placement test scores, American College Test (ACT), local district assessments and indicators used to determine student proficiency relative to the content standards, and other assessments approved at the state level in a content area.
States that in 2007, in addition to the requirements for the Class of 2006, the department must determine the proficiency levels on the state hgh school assessments and the use of other academic indicators and their corresponding proficiency levels, for receiving the State of Delaware High School Diploma and the State of Delaware Distinguished Achievement Diploma.
States that students who fail to achieve a proficient level of performance on the state high school assessments may retake the assessments each succeeding year they continue in high school. Students taking the alternative assessment are exempt from this requirement.
Requires the department to issue a certificate of performance to a student who has met the requirements of the student's Individualized Education Program but has not completed the high school graduation course requirements established by the state, or the district, if district credit requirements are higher than those of the state.
Permits a student receiving a State of Delaware High School Diploma in 2004 or 2005 to request that his or her district or charter school reevaluate the diploma determination based on any adjustment or addition of other academic indicators for the determination of the Distinguished Achievement Diploma. States that if it is determined the student earned the Distinguished Achievement Diploma, the department must retroactively award such diploma
http://www.legis.state.de.us/LIS/LIS143.NSF/vwLegislation/SB+72?Opendocument
14 Delaware Code, Section 1220(a) (14 Del.C. §1220(a)) 14 DE Admin. Code 101
http://www.state.de.us/research/register/february2006/final/9%20DE%20Reg%201175%2002-01-06.htm#P8_154
Title: S.B. 72
Source: www.legis.state.de.us
| |
| NV | Adopted 05/2005 | P-12 | Amends provisions governing high school proficiency examinations. NEVADA REG 3705 (SN)
Title: NAC 389.027, .051, .056, .058, .061, .071
Source: StateNet
| |
| OK | Signed into law 05/2005 | P-12 | New law establishing the Achieving Classroom Excellence Act of 2005. One new section establishes the Oklahoma Mathematics Improvement Program. The purpose is to improve student mastery of the Priority Academic Student Skills (PASS) for sixth-grade mathematics through Algebra I by enhancing sixth-, seventh- and eighth-grade public school teachers' mastery of the subject matter content and process skills. Offers $1,000 stipends to teachers who pass the mathematicssubject area test and participate in approved professional development programs. Mathematics academies, customized higher education courses, small learning community lesson studies facilitated by a mathematics coach and utilizing the Internet and video technology are programs the state board may approve. Phases in full-day kindergarten requirements; requires three years of high school math and a college bound curriculum unless parents sign a statement opting out of the curriculum; implements end-of-instruction testing in eighth grade and high school, ultimately requiring students to pass tests to graduate; provides remediation to students who fail tests; establishes special math labs for middle school students and math training programs for middle school teachers; encourages high school seniors to take concurrent college courses with state paying tuition for six credit hours per semester; and addresses access for professional teaching organizations. http://www2.lsb.state.ok.us/2005-06SB/sb982_enr.rtf
Title: S.B. 982
Source: http://www.lsb.state.ok.us/house/news7622.html
| |
| OK | Signed into law 05/2005 | P-12 | Creates new section. Beginning with students entering the ninth grade in the 2008-2009 school year, every student must demonstrate mastery of the state academic content standards in a minimum of four out of six selected subject areas in order to receive a high school diploma from a public school in this state. To demonstrate mastery, the student must attain a satisfactory or advanced score on the end-of-instruction criterion-referenced tests. Requires that each of the six tests assess core academic subjects and that two of the four required end-of-instruction tests include Algebra I, or the additional mathematics test developed based upon the recommendation of the Achieving Classroom Excellence Task Force and English II. Students who do not attain a satisfactory or advanced score on any required test must be provided remediation and the opportunity to retake the test until a satisfactory or advanced score is attained. Determination of the two additional end-of-instruction tests to be developed is to be made by the Legislature upon receipt of recommendations of the Achieving Classroom Excellence Task Force.
