 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
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| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
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| 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 |
| |
| Assessment--Accommodations |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| 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--Censorship |
| |
| 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--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| 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--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| 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--Single-Sex Education |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--Principal/School Leadership |
| |
| 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--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| No Child Left Behind |
| |
 | No Child Left Behind--Adequate Yearly Progress |
| |
| IL | Adopted 11/2005 | P-12 | Makes changes in the accountability system for public schools. Changes the requirement for adequate yearly progress and the indicators that will be considered; the targets for each aspect of performance; the subgroups of students, their participation in state level assessments, and the treatment of their scores; and the academic early warning and watch status and the requirements for school and district improvement plans and restructuring plans.
Section 1.10 Public School Accountability Framework
Section 1.20 Operational Requirements
Section 1.30 State Assessment
Section 1.40 Adequate Yearly Progress
Section 1.50 Calculation of Participation Rate
Section 1.60 Subgroups of Students; Inclusion of Relevant Scores
Section 1.70 Additional Indicators for Adequate Yearly Progress (high school dropout rates/graduation rates)
Section 1.75: Student Information System
Section 1.80: Academic Early Warning and Watch Status
Section 1.85: School and District Improvement Plans; Restructuring Plans
Section 1.90: Systems of Rewards and Recognition - The Illinois Honor Role
Section 1.95 Appeals Procedure
http://www.isbe.state.il.us/rules/archive/pdfs/oneark.pdf
AGENCY CONTACT: Sally Vogl, Agency Rules Coordinator, State Board of Education, 100 N First St (W-475), Springfield, IL 62777, 217-782-5270
Title: 23 IAC 1.10, thru .70, .75, .80,
.85, .90, .95,
Source: www.isbe.state.il.us
| |
| KY | Adopted 11/2005 | P-12 | Amends rules which establish a system for identifying and rewarding successful schools and appropriate consequences for schools failing to meet or exceed their assistance line.
AGENCY CONTACT: Kevin Noland, Deputy Commissioner and General Counsel, Bureau of Operations and Support Services, Department of Education, 500 Mero St, 1st, Capitol Plaza Tower, Frankfort, KY 40601, 502-564-4474, fax 502-564-9321
http://www.lrc.ky.gov/kar/703/005/020.htm
Title: 703 KAR 5:020
Source: Lexis-Nexis, www.lrc.ky.gov
| |
| LA | Adopted 11/2005 | P-12 | Defines growth label changes for three-star schools. Defines the movement of three-star schools into Academic Assistance if performance significantly declines. Addresses the requirement of districts to address the learning needs of mobile students, the writing and implementation of reconstitution plans, and the accountability status of reconfigured schools. These changes take advantage of new flexibility in guidance for No Child Left Behind and address situations
that were not considered when the accountability policy was initially written.
AGENCY CONTACT: Nina A Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064
http://www.doa.state.la.us/osr/reg/0511/0511RUL.pdf
Title: LAC 28:LXXXIII.517, 1101, 1501, 1705, 2301, 3301, and 3303
Source: Lexis-Nexis/StateNet and www.doa.state.la.us/osr/reg/
| |
| LA | Adopted 11/2005 | P-12 | Amends the accountability system calculations to take advantage of new flexibility in guidance for No Child Left Behind and address situations that were not considered when the accountability policy was initially written.
§305. Calculating the CRT Index
§509. Inclusion of Alternate Assessment Results in Accountability Reporting
§703. Inclusion of Students in the Subgroup Component
§3901. Assessment of Students with Disabilities
§3903. LEAP Alternate Assessment Participation Criteria
AGENCY CONTACT: Nina A Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064
http://www.doa.state.la.us/osr/reg/0511/0511RUL.pdf
Title: LAC 28:LXXXIII.305, 509, 703, 3901-3905
Source: Lexis-Nexis/StateNet and www.doa.state.la.us/osr
| |
| MS | Signed into law 10/2005 | P-12 | Authorizes the state board of education to exempt certain schools from accountability standards due to Hurricane Katrina of 2005. http://billstatus.ls.state.ms.us/documents/20055E/pdf/SB/2001-2099/SB2012SG.pdf
Title: S.B. 2012
Source: StateNet
| |
| TX | Adopted 09/2005 | P-12 | BACKGROUND INFORMATION AND SIGNIFICANT ISSUES: Legal counsel with the Texas Education Agency (TEA) has recommended that the procedures for issuing accountability ratings for public school districts and campuses be adopted as part of the Texas Administrative Code. This decision was made in 2000 given a court decision challenging state agency decision making via administrative letter/publications. Given the statewide application of the accountability rating process and the existence of sufficient statutory authority for the commissioner of education to formally adopt rules in this area, portions of each annual accountability manual have been adopted since 2000. The accountability system evolves from year to year so the criteria and standards for rating and acknowledging schools in the most current year differ to some degree over those applied in the prior year. The intention is to annually update 19 TAC §97.1001 to refer to the most recently published accountability manual.
