 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| 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 |
| |
| Business Involvement |
| |
| 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--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Demographics--Condition of Children/Adults |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| 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--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
 | High School--College Readiness |
| |
| CA | Signed into law 10/2009 | P-12
Postsec.
Community College | Expresses legislative intent to refine higher education reporting requirements to provide for more effective, manageable and transparent reporting by the higher education segments.
Requests that the University of California notify each high school's governing board of (1) the number of graduates who enrolled in the university in the previous year and the number of graduates who were required to take the entry level writing requirement and (2) the comparable numbers of all California high school graduates who enrolled in the university. Requests that the university of California report such information to the department of finance and the joint legislative budget committee. Establishes legislative intent that California State University (CSU) assess and report the entry-level proficiency of all first-time freshmen. Requires the CSU system to annually report to the legislature, by campus:
(1) The total number of regularly admitted and specially admitted first-time freshmen
(2) The proportion of regularly admitted and specially admitted first-time freshmen that are exempt from entry-level proficiency exams
(3) The proportion of regularly admitted and specially admitted first-time freshmen that become exempt through each of the approved alternatives
(4) The entry-level proficiency exam pass rates of regularly admitted and specially admitted first-time freshmen.
Directs the California State University to and requests that the University of California report annually to the legislature on specified components of their institutional financial aid programs for undergraduate, graduate and professional degree students, including the typical financial aid package for a typical dependent undergraduate student with a parent income of $20,000, $40,000, $60,000, $80,000 and $100,000.
Amends Section 66057 by establishing legislative intent that the University of California and the California State University accommodate enrollment growth by maximizing the utilization of existing instructional facilities during the summer term before building new classrooms and teaching laboratories. Also establishes legislative intent that the University of California and the California State University make requests for capital outlay funding for space for classrooms and class laboratories justified using legislatively approved utilization standards and a reasonable assumption of summer-term enrollment. Adds provisions related to five-year capital outlay for UC and CSU systems. Requests that the University of California and requires that California State University report annually to the legislature on summer enrollment counts and on efforts undertaken to increase summer enrollment.
Repeals 66352, "Task force on instruction in business ethics." Eliminates provision in 67312(b) that the California State University must and the University of California system may report on its efforts to serve students with disabilities (requirement that California Community Colleges submit such reports remains in place).
Adds Section 67501, which directs the California State University and California Community Colleges, and permits the University of California, to annually submit to the legislature a comprehensive five-year capital outlay plan that includes specifeid components. Requires five-year plans to be updated annually.
Adds Section 67502, which requests that the the Regents of the University of California provide the joint legislative budget committee and the department of finance with a summary of all instructional and research space in the university system. Specifies elements the summary must address. Requires the California State University to provide the joint legislative budget committee and the department of finance with a summary of all instructional and faculty office space in the university system.
Adds Section 67503, which requests that the Regents of the University of California, and requires California Community Colleges and the California State University, to annually report on the utilization of classrooms and teaching laboratories.
Adds Section 67504, which relates to the Long Range Development Plans (LRDPs) that each University of California campus and medical center periodically develops to guide physical development.
Repeals 71020, requiring the California Community Colleges Board of Governors every three years to develop and submit a diversity paper concerning its own membership.
Adds 92611.9, establishing legislative intent that the University of California carefully monitor the use and effects of the contracting of services at newly developed facilities. Requests that the UC system annually report to the fiscal committees of the legislature on specified provisions related to hiring and contracting.
Adds Chapter 10.5. University of California-Mexico Research Programs and Section 92830 under that chapter, requesting the University of California to report annually until 2013 to the legislature on specified components regarding the facility for University of California-Mexico research and academic programs in Mexico City. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1151-1200/ab_1182_bill_20091011_chaptered.pdf
Title: A.B. 1182
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 10/2009 | P-12 | Requires the department to ensure that a California Standards Test that is augmented for the purpose of determining readiness for college-level coursework inform a pupil in grade 11 that he or she may request that results from that assessment be released to a postsecondary educational institution. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0501-0550/sb_511_bill_20091011_chaptered.pdf
Title: S.B. 511
Source: www.leginfo.ca.gov
| |
| IL | Signed into law 07/2009 | P-12
Postsec. | Creates the P-20 Longitudinal Education Data System Act. Requires the state board of education, the community college board, and the board of higher education to jointly establish and maintain a longitudinal data system by entering into one or more agreements that link early learning and K-12 student unit records with institution of higher learning student unit records. Identifies the types of data each entity is responsible for collecting and maintaining.
Requires the entities, by June 30, 2013, to improve and expand the longitudinal data system to enable all three entities to:
(1) Reduce the data collection burden on school districts and postsecondary institutions
(2) Provide authorized officials of early learning programs, schools and districts, and institutions of higher learning with access to their own student-level data and summary reports to inform decisionmaking
(3) Link data to instructional management tools that support instruction and assist collaboration among teachers and postsecondary instructors
(4) Enhance existing high school-to-postsecondary reporting systems to inform school
and district officials, education policymakers, and members of the public about public school students' performance in postsecondary education
(5) Provide data reporting, analysis, and planning tools that assist with financial oversight, human resource management and other support functions
(6) Improve student access to educational opportunities by linking data to college and career planning portals, facilitating the submission of electronic transcripts and scholarship and financial aid applications, and transfer of student records to K-12 and postsecondary officials
(7) Establish a public Internet web interface that provides non-confidential data reports and permits members of the public to more easily access information on school performance
(8) Provide the general assembly with research to help legislators evaluate the effectiveness of specific programs and analyze educational performance within their legislative districts
(9) Allow the three entities to meet federal and state reporting requirements
(10) Establish a system to evaluate teacher and administrator preparation programs using student academic growth as one component of evaluation
(11) In accordance with a data sharing agreement entered into between the three entities and the Illinois Student Assistance Commission, establish procedures and systems to evaluate the relationship between need-based financial aid and postsecondary enrollment and success
(12) In accordance with data sharing agreements entered into between the three entities and health and human service agencies, establish procedures and systems to evaluate the relationship between education and other student and family support systems
(13) In accordance with data sharing agreements entered into between the three entities and employment and workforce development agencies, establish procedures and systems to evaluate the relationship between education programs and outcomes and employment fields, employment locations and employment outcomes.
