 |
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 |
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| 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--Legal Issues |
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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 |
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| 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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| Business Involvement |
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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--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 |
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| Curriculum |
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| Curriculum--Alignment |
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| Curriculum--Arts Education |
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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--Geography Education |
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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--Language Arts--Writing/Spelling |
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| Curriculum--Mathematics |
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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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| Data-Driven Improvement |
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| Demographics--Condition of Children/Adults |
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| Demographics--Enrollments |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Bonds |
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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--Lotteries |
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| Finance--Performance Funding |
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| Finance--Private Giving |
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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--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--Mental Health |
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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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| Health--Teen Pregnancy |
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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 |
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 | High School--Exit Exams |
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| AK | Adopted 12/2006 | P-12 | Amend rules to the Department of Education and Early Development,dealing with 10th grade standards based assessments. Repeals and readopts new 10th grade proficiency scores in reading, writing and mathematics. Establishes new cut scores for the High School Graduation Qualifying Exam.
Title: 4 AAC 06.739, .755
Source: Lexis-Nexis/StateNet
| |
| UT | Adopted 12/2006 | P-12 | Exempts adult education students from attempting or passing the Utah Basic Skills Competency Test (UBSCT) in order to qualify for an adult education diploma; makes adult education students eligible only for an adult education secondary diploma; after the 2006-2007 school year disallows adult education diplomas from being upgraded or changed to traditional, high school-specific diplomas. http://www.rules.utah.gov/publicat/bulletin/2006/20061101/29132.htm
Title: R277-705
Source: http://www.rules.utah.gov/main/
| |
| UT | Adopted 11/2006 | P-12 | Provides definitions, criteria and procedures for private school students, home school students, electronic high school (EHS) students, and Bureau of Indian Affairs (BIA) students to participate in the state's public education school achievement tests required for a high school diploma; requires school districts to develop policies for all students identified in the rule. http://www.rules.utah.gov/publicat/bull_pdf/2006/b20061001.pdf (see pg. 23)
Title: R277-604
Source: http://www.rules.utah.gov/main/t
| |
| CA | Vetoed 09/2006 | P-12 | Requires the Department of Education to conduct a study to determine which of the Standards Tests or combination of those tests, is equivalent to the English language arts portion or the mathematics portion of the high school exit examination, and the performance level on the test or tests that is equivalent to a passing score on the pertinent portion of the high school exit examination, and to report its findings to the Legislature.
Title: A.B. 2937
Source: California Legislature
| |
| CA | Signed into law 09/2006 | P-12 | Relates to the State High School Exit Examination. Extends provisions relating to the granting or denial of a high school diploma by a school district or state special school to pupils with disabilities who are scheduled to graduate from high school in 2007, and have not passed the high school exit exam or are eligible for an exam waiver, have not received a waiver and meet other specified criteria. Requires the Superintendent of Public Instruction to recommend a course of action for regarding such pupils.
http://www.leginfo.ca.gov/pub/bill/sen/sb_0251-0300/sb_267_bill_20060907_enrolled.pdf
Title: S.B. 267
Source: California Legislature
| |
| CA | Signed into law 09/2006 | P-12 | Relates to the 21st Century High School After School Safety and Enrichment for Teens Program to assist pupils in passing high school exit exams. Provides hours of operation per week for each program. Revises grant application procedures and requirements for schools and grant priorities for the Department of Education. Requires specified program outcome reports. Revises the grant application requirements. Provides for local assistance funds to support program improvement and technical assistance.
http://www.leginfo.ca.gov/pub/bill/sen/sb_0601-0650/sb_638_bill_20060921_chaptered.pdf
Title: S.B. 638
Source: California Legislature
| |
| CA | Signed into law 09/2006 | P-12
Community College
Postsec. | Relates to prohibiting a principal from recommending, for any particular grade level, for community college summer session attendance, more than 5% of the total number of pupils who completed that grade prior to the time of recommendation. Exempts a pupil recommended for enrollment in a course that does not offer college credit in English language arts or mathematics, but is necessary to assist specified pupils to pass the High School Exit Exam. Requires specified reports.