The proposed amendment to 19 TAC §97.1001 would describe the state accountability rating system and adopt excerpts of the 2005 Accountability Manual, dated June 2005, into rule. The excerpts, Chapters 2-6, 9, 11-13, 16, and 17 of the 2005 Accountability Manual, specify the indicators, standards, and procedures used by the commissioner of education to determine accountability ratings, both standard and alternative education accountability (AEA), for districts, campuses, and charter schools. These chapters also specify indicators, standards, and procedures used to determine Gold Performance Acknowledgment (GPA) on additional indicators for Texas public school districts and campuses. Also specified in Chapters 2-6, 9, 11-13, 16, and 17 of the 2005 Accountability Manual are procedures for submitting an appeal. The TEA will issue accountability ratings under the procedures specified in the 2005 Accountability Manual in August 2005. Ratings may be revised as a result of investigative activities by the commissioner as authorized under TEC, §39.074 and §39.075. The title of §97.1001 would also change from "Annual Accountability Standards" to "Accountability Rating System."
In 2005, campuses and districts will be evaluated using four base indicators: Texas Assessment of Knowledge and Skills (TAKS) results, completion rates, annual dropout rates, and student performance on the State Developed Alternative Assessment (SDAA) II. In 2005, the GPA system will award acknowledgment on 13 separate indicators to districts and campuses rated Academically Acceptable or higher: Attendance Rate for Grades 1-12; Advanced Academic Course Completion; Advanced Placement/ International Baccalaureate Examination Results; College Admissions Test Results; Commended Performance on Reading/English Language Arts (ELA), Mathematics, Writing, Science and/or Social Studies; TAAS/TASP Equivalency; Recommended High School Program Participation; and Comparable Improvement on Reading/ELA and Mathematics.
http://www.tea.state.tx.us/rules/commissioner/proposed/0805/97-1001a-ltrprop.html
Title: 19 TAC §97.1001
Source: http://www.tea.state.tx.us/rules/
| |
| TX | Adopted 09/2005 | P-12 | Amends rules regarding the annual accountability standards. Describes the state accountability rating system for districts, campuses, and charter schools, and adopts applicable excerpts of the 2005 Accountability Manual, dated June 2005. TEXAS REG 97908 (SN)
Title: 19 TAC 2.97.AA.97.1001
Source: StateNet
| |
| DE | Rule Adoption 08/2005 | P-12 | Amends regulations relating to educational programs for students with limited English proficiency to align with the federal statute No Child Left Behind. http://www.state.de.us/research/AdminCode/title14/900/920.shtml#TopOfPage
Title: 14 DAC 920
Source: StateNet
| |
| IL | Signed into law 08/2005 | P-12 | Makes changes to the state's accountability provisions under the No Child Left Behind Act of 2001, effective with the 2005-2006 school year. States that the indicators to determine adequate yearly progress (AYP) for children with disabilities shall be based on students' individualized education plans (IEPs). States that only schools that do not meet AYP for 2 consecutive annual calculations in the same subgroup and in the same subject or in their participation rate, attendance rate, or graduation rate will be placed on academic early warning status for the next school year. Not meeting AYP in the same subgroup and in the same subject or in their participation rate, attendance rate, or graduation rate for a third school year shall remain on academic early warning status. Schools not meeting AYP in the same subgroup and in the same subject or in their participation rate, attendance rate, or graduation rate for a fourth school year shall be placed on initial academic watch status. Schools not meeting AYP in the same subgroup and in the same subject or in their participation rate, attendance rate, or graduation rate for a fifth school year shall remain on initial academic watch status. Eliminates provision that schools on academic early warning or academic watch status that meet AYP for one annual calculation shall maintain their current statuses for the next school year. Replaces with provision that schools on academic early warning or academic watch status that meet AYP for one annual calculation shall be considered as having met expectations and shall be removed from any status designation.
