The following summary includes policies enacted in 2011. This database is made possible by your state's fiscal support of the Education Commission of the States (ECS). Most entries are legislative, although rules/regulations and executive orders that make substantive changes are included. Every effort is made to collect the latest available version of policies; in some instances, recent changes might not be reflected. For expediency purposes minimal attention has been paid to style (capitalization, punctuation) and format. To view the documents, click on the blue triangle next to the topic of interest. To view all, press the button located at the top labeled "Expand All."
Please cite use of the database as: Education Commission of the States (ECS) State Policy Database, retrieved [date].
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State |
Status/Date |
Level |
Summary |
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 | 21st Century Skills |
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Deletes the schedule for submission of instructional materials for foreign languages and health for state board approval, and the exception to the requirement that criteria for the evaluation of instructional materials be approved when curriculum frameworks are approved or at least 30 months before the date that the materials are to be approved for adoption. Requires the state board to adopt revised curriculum frameworks and evaluation criteria that are aligned to the common core academic content standards developed by the consortium and adopted by the board for mathematics and English language arts no later than May 30, 2013, and May 30, 2014, respectively. Requires state board policies to ensure that the K-12 English language arts curriculum frameworks and K-8 instructional materials include the English language development standards as adopted by the state board in 1997 and revised thereafter, and English language development strategies in the core subjects of mathematics, science, and history-social science. Requires state board policies to ensure that K-12 curriculum frameworks and K-8 instructional materials include strategies to address the needs of pupils with disabilities in mathematics, science, history-social science, and English language arts. Requires the curriculum frameworks to describe the manner in which content can be delivered to intentionally build pupil creativity, innovation, critical thinking, problem solving, collaboration, and communication into and across each content area.
Renames the Curriculum Development and Supplemental Materials Commission the Instructional Quality Commission and makes conforming changes. Deletes the requirement that the commission review specified educational films or video recordings. Requires the criteria developed for evaluating instructional materials to include specified directions to publishers and requires the commission to perform additional prescribed functions. States the intent of the legislature to ensure that school districts are provided with as many standards-aligned instructional material options as possible. Requires the superintendent of public instruction to develop model professional development modules, as specified, and to report to the state board on the development of those modules. Requires the state department of education to use certain federal funds, and any other available state and federal funds, to implement the provisions of this bill. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0201-0250/ab_250_bill_20111008_chaptered.pdf
Title: A.B. 250 - Curriculum Frameworks, Standards, Instructional Materials, Model Professional Development Modules
Source:
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| GA | Signed into law 05/2011 | P-12 | Authorizes the Governor's Office of Workforce Development to establish certification in soft skills, which may include, but not be limited to, skills relating to punctuality, ability to learn, and ability to work in a team, as a discrete and complementary component to the current WorkKeys assessment used in Georgia. Provides such certification is intended to assist both the existing workforce as well as the state's emerging workforce. Authorizes the office to explore local, national and international soft skills programs to develop a soft skills certification system.
Provides the office is authorized and encouraged to work with the state's emerging workforce, including rising and graduating high school students, with the goal that, upon graduation, high school students have both a diploma and certification in soft skills and work readiness to enable them to be successful in postsecondary education, a career pathway, or both. Permits the office to collaborate with the department of education and the board of technical and adult education to facilitate coordination with high schools so that high school students can attain certification in soft skills and work readiness. Page 13 of 14: http://www.legis.ga.gov/Legislation/20112012/116702.pdf
Title: H.B. 186 - Certification in "Soft Skills"
Source: www.legis.ga.gov
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| Accountability |
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| IL | Signed into law 08/2011 | P-12 | Requires that if an Annual Financial Report resulting from a mandated audit reflects a deficit, the district must, within 30 days after acceptance of such audit report, submit a deficit reduction plan.
Makes legislative findings relative to the need for financial oversight panels. Creates the Financial Oversight Panel Law of the School Code. Allows a school district (other than the Chicago school district) to petition the state board of education for the establishment of a Financial Oversight Panel for the district, and allows the state board to establish a Financial Oversight Panel without a petition from a district. Requires the Financial Oversight Panel, the school board and the district superintendent or chief executive officer to develop goals and objectives to help the district obtain financial stability. Contains provisions concerning duties of the district; members and meetings of a Panel; powers of a Panel; deposits and investments; and cash and bank accounts. Permits a Panel to employ a chief executive officer, a chief educational officer, a chief fiscal officer, a superintendent (who must be under the direction of the Panel or the chief executive officer employed by the Panel and must have all of the statutorily-assigned powers and duties of a school district superintendent and such other duties as may be assigned by the Panel), and a chief school business official. Permits a Panel, in its discretion, to remove the local board-appointed or -elected treasurer and appoint a new treasurer. Authorizes a Panel to negotiate collective bargaining agreements with the district's employees. Upon a Panel's direction, requires a district to reorganize the district's financial accounts, management, and budgetary systems in a manner consistent with state board rules to remedy the conditions that led the Panel to be created, to achieve greater financial responsibility and to reduce financial inefficiency. Permits a Panel to prepare and file a proposal for emergency financial assistance for the school district and for the Panel's operations budget. Permits a district to receive both a loan and a grant. Provides that if a district is unable after 3 attempts to secure short-term financing, a Panel, with state superintendent approval, must have the same power as a district to issue tax anticipation warrants, issue tax anticipation notes, issue revenue anticipation certificates or notes, issue general state aid anticipation certificates, and establish and utilize lines of credit. Authorizes certain actions if a Panel is unable to secure short-term borrowing. Requires a Panel to annually submit to the state superintendent a report that includes the audited financial statement for the preceding fiscal year, an approved financial plan and a statement of the major steps necessary to accomplish the objectives of the financial plan. Authorizes the state superintendent to require a separate audit of the Panel. Specifies that a district must render such services to and permit the use of its facilities and resources by the Panel at no charge, and permits any state agency or district to render such services to the Panel as may be requested by the Panel. Requires a Panel to be abolished 10 years after its creation. Permits the state board to abolish a panel at any time after 3 years if no obligations of the Panel are outstanding and the financial need for the Panel no longer exists. Establishes provisions for return of power to local board if financial need for the Panel no longer exists but the Panel has outstanding financial obligations.
Creates special provisions for districts subject to the authority of a Financial Oversight Panel in terms of tax levy procedures. Makes certain employees of a Financial Oversight Panel who are not superintendents or certified school business officials participants in the Illinois Municipal Retirement Fund. Provides that if the Financial Oversight Panel is unable to pay the required employer contributions to the fund, then the school districts served must make payment of required contributions. Permits monies from the School District Emergency Financial Assistance Fund to be used to provide technical assistance or consultation to Financial Oversight Panels that petition for emergency financial assistance grants. Establishes provisions related to payment of emergency state financial assistance loans by Financial Oversight Panels. Provides an emergency financial assistance loan to the Panel or district must not be considered part of the calculation of a district's debt for purposes of limitation.
http://www.ilga.gov/legislation/publicacts/97/PDF/097-0429.pdf
Title: S.B. 2149
Source: www.ilga.gov
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| OR | Signed into law 08/2011 | P-12 | Expands scope of audits of best business practices of education districts to include performance audits. Removes discretion of education districts to volunteer for audits. Allows State Board of Education to determine percentage of expenses of audit that should be paid by education district and by Department of Education. Allows Secretary of State to audit best business practices of
education districts without entering into contract with Department of Education. Effective August 2, 2011
http://www.leg.state.or.us/11reg/measures/hb2200.dir/hb2280.en.html
Title: H.B. 2280
Source: http://www.leg.state.or.us
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| NH | Signed into law 07/2011 | P-12 | Allows a school to demonstrate compliance with New Hampshire's input-based school accountability standards by furnishing evidence that it has received full accreditation from the New England Association of Schools and Colleges (NEASC); a school may demonstrate that it provides the opportunity for an adequate education by submitting accreditation documents from NEASC to the commissioner. Such a school will not have to establish that it meets the input-based school accountability standards set forth in the Accountability for the Opportunity for an Adequate Education regulations. Also extends an exception from the statutory school district election date requirements to any successor charter adopted by the Concord school district.