http://www.leginfo.ca.gov/pub/bill/sen/sb_1301-1350/sb_1303_bill_20060908_enrolled.pdf
Title: S.B. 1303
Source: California Legislature
| |
| CA | Signed into law 08/2006 | P-12 | Requires the superintendent of public instruction to report on the number and percentage of pupils who failed to receive a diploma of graduation from high school in 2006 due to the failure of those pupils to pass the high school exit examination, aggregated by ethnicity, English learner status, and other information as may be determined to be necessary to understanding the meaning and consequences of the failure to pass the high school exit examination.
http://www.leginfo.ca.gov/pub/bill/sen/sb_1551-1600/sb_1592_bill_20060825_enrolled.pdf
Title: S.B. 1592
Source: California Legislature
| |
| CA | Rule Adoption 07/2006 | P-12 | Establishes emergency rules relating to high school exit examination.
a) Eligible pupils in grade 11 who have not yet passed one or both sections of the examination shall have up to two opportunities per year to take the section(s) of the examination not yet passed and may elect to take the examination during these opportunities.
b) Eligible pupils in grade 12 shall have up to three opportunities to take the section(s) of the examination not yet passed.
The district shall offer either three opportunities during 12 or two opportunities in grade 12 and one opportunity during the following grade to take the section(s) of the examination not yet passed. Eligible pupils in grade 12 may elect to take the examination during district-provided opportunities.
c) Eligible adult students shall have up to three opportunities per year to take the section(s) of the examination not yet passed and may elect to take the examination during these opportunities.
d) Districts shall not test eligible pupils in grade 11 in successive administrations within a school year. Eligible pupils in grades 11 and 12 and eligible adult students should be offered appropriate remediation or supplemental instruction before being retested.
Title 5; Division 1; Ch.2; Subchapter 6; Article 2
http://government.westlaw.com/linkedslice/default.asp?Action=TOC&RS=GVT1.0&VR=2.0&SP=CCR-1000
Title: Title 5 CCR Sections 1204.5, 1207.1, 1207.2
Source: California Rules
| |
| MD | Adopted 07/2006 | P-12 | Extends to students graduating before 2009 the option of substituting participation in a Department-approved test for participation in a Maryland High School Assessment. MARYLAND 10594
http://www.dsd.state.md.us/comar/subtitle_chapters/13A_Chapters.htm#Subtitle03
Title: COMAR 13A.03.02.08
Source: Maryland Regulations
| |
| VA | Rule Adoption 07/2006 | P-12 | Amends regulations establishing standards for accrediting public schools in Virginia. The amendments include additional options for students to meet the requirements for graduation; change the methodology for calculating accreditation ratings; create greater flexibility for transfer students; add more rigorous benchmarks for accreditation; and better define sanctions for schools, superintendents, and school boards if a school loses its accreditation. Revisions also require all elementary and middle schools to require students to participate in a program of physical fitness during the regular school year in accordance with guidelines established by the Board of Education. Changes made to the proposed regulations (i) add defined terms and clarify existing terms; (ii) clarify that students who are limited English proficient (LEP) may be granted an exemption from Standards of Learning (SOL) testing in the areas of writing, science, and history and social science; (iii)add a provision encouraging elementary schools to provide instruction in foreign languages; (iv) allow advanced courses to include Cambridge courses, in addition to Advanced Placement, International Baccalaureate, and college level courses for degree credit; (v) beginning with the academic year 2008-2009, limit middle school teachers to a teaching load of no more than 25 class periods a week; (vi) restore language removed in the proposed regulation regarding teachers of block programs that encompass more than one class period with no more than 120 student periods per day may teach 30 class periods per week; (vii) add a provision for one planning period per day or equivalent for middle and secondary teachers; (viii) cross reference the responsibility of the division superintendent in reporting compliance with preaccreditation eligibility requirements; and (ix) repeal Appendix I, which is expired. http://legis.state.va.us/codecomm/register/vol22/iss24/f8v20131.doc
Title: 8 VAC 20-131-10 thru -320 non seq.