Specifies that such changes will take place only with the federal government's formal approval of such policy through the submission and review process for the Illinois Accountability Workbook. Effective immediately.
http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0666
Title: H.B. 3678
Source: www.ilga.gov
| |
| CO | Signed into law 06/2005 | P-12 | Requires the state board to identify volunteer districts, boards of cooperative services and a charter school to send representatives to form the "educational data advisory committee" to work with the department to review school data reporting requirements. Requires the committee, on its own or by written request of a district, board of cooperative services or the state charter school institute, to review these entities' reporting requirements to determine whether the costs of such requirements outweigh the benefits. Authorizes the committee to make recommendations to the state board on repealing or amending statutory and regulatory reporting requirements and requires the state board to forward all recommendations on alterations to statutory reporting requirements to the general assembly. Requires the committee to review each data reporting request not required by statute or rule and notify districts, boards of cooperative services and the state charter school institute whether compliance with the request is mandatory or voluntary.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/DC1884F5438814D187256F6B0076EE38?Open&file=019_enr.pdf
Title: S.B. 19
Source: www.leg.state.co.us
| |
| CO | Signed into law 06/2005 | P-12 | Standardizes the calculation of graduation rates and dropout rates that are required to be reported by school districts for accreditation. Standardizes and requires the reporting of continuing education rates and mobility rates by school districts for accreditation. Requires one accreditation indicator to be the percentage of students enrolled in an Advanced Placement, International Baccalaureate diploma program, or institution of higher education through a dual enrollment program. Requires districts to report achievement of accreditation indicators disaggregated for student year, race, low family income, students with disabilities, and English language learners. Requires districts and the state charter school institute to annually report the status of students who have not graduated in 4 years and remain enrolled in the district or an institute charter school. Permits the state board of education to audit accreditation data.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/DFD64504612C4BC587256F5800587C38?Open&file=091_enr.pdf
Title: S.B. 91
Source: www.leg.state.co.us
| |
| CO | Vetoed 06/2005 | P-12 | Repeals and reenacts the corrective action provisions for underperforming public schools. Requires the state board to annually notify each district and the state charter school institute as to which, if any, of its schools received a "low" or "unsatisfactory" rating in the state accountability system. Requires the department to adopt a school performance review process for schools rated "unsatisfactory." Requires the school performance review process to include creation of one or more school support teams to review each school rated "unsatisfactory" and make recommendations for an improvement plan with corrective actions. Permits the department, provided funds are available, to provide reviews and training for school support teams for schools rated "low." Allows each district and the institute to establish its own school performance review process, subject to department approval and to request comprehensive training for school support teams thereby established, which training the department must provide.
Requires the department to provide comprehensive training to school support teams that must ensure each team member has a thorough knowledge of the department's standards and indicators for continuous school improvement and understands how to apply the standards and indicators in evaluating a school's performance.
Beginning with the academic performance ratings for the 2004-2005 school year, requires a school receiving an "unsatisfactory" rating to undergo a review by a school support team and for the team to develop recommendations for an improvement plan with corrective actions. Mandates that the school begin implementing the improvement plan by the fall semester of the academic year following that in which the school received notice of inadequate performance. Establishes circumstances under which a school with an "unsatisfactory" rating is subject to restructuring or may cease to be subject to the school improvement action cycle.
Beginning with the academic performance ratings for the 2004-2005 school year, requires a district or the state charter school institute containing a school receiving a "low" rating that meets other additional criteria to review the school's operations and develop an improvement plan with corrective actions for the school. Mandates that the school begin implementing the improvement plan by the fall semester of the academic year following that in which the school received notice of inadequate performance. Establishes circumstances under which a school with a school improvement plan thus created may cease to be subject to the school improvement plan.