Directs the state board, in collaboration with the other two entities and subject to the availability of funding, to establish by June 30, 2013 a data warehouse that integrates data from multiple student unit record systems and supports all of the uses and functions set forth in the Act. Specifies that the data warehouse must include:
(1) A unique student identifier not derived from a student's social security number
(2) Student-level enrollment, demographic, and program participation information, including information on participation in dual credit programs
(3) The ability to match individual students' K-12 test records from year to year to measure academic growth
(4) Information on untested K-12 students, and the reasons they were not tested
(5) A teacher and administrator identifier system with the ability to match students to early learning and K-12 teachers and administrators. Provides that a district may not use such data for teacher pay or benefits decisions unless the district and the exclusive bargaining representative of the district's teachers, if any, have agreed to this use. Also bars districts from using such data for evaluation decisions unless, in good faith cooperation with the district's teachers or, where applicable, the exclusive bargaining representative of the district's teachers, the district has developed an evaluation plan that specifically describes the district's rationale for using this information for evaluations, how this information will be used as part of the evaluation process, and how this information will relate to evaluation standards. Provides that nothing limits a charter school's use of any local or state data in connection with teacher pay, benefits or evaluations.
(6) Student-level transcript information, including information on middle and high school courses completed and grades earned. Requires the state board to establish a statewide course classification system, and for all districts and charter schools to map its course descriptions to the statewide course classification system for purposes of state reporting.
(7) Student-level college readiness test scores
(8) Student-level graduation and dropout data
(9) The ability to match P-12 student unit records with institution of higher learning student unit record systems
(10) A state data audit system assessing data quality, validity and reliability.
Identifies additional purposes for which the three entities may use data provided to and maintained by the longitudinal data system. Requires the entities, in the development of the data system, to convene stakeholders and create opportunities for input in the areas of data ownership and use, research priorities, data management, confidentiality, data access and reporting. Requires representatives of the entities to report to and advise the Illinois P-20 Council on the implementation, operation, and expansion of the longitudinal data system. Requires the state board to collect data from charter schools with more than one campus in a manner that can be disaggregated by campus site. Requires the state board to establish procedures through which state-recognized, nonpublic schools may elect to disclose data to the state board for inclusion in the longitudinal data system. Provides that beginning on July 1, 2012, the board of higher education is authorized to collect and maintain data from any nonpublic institution of higher learning enrolling students receiving Monetary Award Program grants, and disclose this data to the longitudinal data system. Authorizes the board of higher education to contract with one or more voluntary consortiums of nonpublic institutions of higher learning established for the purpose of data sharing, research and analysis. Requires the entities to establish data submission procedures and requirements. Establishes provisions related to data sharing. Authorizes any state agency, board, authority or commission to enter into a data sharing arrangement with one or more of the three entities to share data to support the research and evaluation activities authorized by this Act. Also authorizes the entities to enter into data sharing arrangements with other governmental entities, institutions of higher learning, and research organizations that support the research and evaluation activities authorized by this Act. Establishes criteria that data sharing agreements must meet.
Subject to the availability of funding, requires the three entities to contract with an independent outside evaluator for oversight of the development and operation of the longitudinal data system. Requires the evaluator to submit an annual report to the three entities, the Illinois P-20 Council, and specified legislative leaders. Specifies areas that must be included in the annual evaluation. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1828lv.pdf
Title: S.B. 1828
Source: www.ilga.gov/legislation
| |
| OH | Signed into law 07/2009 | P-12 | Section 3301.079(A)(2). Requires the state board to adopt K-12 standards for instruction in financial literacy and entrepreneurship, which must meet the same requirements as standards in the core areas of English, math, science and social studies (i.e., the standards must specify: (1) The content and skills at each grade level that will allow students to be prepared for postsecondary instruction and the workplace for success in the 21st century; (2) The development of skill sets as they relate to creativity and innovation, critical thinking and problem solving, and communication and collaboration; (3) The development of skill sets that promote information, media and technological literacy; and (4) The development of skill sets that promote personal management, productivity and accountability, and leadership and responsibility
(5) Interdisciplinary, project-based, real-world learning opportunities.)
Creates new Section 3301.0721. Directs the superintendent of public instruction to develop a model curriculum for instruction in college and career readiness and financial literacy. Provides the curriculum must focus on grades 7-12 but may include other grades. Directs the department, once the curriculum is developed, to notify all school districts, community schools and STEM schools. Authorizes all such schools to use the model curriculum.
Creates new Section 3313.6015. Directs every district board to adopt a resolution describing how the district will address college and career readiness and financial literacy in its curriculum for grades 7 or 8 and for any other grades in which the board determines that those subjects should be addressed. Directs the board to submit a copy of the resolution to the department of education.
Section 3313.603: Requires academic content standards for financial literacy and entrepreneurship to be integrated into one or more social studies classes required for high school graduation or into another course. Requires a high school that permits a student below grade 9 to take a high school-level course to award high school credit for successful completion of the course.