http://www.gencourt.state.nh.us/legislation/2011/HB0130.html
Title: H.B. 130
Source: http://www.gencourt.state.nh.us/
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| FL | Signed into law 06/2011 | P-12 | From House of Representatives Staff Analysis: Expands the definition of a failing school for purposes of student eligibility for the Opportunity Scholarship Program (OSP) (Created in 1999 as part of a broad education reform package known as the A+ Plan; Designed to provide parents of public school students in failing schools the opportunity to send their children to another public school performing satisfactorily or to an eligible private school), by changing the classification of a failing school from a school receiving two "F's" in a four-year period to a school that receives a "D" or an "F" in the prior year and is in one of the two lowest categories of differentiated accountability. Expands the authorization parents currently have to choose a higher-performing public school that has space available in an adjacent school district to allow a parent to choose a higher-performing public school in any other school district in the state. Provides that if a parent chooses a higher-performing public school within the assigned district, the school district is required to provide transportation. Repeals all portions of the law relating to the OSP private school choice options to comply with existing case law that found this portion of the OSP unconstitutional. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1331er.docx&DocumentType=Bill&BillNumber=1331&Session=2011
Title: H.B. 1331
Source: http://www.myfloridahouse.gov
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| OR | Signed into law 06/2011 | P-12 | Removes outdated, unnecessary or redundant provisions in education statutes related to evaluations, reports, reporting requirements, filings, preparation and distribution of education laws, policies, curriculum requirements, assessments, certifications and additional mandates.
http://www.leg.state.or.us/11reg/measures/sb0800.dir/sb0800.en.html
Title: S.B. 800
Source: http://www.leg.state.or.us
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| OR | Signed into law 06/2011 | P-12 | (1)Establishes the Task Force on Accountable Schools, consisting of 14 members appointed as follows: (a) President of the Senate is to appoint two members from the Senate; (b) the Speaker of the House is to appoint two members from the House; (c) The President of the Senate and the Speaker of the House will jointly appoint: two members who are school district superintendents; two members who are school administrators; two members who are teachers; one member from a professional education organization; one member representing the Department of Education; and two members from education advocacy groups.
(2) The task force is to develop a plan to improve accountability practices for schools.
(3) The task force is to recommend: (a) A new student summative assessment to be used in schools that is based on a national standard and occurs as required by federal law. (b) Measures of college and career readiness to be used in which evaluate: advanced course and dual enrollment completion; national and state assessment results; dropout and graduation rates; postsecondary educational participation; and programs to close any achievement gaps. (c) A statewide standardized simple performance report and rating system based on letter grades that includes: Absolute student achievement and growth; school trends over time; and comparisons to similar schools. (d) Implementation of formative testing and instructionally useful student performance data systems for student achievement; (e) Tools, resources and targeted assistance forschools needing assistance to meet state standards.
(4) A majority of the voting members of the task force constitute a quorum for the transaction of business.
(5) Official action by the task force requires the approval of a majority of the voting members of the task force.
(6) The task force is to elect one of its members to serve as chairperson.
(7) If there is a vacancy for any cause, the appointing authority is to make an appointment which is to be immediately effective.
(8) The task force is to meet at the time and places specified by the call of the chairperson or of a majority of the voting members of the task force.
(9) The task force may adopt rules necessary for the operation of the task force.
(10) The task force is to submit a report that includes recommendations for legislation to an interim committee of the legislative assembly related to education no later than January 1, 2012.
(11) The legislative administration committee is to provide staff support to the task force.
(12) Non-legislative members of the task force are not entitled to compensation or reimbursement for expenses and serve as volunteers to the task force.
(13) All agencies of state government are directed to assist the task force in the performance of its duties.
Effective August 2, 2011
http://www.leg.state.or.us/11reg/measpdf/hb2200.dir/hb2289.en.pdf
Title: H.B. 2289
Source: http://www.leg.state.or.us
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| PA | Signed into law 06/2011 | P-12 | Section 907-A requires the posting of financial and contract information for Intermediate Units. Section 921-A brings the intermediate units in line with other education agencies with regard to posting of financial reports.
http://www.legis.state.pa.us/WU01/LI/BI/FN/2011/0/HB1352P2227.pdf
Title: H.B. 1352
Source: http://www.legis.state.pa.us
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| GA | Signed into law 05/2011 | P-12 | Extends until end of 2014-15 school year the provision that each local school system either notify the department of its intention to request increased flexibility through local school board flexibility contract or elect not to request increased flexibility in exchange for increased accountability and consequences. Page 6 of 11: http://www.legis.ga.gov/Legislation/20112012/116810.pdf
Title: H.B. 192
Source: www.legis.ga.gov
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| AR | Signed into law 04/2011 | P-12 | If the state board orders the takeover of a school district under authority and also orders the removal of the school district board of directors, the state board may assume all authority of the school district board of directors as may be necessary for the day-to-day governance of the school district. The state board may designate the authority granted under this subdivision to the Commissioner of Education. (Sec 1)
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act989.pdf
Title: S.B. 383
Source: http://www.arkleg.state.ar.us
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| NJ | Issued 04/2011 | P-12 | Establishes the New Jersey Education Transformation Task Force. Charges the task force with reviewing all current administrative regulations that affect public education, and evaluating them to determine the degree to which they increase the quality of instruction for students, improve student academic achievement, improve teaching effectiveness, or improve the safety and well-being of students. Directs the task force to also review the statutes supporting these administrative regulations. Requires the task force to prepare recommendations for the governor and commissioner of education regarding all statutes and regulations that are overly prescriptive. Additionally directs the task force to review existing accountability systems and resulting incentive structures for public schools and districts, including the Quality Single Accountability Continuum ("Q SAC"). Directs the task force to provide recommendations to the governor on an accountability system that would give schools and districts greater autonomy while maintaining strict accountability measures in the areas of student performance, safety and fiscal responsibility.
Permits the task force to elicit public input from specified stakeholders. Directs the task force to issue an initial report to the governor by August 15, 2011, and to revise the recommendations as necessary based on comments from the public, stakeholders and the state board of education. Provides the task force will expire upon the governor's receipt of a report containing its final recommendations. Directs the task force to issue its final recommendations by December 31, 2011, to provide the final report to the legislature and state board, and make the report available to the general public.
http://nj.gov/infobank/circular/eocc58.pdf
Title: E.O. 58
Source: nj.gov/infobank
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| AR | Signed into law 03/2011 | P-12 | Establishes performance ratings for education service cooperatives. Requires that each education service cooperative be evaluated during the 2012-13 school year and at least once every five years thereafter. The final evaluation, will be included in the annual report to the Department of Education and made available on the website of the education service cooperative. Evaluation criteria will be developed collaboratively between the Department of Education and the directors of each education service cooperative. The report shall identify each education service cooperative 12 as being in one of the following category levels
(A) "Level 5", education service cooperative of excellence;
(B) "Level 4", education service cooperative exceeding standards;
(C) "Level 3", education service cooperative meeting standards;
(D) "Level 2", education service cooperative on alert; or
(E) "Level 1", education service cooperative in need of immediate improvement.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act739.pdf
Title: H.B. 1433
Source: http://www.arkleg.state.ar.us
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| WY | Signed into law 03/2011 | P-12 | Creates the Wyoming Accountability in Education Act and establishes a statewide education accountability system; establishes system components and student performance measures; imposes duties upon the state board of education and the state superintendent; prescribes consequences for school level student performance; establishes a legislative select committee to review and expand system components; imposes select committee reporting requirements and providing for an advisory committee comprised of public education representatives; prescribes staffing; provides appropriations; and provides for an effective date.