Establishes procedures for a school support team to conduct a performance review of a school and requires the team to prepare a comprehensive performance review report for the school. Requires a school that has received a performance review report to develop an improvement plan with corrective actions based on the findings and recommendations in the report. Requires the improvement plan to identify one or more from a list of specified corrective actions.
Requires a school support team member to provide an implementation review for a school that has implemented an improvement plan for one full school year, and to prepare an implementation review report. Specifies content of report.
Requires a school subject to restructuring to alter its governance structure. Sets forth procedures and options for such. Allows a district or the state charter school institute to voluntarily restructure a public school at any point in the school improvement action cycle at least 60 days before the determination that a school is required to restructure. Such a restructuring plan is not subject to the aforementioned altered governance structure provisions. States that if the state board determines that the school's restructuring plan is a major restructuring of the school's governance, the school will cease to be subject to the school improvement action cycle until such time as the school may again be subject to the school improvement action cycle by receiving an "unsatisfactory" or qualified "low" rating.
Sets forth procedures for a local board to convert a school subject to restructuring to a charter school.
Specifies that low-performing alternative education campuses are subject to the improvement plan and corrective action subsequent to a performance review report in the same manner as regular public schools.
Modifies closing the achievement gap program; deletes language that the program is to provide extensive assistance to an eligible school at risk of being converted into a charter school. Replaces with language that the program must provide extensive assistance to an eligible school at risk of governance restructuring as set forth in statute 22-7-909 (above).
Creates new paragraph allowing a charter to be revoked subsequent if it is determined that a charter school failed to show adequate improvement in its overall academic performance rating and is therefore subject to governance restructuring.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/7FFA7A4A0AF5D39087256F4E0000C637?Open&file=1216_enr.pdf
Title: H.B. 1216
Source: www.leg.state.co.us
| |
| CO | Signed into law 06/2005 | P-12 | Modifies definition of "sufficient academic growth" for purposes of diagnostic assessment. Makes related changes to governor's distinguished improvement awards. Repeals provision requiring the state board to contract with a nationally recognized, independent auditing firm to annually audit the process of preparing the accountability reports. Makes appropriation.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/E3E46C5DD449721587256F8D0053612C?Open&file=1217_enr.pdf
Title: H.B. 1217
Source: www.leg.state.co.us
| |
| CO | Vetoed 06/2005 | P-12 | Section 7: Encourages the state board to establish accreditation indicators based in part on the diagnostic academic growth calculation added by paragraph (d), section 22-7-604.3.
Section 8: Creates new paragraph (d) in section 22-7-604.3. States that a diagnostic academic growth calculation showing each student's improvement from year to year might more accurately reflect a school's performance. Encourages the department to extend the use of the diagnostic academic growth calculation to the school level, and to use this method to evaluate schools for the state and federal accountability systems.
http://www.leg.state.co.us/clics2005a/csl.nsf/fsbillcont3/489B14D223FBDD2087256F5D006BE665?open&file=214_enr.pdf
Title: S.B. 214 (Section 7-8)
Source: www.leg.state.co.us
| |
| TX | Adopted 06/2005 | P-12 | New rules regarding adequately yearly progress (AYP). Describes the procedures for determining AYP and adopts applicable excerpts, Sections II-IV of the 2004 Adequate Yearly Progress Guide, dated September 2004. TEXAS REG 97449 (SN)
Title: 19 TAC 2.97.AA.97.1004
Source: StateNet
| |
| NV | Signed into law 05/2005 | P-12
Postsec.