Students who do not meet requirements may receive a high school diploma by demonstrating mastery of state academic content standards by alternative methods as recommended by the Achieving Classroom Excellence Task Force. Students who have individualized education programs pursuant to the Individuals with Disabilities Education Act (IDEA) are to be exempt from the requirements unless provided for in the student's individualized education program. http://www2.lsb.state.ok.us/2005-06SB/sb982_enr.rtf
Title: S.B. 982, Sections 6 and 8
Source: http://www2.lsb.state.ok.us
| |
| AR | Signed into law 04/2005 | P-12 | Requires a student not passing an immediately previous grades 3-8 benchmark assessment or in a secondary level end-of-course assessment to participate in remediation activities as required in the student's individualized academic improvement plan beginning in the school year the
assessment results are reported. If a student with disabilities has an individualized education program that addresses any academic area or areas in which the student is not proficient on state-mandated criterion-referenced assessments, the individualized education program meets the requirements of the aforementioned academic improvement plan. Requires districts to notify the student's parent of the parent's role and responsibilities as well as the consequences for the student's failure to participate in the plan.
Beginning with the 2005-2006 school year, requires students in grades 3-8 identified as not passing a benchmark assessment and who fail to participate in the subsequent academic improvement plan to be retained and not promoted to the next grade until the student is deemed to have participated in an academic improvement plan or the student passes the benchmark assessment for the current grade level in which the student is retained.
Beginning with the 2005-2006 school year, mandates that any student required to take an end-of-course assessment who does not pass a particular assessment must participate in remediation activities as required in the student's individualized academic improvement plan in the school year the assessment results are reported in order to receive credit on his or her transcript for the course related to the end-of-course assessment.
Beginning with the 2009-2010 school year, requires all initial end-of-course assessments to be administered by grade 10 for each student. Beginning with the 2009-2010 school year, a student who does not pass an initial end-of-course assessment may receive credit for the course until the student passes a subsequent end-of-course assessment; or the student, by the end of grade twelve 12, passes an Alternative assessment directly related to the Alternative exit course. If a student does not meet the satisfactory pass levels on an initial end-of-course assessment or does not satisfy the remedial requirements, that student will not graduate with a high school diploma from an Arkansas high school or charter school.
To the extent any school district is determined to have knowingly failed to administer these provisions of law or rules, the superintendent's license shall be subject to probation, suspension or revocation.
Requires tthe department of education to annually make public at least 50% of the test questions on the most recent initial benchmark and end-of-course assessments.
Creates Alternative Exit Course and Alternative Course Exam for students who have failed an end-of-course assessment three times. Requires such a student to take and pass an Alternative exit course and meet a satisfactory Alternative level score on a subsequent Alternative assessment to graduate from high school. Allows the Alternative exit course to be offered through a distance learning class and to be offered by the district outside the course of the normal school day.
Repeals Arkansas Code § 6-15-203 on remediation and student promotion/retention.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2824.pdf
Title: H.B. 2824
Source: www.arkleg.state.ar.us
| |
| AZ | Vetoed 04/2005 | P-12 | Requires the department to report to specified members of the legislature on its budget status every two months for the first half of each fiscal year and every month thereafter. Requires every report to include the department's current funding surplus or shortfall projections for basic state aid and other major formula-based programs. Requires every report to be submitted 30 days after the end of the applicable reporting period.
Requires the department to report annually to the joint legislative budget committee on: (a) the raw and adjusted scores on the Arizona Instrument to Measure Standards (AIMS) test for high school students who have not received AIMS test tutoring services from the department, and the raw and adjusted AIMS scores of high school students who have received AIMS test tutoring from the department, both before and after receiving tutoring services. The report must also include contractual and policy changes made to the tests that would impact student achievement, and a description of any scoring errors or reporting delays and any actions taken to address the errors or delays.
Text of bill as vetoed: http://www.azleg.state.az.us/legtext/47leg/1r/bills/hb2033s%2Epdf
Title: H.B. 2033
Source: www.azleg.state.az.us
| |
| AZ | Signed into law 04/2005 | P-12 | States that a student with an individualized education program (IEP) is not required to earn a passing score on a competency test required for high school graduation unless the student is learning at a level appropriate for the student's grade level in a specific academic area and unless the student's IEP as agreed upon by the student's parents and the IEP team or the student if 18 or older, requires passing scores on a competency test. Requires the competency test to be administered to the student in a manner in keeping with the student's IEP and requires schools to make specific and appropriate accommodations on the test for students with IEPs. Makes similar provisions for a student with a section 504 plan. States that a student with an IEP or a section 504 plan who graduates from high school but is not required to achieve a passing score on a competency test to graduate must receive a standard diploma.