Source: http://legis.state.va.us/codecomm/register/vol22/iss24/v22i24.pdf (pg. 137 of 336)
| |
| LA | Adopted 06/2006 | P-12 | Full text of language on pages 8-20 of 62: http://www.doa.louisiana.gov/osr/reg/0606/0606RUL.pdf
Changes define/outline/clarify the following:
--school performance score goals (page 8-10 of 62);
--calculating the SPS (School Performance Scores) component (pp 11-12 of 62);
--incentive points for a school in which a repeating 4th or 8th grade student scores at a higher achievement level on a LEAP test of math, English language arts, science or social studies than the previous spring (p of 62);
--calculating a K-8 assessment index (pp 12-13 of 62);
--calculating a 9-12 assessment index (p 13 of 62);
--the state assessments in which students in grades 3-11 will participate in annually (p 13 of 62);
--inclusion of schools (pp 13-14 of 62);
--pairing/sharing of schools with insufficient test data (p 14 of 62);
--growth targets (pp 14-15 of 62);
--defining, determining a cohort for, documenting and calculating a graduation index (pp 15-16 of 62);
--calculating a graduation rate (p 17 of 62);
--subgroup component indicators and failing the subgroup component (pp 16-17 of 62);
--safe harbor (pp 16-17 of 62);
--levels of academic assistance (p 17 of 62);
--levels of school improvement, entry into and exit from school improvement, school improvement requirements and state support at each level (pp 17-18 of 62);
--recovery school district (p 19 of 62);
--inclusion of alternative education students and option considerations (p 19 of 62);
--valid data considerations and NRT/CRT data (pp 19-20 of 62);
--attendance and dropout/exit data (p 20 of 62);
--and subgroup component adequate yearly progress (p 20 of 62).
Chapter 45, Disaster Consideration for School and District Accountability, is a proposed amendment designed to address the impacts of Hurricane Katrina and Rita and other disasters that may occur.
Title: LAC 28:LXXXIII.Chapters 3, 4, 5, 6, 7, 14, 15, 17, 21, 24, 35, 41,43, and 45
Source: www.doa.louisiana.gov
| |
| AZ | Signed into law 05/2006 | P-12 | Describes alternative high school graduation requirements.
http://www.azleg.gov/legtext/47leg/2r/bills/sb1443s.pdf
Title: S.B. 1443
Source: Arizona Legislature
| |
| FL | Signed into law 05/2006 | P-12 | Requires local boards to modify basic courses, as necessary, to to assure exceptional students the opportunity to meet the graduation requirements for a standard diploma, using one of the following strategies:
1. Assignment of the exceptional student to an exceptional education class for instruction in a basic course with the same student performance standards as those required of nonexceptional students in the district student progression plan; or
2. Assignment of the exceptional student to a basic education class for instruction modified to accommodate the student's exceptionality.
Requires local boards to determine which strategies to use based on an assessment of the student's needs and requires this decision to be reflected in the student's individual education plan.
Directs the state board to adopt rules on test accommodations and modifications of procedures for students with disabilities that demonstrate the student's abilities rather than reflect the student's impaired sensory, manual, speaking, or psychological process skills.
Requires a student with disabilities who meets all state and local course, grade point average and testing requirements to be awarded a standard diploma. Provides that a student who completes the course requirements but is unable to meet the testing requirements, additional local requirements or minimum grade point average to be awarded a certificate of completion. Allows a student entitled to a certificate of completion to remain in school as a full- or part-time student for up to 1 additional year and receive special instruction designed to remedy his/her identified deficiencies.
