 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
| |
| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
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| 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 |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
| |
| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
| |
| 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 |
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| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
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| Curriculum--Environmental Education |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Home Economics |
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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 |
| |
| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
| |
| Demographics--Condition of Children/Adults |
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| Desegregation |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
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| 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--Litigation |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
| |
| 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 |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| 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 |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
 | High School--Exit Exams |
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| AZ | Adopted 10/2009 | P-12 | Existing rule, effective through the graduating Class of 2010, allows a student who fails to achieve a passing score on the AIMS assessment for high school graduation to graduate if the student meets alternative graduation requirements based on classroom performance measures (i.e., augmentation of AIMS scores with additional points based on classroom grades of "C" or better in specified courses), participation in test retakes and participation in academic remediation programs. New rulemaking extends existing alternative graduation requirement provisions (with changes noted below) to students in the graduating Classes of 2011, 2012 and 2013. Unless otherwise noted, changes that go into effect for one graduating class remain in effect for subsequent graduating classes.
Makes the following changes for the Class of 2010:
--Existing law releases a district or charter school from allowing a student who fails the AIMS exit exam to pursue alternative graduation requirements if the student would not reach the "Meets the Standard" threshold even after augmenting the student's score on any section of the AIMS assessment by 25%. Revised provision releases a district or charter school from allowing a student to pursue alternative measures if augmenting the student's score by 15% would not bring the student to the "Meets the Standard" threshold.
--Existing law allows students to augment insufficient AIMS scores with points derived from classroom grades in (1) advanced placement (AP) and honors classes and (2) all other classes, with greater points awarded for grades in AP and honors courses, with the greatest points awarded for "A" grades and diminishing points awarded for "B" and "C" grades. Amendment significantly decreases the additional points students may receive for "A", "B" and "C" grades in advanced (AP and honors) and general courses.
Makes the following changes for the Class of 2011:
--Releases a district or charter school from allowing a student to pursue alternative measures if augmenting the student's score by 5% would not bring the student to the "Meets the Standard" threshold.
--Substantially reduces again (from Class of 2010 levels) the augmentation points students may receive for classroom grades in (1) advanced placement (AP) and honors classes and (2) all other classes.
Makes the following changes for the Class of 2012:
--Existing rule specifies that only classes that satisfy specified Carnegie unit requirements may be included in the calculation of additional points to compensate for inadequate AIMS scores. New provision increases from 11.5 to 13 the credits that may be taken into consideration and increases/specifies the credits/types of credits within the following subject areas (this change compensates for the increased Carnegie units required for high school graduation, effective with the Class of 2012): (1) Social studies: Increases credits that may be included in consideration from 1.5 credits to 3. Existing law specifies that these 1.5 credits in social studies may include 1 credit of world history/geography; new provision clarifies that these 3 credits may also include 1 credit of American history, including AZ history; .5 credit of American government, including AZ government; and .5 credit of economics. (2) Math: Increases credits that may be included in consideration from 2 to 3 credits, with references reworded to align with math courses to be required for high school graduation eff. Class of 2012.
Makes the following changes for the Class of 2013:
--Increases from 13 to 15 the Carnegie units that may be taken into consideration in the calculation of additional points to compensate for inadequate AIMS scores. Increases the math credits that may be taken into consideration from 3 to 4, in keeping with increased math credits required for high school graduation effective with the Class of 2013. Increases science credits that may be taken into consideration from 2 to 3.
http://www.azsos.gov/aar/2009/40/exempt.pdf
Title: R7-2-302.06 thru 302.09
Source: http://www.azsos.gov
| |
| LA | Adopted 09/2009 | P-12 | Amends rules relating to high school graduation requirements. Provides students the opportunity to complete requirements for the senior project to sit for the IBC exam, post graduation as an alternative to the required industry-based certification in the student's area of concentration. Replaces the Graduation Exit Examination with the End- of-Course tests as a graduation requirements for incoming freshmen in 2010-2011 to help prevent dropouts and assist in helping students graduate on time.