Pages 986 (Section 3301.079), 1016-1017 (Section 3301.0721), 1160-1167 (Section 3313.603) and 1173 (Section 3313.6015) of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.0721, 3301.079(A)(2) and 3313.601, 3313.603
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12 | Repeals 3302.032, which directed the state board, by June 30, 2012, to select one or more methods of measuring high school graduates' preparedness for higher education and the workforce. Required district and building performance on each college-/work-ready measure to be included on district and building accountability report cards.
Page 2725 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 105.01/3302.032
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12 | Replaces all references to "tests" to "assessments".
Section 3301.079: Existing law requires the state board to inform all districts when any achievement test has been completed; new provision extends this notification requirement to community schools, STEM schools, and nonpublic schools required to administer the assessment. Combines grades K-2 diagnostic assessments in reading and writing and grade 3 diagnostic assessment in writing into English language arts diagnostic assessment in those grades.
Section 3301.0710: Replaces grades 4, 5, 6 and 8 reading assessments with assessments in English language arts; replaces separate reading and writing assessments in grades 4 and 7 with single English language arts assessment (reducing from three to two the number of assessments administered in grades 4 and 7). Reduces the number of score designations on the state assessments from 5 to 3 (eliminating second-lowest "basic" and second-highest "accelerated" levels). Eliminates provisions establishing testing dates for grades 3-7 achievement tests and graduation tests; replaces with provision directing the state superintendent to designate dates and times for the administration of grades 3-8 assessments and Ohio graduation tests. In setting administration dates, directs the state superintendent to allow a reasonable length of time between the state assessments and the NAEP given in the same grade level. Eliminates provisions (1) directing the state board to require an alternate assessment to be submitted for scoring by a certain date, (2) allowing the state board to administer a state assessment to English language learners a week earlier than the date the instrument is administered to other students, and (3) requiring the state board to administer tests for each grade level over a two-week period.
Section 3301.0711: Specifies that once the new high school assessment system is implemented, the old Ohio graduation tests will not be administered to a person who has fulfilled the curriculum requirements for a high school diploma but who has not passed one or more of the old Ohio graduation tests.
3301.0712: Directs the state board, state superintendent and chancellor of the board of regents to develop a system of college and work ready assessments [OF NOTE: (the "college and work ready assessment system")] to assess whether students upon high school graduation are ready to enter college or the workforce. Provides that these assessments will replace the existing Ohio graduation tests as a prerequisite for a high school diploma. Provides that the system consists of three components:
(1) A nationally-standardized assessment measuring English language arts, math and science competencies, jointly selected by the state superintendent and chancellor
(2) A series of end-of-course exams in English language arts, math, science and social studies, [OF NOTE: jointly selected by the state superintendent and chancellor in consultation with subject area faculty] at University System of Ohio institutions]
[OF NOTE: (3) A senior project completed by a student or group of students. Specifies the purpose of the senior project is to assess the student's
(a) Mastery of core knowledge in a subject area chosen by the student
(b) Written and verbal communication skills
(c) Critical thinking and problem-solving skills
(d) Real-world and interdisciplinary learning
(e) Creative and innovative thinking
(f) Acquired technology, information and media skills
(g) Personal management skills such as self-direction, time management, work ethic, enthusiasm, and the desire to produce a high-quality product.]
[OF NOTE: Directs the state superintendent and chancellor to jointly develop standards for the senior project for students participating in dual enrollment programs. Also directs the state superintendent and chancellor to jointly designate the scoring rubrics and required overall composite score for the assessment system to assess whether each student is college or work ready. Requires that each senior project be judged by the student's high school in accordance with the rubrics designated by the state superintendent and chancellor.]
[OF NOTE: Requires the state board, within 30 days of adoption of the model curricula in English language arts, math, science and social studies (curricula must be adopted by March 31, 2011), to convene a group of national and state experts and local practitioners to provide advice, guidance and recommendations for the alignment of standards and model curricula to the assessments and in the design of the end-of-course exams and scoring rubrics.]
Directs the state board, upon completion of the assessment system, to adopt rules prescribing:
(1) A timeline and plan for implementing the assessment system, including a phased implementation if such is deemed warranted by the state board
(2) The date after which a person entering grade 9 must earn at least the composite score for the assessment system as a prerequisite for the high school diploma
(3) The date after which a person must attain the composite score for the entire assessment system as a prerequisite for an adult education diploma
(4) Whether and the extent to which a person may be excused from a social studies end-of-course exam (certain students are exempt from earning a minimum score on the social studies assessment under the current system)
(5) The date after which a person who has fulfilled the curriculum requirement for a diploma but has not passed one or more of the required assessments must attain at least the composite score for the entire assessment system as a prerequisite for a high school diploma
(6) The extent to which the assessment system applies to students enrolled in a dropout recovery and prevention program.
Requires the state superintendent, at least 45 days before the state board adopts a resolution to adopt the aforementioned rules, to present the assessment system to the house and senate education committees.
Pages 987-1003 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.079, 3301.0710, 3301.0711, 3301.0712
Source: www.legislature.state.oh.us
| |
| TX | Signed into law 06/2009 | P-12
Community College
Postsec. | Exempts Lamar State College--Orange and Lamar State College--Port Arthur from the requirement that an applicant for admission to a general academic teaching institution complete the recommended or advanced high school curriculum. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02424F.pdf
Title: H.B. 2424
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/2009 | P-12
Postsec.