Requires each district to provide instruction to prepare students with disabilities to demonstrate proficiency in the skills and competencies necessary for successful grade-to-grade progression and high school graduation. Allows a student with a disability whose IEP team determines the FCAT cannot accurately measure the student's abilities to have the FCAT diploma requirement waived to receive a standard diploma, provided the student completes the course requirements and does not earn a passing score on the FCAT after one opportunity each in grades 10 and 11.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 23 (3) - (8)
Source: www.myfloridahouse.gov
| |
| FL | Signed into law 05/2006 | P-12 | Revises policies for the statewide Florida Comprehensive Assessment Test. Previously, the FCAT was being administered annually in grades 3 through 10 to measure reading, writing, science, and mathematics. This legislation directs the commissioner to administer the FCAT reading and mathematics in grades 3 through 10. The assessment of writing and science shall be administered at least once at the elementary, middle, and high school. Further, the commissioner must document the procedures used to ensure that the versions of the FCAT which are taken by students retaking the grade 10 FCAT are equally as challenging and difficult as the tests taken by students in grade 10 which contain performance tasks
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 40)
Source: Florida Legislature
| |
| FL | Signed into law 05/2006 | P-12
Postsec. | The State Board of Education must analyze the content and concordant data sets for widely used high school achievement tests, including, but not limited to, the PSAT, PLAN, SAT, ACT, and College Placement Test, to assess if concordant scores for FCAT scores can be determined for high school graduation, college placement, and scholarship awards. In cases where content alignment and concordant scores can be determined, the Commissioner of Education must adopt those scores as meeting the graduation requirement in lieu of achieving the FCAT passing score and may adopt those scores as being sufficient to achieve additional purposes as determined by rule. Each time that test content or scoring procedures are changed for the FCAT or one of the identified tests, new concordant scores must be determined.
In order to use a concordant subject area score to satisfy the assessment requirement for a standard high school diploma, a student must take each subject area of the grade 10 FCAT a total of three times without earning a passing score. This requirement will not apply to a new student who enters the Florida public school system in grade 12, who may either achieve a passing score on the FCAT or use an approved subject area concordant score to fulfill the graduation requirement.
The State Board of Education may define allowable uses, other than to satisfy the high school graduation requirement, for concordant scores. Such uses may include, but need not be limited to, achieving appropriate standardized test scores required for the awarding of Florida Bright Futures Scholarships and college placement.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 40)
Source: Florida Legislature
| |
| MD | Rule Adoption 05/2006 | P-12 | Amends rules regarding exemption of students from taking the Maryland High School Assessment for algebra/data analysis if they completed and passed algebra in a nonpublic middle school or an out-of- state middle school and have mastered the core learning goals.
http://www.dsd.state.md.us/comar/13a/13a.03.02.04.htm
Title: COMAR 13A.03.02.04, .12
Source: Maryland Rules
| |
| OK | Signed into law 05/2006 | P-12 | Clarifies that testing for grades 3, 4, 6 and 7 is contingent on the availability of federal and state funds. Eliminates grade 3 stand-alone language arts test. Clarifies that grade 5 social studies assessment must include U.S. history, the Constitution and government, and geography. Adds a criterion-referenced test in geography in grade 7. Eliminates references to arts assessments.
Requires the grade 8 reading and math assessments to be administered online with raw score test results reported immediately and complete results reported in less than 2 weeks, beginning in the 2007-08 school year.
Adds English III end-of-course exam as requirement for high school diploma once test is implemented. Requires the end-of-course tests in English III, Geometry, and Algebra II to be developed and field tested during the 2006-07 school year, and implemented during the 2007-08 school year. Requires the the multiple choice portion of the end-of-instruction tests to be administered online with raw score test results reported immediately and complete results reported in less than 2 weeks beginning in the 2008-09 school year. Clarifies that only students who do not score at at least the satisfactory level are eligible to retake end-of-course tests. Increases number of possible retakes from once before graduation to up to 3 times each calendar year until at least achieving at the satisfactory level.
Provides that, beginning with students who enter grade 9 in the 2008-09 school year, districts must report the student's performance levels of satisfactory and above on the end-of-instruction tests, rather than the the highest achieved state test performance level, on the student's high school transcript.
Provides that state content standards must be aligned with American Diploma Project benchmarks.
Directs the state board to review, realign, and recalibrate, as necessary, the grade 3-8 tests in reading and math and the end-of-instruction tests. Directs the state board to determine the cut scores for the performance levels on the end-of-instruction tests, which must be phased in over a multi-year period. Directs the board to conduct an ongoing review to compare the end-of-instruction test content and performance descriptors with those of other states and, upon receipt of the review, to adjust the cut scores as necessary.