http://doa.louisiana.gov/osr/lac/28v115/28v115.doc
Title: LAC 28:CXV.2319
Source: Lexis-Nexis/StateNet
| |
| 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
| |
| TN | Signed into law 06/2009 | P-12 | Requires commissioner to establish dates for the administration of assessments required for graduation that provide the maximum number of instructional days possible prior to testing while maintaining compliance with federal law; requires the commissioner to establish yearly dates for the administration of the grades three through eight achievement tests that provide the maximum number of instructional days possible prior to testing while maintaining compliance with federal law; establishes August 1 as the earliest date for starting the school year, beginning with the 2010-2011 school year, unless an LEA's board of education establishes a year-round school year by majority vote. - Amends TCA Title 49.
http://www.capitol.tn.gov/Bills/106/Bill/HB1393.pdf
Title: H.B. 1393
Source: http://www.capitol.tn.gov
| |
| 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 | 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
| |
| 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
| |
| TX | Signed into law 06/2009 | P-12 | Deletes provision that education Internet portal provides secure access to student assessment data. Amends 32.258 to direct the state education agency to create a student assessment data portal for use by school districts, teachers, parents, students and public institutions of higher education. Provides the portal must allow:
(1) Students and parents to easily access the student's individual assessment data. The system must allow students and parents to track a student's progress on assessment requirements for graduation.
(2) Authorized district employees, including teachers, to readily access individual assessment data of district students
(3) Authorized employees of public postsecondary institutions to readily access individual assessment data of students applying for admission for use in developing strategies for improving student performance
(4) Public access to general student assessment data.
Requires student assessment data in the portal to be available by the first instructional day of the school year following that in which the data is collected, and to include student performance data on assessment
instruments over multiple years, beginning with the 2007-2008 school year, including any data indicating progress in student achievement. Specifies the system must permit comparisons of student performance information at the classroom, campus, district and state levels.
Pages 42-45 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 48 and 49
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Repeals existing language on means to determine completion of end-of-course assessment requirements. Replaces with language requiring students to achieve a cumulative score that is at least equal to the
product of the number of end-of-course assessment instruments administered to the student in that subject and a scale score that indicates satisfactory performance, as determined by the commissioner. Requires students to achieve a minimum score as determined by the commissioner to be within a reasonable range of the scale score. Provides that in addition to the aforementioned cumulative score requirements, a student must achieve a score that meets or exceeds the score determined by the commissioner under Section 39.0241(a) for English III and Algebra II end-of-course assessments to graduate under the recommended high school program, and must achieve a score that meets or exceeds the score determined by the commissioner under Section 39.0241(a-1) on English III and Algebra II end-of-course assessment
instruments in order to graduate under the advanced high school program. Permits a student who fails to perform satisfactorily on an Algebra II or English III end-of-course assessment under the college readiness performance standard to retake the exam. Revises means of identifying students for participation in accelerated instruction based on inadequate performance on an end-of-course assessment.
Authorizes the commissioner by rule to determine a method by which a student's satisfactory performance on the PSAT or a preliminary ACT assessment may be used as a factor in determining whether the student satisfies the end-of-course assessment requirements.
Bars a district from administering an exit exam administered as Section 39.025 existed before September 1, 1999. Authorizes a school district to administer to a student who failed to perform satisfactorily on
an assessment instrument administered as Section 39.025 existed before September 1, 1999 an alternate assessment instrument designated by the commissioner. Directs the commissioner to determine the level of performance to be considered satisfactory on an alternate assessment. Bars the district from assessing in an alternate assessment a subject that was was not assessed in an exit exam administered under Section 39.025 as Section 39.025 existed before September 1, 1999. Provides that the commissioner's determination regarding designation of an appropriate alternate assessment and the performance required on the assessment is final and may not be appealed.
Provides a student entering a grade above grade 9 during the 2011-12 school year may not receive a high school diploma unless the student has performed satisfactorily on each required assessment instrument administered under Section 39.023(c) as that section existed before amendment by Chapter 1312 (S.B. No. 1031), Acts of the 80th Legislature, Regular Session, 2007.
Pages 58-63 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 54
Source: www.legis.state.tx.us
| |
| 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
| |
| GA | Vetoed 05/2009 | P-12 | Directs the state board to consider a passing score on an employer or industry certification exam or state board-approved state licensure exam when considering whether to grant a student a waiver from one or more sections of the graduation exam requirement. Provides that the state board may not grant a waiver unless the student has attempted and failed to pass the relevant portion of the high school graduation test at least three times.