Community College | Defines open-source textbooks as textbooks downloadable from the Internet at no cost to the student. Requires districts and charter schools to annually certify that, for each subject in the required curriculum and all grade levels, the district provides every student with textbooks, electronic textbooks or instructional materials that cover all elements of the state board-adopted essential knowledge and skills for that subject and grade level. Establishes provisions allowing institutions of higher education to place open-source textbooks on the secondary-level textbook adoption list. Provides that one criterion for adoption is that, for a textbook for a senior-level course, a student who successfully completes a course based on the textbook will be prepared, without remediation, for entry into the eligible institution's freshman-level course in that subject, and that, for a textbook for a junior-level and senior-level course, a student who successfully completes the junior-level course based on the textbook will be prepared for entry into the senior-level course.
Adds new section 31.0261 allowing the state board to execute a contract for the printing of an open-source textbook listed on the state textbook adoption list. Establishes provisions for the purchase of open-source textbooks by the commissioner of education. Requires that a state-developed open-source textbook be irrevocably owned by or licensed to the state. Authorizes the commissioner of education to issue a request for proposals for a state-developed open-source textbook. Establishes prerequisites for the approval of an open-source textbook, and establishes provisions for the revision of open-source textbooks. Requires the commissioner to provide for special and bilingual state-developed open-source textbooks in the same manner as non-open-source textbooks for these populations. Provides for costs and distribution of open-source textbooks. Directs the commissioner to develop a schedule for the adoption of state-developed open-source textbooks. Requires a district or charter school that selects an open-source textbook to requisition a sufficient number of printed copies for use by students unable to access the textbook electronically, unless the district prints copies or provides electronic access to the textbook at no cost to the student. Permits printed copies of open-source textbooks that a district does not intend to use for another student to become the property of the student. Requires textbook publishers to deliver open-source textbooks at no charge to districts or the state. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02488F.pdf
Title: H.B. 2488
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12
Postsec. | Amends various provisions in Section 29.098 related to intensive summer programs for public school students and to college readiness programs at public institutions of higher education. Adds provisions in 61.0762 that allow the higher education coordinating board to develop summer bridge programs in social sciences; clarifies that the goal of all such such summer bridge programs (including those in English language arts, science and math) is to reduce the need for developmental education. Eliminates provision requiring the board by rule to develop financial assistance programs for educationally disadvantaged students who take college entrance and college readiness exams. Requires the board to develop a pilot program to award grants to postsecondary institutions for intensive programs to address the needs of students at risk of dropping out of college; specifies that an institution may be awarded a grant only if at least 50% of the students in the program demonstrate certain indicators. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB02258F.pdf
Title: S.B. 2258
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Eliminates provision that a student's performance on a college-ready question on an end-of-course assessment may not be used to determine the student's performance on the assessment.
Pages 25-26 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 27
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Requires any research university that chooses to participate in the pilot program to:
(1) Post on its Web site the benchmarks students must meet (1) in subject areas for which the higher education coordinating board has adopted college readiness standards, (2) to demonstrate mastery of a language other than English, and (3) assessments or other means by which a student may demonstrate early readiness for college in each subject area. Assessments or other means must be equivalent to those used by the institution to place students in credit-bearing courses.
(2) Partner with at least 10 school districts whose location and student compositions reflect the geographic and socioeconomic diversity of the state
(3) Help school administrators, counselors and other educators in each of those school districts design the specific requirements of and implement the program.
Requires a research university that partners with a school district to enter into an agreement that the district will assess a student's mastery of the subject areas for which the higher education coordinating board has adopted college readiness standards, and a language other than English. Authorizes the district to award a high school diploma if the student demonstrates mastery of and early readiness for college in each of those subject areas and in a language other than English, notwithstanding any other local or state requirements. Provides that such a student is considered to have completed the recommended high school program, and clarifies that such a student is not guaranteed admission to any institution of higher education or to any academic program at an institution of higher education solely on the basis of having received the diploma through the program. Requires a participating research university to enter into an agreement with an education research center (established by the commissioner of education and the higher education coordinating board) to evaluate the program.By January 2013, directs the education research center to provide the commissioner and the commissioner of higher education with a copy of the report and to post the report to the center's Web site. Provides the report may include an analysis of the effects of the program on the university's admissions review process.
Pages 32-35 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 32
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Defines "college-readiness" as the level of preparation a student must attain in English language arts and math to enroll and succeed, without remediation, in an entry-level general education course in that subject at a general academic teaching institution, as defined by Section 61.003, other than a research institution as defined by the higher education coordinating board, or a postsecondary institution that primarily offers associate degrees or certificates or credentials other than baccalaureate or advanced degrees. Directs the state education agency and higher education coordinating board to ensure that the Algebra II and English III
end-of-course assessment instruments are developed to measure college readiness by the 2011-12 school year. Before the beginning of the 2011-2012 school year, directs the agency, in collaboration with the higher education coordinating board, to gather data and conduct research studies to substantiate the correlation between a certain level of performance by students on the Algebra II and English III end-of-course assessments and college readiness. Requires such study to include an evaluation of any need for remediation courses to facilitate college readiness. Based on the results of the study, directs the commissioner of education and the commissioner of higher education to set college-ready benchmarks on the Algebra II and English III end-of-course assessments.
Directs the agency, in collaboration with the higher education coordinating board, to conduct a similar study for the appropriate science and social studies end-of-course assessments. Provides that if the commissioner of education, in collaboration with the commissioner of higher education, determines that the research studies substantiate a correlation between a certain level of performance on science and social studies end-of-course assessment instruments and college readiness, the commissioner of education, in collaboration with the commissioner of higher education, may establish college-ready benchmarks for science and social studies end-of-course assessments. Directs the agency and the higher education coordinating board, by December 2012, to deliver to the lieutenant governor, the speaker of the house of representatives, and the clerks of the standing committees of the senate and the house K-12 and higher education committees an analysis of the feasibility of establishing college readiness performance standards for science and social studies end-of-course assessments, and a summary of any implementation procedures adopted for each standard. Directs the agency, in collaboration with the higher education coordinating board, to continue to gather data to perform correlation studies on Algebra II, English III and science and social studies end-of-course assessments at least every three years.