Directs the state board, for the purposes of conducting reliability and validity studies, monitoring contractor adherence to professionally accepted testing standards, and providing recommendations for testing program improvement, to retain the services of an established, independent agency or organization that is nationally recognized for its technical expertise in educational testing but is not engaged in the development of aptitude or achievement tests for elementary or secondary level grades. Requires these national assessment experts to annually conduct reliability and validity studies of the end-of-instruction tests. Provides that validity studies must include studies of decision validity, concurrent validity and the validity of performance level cut scores.
Moves deadline for vendor delivery of school, district and state assessment results from July 1 to September 1.
Eliminates obsolete/outdated language.
http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF
Title: S.B. 1792 - Section 4
Source: webserver1.lsb.state.ok.us
| |
| OK | Signed into law 05/2006 | P-12 | Clarifies that 2 of the 6 end-of-course exams all students must pass effective with the Class of 2012 are Algebra I and English II. Provides that students must pass 2 additional end-of-course exams chosen from Algebra II, Biology I, English III, geometry and U.S. history. Clarifies that remediation must be provided students who fail any end-of-course exam, and that a student must have the opportunity to retake an exam until at least a satisfactory score is attained on the Algebra I, English II and two of the other 5 end-of-course exams, or an approved alternate test. Provides that technology center schools are authorized to provide intervention and remediation in Algebra I and Biology I to students enrolled in technology center schools.
Gives state board authority for determining alternate methods by which students who do not pass end-of-course exams may demonstrate mastery of state academic content standards, and for determining exceptions/exemptions to the end-of-course exam requirements. Requires the board to collect data by school and district on the number of students provided and categories of exceptions and exemptions granted. Beginning October 1, 2012, requires the board to provide an annual report of this data.
Clarifies that a student with disabilities must have an appropriate statement on the student's individualized education program (IEP) requiring administration of the end-of-course assessment with or without accommodations or an alternate assessment. Provides that any accommodations normally employed for the assessment must be approved by the state board and be provided for in the IEP. Requires all documentation for each student to be on file in the school prior to administration of the assessment.
Provides that English language learners must be assessed in a valid and reliable manner with the state academic assessments with acceptable accommodations as necessary or, to the extent practicable, with alternate assessments aligned to the state assessment provided by the school district in the language and form most likely to yield accurate data of the student's knowledge of the content areas.
Authorizes the state board to contract with an entity to develop and advise on the implementation of a communications campaign to build public understanding of and support for the testing requirements of this section.
Deletes obsolete language. http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF
Title: S.B. 1792 - Section 6
Source: webserver1.lsb.state.ok.us
| |
| ID | Signed into law 04/2006 | P-12 | Specifies that $1,100,000 of the appropriation in section 3 of the bill be distributed to the Idaho Digital Learning Academy, as follows:
(1) $200,000 shall be utilized to reduce or eliminate tuition charged by the Idaho Digital Learning Academy to Idaho students. Requires any funds remaining after the elimination of such tuition charges to be used to provide advanced placement coursework.
(2) Of the remaining $900,000, the highest priority shall be to provide remedial coursework for students failing to achieve proficiency in 1 or more areas of the Idaho Standards Achievement Test. Allows funds to be used to provide basic coursework, advanced placement coursework, and other specialized coursework not available in many small school districts.
http://www3.state.id.us/oasis/2006/H0847.html#billtext
Title: H.B. 847 Section 9
Source: www3.state.id.us
| |
| AZ | Adopted 03/2006 | P-12 | Exempts rules relating to high school students taking the ArizonaInstrument to Measure Standards (AIMS) test and test scores for students in the2006 and 2007 graduating classes. ARIZONA 3965
Title: R7-2-302.05, -302.06
Source: Lexis-Nexis/StateNet
| |
| CA | Adopted 03/2006 | P-12 | 1204.5. Grades 11 and 12 and Adult Education Testing Dates.