Bill: http://www.legis.state.ga.us/legis/2009_10/pdf/sb178.pdf
Veto Message 11 (scroll toward bottom of page): http://gov.georgia.gov/00/press/detail/0,2668,78006749_139486062_140372354,00.html
Title: S.B. 178, Section 11
Source: www.legis.state.ga.us
| |
| MN | Signed into law 05/2009 | P-12 | Ties course credits to state and local academic standards. Requires Minnesota students to successfully pass state graduation exams effective August 1, 2012, and applicable to 9th grade students beginning in the 2012-2013 school year and later.
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
| |
| MN | Signed into law 05/2009 | P-12 | Aligns high school tests with required academic standards. Strikes the requirement for constructed response questions. Makes GRAD tests applicable in 2012-2013 to those few students who have not passed the Minnesota basic skills tests. Requires the state assessment system to be aligned to state academic standards. Provides a timeline for aligning mathematics, science, and language arts and reading standards and assessments. Allows students enrolled in grade 8 in any school year between the 2005-2006 and 2009-2010 school year who do not pass the math graduation-required assessment for diploma (GRAD) to receive a diploma with a passing state notation if they satisfactorily complete all coursework and credits required for graduation and participate in academic remediation and up to two re-test attempts. Allows a school board to include a notation of high achievement on students' high school diplomas indicating exemplary academic achievement during high school based on board-established criteria.
For purposes of federal accountability requirements, directs the commissioner to develop reading and math assessments for grades 3 through 8, state-developed high school reading and math tests aligned with state standards, and science assessments. Prohibits the commissioner from requiring students to achieve a passing score on high school science assessments in order to graduate. Requires assessment results to include a value-added growth indicator of student achievement. Requires schools, school districts, and charter schools to administer statewide assessments to evaluate student proficiency in the context of the state's grade-level academic standards. Makes the temporary alternative to the state's reading and math GRAD tests applicable in the 2009-2010 through 2013-2014 school years. Makes the statutory timeline for aligning assessments to standards effective July 1, 2010, and the legislature specifically authorizes the number, subject area, grade level, and consequence of a high school math assessment. Causes the 11th grade math GRAD to remain in effect if the legislature does not act by July 1, 2010.
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
| |
| TN | Signed into law 05/2009 | P-12 | Removes requirement of passage of the Tennessee comprehensive assessment program tests in order to receive a full diploma. (No impact of substance for end-of-course assessments.)
http://www.capitol.tn.gov/Bills/106/Bill/SB2312.pdf
Title: S.B. 2312
Source: http://www.capitol.tn.gov/
| |
| AR | Signed into law 04/2009 | P-12 | Adds transcript requirements to provide evidence of end-of-course assessment credit for Algebra I and/or English II for specified future school years.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1307.pdf
Title: H.B. 1959
Source: http://www.arkleg.state.ar.us/
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| NV | Adopted 04/2009 | P-12 | Revises various provisions governing proficiency examinations, include pass of proficiency examinations and an alternative method to demonstrate proficiency in science, social studies, and automobile technology . http://www.leg.state.nv.us/NAC/CHAPTERS.HTMl
Title: NAC 389
Source: http://www.leg.state.nv.us
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| WA | Adopted 03/2009 | P-12 | Complies with the legislative directive to implement an alternative assessment method that shall be an evaluation of a collection of work samples prepared and submitted by an applicant to demonstrate achievement of the state content areas in which the student has not yet met the standard on the high school Washington assessment of student learning (WASL).
Title: WAC 392-501-510
Source: http://apps.leg.wa.gov
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| MD | Adopted 02/2009 | P-12 | Establishes rules relating to the graduation requirements in public high schools in the state. In particular, procedures for denial of high school diploma and appealing such decisions.
http://www.dsd.state.md.us/comar/13a/13a.03.02.09-1.htm
Title: COMAR 13A.03.02.09-1
Source: http://www.dsd.state.md.us/comar/
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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--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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