Directs the agency and the higher education coordinating board to periodically review the college readiness performance standards and compare the performance standards to performance standards established
nationally and internationally for comparable assessment instruments. Following each review, directs the agency and the higher education coordinating board to deliver to the lieutenant governor, the speaker of the house, and the clerks of the standing committees of the senate and the house of representatives K-12 and higher education committees a report on the results of the review indicating whether the college readiness performance standards are sufficiently rigorous to prepare students to compete academically with students nationally and internationally. Provides that if the agency and the higher education coordinating board
determine that the college readiness performance standards are not sufficiently rigorous, the agency and the coordinating board must recommend changes to the college readiness performance standards.
Directs the agency to gather data and conduct research to substantiate any correlation between a certain level of performance by students on end-of-course assessments and success in military service or a workforce training, certification, or other credential program at a postsecondary educational institution that primarily offers associate degrees or certificates or credentials other than baccalaureate or advanced degrees.
Pages 50-54 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 53, Part I
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Directs the state education agency, in developing state assessments for math, reading, writing, social studies and science for grades 3-8, to allow student scores to provide reliable information relating to a student's satisfactory performance for each performance standard under Section 39.0241, and an appropriate range of performances to serve as a valid indication of growth in student achievement. Amends language in 39.023(b) regarding the assessment of students with disabilities. Eliminates provision allowing a student with disabilities to be exempted from an end-of-course assessment. Excludes assessments that students may retake (i.e., an end-of-course assessment) from those whose questions and answer keys are released to the public every third year. Makes grade 5 final grade in which limited-English proficient students may take statewide assessments in reading, writing, math and science in Spanish (previous provision extended such assessments to students in grade 6.)
Directs the commissioner of education and commissioner of higher education to study the feasibility of allowing students to satisfy end-of-course requirements by successfully completing a dual credit course through an institution of higher education. Requires the commissioner of education and commissioner of higher education to make recommendations based on the study to the legislature by December 2010.
By September 1 of each year, requires the state education agency Web site to report the following information for state assessments in grades 3-8 and end-of-course assessments:
(1) The number of questions on the assessment
(2) The number of questions that must be answered correctly to achieve satisfactory performance
(3) The number of questions that must be answered correctly to achieve satisfactory performance under the college readiness performance standard
(4) The corresponding scale scores.
Previous law required questions indicating college readiness in end-of-course assessments to be administered in a separate section of the assessment. New enactment bars these items from being included in a separate section of the assessment.
Provides the commissioner may not require a school district or charter school to administer an assessment instrument by computer.
Pages 45-50 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 50 through 52
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Transfers from the state board to the commissioner the duty of determining the performance level considered satisfactory on specified assessments. Directs the commissioner, in collaboration with the commissioner of higher education, to determine the level of performance on the end-of-course assessments to indicate college readiness. Requires performance standards on state assessments in grades 3-10 to be backmapped from grade 11 performance standards. Makes state education agency development of study guides for state assessments in grades 3-8 optional rather than mandatory.
Creates new Section 39.0242. Directs the state education agency, during the 2009-10 and 2010-11 school years, to collect data through the administration of the annual grade 3-8 assessments and the administration of a sufficiently large statewide sample of students on end-of-course assessments to set performance standards. Directs the agency, before the beginning of the 2011-12 school year, to analyze the data to substantiate the correlation between satisfactory student performance for each performance standard on the:
(1) Grade 3-7 assessments with satisfactory performance under the same performance standard on the same subject area assessment at the next grade level
(2) Grade 8 assessment with satisfactory performance under the same performance standard on the Algebra I and English I end-of-course assessment
(3) English I end-of-course assessment with satisfactory performance under the same performance standard on the English II end-of-course assessment
(4) English II end-of-course assessment with satisfactory performance under the same performance standard on the English III end-of-course assessment
(5) Algebra I end-of-course assessment with satisfactory performance under the same performance standard on the Algebra II end-of-course assessment.
Provides that such correlation studies must include an evaluation of any need for remediation courses to facilitate college readiness. Directs the agency to continue to gather data and perform correlation studies at least once every three years. Provides that if the data do not support the correlation between student performance standards and college readiness, the commissioner of education, in collaboration with the commissioner of higher education, must revise the standard of performance considered to be satisfactory. Provides that, based on the data and correlation studies, the commissioner must increase the rigor of the performance standard as the commissioner determines necessary.
Pages 54-58 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 53, Part II
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Section 61: Provides that a student who has completed a recommended or advanced high school program and demonstrated the performance standard for college readiness on the Algebra II and English III end-of-course assessments is exempt from the placement testing requirement upon entering an institution of higher education.
Section 63: Permits the commissioner of education and the commissioner of higher education, in consultation with the comptroller and the Texas Workforce Commission, to award a grant of up to $1 million to an institution of higher education to develop advanced math and science courses to prepare students for employment in a high-demand occupation, as jointly defined by the commissioner of higher education, the
commissioner of education, the comptroller, and the Texas Workforce Commission. Requires an institution of higher education to work with at least one school district and a business entity in developing a course. Requires any course developed to:
(1) Provide content enabling a student to develop the skills needed for employment or additional training in a high-demand occupation
(2) Incorporate college and career readiness skills into the curriculum
(3) Be offered for dual credit, and
(4) Satisfy a math or science requirement under the recommended or advanced high school program.