Requires the IEP team to indicate in the IEP the student's requirements for high school graduation, including provisions for testing and testing accommodations.
Requires the state board to adopt guidelines to define a parent's or guardian's role or pupil's role if the pupil is at least 18 years old, in the development of a student's section 504 plan, including testing and testing accommodations.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1352
Title: S.B. 1352
Source: www.azleg.state.az.us
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| IN | Signed into law 04/2005 | P-12
Postsec. | Beginning with the 2010-2011 school year, requires, with certain exceptions, a student to complete the Core 40 curriculum in order to graduate from high school. Beginning with the 2011-2012 academic year, requires, with certain exceptions, a student to have completed the Core 40 curriculum or a curriculum that is the equivalent to be admitted to a four-year degree program in a state educational institution. Adds the following options for students who fail to pass the high school graduation exam: Completes i) the course and credit requirements for a general diploma, including the career academic sequence; ii) a workforce readiness assessment; and (iii) at least one (1) career exploration internship, cooperative education, or workforce credential recommended by the student's school; or obtains a written recommendation from a teacher of the student in each subject area in which the student has not achieved a passing score on the graduation examination. The written recommendation must be concurred in by the principal of the student's school and be supported by documentation that the student has attained the academic standard in the subject area based upon:(i) tests other than the graduation examination; or (ii) classroom work. Upon the request of a student's parent, the student may be exempted from the Core 40 curriculum requirement. Itemizes other provisions that apply to students not completing the Core 40. Requires the department of education to conduct a study to determine whether a shortage of math, science, and special education teachers exists, particularly in urban and rural areas. Makes transitional provisions maintaining the current standards until the new standards take effect. http://www.in.gov/legislative/bills/2005/SE/SE0200.1.html
Title: S.B. 200
Source: http://www.in.gov
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| VA | Signed into law 03/2005 | P-12 | Directs the Board of Education to provide for the award of verified credits for passing scores on industry certifications, state licensure examinations, and national occupational competency assessments approved by the Board of Education. School boards shall report annually to the Board of Education the number of industry certifications obtained and state licensure examinations passed, and will include this number as a category on the school's achievement report card. Currently, the Standards of Accreditation (SOA) require the accumulation of a specific number of standard and verified units of credit for standard diplomas. The verified unit of credit is awarded upon passage of the relevant Standards of Learning (SOL) test (additional tests approved by the Board of Education), as well as the course. The Standard Diploma requires 22 credits, six of which must be verified units of credit, while the Advanced Studies Diploma requires 24 credits, with nine verified units. The SOA currently require verified units of credit in specific subjects, such as English, mathematics, science, history and social science. The Modified Standard Diploma is awarded to students with disabilities who are "unlikely to meet the credit requirements for a Standard Diploma."
School accreditation is based on pass rates for the SOL assessments. http://leg1.state.va.us/cgi-bin/legp504.exe?051+ful+CHAP0345
Title: S.B. 1045
Source: http://leg1.state.va.us
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| MD | Rule Adoption 02/2005 | P-12 | Adopts rules to the Maryland State Board of Education. Deals with graduation requirements in public high schools in Maryland. Merges the English Grade 9 High School Assessment with the Grade 10 Reading Assessment to create a single test - an English High School Assessment to be administered after completion of the second high-school English credit (for most students, this is tenth-grade English).
MARYLAND REG 10179 (SN)
Title: COMAR 13A.01.04.04, .05, .03.02.02, .04, .01 thru .09
Source: StateNet
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| OH | Signed into law 02/2005 | P-12 | Designates the fourth week of September as Parent's Week; revises provisions governing child support collection. Qualifies teachers employed by chartered nonpublic schools for annual stipends for holding valid certificates issued by the National Board for Professional Teaching Standards. Allows students who otherwise must pass the ninth grade proficiency tests for a high school diploma to substitute passage of the Ohio Graduation Test in a particular subject for passage of the ninth grade test in the same subject to satisfy that testing requirement.
http://www.lsc.state.oh.us/analyses125/04-hb493-revised-125.pdf
http://lsc.state.oh.us/analyses/analysis125.nsf/6407a071d8587c3c85256da200703bb6/
Title: H.B. 493
Source: http://www.lsc.state.oh.us
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
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| Instructional Approaches--Grading Practices |
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| Integrated Services/Full-Service Schools |
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| Leadership |
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| P-3 Ensuring Quality |
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