http://legisweb.state.wy.us/2011/Engross/SF0070.pdf
Title: S.F. 70
Source: http://legisweb.state.wy.us
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| TX | Adopted 01/2011 | P-12 | From the January 28, 2011 Texas Register: The sections establish provisions that detail the ratings, types of ratings, criteria, reporting and sanctions for the financial accountability rating system. Amendments update the School Financial Integrity Rating System of Texas (School FIRST) by specifying new provisions for implementation beginning with fiscal year 2010-11, including the deletion of one non-critical school district indicator and the addition of 18 open-enrollment charter school indicators, along with new rating worksheets and calculations that reflect these changes. The amendments to the rating system better align School FIRST for the two types of entities and clarify certain aspects of the School FIRST calculations. Additionally, the adopted amendments establish a process for lowering a financial accountability rating after initial assignment if determined necessary by the commissioner.
109.1002: Financial Accountability Ratings. Adopted as published on pp 12-13 of the January 28, 2011 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/0128/0128adop.pdf
109.1003: Types of Financial Accountability Ratings. Adopted as published on pp. 18-19 of the October 22, 2010 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/1022/1022prop.pdf
109.1004: Criteria for Financial Accountability Ratings. Adopted as published on p. 19 of the October 22, 2010 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/1022/1022prop.pdf
109.1005: Reporting. Adopted as published on pp 13-14 of the January 28, 2011 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/0128/0128adop.pdf
Title: 19 TAC 109.1002, 1003, 1004, 1005
Source: www.sos.state.tx.us
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| Accountability--Accreditation |
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| NH | Signed into law 07/2011 | P-12 | Allows a school to demonstrate compliance with New Hampshire's input-based school accountability standards by furnishing evidence that it has received full accreditation from the New England Association of Schools and Colleges (NEASC); a school may demonstrate that it provides the opportunity for an adequate education by submitting accreditation documents from NEASC to the commissioner. Such a school will not have to establish that it meets the input-based school accountability standards set forth in the Accountability for the Opportunity for an Adequate Education regulations. Also extends an exception from the statutory school district election date requirements to any successor charter adopted by the Concord school district.
http://www.gencourt.state.nh.us/legislation/2011/HB0130.html
Title: H.B. 130
Source: http://www.gencourt.state.nh.us/
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| NC | Signed into law 06/2011 | P-12 | Provides that the State Board of Education (SBE) is an authorized accrediting entity for public schools. Requires the SBE to adopt rigorous academic standards for accrediation taking into consideration: (1) Standards of regional and national accrediting agencies; (2) Common Core Standards; and (3) Any other appropriate information. Prohibits the State Board of Community Colleges and University of North Carolina institutions from considering accrediation of an applicatn student's secondary school as a factor affecting admissions, loans, scholarships or other educational activity at the school, unless the accrediation was conducted by a state agency. http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H342v5.pdf
Title: H.B. 342
Source: http://www.ncga.state.nc.us
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| ND | Signed into law 05/2011 | P-12 | Establishes a certification system for the approval of public and nonpublic schools. Authorizes the Superintendent of Public Instruction to withhold state aid from public schools that are not in compliance. If a nonpublic school is not in compliance, the Superintendent of Public Instruction is directed to notify students' parents that they may be in violation of the compulsory attendance requirements.
http://www.legis.nd.gov/assembly/62-2011/title-summaries/2011titlesummaries.pdf
Title: H.B. 1029
Source: http://www.legis.nd.gov
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| AR | Signed into law 04/2011 | P-12 | Requires a public charter school to annually submit a report detailing: (1) The number of applications for enrollment received; (2) The number of applicants with a disability identified under the Individuals with Disabilities Act; (3) The number of applications for enrollment denied and an explanation of the reason for each denial.
Requires reporting on the number of students in each of the following categories:
(A) Students who dropped out of the public charter school during the school year;
(B) Students who were expelled during the school year by 8 the public charter school; and
(C) Students who were enrolled in the public charter 10 school but for a reason other than those cited in subdivisions (b)(1)(A) and 11 (B) did not complete the school year at the public charter school; and 12
Also calls for charter school teachers, teachers' aides and student teachers to be included in the state's school worker defense program, which protects school employees from civil liability as a result of the performance of their duties.
For all students enrolled in the public charter school, the scores for assessments required under the Arkansas Comprehensive Testing, Assessment, and Accountability Program, including benchmark assessments and end-of-course assessments.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act993.pdf
Title: S.B. 436
Source: http://www.arkleg.state.ar.us
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| VA | Signed into law 03/2011 | P-12 | Provides that any school board, on behalf of one or more of its schools, may request from the Board of Education releases from state regulations and approval of an individual School Accreditation Plan.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+HB2494ER+pdf
Title: H.B. 2494
Source: http://lis.virginia.gov/
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| VA | Signed into law 02/2011 | P-12 | Provides for the delayed implementation of statutes and regulations upon which the accreditation of schools in the Commonwealth is based that were not already in effect on June 30, 2008, with the exception of the graduation and completion rate index and the economic and financial literacy requirement, until July 1, 2012, unless such statutes or regulations are also specifically required by federal code, federal regulation, or court action..
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0391+pdf
Title: H.B. 1554/S.B. 810
Source: http://lis.virginia.gov
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| Accountability--Measures/Indicators |
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| CA | Vetoed 10/2011 | P-12 | From bill summary: Requires that reporting for purposes of the Academic Performance Index (API) include performance data for pupil subgroups of 10 or more pupils with valid test scores (previous provision required either at least 50 students with a valid test score, or at least 15% of the total population of pupils at a school who have valid test scores, with exceptions). Requires that reporting conducted pursuant to these provisions for any pupil subgroup that is not numerically significant be marked with an asterisk that indicates less statistical certainty than data based on a numerically significant subgroup. Requires that this reporting be conducted in accordance with specified federal privacy laws, and states the legislature's intent that this data not be used for federal or state accountability purposes.
Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0501-0550/sb_512_bill_20110901_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/SB_512_Veto_Message.pdf
Title: S.B. 512
Source: www.leginfo.ca.gov
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| CA | Vetoed 10/2011 | P-12 | From bill summary: Makes provisions relating to the Academic Performance Index (API) inoperative on July 1, 2014, and repeals them as of January 1, 2015. Requires the superintendent of public instruction, in consultation with a specified advisory committee, to develop an Education Quality Index (EQI), which would replace the API and consist of a State Assessment Index, a Graduation Rate Index, a College Preparedness Index, and a Career Readiness Index. Requires that these indices consist of specified criteria. In developing the EQI, requires the superintendent of public instruction and this advisory committee to consult with the University of California, the California State University, the California Community Colleges, the Employment Development Department, and other appropriate entities. Requires the state board to provide opportunities for public input, make changes as necessary, and adopt the EQI no later than August 1, 2014. Commencing with the 2014–15 school year, requires that all schools and school districts be evaluated using an EQI value. Requires the superintendent of public instruction to report to the governor and the appropriate policy and fiscal committees of the legislature by July 1, 2013, and annually thereafter, specified information relating to the creation of additional indices. Requires the superintendent of public instruction, in consultation with a specified advisory committee, and subject to an appropriation in the annual Budget Act or another statute for this purpose, to contract for an independent evaluation of the effectiveness and reliability of the EQI and any statutory changes recommended for improvement, and to submit the evaluation and recommendations in a report to the governor and the appropriate policy and fiscal committees of the legislature by July 1, 2018.