Community College | AN ACT relating to education; renaming the University and Community College System of Nevada as the Nevada System of Higher Education; clarifying that the System includes state colleges; and providing other matters properly relating thereto. THE PEOPLE OF THE STATE OF NEVADA, REPRESENTED IN SENATE AND ASSEMBLY, DO ENACT AS FOLLOWS: Section 1. NRS 385.3469 is hereby amended to read as follows: 385.3469 1. The State Board shall prepare an annual report of accountability that includes, without limitation: (a) Information on the achievement of all pupils based upon the results of the examinations administered pursuant to NRS 389.015 and 389.550, reported for each school district, including, without limitation, each charter school in the district, and for this State as a whole. (b) Except as otherwise provided in subsection 2, pupil achievement, reported separately by gender and reported separately for the following subgroups of pupils: (1) Pupils who are economically disadvantaged, as defined by the State Board; (2) Pupils from major racial and ethnic groups, as defined by the State Board; (3) Pupils with disabilities; (4) Pupils who are limited English proficient; and (5) Pupils who are migratory children, as defined by the State Board. (c) A comparison of the achievement of pupils in each subgroup identified in paragraph (b) of subsection 1 of NRS 385.361 with the annual measurable objectives of the State Board. (d) The percentage of all pupils who were not tested, reported for each school district, including, without limitation, each charter school in the district, and for this State as a whole. (e) Except as otherwise provided in subsection 2, the percentage of pupils who were not tested, reported separately by gender and reported separately for the subgroups identified in paragraph (b). (f) The most recent 3-year trend in the achievement of pupils in each subject area tested and each grade level tested pursuant to NRS 389.015 and 389.550, reported for each school district, including, without limitation, each charter school in the district, and for this State as a whole, which may include information regarding the trend ; 2 ; in the achievement of pupils for more than 3 years, if such information is available. (g) Information on whether each school district has made adequate yearly progress, including, without limitation, the name of each school district, if any, designated as demonstrating need for improvement pursuant to NRS 385.377 and the number of consecutive years that the school district has carried that designation. (h) Information on whether each public school, including, without limitation, each charter school, has made adequate yearly progress, including, without limitation, the name of each public school, if any, designated as demonstrating need for improvement pursuant to NRS 385.3623 and the number of consecutive years that the school has carried that designation. (i) Information on the results of pupils who participated i
Title: H.B. 527
Source: StateNet
| |
| OK | Signed into law 05/2005 | P-12 | Amends 70 O.S. 2001, Section 3-153, which relates to exemptions for reporting district plans to state board of education. Except for districts with one or more sites identified for school improvement pursuant to NCLB, a number of reporting requirements are reduced. Delays the deadline by one year for reaching reading goal and allows exclusion of up to 15% of students with individualized education programs (IEPs) and English language learners who are not yet proficient in English.Moves the baseline deterimination of third graders who are proficient in reading from May 1, 2002 to September 1, 2005. Requires the state board to recognize schools and districts making progress toward the reading goal and to provide technical assistance to those that are not making progress. Changes from phoneme to phonological awareness as a priority academic student skill (PASS) to be screened for with kindergarten students and requires additional emphasis on reading for those students who are at risk for reading difficulties. Similar provisions apply to first- through third-grade students. Requires the state board to approve no more than three screening instruments and to approve diagnostic and other reading assessments -- ensuring that any assessments align with PASS. Requires the state department to report annually to the governor and legislature on the three-year trend in reading achievement. http://www2.lsb.state.ok.us/2005-06SB/sb966_enr.rtf
Title: S.B. 966
Source: http://www2.lsb.state.ok.us
| |
| WA | Rule Adoption 05/2005 | P-12 | Amends rules to require school districts and schools to set high school graduation rate improvement goals and to align these goals with requirements of the federal No Child Left Behind Act. WASHINGTON REG 24131 (SN)
Title: WAC 3-20-390
Source: StateNet
| |
| AR | Signed into law 04/2005 | P-12 | Modifies procedures for conducting the school enrollment census. Requires school census to reflect students transferring into or out of the school from October 1 to September 30th of the following school year, rather than from October 1 to the end of the same school year. Clarifies that the number of students transferring out is to be determined only by the number of official transcripts requested by other schools. Makes other technical changes to school enrollment census procedures.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1044.pdf
Title: S.B. 1044 (section 18)
Source: www.arkleg.state.ar.us
| |
| ND | Signed into law 04/2005 | P-12 | Before the superintendent of public instruction may submit to the United States secretary of education any proposed changes in the state accountability plan required under the No Child Left Behind Act of 2001 [Pub. L. 107-110; 115 Stat. 1425; 20 U.S.C. 6301, et seq.], the superintendent shall present the proposed changes to the interim no child left behind committee. The committee shall review the proposed changes; accept testimony and documentary evidence regarding the impact of the proposed changes on the students, schools, school districts, and taxpayers of this state; and provide advice and recommendations regarding the proposed changes to the superintendent.