Requires an institution of higher education to revise the curriculum for such a course to accommodate changes in industry standards for the high-demand occupation. Requires the establishment of application criteria, which must give priority to courses that:
(1) Will prepare students for high-demand, high-wage and high-skill occupations and further postsecondary study
(2) May be transferred as college credit to multiple institutions of higher education, and
(3) Are developed as part of a sequence of courses that includes statewide availability of the instructional materials and training for the courses at a nominal cost to public educational institutions.
Identifies permissible uses of funds by postsecondary institutions. Requires courses developed through the grant to be reviewed once every four years to determine whether the course:
(1) Is being used by public educational institutions
(2) Prepares high school students with the skills necessary for employment in the high-demand occupation and further postsecondary study; and
(3) Satisfies a math or science requirement for the recommended or advanced high school program.
Requires a grant recipient to obtain matching funds, equal to the amount of the state grant, from one or more business entities in the industry for which students taking courses developed through this program are training. Limits total grant awards in any fiscal biennium to $10 million.
Pages 164-168 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 61 and 63 (College Placement Testing and Math, Science Courses for High-Demand Occupations)
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Establishes new Subchapter G, "Distinction Designations". Directs the commissioner at the beginning of each school year to award distinction designations to districts and campuses. Directs the commissioner by rule to establish a recognized and exemplary rating for awarding districts and campuses an academic distinction designation. Requires the commissioner's rule to include criteria for the ratings, including percentages of students who demonstrate college readiness on specified end-of-course assessments, or other factors indicating students' postsecondary readiness. Requires a campus to be awarded a distinction designation if the campus is in the top 25% of campuses statewide in annual improvement in student achievement as determined under Section 39.034. Additionally requires a campus to be awarded a distinction designation if the campus significantly diminishes or eliminates performance differentials between student subpopulations and is ranked in the top 25% of campuses statewide in annual improvement in student achievement. Directs the commissioner to adopt rules to ensure that a campus does not artificially diminish or eliminate performance differentials by inhibiting the achievement of the highest achieving student subpopulation.
Additionally provides that a campus that satisfies the criteria established in new Section 39.204 must be awarded a distinction designation for programs/categories of performance, namely (1) academic achievement in English language arts, math, science, or social studies; (2) fine arts; (3) physical education; (4) 21st Century Workforce Development program; and (5) second language acquisition program. Establishes 39.204, which directs the commissioner by rule to establish standards for considering campuses for distinction designations and methods for awarding campus distinction designations. Requires establishment of a separate committee to develop criteria for the aforementioned subject area/program-specific distinction designations. Establishes criteria for membership of each such committee, and procedures for each committee to develop criteria for distinction designations. Repeals Section 39.111, "Recognition and Rewards"
Amends 39.263, "Awards." Provides criteria for identifying schools in Texas Successful Schools Awards System must include consideration of performance on the student achievement indicators adopted under Section 39.053(c) and consideration of the distinction designation criteria prescribed by or developed under Subchapter G.
Requires the regional and district level report developed per Section 39.333 to indicate, for each campus granted an exemption from the maximum class size in grades K-3, a statement of whether the campus has been awarded a distinction designation under Subchapter G or has been identified as an unacceptable campus under Subchapter E. Existing language requires the regional and district report to indicate a summary of district waivers granted under Section 7.056 or 39.232; new legislation additionally requires report to provide a summary of school-level exemptions permitted by these Sections.
Requires the first written notice of a student 's performance that a school district gives during a school year to include a statement of whether the campus at which the student is enrolled has been awarded a distinction designation under Subchapter G or has been identified as an unacceptable campus under Subchapter E, and an explanation of the significance of this information.
Pages 125-135, 155-157 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part VI (Distinction Designations and Awards)
Source: www.legis.state.tx.us
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| MN | Signed into law 05/2009 | P-12 | Establishes a college and career-readiness workgroup headed jointly by MDE and the U of M to evaluate and make recommendations to the commissioner and the legislature on the design of the state high school assessment system, levels of and mechanisms for accountability, postsecondary uses of the assessments and an implementation timeline.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| MN | Signed into law 05/2009 | P-12
Postsec.
Community College | Establishes a program to offer research-based high school-to-college programs to prepare students for college. Requires an evaluation for participating programs with a working group to develop methods and timelines for data collection and analysis of program effectiveness. Requires a report to the legislature on the effectiveness of these programs in improving the academic performance of participating students.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=S2083.3.html&session=ls86
Title: S.B. 2083
Source: https://www.revisor.leg.state.mn.us
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| VT | Signed into law 05/2009 | P-12
Postsec.
Community College | Strategies to expand education opportunities for high school students and others. Requires the Vermont state colleges, in consultation with various persons and organizations, to study and recommend strategies for expanding educational opportunities to prepare Vermonters to succeed in postsecondary education. Includes consideration of partnerships (higher education and K-12), a P-16 longitudinal data system (requires the commissioner of education to examine and evaluate student longitudinal data systems that are currently available and select one system to implement statewide) evidence-based models for high school improvements, etc. To the extent funds are available, requires phased implementation of the data system no later than January 1, 2010, to be complete in all districts in the state by January 1, 2017.