Also makes conforming and clarifying changes relating to the duties of a specified advisory committee. Requires this advisory committee, for purposes of work relating to the EQI, to seek input through the establishment of subcommittees or other methods from persons with expertise in various areas, and, commencing January 1, 2012, through July 1, 2016, to hold a public meeting at least once each quarter per year. Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0501-0550/sb_547_bill_20110914_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/SB_547_Veto_Message.pdf
Title: S.B. 547
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Existing law requires the superintendent of public instruction, with approval of the state board, to develop an alternative accountability system for specified types of schools, including, among others, community day schools and continuation schools. Existing law allows these schools to receive an Academic Performance Index (API) score, but prohibits them from being included in the API rankings of schools. New provisions, until January 1, 2017, require the superintendent of public instruction and the state board, as part of the alternative accountability system for schools, or any successor system, to allow no more than 10 dropout recovery high schools to report the results of an individual pupil growth model that is proposed by the school and certified by the superintendent of public instruction pursuant to specified criteria
instead of reporting other indicators. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_180_bill_20111009_chaptered.pdf
Title: A.B. 180
Source: www.leginfo.ca.gov
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| TX | Adopted 07/2011 | P-12 | Adopts excerpted sections of the Performance-Based Monitoring Analysis System (PBMAS) 2011 Manual. From Texas Register: The 2011 PBMAS includes several key changes from the 2010 system. The phase-in of TAKS-Modified and TAKS-Alternate performance results is reflected in the 2011 PBMAS TAKS passing rate indicators as appropriate. Cut-point adjustments have been made for the first time to all annual dropout rate indicators. Required Improvement has been added to all graduation rate indicators. New standards and cut-points are being proposed for several PBMAS indicators, including the 3-5 Year Olds
Less Restrictive Environments (LRE) Placement Rate, the 6-11 Year Olds LRE Placement Rate, the 12-21 Year Olds LRE Placement Rate, the Special Education Discretionary Discipline Alternative Education Program (DAEP) Placements, the Special Education Discretionary Placements to In-School Suspension (ISS), and the Special Education Discretionary Placements to Out-of-School Suspension (OSS). The No Child Left Behind, Title I, Part A Recommended High School Program (RHSP)/Distinguished Achievement Program (DAP) Diploma Rate indicator is moving from a "Report Only" indicator to an indicator with performance level assignments.
The "hold harmless" provision that was added in the 2010 PBMAS to two subject-area indicators in both the Career and Technical Education and the Special Education program areas has been removed. The Special Education African American Representation and Hispanic Representation indicators have been modified based on consideration of the new federal race/ethnicity categories in relation to the intent of those indicators. Changes to the PBMAS indicators for 2011 are marked in the manual as "New!" for easy reference. Also modifies subsection (d) to specify that the PBMAS Manual adopted for the school years prior to 2011-12 will remain in effect with respect to those school years. Establishes in rule the PBMAS procedures for assigning the 2011 PBMAS performance levels. Applicable procedures will be adopted each year as annual versions of the PBMAS Manual are published. Adopted as published in the May 27, 2011 Texas Register (pages 11-12 of 93): http://www.sos.state.tx.us/texreg/pdf/backview/0527/0527prop.pdf
Title: 19 TAC 97.1005
Source: www.sos.state.tx.us
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| TX | Adopted 07/2011 | P-12 | Adopts the 2011 Accountability Manual. Provides earlier versions of the manual will remain in effect with respect to the school years for which they were developed. According to the July 22, 2011 Texas Register, "In 2011, campuses and districts will be evaluated using five base indicators: Texas Assessment of Knowledge and Skills (TAKS) results, commended performance, the English Language Learners (ELL) progress indicator, completion rates, and annual dropout rates. In 2011, the GPA [Gold Performance Acknowledgment] system will award acknowledgment on up to 15 separate indicators to districts and campuses rated Academically Acceptable, AEA Academically Acceptable, or higher: Attendance Rate for Grades 1-12; Advanced Course/Dual Enrollment Completion; Advanced Placement/International Baccalaureate Results; College Admissions Test Results; Commended Performance on Reading/English Language Arts (ELA), Mathematics, Writing, Science and/or Social Studies; Recommended High School Program/Distinguished Achievement Program Participation; Comparable Improvement on Reading/ELA and Mathematics; Texas Success Initiative -Higher Education Readiness Component on ELA and/or Mathematics; and College-Ready Graduates. Adopted as published in July 22, 2011 Texas Register (pages 7-8 of 31): http://www.sos.state.tx.us/texreg/pdf/backview/0722/0722adop.pdf
Title: 19 TAC 97.1001
Source: www.sos.state.tx.us
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| OK | Signed into law 05/2011 | P-12 | Adds a new section of that that requires the assignment and reporting of school grades. Requires that grades of schools be based 33 percent upon test scores, 17 percent learning gains in reading and mathematics, 17 percent on improvement of the lowest 25th percentile of students in the school in reading and mathematics on criterion-referenced tests and end-of-instruction tests and 33 percent on whole school improvement. For middle school grades and elementary school grades, total school improvement will be based upon the drop-out rate, the percentage of students taking higher level coursework at a satisfactory or higher level and any other factors selected by the superintendent of public instruction.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1456%20ENR.DOC
Title: H.B. 1456
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 05/2011 | P-12 | Instructs the state board to adopt a four-year adjusted cohort graduation rate and extended-year adjusted cohort graduation rate to establish a uniform definition of high school graduation rate. Requires the state board to adopt percentage growth targets for high school graduation rates with the eventual goal being 100 percent. Districts must use the four-year adjusted cohort graduation rate for establishing these growth targets.Districts and schools meeting growth targets at the end of the initial two years or in the alternate years will be recognized as notable schools and school districts. Districts not meeting growth targets must submit high school graduation improvement plans to local boards of education and contingent upon the availability of funding participate in training provided by the State Department of Education for reducing dropout rates and improving graduation rates.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB2%20ENR.DOC
Title: S.B. 2
Source: http://webserver1.lsb.state.ok.us
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| NM | Signed into law 03/2011 | P-12 | Creates the A-B-C-D-E-F rating system to grade public schools in a way that is easily understandable to parents, school personnel and the community. Establishes the criteria for rating schools; provides funding for failing schools to implement programs linked to student achievement; allows for students to transfer to schools not rated with an F. School will be rated on student performance and growth and other indicators
http://www.nmlegis.gov/Sessions/11%20Regular/final/SB0427.pdf
Title: S.B. 427
Source: http://www.nmlegis.gov/
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| UT | Signed into law 03/2011 | P-12 | Requires the state board of education to establish a school grading system in which a school receives a grade of A, B, C, D, or F based on the performance of the school's students on statewide assessments, and, for a high school, the graduation rate and measures that indicate college and career readiness. Directs the state board to model the school grading system using school performance data for the 2010-11 school year. Outlines method of calculating points for students' proficiency in language arts, math, science and writing, and for student learning gains in language arts, math and science. Requires that the school grading system take effect in the 2011-12 school year and replace the U-PASS accountability system. Imposes requirements for the reporting of a school's grade. Directs the state board of education to make rules to implement the school grading system, and make reports and recommendations for proposed legislation to the education interim committee. http://le.utah.gov/~2011/bills/sbillenr/sb0059.pdf
Title: S.B. 59
Source: le.utah.gov
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| WY | Signed into law 03/2011 | P-12 | Wyoming Accountability in Education Act--Established through legislation and implemented by Department of Education.