(a) Eligible pupils in grade 11 and eligible adult students who have not yet passed one or both sections of the examination shall have up to two opportunities per year to take the section(s) of the examination not yet passed and may elect to take the examination during these opportunities. (b) Eligible pupils in grade 12 shall have up to three opportunities to take the section(s) of the examination not yet passed. The district shall offer either three opportunities during grade 12 or two opportunities in grade 12 and one opportunity in the year following grade 12 to take the section(s) of the examination not yet passed. Eligible pupils in grade 12 may elect to take the examination during district-provided opportunities. (c) Districts shall not test eligible pupils in grade 11 and eligible adult students in successive administrations within a school year. Eligible pupils in grades 11 and 12 should be offered appropriate remediation or supplemental instruction before being retested.
Title: Title 5 CCR Sections 1204.5 thru 1207.2
Source: California Code of Regulations
| |
| LA | Adopted 03/2006 | P-12 | Permits seniors who wish to retest for diploma endorsements to test during the fall retest. Provides guidelines and rules about administrative error that may occur during statewide assessment. Provides guidelines and rulesregarding cell phones and other electronic devices usage during the administration of statewide assessments. http://www.doa.state.la.us/osr/reg/0603/0603RUL.pdf (beginning page 5 of 57)
Title: LAC 28:CXI.312, 316 and 1351
Source: Lexis-Nexis/StateNet
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| SC | Signed into law 03/2006 | P-12 | Existing provision provides for the Budget and Control Board to issue a request for proposals for the purpose of conducting a study to determine the feasibility and cost of converting the state assessment program to a computer-based or computer-adaptive format. New provisions states that tests must include a writing assessment and multiple-choice questions designed to reflect a range of cognitive abilities beyond the knowledge level. Constructive response questions may be included as a component of the writing assessment.Adds purpose of state assessment to promote student learning. The statewide assessment program in the four academic areas must include grades three through eight, an exit examination in English/language arts and mathematics, which is to be first administered in a student's second year of high school enrollment beginning with grade nine, and end-of-course tests for gateway courses awarded Carnegie units of credit in English/language arts, mathematics, science, and social studies. Beginning with the graduating class of 2010, students are required to pass a high school credit course in science and a course in United States history in which end-of-course examinations are administered to receive the state high-school diploma. By March 31, 2007, the state board is to create a statewide adoption list of formative assessments aligned with the state content standards and satisfying professional measurement standards in accordance with criteria jointly determined by the Education Oversight Committee and the State Department of Education. The formative assessments must provide diagnostic information in a timely manner to all school districts for each student during the course of the school year. For use beginning with the 2007-08 school year, with funds appropriated by the General Assembly, local districts must be allocated resources to select and administer formative assessments from the statewide adoption list to use to improve student performance in accordance with district improvement plans. However, if a local district already administers formative assessments, the district may continue to use the assessments if they meet the state standards and criteria pursuant to this subsection. Requires the state board to adopt a developmentally appropriate formative reading assessment for use in first and second grades to be administered initially in the 2007-08 school year. The assessment must provide opportunities for periodic formative assessment during the school year, reports that are useful for informing classroom instruction, strand, or significant groupings of standards level information about individual students, and must be compatible with best practices in reading instruction and reading research. The state department is to provide appropriate and on-going professional development to support appropriate use of the assessment. Reqiores the state department to provide on-going professional development in the development and use of classroom assessments, the use of formative assessments and the use of the end-of-year state assessments so that teaching and learning activities are focused on student needs and lead to higher levels of student performance.
To reduce the number of days of testing, to the extent possible, field test items must be embedded with the annual assessments. In accordance with the requirements of the federal No Child Left Behind Act, science assessments must be administered annually to all students in one elementary and one middle school grade. The state department is required to develop a sampling plan to administer science and social studies assessments to all other elementary and middle school students. The plan shall provide for all students and both content areas to be assessed annually; however, individual students, except in census testing grades, are not required to take both tests. In the sampling plan, approximately half of the assessments must be administered in science and the other half in social studies in each class. To ensure that school districts maintain the high standard of accountability established in the Education Accountability Act, performance level results reported on school and district report cards must meet consistently high levels in all four core content areas. Beginning with the 2007 report card, the core areas must remain consistent with the following percentage weightings established and approved by the Education Oversight Committee: in grades three through five, thirty percent each for English/language arts and math, and twenty percent each for science and social studies; and in grades six through eight, twenty-five percent each for English/language arts and math, and twenty-five percent each for science and social studies. The state board is to establish a task force to recommend alternative evidence and procedures that may be used to allow students to meet graduation requirements even if they have failed the exit examination. The alternative evidence only may be used in the rare instances where there is compelling evidence that a student is well qualified for graduation, but extreme circumstances have interfered with passage of the exit examination and, for that reason alone, the student would be denied a state high school diploma. The state department is required annually to convene a team of curriculum experts to analyze the results of the assessments, including performance item by item.