http://www.leg.state.vt.us/docs/2010/bills/Passed/H-405.pdf
Title: H.B. 405
Source: http://www.leg.state.vt.us
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| AR | Signed into law 04/2009 | P-12 | Creates the College and Career Readiness Planning Program Act. Defines "college and career readiness". Beginning with the 2010-11 school year, directs public schools to administer the EXPLORE to 8th graders, and either the PLAN or PSAT to 10th graders. Permits costs of these assessments to be paid using department of education at-risk funding. Requires schools to use the college readiness assessments to assist students with college and workforce readiness skills, high school course selection and improved academic achievement. By the 2011-12 school year, requires schools to fully incorporate college readiness assessment results into each student's college and career planning process. Requires the department of education to maintain data to (1) Increase college and career readiness skills; (2) Improve instruction; (3) Enhance school improvement plans; and (4) Reduce college remediation rates. Requires the department of education to annually report to the house and senate education committees on the implementation and effectiveness of the College and Career Readiness Planning Program. http://www.arkleg.state.ar.us/assembly/2009/R/Bills/HB1808.pdf
Title: H.B. 1808
Source: http://www.arkleg.state.ar.us
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| KY | Signed into law 03/2009 | P-12 | Repeals language referring to the Commonwealth Accountability Testing System (CATS). Directs the state board, using the revised content standards to be approved by December 15, 2010, to implement an annual statewide assessment system for implementation in the 2011-12 school year. Requires the board, in developing the assessment system, to also seek the advice of the Education Assessment and Accountability Review Subcommittee within the Legislative Research Commission. Calls for the implementation of:
(1) Grades 3-8 criterion-referenced assessments in reading and math, augmented with a customized or commercially available norm-referenced test to provide national profiles
(2) Criterion-referenced assessments in science and social studies, to be administered once each in the elementary and middle grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(3) An on-demand writing assessment to be administered once in the elementary grades, twice in the middle grades, and twice in the high school grades
(4) An editing and mechanics test for writing, using multiple choice and constructed response items, to be administered once each in the elementary and middle grades, and twice in the high school grades
(5) A grade 8 high school readiness exam in English, reading, math and science; except the readiness assessment may be administered in grade 9 if the state board determines moving the test would be in students' best interest
(6) A criterion-referenced test in math, reading and science administered once during high school grades, that measures the depth and breadth of the academic content standards that are not covered in the ACT administered to all juniors
(7) A criterion-referenced social studies test administered once during high school grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(8) A grade 10 college-readiness test in English, reading, math and science
(9) The ACT, testing English, reading, math and science, administered in grade 11.
Adds that student scores on the grade 8 high school readiness or grade 10 college-readiness test indicate advanced work is required in English, reading or math must have intervention strategies for accelerated learning incorporated into his or her learning plan.
Provides the criterion-referenced assessments must have constructed response and multiple choice items, and that the nationally normed assessments must be multiple-choice. Permits the state board to adopt end-of-course exams in lieu of criterion-referenced tests. Provides that assessment results must be used to determine appropriate instructional modifications to allow all students to make continuous progress, including students who are advanced learners. Requires the state board to conduct periodic alignment studies that compare the norm-referenced tests with the breadth and depth of the standards. Authorizes the state board, based on the findings of these studies, to decrease the number of criterion-referenced items.
Beginning in the 2011-12 school year, requires all districts to administer the statewide assessments during the last 14 days of school. Provides testing may take no more than five days. Directs the state board to adopt regulations on the procedures to be used during the testing process to ensure test security, including procedures for testing makeup days. Requires the state board, in revising the assessment system for implementation in 2011-12, to ensure that a technically sound longitudinal comparison of the assessment results for the same students be made available.
New KRS 158.6453(1)(e) defines formative assessment as a process used by teachers and students during instruction to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. Specifies formative assessments may be commercial assessments, classroom observations, teacher-designed classroom tests and assessments, and other processes and assignments to gain information about individual student learning.
Provides the assessment program may include formative and summative (i.e., semester- or year-end) assessments that:
(1) Measure student achievement in language, reading, English, mathematics, science and social studies
(2) Provide diagnostic information identifying individual students' strengths and academic deficiencies in the content areas
(3) Provide comparisons with national norms for math, reading, social studies, and science, and where available, comparisons to other states
(4) Provide teachers with information that can enable them to improve instruction for current and future students
(5) Provide longitudinal profiles for students
(6) Ensure school and district accountability for meeting state education goals.
Beginning with the 2011-12 school year, requires every school serving primary-level students to use developmentally appropriate diagnostic assessments and prompts to measure readiness in reading and mathematics. Provides the results must be used to inform teachers and parents of each student's skill level.
Adds that one use of Commonwealth school improvement grant funds may be to help teachers and administrators make better use of formative and summative, performance-based assessments.
Requires the assessment program to include state and local program reviews and audits in selected content areas. Provides that state and local program reviews and audits must provide schools with annual feedback on selected programs and serve as indicators of the quality of students' educational experiences. Requires program reviews and audits to provide recommendations for improving teaching and assessment, and to ensure school and district accountability for student achievement. Beginning in the 2011-12 school year, the state assessment program must include program reviews and program audits for arts and humanities, practical living skills and career studies, and the writing programs, the results of which to be included in the state accountability system.
Directs the department of eductation to provide guidelines for (1) arts and humanities programs, (2) practical living skills and career studies, and (3) effective writing programs, and for the integration of the arts and humanities and practical living skills and career studies guidelines into every school's curriculum. Also requires (1) practical living skills and career studies and (2) effective writing program guidelines to be integrated into the curriculum of all teacher preparation programs. Directs the department of education to establish (1) arts and humanities program, (2) practical living skills and career studies and (3) effective writing program criteria for use in program review and audit processes, along with the procedures recommended for local district and department program reviews and program audits. Requires the department to distribute the criteria and procedures for program reviews and audits to all schools and teacher preparation programs. Directs every district to conduct an annual program review, and the department of education to review every school's programs in these three areas within a two-year period. Requires every school-based decision making council to analyze its school's program review findings and determine how it will address program recommendations to improve the program for students. Requires the department to ensure that all schools and districts understand how the program review and audit results will be included in the accountability system, and to provide assistance to improve the quality of such programs.