PHASE 1
--Establishes "core indicators of student performance" at the school level:
Reading measured by proficiency assessment of Wyoming students (PAWS )in grades 3-8 and 11; 8th grade standardized, curriculum based college readiness test (ACT Explore) measured by percentage of students meeting or exceeding college benchmark readiness score for each subject area (English, reading, math and science); 11th grade standardized, curriculum based readiness test (ACT) measured by percentage of students meeting or exceeding college benchmark readiness score for each subject area (English, reading, math, science).
-- Uses school year 2010-11 statewide summative assessment data as baseline--PAWS--to be compared to 2011-2012 results
--Department of Education to compute combined school score for each core indicator and measure improvement from year to year, beginning with school year 2011-2012
--Improvement target for each core indicator is "positive progress" at the school-level
(1) "Positive progress" equals a better score than year before (positive score)
(2) "Performance level unchanged" equals no change occurred (zero score)
(3) "Negative progress" equals score is worse than year before (negative score)
--Department of Eduction to adopt rules and regulations establishing a matrix for reporting
--Commencing school year 2013-2014
(1) Schools must show "positive progress", failure to do so, a school is subject to the following
--For first year of failure to meet target improvement level, districts required to report to Department of Education a performance
acceleration plan, no later than August 1 of applicable school year
--For second and subsequent years of failure to meet target improvement level, Department of Education technical assistance
team assists district develo turn-around strategy and may impose criteria on district allocation of resources
PHASE 2--Creation of Select Committee on Accountability and advisory committee during the 2011 interim
--Select Committee review of Phase 1 of statewide education accountability system
(1) Appropriateness and rigor of core indicators
(2) Review of necessary modifications to the statewide assessment and the statewide growth assessment and use of assessments
administered locally, including consideration of end-of-course student assessments
(3) Review and improve reporting scale for measured achievement for core indicators
(4) Prescribe procedures for computing scores for students for which an achievement gap may occur
(5) Review of methodology for measuring student growth
--Select Committee will
(1) Establish components of effective teaching and administration
(2) Structure a statewide system for measuring teacher and administrator effectiveness, measured in part by student achievement
(3) Apply measured performance to evaluation consequences and incentives
(4) Provide recommendations on student and parental accountability
(5) Develop procedures for: (a) Identifying and assisting underperforming schools; (b) Time schedules within which underperforming
schools should reasonably be expected to achieve improvement targets; (c) consequences to districts which fail to meet school
improvement targets
(6) Review merit pay methodologies related to teacher performance measures, including merit-based salary schedules, bonuses,
incentive pay and differential staffing practices
(7) Review school district board of trustees training needs
(8) Review current laws impacting student performance
--Report recommendations back to legislature for 2012 budget session.
http://legisweb.state.wy.us/2011/Engross/SF0070.pdf
Title: S.F. 70--Indicators
Source: http://legisweb.state.wy.us
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| AK | Adopted 01/2011 | P-12 | Revises various provisions regarding the other academic indicator, including graduation rate, for school, district and state accountability. Repeals provision allowing target to be met by "any" improvement with provisions requiring differential improvement on the 4-year or 5-year extended graduation rate. Previously, 55.58% served as the minimum graduation rate target for public accountability; new rulemaking increases the minimum graduation rate target to 85%. Amends provisions relating to graduation rate for schools serving fewer than 25 students. Creates definition for "five year extended graduation rate." Creates definition of "émigré" for purposes of school, district and state accountability.
Title: 4 AAC 06.825, 895, 899
Source: AS 14.03.123 AS 13.07.060 AS 14.50.080
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| Accountability--Reporting Results |
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| MI | Signed into law 12/2011 | P-12 | Requires the board of a schooldistrict or ISD or the board of directors of a PSA to post a notice of the adequate yearly progress (AYP) status of each school it operates on the homepage of its website, within 20 days after the board is informed of the AYP status of its schools for purposes of the No Child Left Behind Act, for the most recent school year for which it is available. Also, within 20 days after Department of Education informs the board or board of directors of the accreditation status of its schools for the most recent school year for which it is available, the board must post a notice of the accreditation status of each school it operates on the homepage of its website. [taken directly from bill]
http://www.legislature.mi.gov/documents/2011-2012/publicact/pdf/2011-PA-0277.pdf
Title: S.B. 618
Source: legislature.mi.gov
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| NV | Signed into law 06/2011 | P-12 | Creates the Office of Parental Involvement and Family Engagement within the Department of Education. Describes the duties of the office, which include adopting policies and developing a list of practices designed to increase the involvement of parents and the engagement of families in the support of the education of their children. Revises the contents of the annual reports of accountability for school districts prepared by school districts to include information on the involvement of parents and the engagement of families in the education of their children.Revises requirement that all school districts develop a plan for improving the pupil achievement to require that such plans include strategies and practices to improve and promote effective involvement and engagement of parents and families. Requires the Commission on Professional Standards in Education to prescribe coursework on parental involvement and family engagement. Revises the membership of the Statewide Council for the Coordination of the Regional Training Programs to include the Director of the Office of Parental Involvement and Family Engagement. Requires the Statewide Council to establish a statewide program for teachers and administrators concerning parental involvement and family engagement. Requires the regional training programs for the professional development of teachers and administrators to provide training on parental involvement and family engagement.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB224_EN.pdf
Title: A.B. 224
Source: http://www.leg.state.nv.us
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| OR | Signed into law 06/2011 | P-12 | Requires education service districts (ESDs) to prepare annual audit of district books and accounts. Authorizes Oregon Department of Education (ODE) to withhold State School Fund (SSF) distributions from ESDs if auditing deficiencies are identified.
http://www.leg.state.or.us/11reg/measures/sb0001.dir/sb0027.en.html
Title: S.B. 27
Source: http://www.leg.state.or.us
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| SC | Signed into law 06/2011 | P-12 | Suspends the requirement that the Department of Education (DOE) provide printed copies of 2011 district and school report cards. Requires a school district or school within the district to provide parents with a link to the report cards via email or other communication methods upon certain conditions. Requires the DOE to suspend writing assessments for certain grades and to provide that writing assessments may not be used in growth calculation. Suspends the requirement that schools advertise district and school 2011 report cards, but requires the results to be provided to an area newspaper of general circulation. Allows high schools to offer state-funded WorkKey assessments to certain students. Provides for a one-year grace period for certain recipients of a South Carolina Teacher Loan and requires the South Carolina Student Loan Corporation to develop forms and procedures to implement the grace period. http://www.scstatehouse.gov/sess119_2011-2012/bills/3663.htm
Title: H.B. 3663
Source: http://www.scstatehouse.gov
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| IN | Signed into law 05/2011 | P-12 | Allows charter schools to opt in to the state health insurance plans. Establishes the charter school board as a statewide sponsor of charter schools. Provides that the department of education shall provide staff to the charter school board until the board begins receiving administrative fees from schools chartered by the board. Adds certain nonprofit private colleges and universities as eligible charter school sponsors. Establishes certain accountability criteria for charter school sponsors, and places charter schools under accountability standards for public schools. Adds: (1) student academic growth; (2) financial performance and stability; and (3) board performance and stewardship; to the list of items to be included in a charter school's charter. Requires uniform and consistent transfer of credits for students who transfer from a charter school to another public school. Stipulates that a teacher in a conversion charter school may be an employee of the charter school or the school corporation as determined in a charter school's charter. Provides that at least 90% of the full time teachers in a charter school must be licensed or in the process of obtaining a license. Ends the virtual charter school pilot program, and allows existing virtual charter schools to seek sponsors. Provides that a virtual charter school's funding is equal to the sum of: (1) the virtual charter school's ADM multiplied by 85% of the school's foundation amount (rather than 80% of the statewide average basic tuition support, under current law); plus (2) the total of any special education grants to which the virtual charter school is entitled. Provides that each school year, at least 60% of the students who are enrolled in virtual charter schools for the first time must have been included in the state's ADM count for the previous school year. Sets out the conditions, accounting process, and reporting procedures for a charter school sponsor concerning the collection of fees from its sponsored charter schools. Requires the department of education to establish a charter school page on the department's Internet web site. Establishes the charter school facilities assistance program and fund. Specifies the purposes for which grants and loans of money in the fund may be used. Provides that money in the fund may be used to match federal grants from the United States Department of Education for charter school facilities, and deletes current law that allows common school fund interest to provide these state matching funds. Changes the procedure for converting a public school into a charter school. Establishes a "trigger" for conversion of a school to a charter school with both parents and the school board signing off on the conversion. Establishes a process by which charter schools may lease or purchase unused, closed, or unoccupied school buildings that are maintained by school corporations and are not being used for classroom instruction. Permits the state board of education to close a charter school, transfer sponsorship of a charter school, or reduce the administrative fees collected by the sponsor of the charter.