http://www.legis.nd.gov/assembly/59-2005/bill-text/FAFS0400.pdf
Title: H.B. 1434
Source: StateNet
| |
| OK | Emergency Rule Adoption 04/2005 | P-12 | Establishes rules concerning student assessment. Allows charter schools to appeal Adequate Yearly Progress decisions on their behalf based on statistical or other substantial reasons, directly to the Department of Education. OKLAHOMA REG 13748 (SN)
Title: OAC 210:10-13-18
Source: StateNet
| |
| WA | Signed into law 04/2005 | P-12 | Disregards from federal accountability reporting those students receiving home-based instruction who participate in running start (dual/concurrent enrollment program). http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Senate%20Passed%20Legislature/5289-S.PL.pdf
Title: S.B. 5289
Source: http://www.leg.wa.gov
| |
| KY | Signed into law 03/2005 | P-12 | Directs the department of education to conduct a comprehensive analysis of the professional development, training and resources needed in each school to help each child achieve reading and literacy proficiency by 2014. Requires the department of education to submit its findings and recommendations to the Interim Joint Committee on Education no later than November 1, 2005.
http://lrc.ky.gov/RECORD/05RS/SJ92.htm
Title: S.J.R. 92
Source: lrc.ky.gov
| |
| LA | Adopted 03/2005 | P-12 | Modifies provisions related to district subgroup component adequate yearly progress (AYP) indicators, district performance labels and district corrective actions. Each district shall be evaluated on the subgroup component at three different levels (grade-clusters); elementary (K-5), middle (6-8), and high school (9-12). A district shall pass the subgroup component provided that each subgroup of students within each grade-cluster meets the passes the subgroup component, and each grade-cluster the district, as a whole, meets the criteria for status or
improvement on the additional academic indicator.
See pages 14-17 of 109: http://www.doa.state.la.us/osr/reg/0503/0503Rul.pdf
Title: LAC 28:LXXXIII:4310 through 4313
Source: www.doa.state.la.us
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| OH | Signed into law 02/2005 | P-12 | Specifies that adequate yearly progress for school districts and buildings must be calculated in accordance with the No Child Left Behind Act (NCLB). Requires the state department to submit to each member of the Senate and House Education Committees: (1) a written description of changes in federal NCLB rules and policies each time such changes are made and (2) if the Department proposes to change Ohio's NCLB policies and procedures, a written outline of existing Ohio policy and description of the changes the Department proposes to make. Beginning July 1, 2005, prohibits the Ohio Department of Education from making changes in Ohio's NCLB policies and procedures based on changes in federal policies or rules unless the General Assembly adopts a concurrent resolution approving those changes. Under former Ohio law, school districts were subject to sanctions when they failed to make AYP for two or more consecutive school years. On August 5, 2004, however, the U.S. Department of Education approved a change requested by the Ohio Department of Education regarding how Ohio applies sanctions to school districts for poor academic performance. Specifically, the approved policy recognizes three grade spans (grades 3-5, 6-8, and 10-12) for which AYP must be determined at the district level. A district fails to make AYP when it misses AYP in reading or math for any grade span. However, if the district misses AYP in the same subject area for all three grade spans for two consecutive school years, the district must be "identified for improvement" by the Ohio Department of Education. Identification for improvement, rather than missing AYP, triggers the imposition of sanctions on the district. To conform with this approved policy change, the act subjects a school district to sanctions based on the number of years the district has been identified for improvement instead of the number of years it has failed to make AYP. It also requires the sanctions to start the first year after the district has been identified for improvement. Therefore, under the act, sanctions are directed at the districts with the most serious academic problems. The act does not change the nature of the sanctions.
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://lsc.state.oh.us
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Finance |
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| No Child Left Behind--Parent Involvement |
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| P-16 or P-20 |
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| P-3 Ensuring Quality |
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| STEM |
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| Students |
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