Specifies that the writing program must incorporate a variety of language resources, technological tools and multiple opportunities for students to develop complex communication skills for a variety of purposes. Provides that writing portfolios must be part of any K-12 writing program, must be part of the required criteria for the writing program review and audit process, and must be maintained for each student, following the student from grade to grade and to any school the student may enroll in.
Requires the state board to adopt rules that prohibit inappropriate test preparation activities by district employees charged with test administration and oversight, including the issue of teachers being required to do test practice in lieu of regular classroom instruction and test practice outside the normal work day. Provides the revisions must include disciplinary sanctions that may be taken toward a school or individuals.
Amends KRS 158.816 to replace CATS with reference to revised assessment system (in provision requiring annual analysis of and report on achievement of technical education students who have completed or are enrolled in an at least 3-credit sequence of a technical program.
Pages 6-23 [Section 2(3)], 31-32 [Section 6], 40-42 [Section 9], and 44-45 [Section 11] of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 2(3), 6, 9 and 11
Source: www.lrc.ky.gov
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| KY | Signed into law 03/2009 | P-12 | Within 30 days from the effective date of this Act, requires each postsecondary institution in the state to plan and implement a process to develop core academic content standards for reading and mathematics for introductory courses. Specifies that the process must ensure that secondary-level educators are engaged with the postsecondary education faculty and other content specialists in order that the standards at each educational level are vertically aligned. Requires all core academic standards for mathematics and reading in introductory courses to be completed by December 15, 2010 with a target completion date of December 15, 2009 for the mathematics standards.
Urges the Council on Postsecondary Education, the department of education, and the postsecondary education institutions to merge activities, resources and dissemination efforts as is practical to eliminate duplication of effort and conflicting recommendations.
Page 69 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 15
Source: www.lrc.ky.gov
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| KY | Signed into law 03/2009 | P-12
Postsec. | Provides that the general assembly finds the continuing high rates of postsecondary remediation totally unacceptable and an unwarranted additional expense to the state, students and parents who expect that completion of high school coursework should lead to successful entry and success in postsecondary education. Directs the council on postsecondary education, the state board and the department of education to develop a unified strategy to reduce college remediation rates by at least 50% by 2014 from what they are in 2010 and increase the college completion rates of students enrolled in 1 or more remedial classes by 3% annually from 2009 to 2014. Requires written plan to reduce college remediation rates and increase graduation rates to be prepared by May 15, 2010, and for the initial plan to be presented to the interim joint committee on education and the interim joint committee on appropriations and revenue during the 2010 interim. Requires the written plan to include:
(a) Yearly goals
(b) Action strategies that will be used
(c) Timelines
(d) Assigned responsibilities for carrying out the strategies;
(e) Reporting mechanisms.
Directs the agencies, during the preparation of the plan, to investigate whether the current requirements for assessing college readiness are providing needed information, whether additional diagnostic assessments are needed, particularly in high school-level math, and whether accelerated learning programs have actually been implemented as required by Section 6 of this act to address students' needs for instructional interventions in English, reading and math.
Requires the agencies to annually report the results of their efforts to the interim committees, and where appropriate, for the annual reports to include recommendations for legislative actions. http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 21
Source: www.lrc.ky.gov
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| NM | Signed into law 03/2009 | P-12
Postsec.
Community College | Requires public post-secondary educational institutions to report annually to public high schools on freshman year outcomes of the students from those high schools; provides that information in the reports may be used by the high schools and public post-secondary education institutions to improve instruction, student preparation and advisement.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0152.pdf
Title: S.B. 152
Source: http://nmlegis.gov
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| NM | Adopted 01/2009 | P-12 | The objective of this rule is to establish procedures for implementing the high school readiness assessment system, including: (a) the process for identifying acceptable short-cycle diagnostic type assessment instruments for grades nine and ten; (b) identification of acceptable college placement and workforce readiness assessments; and (c) specific requirements for alternate demonstration of competency in the New Mexico's academic content standards required for high school graduation.
http://www.nmcpr.state.nm.us/nmac/parts/title06/06.019.0007.htm
Title: NMAC 6.19.7.1, .2, .3, .4, .5, .6, .7, .8, .9, .10, .11
Source: http://www.nmcpr.state.nm.us
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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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| 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 |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Problem Based Learning |
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| Instructional Approaches--Single-Sex Education |
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| Instructional Approaches--Time/Time on Task |
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| Integrated Services/Full-Service Schools |
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| International Benchmarking |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--District Superintendent--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Preparation |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| Minority/Diversity Issues--Hispanic |
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| No Child Left Behind |
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| No Child Left Behind--Adequate Yearly Progress |
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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--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Evaluation/Economic Benefits |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Kindergarten--Full Day Kindergarten |
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| P-3 Preschool |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Faculty--Teaching Assistants |
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| Postsecondary Finance |
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| Postsecondary Finance--Efficiency/Performance-Based Funding |
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| Postsecondary Finance--Facilities |
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| Postsecondary Governance and Structures |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Promising Practices |
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| Promotion/Retention |
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| Public Involvement |
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| Reading/Literacy |
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| Reading/Literacy--Adult Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Finance |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Immigrant Education |
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| Special Populations--Military |
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| Standards |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Working Conditions |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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| Urban--Governance |
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