http://www.in.gov/legislative/bills/2011/HE/HE1002.1.html
Title: H.B. 1002
Source: http://www.in.gov
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| MT | Signed into law 05/2011 | P-12 | Excerpts from the fiscal note: SB 329, as amended, increases the basic and per-ANB entitlements for K-12 public schools by 1.1% in FY 2012 and by 0.63% in FY 2013. The bill eliminates the 0.76% growth factor on school block grants after FY 2011 and retains oil and natural gas production taxes at the state level for school districts whose tax allocation exceeds 150% of the district's maximum or adopted general fund budget. SB 329 will create increased revenue in the state general fund of $11.3 million in FY 2012 and $1.1 million in FY 2013. Section 3 of the bill allows school districts to enter into multidistrict agreements to perform any services, activities, and undertakings of the participating districts. This section also authorizes each participating district to transfer funds into the interlocal cooperative fund from the general fund or any other budgeted fund of the district. Under SB 329, there is no limit on the amount that can be transferred from budgeted funds other than the school district general fund which is limited to the amount of the district's direct state aid (DSA).
Section 5(2), requires the OPI to develop publicly available district educational profiles that include include school district contact information, state criterion-referenced testing results, programs and course offerings, student enrollment and demographic information by grade level, and graduation rates. Section 5(3) requires each school district to annually report to the OPI the number and type of employee positions; compensation paid to each employee; the certification held by the employee and required by the position, student-teacher ratios by grade; the amount spent by the district for operation and maintenance and for debt service; district expenditures per pupil; the total budget for all funds; the total number of students enrolled and average daily attendance; the total amount spent by the district on extracurricular activities and the number of students who participated; and the number of students who entered 9th grade but did not graduate. Requires each district to post on its website copies of collective bargaining agreements and the district costs associated with employee union representation, collective bargaining, union grievance procedures, and litigation resulting from union employee grievances. Requires oil and natural gas production taxes allocated to a district to be distributed to the district in accordance with section 7 of SB 329. Effective July 1, 2012, establishes a state school oil and natural gas impact account to help counties and school districts that are not receiving oil and natural gas production taxes, but are impacted by oil and natural gas production, defray costs associated with increased school enrollments, teacher shortages, and infrastructure. The balance in the account may not exceed $7.5 million. Any amount in excess of $7.5 million must be deposited in the state general fund.
Fiscal note: http://data.opi.mt.gov/bills/2011/FNPDF/SB0329.pdf
Full text: http://data.opi.mt.gov/bills/2011/billpdf/SB0329.pdf
Title: S.B. 329
Source: http://data.opi.mt.gov/bills/2011
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| NV | Signed into law 05/2011 | P-12 | Section 1 of this bill removes the requirement that the automated system of accountability information have the capacity to identify which paraprofessionals are assigned to provide services to individual pupils and removes the requirement that the information on pupil achievement maintained in the system be used to evaluate paraprofessionals. Under existing law, the board of trustees of each school district and the governing board of each charter school are required to administer certain examinations to determine the achievement and proficiency of pupils and to report the results of those examinations to the Department of Education. Section 2 and 3 revise the manner in which the results of pupils on those examinations are reported by requiring the governing body of each charter school to submit the results and other required information through the sponsor of the charter school.
Title: S.B. 35
Source: http://www.leg.state.nv.us
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| NV | Signed into law 05/2011 | P-12 | Revised the requirements for the reports of accountability information prepared by the State Board of Education and the board of trustees of each school district to include: (1) certain information relating to adult diplomas; and (2) reports on incidents resulting in suspension or explusion for bullying, cyber-bulling, harassment and intimidation.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB138_EN.pdf
Title: A.B. 138--Report Cards
Source: http://www.leg.state.nv.us
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| OK | Signed into law 05/2011 | P-12 | Adds a new section of that that requires the assignment and reporting of school grades. Requires that grades of schools be based 33 percent upon test scores, 17 percent learning gains in reading and mathematics, 17 percent on improvement of the lowest 25th percentile of students in the school in reading and mathematics on criterion-referenced tests and end-of-instruction tests and 33 percent on whole school improvement. For middle school grades and elementary school grades, total school improvement will be based upon the drop-out rate, the percentage of students taking higher level coursework at a satisfactory or higher level and any other factors selected by the superintendent of public instruction.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1456%20ENR.DOC
Title: H.B. 1456
Source: http://webserver1.lsb.state.ok.us
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| AR | Signed into law 04/2011 | P-12 | Requires the annual school performance report to be submitted to the Senate and the House Committees on Education.
Requires the annual school performance report to be made available on the Web sites of the department of education and school districts. Requires information about student participation in ACT or SAT testing and college preparatory enrichment programs in the annual school performance report.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/SB737.pdf
Title: S.B. 737
Source: http://www.arkleg.state.ar.us
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| AZ | Signed into law 04/2011 | P-12 | Directs each school district to submit the following to Arizona Department of Education and, if the district maintains a website, post a link on the website to where the reports are available on the Arizona Department of Education website: (1) the school district's annual financial report for the previous fiscal year by October 15; (2) the school district' proposed budget by July 5 or no later than the posted public notice of the mandatory public hearing; and (c) the final adopted budget by July 18. Chapter 197
http://www.azleg.gov/legtext/50leg/1r/bills/hb2421s.pdf
Title: H.B. 2421
Source: http://www.azleg.gov/
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| ID | Signed into law 04/2011 | P-12 | Modifies the duties of the state department of education to include the posting of a fiscal report card on each school district and charter school on the department's internet site.