http://www.scstatehouse.net/sess116_2005-2006/prever/4328_20060315a.htm
Title: H.B. 4328
Source: http://www.scstatehouse.net/
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| WA | Signed into law 03/2006 | P-12 | Requires state superintendent to implement alternative methods of assessment and appeal processes for the certificate of academic achievement. Declares that one alternative assessment method shall be a combination of the applicant's grades in applicable courses
and the applicant's highest score on the high school Washington assessment of student learning. Requires the superintendent of public instruction to develop an alternative assessment method that shall be an evaluation of a collection of work samples prepared and
submitted by the applicant, as provided in this act and, for career and technical applicants. Provides that a student's score on the mathematics portion of the preliminary scholastic assessment test (PSAT), the scholastic assessment test (SAT), or the American college
test (ACT) may be used as an objective alternative assessment for demonstrating that a student has met or exceeded the mathematics standards for the certificate of academic achievement. Directs the Washington state institute for public policy to conduct an independent and objective evaluation of the reliability, validity, and rigor of the alternative assessment methods authorized. Provides that, by September of 2006, the state superintendent is to develop informational materials for parents, teachers, and students regarding the collection of work samples and the status of its development as an alternative assessment method. Provides that the act shall be null and void if appropriations are not approved.
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/6475-S.SL.pdf
Title: S.B. 6475
Source: http://www.leg.wa.gov
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| LA | Adopted 02/2006 | P-12 | Amends Bulletin 118--Statewide Assessment Standards and Practices.
(1) Revise the names of two of Louisiana's statewide assessment tests by removing for the 21st Century from each. Graduation Exit Examination (GEE) and
Louisiana Educational Assessment Program (LEAP).
(2) Adds Chapter 20, Louisiana Alternate Assessment, Level 2 (LAA2) explaining a new test assessment instrument for special education students.
(3) Revises the name of Louisiana Alternate Assessment (LAA) chapter 19, to Louisiana Alternate Assessment, Level 1 (LAA1).
(4) Relocates information about the assessment programs The Iowa Tests of Basic Skills (ITBS) and Iowa Tests of Educational Development (ITED) from §107.D to
§107.H. The Integrated Louisiana Educational Assessment Program (iLEAP) will replace these tests in §107.D.
http://www.doa.state.la.us/osr/reg/0602/0602RUL.pdf (starting page 6 of 39)
Title: LAC 28:CXI.107, 305, 307, 309, 313, 315, 701, 1101, 1115, 1141, 1151,1153, 1301, 1313, 1335, 1345, 1347, 1349, 1351, 1355, 1501, 1701, 1901, 2001,2501, 2701, 3303, 3305, 3307
Source: Lexis-Nexis/StateNet, www.doa.state.la.us
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| CA | Signed into law 01/2006 | P-12 | Requires school districts or state special schools to grant a high school diploma to a pupil with a disability who is scheduled to graduate from high school in 2006, has not passed the high school exit examination, has not received a high school exit examination waiver, and meets other specified criteria. The bill requires districts or state special schools that fails to grant a high school diploma to such a pupil to submit
certain documentation to the State Board of Education within 15 days of its determination that the pupil does not meet the specified criteria, and requires the board to review that failure to grant a high school diploma.
http://www.leginfo.ca.gov/pub/bill/sen/sb_0501-0550/sb_517_bill_20060130_chaptered.html
Title: S.B. 517
Source: California Legislative Site
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