Appends the Creation of Internet Based Expenditure Website data concerning all expenditures made by the education provider to include posting the annual budget approved by the education provider's governing board within thirty days after its approval, and any current master labor agreements approved by the education provider's governing board.
http://legislature.idaho.gov/legislation/2011/S1184.pdf
Title: S.B. 1184 - Accountability
Source: http://legislature.idaho.gov
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| WA | Signed into law 04/2011 | P-12 | Relating to second-class school districts and compliance reports. Permits second-class districts to submit condensed compliance
reports to the Office of Superintendent of Public Instruction (OSPI). Requires the OSPI to develop a condensed compliance report form for second-class districts. Adds a provision to numerous chapters of the common school code allowing second-class districts to satisfy any compliance reporting requirements in those chapters by submitting a condensed compliance report. Effective 07/22/2011
http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202011/5184-S.SL.pdf
Title: S.B. 5184
Source: http://apps.leg.wa.gov
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| UT | Signed into law 03/2011 | P-12 | Requires the state board of education to establish a school grading system in which a school receives a grade of A, B, C, D, or F based on the performance of the school's students on statewide assessments, and, for a high school, the graduation rate and measures that indicate college and career readiness. Directs the state board to model the school grading system using school performance data for the 2010-11 school year. Outlines method of calculating points for students' proficiency in language arts, math, science and writing, and for student learning gains in language arts, math and science. Requires that the school grading system take effect in the 2011-12 school year and replace the U-PASS accountability system. Imposes requirements for the reporting of a school's grade. Directs the state board of education to make rules to implement the school grading system, and make reports and recommendations for proposed legislation to the education interim committee. http://le.utah.gov/~2011/bills/sbillenr/sb0059.pdf
Title: S.B. 59
Source: le.utah.gov
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| WY | Signed into law 03/2011 | P-12 | State Board of Education:
--Pilot statewide benchmark adaptive assessment for school year 2011-2012
(1) Results of pilot program will be used to establish student achievement level alignment with the statewide summative
assessment and performance target levels for school year 2012-2013
(2) Report development and implementation of pilot program to Select Committee with a final report December 1, 2011
--State Board of Education to develop and implement statewide benchmark adaptive assessment for school year 2012-2013
(1) Benchmark adaptive reading and mathematic assessments administered at district level
(2) State Board of Education is to establish statewide standards for assessing student growth in math and reading for students in
grades K-8
(3) Statewide standards are to be separate from but correlated with the statewide assessment system
(4) Statewide standards shall include: (a) Uniform, statewide benchmark testing system; (b) Prescribed growth by subject area and
grade level; (c) Procedures for aligning benchmark assessment results, with 2011-2012 as baseline year; (d) Use of assessment
results to design educational strategies for improvement and enhancement of student performance
--State Board of Education is to align statewide assessment components with accountability system
--State Board of Education will review an alternative to current body of evidence system
(1) Provide a district level of assessment enabling considtent, comparable and aligned measures
(2) Provide multiple opportunities for students to demonstrate proficiency at the student, teacher, school and district levels
(3) Consider end-of-course examinations as an alternative to body of evidence system
(4) Goal is to replace current body of evidence system for school year 2012-2013
(5) State Board is to report to Select Committee on Accountability
--Changes to current statewide assessment system
(1) State board also tasked with developing a statewide multiple-choice, standardized summative assessment meeting the
minimum requirements of NCLB
(2) Statewide assessment will no longer require the comprehensive and in-depth measurement of state content and performance
standards (Stoplight Report)
(3) Develop an authentic statewide assessment of student writing skills which is: (a) Limited to one writing prompt in school year
2011-12, the initial year of implementation statewide as a pilot assessment; (b) Based upon research and encourages rigor in
the classroom; (c) Developed outside of and not as a part of the requirements under NCLB; (d) Administered separately and at
different times from the statewide summative assessment in other subject areas; (e) Fully implemented in the 2012-2013 school
year and each year thereafter; (f) At least 30 days prior to issuing a request for proposal to commence development and
implementation of a statewide summative assessment, the state superintendent shall submit the proposed RFP to the Select
Committee on Accountability for review
Local school district boards of trustees will:
--Continue to use "body of evidence" system until school year 2012-2013 to extent not inconsistent with growth assessment
features
--Implement the statewide benchmark assessment system established by the State Board of Education which requires
administration of benchmark testing not less than two times per year, with appropriate linkages to teachers and schools within
districts
--Statewide education accountability system requires evaluation of school principal performance by district superintendent
--Shall report in writing to State Board of Education verification of principal performance including that principals have scored
sufficiently to continue employment.
Act is effective immediately except for changes to statewide assessment which are effective July 1, 2012.
Title: S.F. 70--Assessment
Source: http://legisweb.state.wy.us
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| AK | Adopted 01/2011 | P-12 | Revises various provisions regarding the other academic indicator, including graduation rate, for school, district and state accountability. Repeals provision allowing target to be met by "any" improvement with provisions requiring differential improvement on the 4-year or 5-year extended graduation rate. Previously, 55.58% served as the minimum graduation rate target for public accountability; new rulemaking increases the minimum graduation rate target to 85%. Amends provisions relating to graduation rate for schools serving fewer than 25 students. Creates definition for "five year extended graduation rate." Creates definition of "émigré" for purposes of school, district and state accountability.
Title: 4 AAC 06.825, 895, 899
Source: AS 14.03.123 AS 13.07.060 AS 14.50.080
| |
| Accountability--Rewards |
| |
| OH | Signed into law 06/2011 | P-12 | Directs the department of education to develop a system to rank all districts, community schools and STEM schools according to: (1) performance index score for district/community school/STEM school and for each separate building of such; (2) Student performance growth from year to year, using the value-added progress dimension, if applicable, and other measures of student performance growth designated by the superintendent of public instruction for subjects and grades not covered by the value-added progress dimension; (3) Performance measures required for career-technical education; (4) Current per-pupil operating expenditures; (5) Of total current operating expenditures, percentage spent for classroom instruction as determined under standards adopted by the state board of education; (6) Performance of, and opportunities provided to, students identified as gifted using value-added progress dimensions, and other relevant measures as designated by the superintendent of public instruction. Directs the department to rank each district, community school, and STEM school annually in accordance with this system. Requires the department to annually issue a report for school district, each community school, and each STEM school indicating the district's or school's rank on each measure (1) through (5) above, including each separate building's rank among all public school buildings according to performance index score in (1) above.
Creates the governor's effective and efficient schools recognition program. Directs the governor to annually recognize the top 10% of public schools in the state, including district schools, community schools and STEM schools. Requires that the top 10% be identified by the department according to department-established standards, which must include but need not be limited to student performance and fiscal performance, including cost-effectiveness measures.
Pages 54-55 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - More Efficiency and Effectiveness
Source:
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| TX | Signed into law 06/2011 | P-12 | Specifies that an open-enrollment charter school may not be awarded a distinction designation if the charter school is evaluated under alternative education accountability procedures adopted by the commissioner. Specifies that for purposes of the subchapter of chapter 39 of the education code related to distinction designations, a district includes an open-enrollment charter school that operates on more than one campus, and a campus includes an open-enrollment charter school campus. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB01484F.pdf#navpanes=0
Title: S.B. 1484
Source: www.legis.state.tx.us
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| NY | Signed into law 03/2011 | P-12 | Creates the School District Performance Awards Grant program. Directs the commissioner of education to award competitive grants to school districts that have demonstrated the most improved academic achievement gains and student outcomes, and/or have implemented strategies that have the most potential for continued improvements in student performance, narrowing student achievement gaps and increasing academic performance in traditionally underserved student groups. Requires that grants first be awarded during the 2011-12 school year. Directs the commissioner to create a scoring rubric that gives priority to eligible districts that have the most significant measurable improvements in academic achievement and student outcomes and have:
(1) Implemented rigorous programs to improve middle school student performance
(2) Newly established or expanded participation in college-level or early college programs
(3) Significantly increased college admission rates
(4) Exemplary career and technical education programs with a record of successful student outcomes, or
(5) Other innovative and replicable strategies for student achievement.
Provides the rubric must give priority to eligible districts whose programs benefit traditionally underserved groups, English language learners, low-income students, students with disabilities and students with low academic achievement. Identifies criteria that eligible districts must meet, including that the district shows the greatest gains in student performance in its category (by size and need) in the previous school year as reflected by increases in student outcome, as well as other measures for closing the achievement gap, improving high school performance and graduation rates, and increasing college attendance and retention rates as compared to student performance in those areas in the baseline year.
Directs a district receiving an award to expend grant funds in accordance with a plan submitted with its response to the RFP. Provides the plan must specify how such funds will be used to enhance the activities/strategies that have been or will be implemented to increase student performance, narrow the achievement gap, and increase academic performance among traditionally underserved students.
Chapter 58 http://assembly.state.ny.us/leg/?default_fld=&bn=S02808&Summary=Y&Memo=Y&Text=Y
Title: S.B. 2808 - Part B, Sec. 2
Source: assembly.state.ny.us
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| Accountability--Sanctions/Interventions |
| |
| CA | Vetoed 10/2011 | P-12 | From bill summary: Requires interventions to be implemented for a school that is identified as persistently lowest-achieving but does not receive specified school improvement grant funding. Requires a governing board of a local educational agency to allow parents and legal guardians to provide testimony at the regularly scheduled public hearing. Prohibits more than one parent or legal guardian per pupil from signing a petition, and requires the petition, and, if the petition includes a specific charter school operator, a summary of the charter petition, to meet specified language requirements. Requires, if the petition includes a
specific charter school operator, that the charter petition include specified elements. Requires that, if paid signature gatherers are being used, the petition include a statement indicating that some signature gatherers may be paid. Requires all parties involved in the signature gathering process to adhere to specified school procedures. Requires the state department of education to provide specified information on its Web site, in easy to understand terms, regarding the petition process, the 5 intervention options that parents and legal guardians may request, a sample petition that meets specified requirements, and an up-to-date list of schools that have implemented an intervention pursuant to these provisions. Makes clarifying changes to, and provide definitions for, those intervention petition provisions. Requires the schoolsite council at each school that is eligible for a petition to be submitted pursuant to these provisions to provide, at its next scheduled meeting, or a meeting within 90 days, whichever is sooner, information regarding the petition
process, including the intervention options available and the process for submitting a petition. Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0201-0250/ab_203_bill_20110920_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/AB_203_Veto_Message.pdf
Title: A.B. 203
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2011 | P-12 | Provides that if certain specified schools remain on academic watch status for two years, subject to the availability of federal appropriation money, the state board must allow the local school board to operate the school on a state board-approved pilot full-year school plan upon expiration of its teachers' current collective bargaining agreement. Directs a school board to notify the state board of its intent to operate the school on a full-year school plan. Requires a minimum 215 days of student attendance, including not more than 4 institute days, during a 12-month period in a school on a full-year school plan. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0370.pdf
Title: H.B. 1415
Source: www.ilga.gov
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| CT | Signed into law 07/2011 | P-12 | Secondary School Reform Act - Delays by two years the implementation of the secondary school reform requirements enacted in 2010 that: (1) Increase the minimum number of credits required to graduate from high school; (2) Require school districts to offer students support and alternative ways to meet the new graduation requirements; and (3) Require the State Department of Education (SDE) to develop end-of-course exams in various subjects. Eliminates a requirement that the state provide grants to help districts implement the new graduation requirements and instead requires SDE to offer technical assistance to districts wishing to start implementing them. Revises and delays by one year the start of biennial status reports on the implementation of the new graduation requirements. Establishes a task force to address implementation issues arising from enhanced high school graduation requirements.
Teacher Evaluations/Tenure - Moves up the deadline for the State Board of Education (SBE), in consultation with the Performance Evaluation Advisory Council (PEAC), to adopt guidelines for teacher evaluations to July 1, 2012 from July 1, 2013. Requires, for tenure purposes, that teachers whose employing boards enter cooperative arrangements to provide educational services retain their credited service with those boards if their employment is transferred to a committee administering the cooperative arrangement.
Student Success Plan - Requires districts to establish a student success plan for each student starting in grade 6.
School Governance Councils - Exempts boards of education with low-achieving schools that have only a single grade or that already have substantially similar school governance councils from the existing requirement to establish school councils according to the existing law. Reorganizes and clarifies the sequence and contents of required SDE reports on the implementation and effectiveness of school governance councils. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00135-R00HB-06498-PA.pdf
Title: H.B. 6498
Source: http://www.cga.ct.gov
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| HI | Signed into law 06/2011 | P-12 | Allows the superintendent of education to reconstitute a public school, except for charter schools. Directs the department to negotiate with the respective unions the process of reassigning employees of the school to be reconstituted to other positions within the department for which the employees are qualified. Allows the superintendent to recommend actions to the charter school review panel, including the revocation of a school's charter. http://www.capitol.hawaii.gov/session2011/Bills/SB1485_CD1_.HTM
Title: S.B. 1485
Source: www.capitol.hawaii.gov
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| OH | Signed into law 06/2011 | P-12 | Establishes a pilot project for any school operated by the Columbus school district that has been ranked in the lowest 5% of all public schools statewide for three or more consecutive years. Requires the district board to implement any of five requested reforms if at least 50% of the parents of students in a school, or 50% of parents and of parents in feeder schools, sign a petition requesting that reform. Directs the board not to implement the requested reform under any of specified circumstances. Directs the state board, within 6 months after the first such petition has been resolved, to annually evaluate the pilot program and submit a report to the general assembly with its recommendations with respect to the continuation of the pilot program, its expansion to other districts, or the enactment of further legislation establishing the program statewide under permanent law. Pages 41-43 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Parent Trigger Pilot for Columbus
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Provides that for any building that is ranked in the lowest 5% of all public school buildings statewide for three consecutive years and is declared to be under an academic watch or in a state of academic emergency, the district board must do one of the following: (1) Close the school and direct the district superintendent to reassign the students to another school; (2) Contract with another school district or a nonprofit or for-profit entity with a demonstrated record of effectiveness to operate the school; (3) Replace the principal and all teaching staff and, upon request from the new principal, exempt the school from all requested policies and regulations of the board regarding curriculum and instruction. The board must also distribute funding to the school in an amount that is at least equal to the product of the per pupil amount of state and local revenues received by the district multiplied by the student population of the school. (4) Reopen the school as a conversion community school. Provides that if any of the actions described above causes the district to no longer maintain all grades K-12, the district must contract with another district for enrollment of students. Provides that if the district board fails to or is unable to enter into or maintain such a contract, the state board of education shall take all necessary actions to dissolve the district. Pages 50-51 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Sanctions for the Lowest-Performing Schools
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Directs the board of education of each city, exempted village, and local school district, the governing authority of each community school, and the governing body of each STEM school with a building ranked in the lowest 10% of all public school buildings according to its performance index score, to require each classroom teacher teaching in a core subject area to register for and take all written exams prescribed by the state board of education for licensure to teach that core subject area and the grade level to which the teacher is assigned. Provides that a teacher who passes such exam must not be required to take the exam again for three years, regardless of the performance index score ranking of the building in which the teacher teaches. Permits district boards, community schools and STEM schools to use the results of such exams in
developing and revising professional development plans and in deciding whether or not to continue employing a teacher. Provides, however, that no decision to terminate or not to renew a teacher's employment
contract may be made solely on the basis of the results of a teacher's exam until and unless the teacher has not attained a passing score on the same required exam for at least three
consecutive administrations of that exam. Pages 400-401 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Licensure Exam Retakes for Teachers in Lowest-Performing Schools
Source: www.legislature.state.oh.us
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| TX | Signed into law 06/2011 | P-12 | Provides that if the commissioner is presented with a written petition signed by the parents of a majority of the students enrolled at a campus that has an "unacceptable" performance rating for three consecutive school years after the campus is reconstituted, and the petition specifies that the parents request either the repurposing of the campus, alternative management of the campus, or campus closure, the commissioner must order the specific action requested. However, if the board of trustees of the district present a written request that the commissioner order a specific action other than that requested in the parents' petition and a written explanation of the basis for the board's request, the commissioner may order the action requested by the board of trustees. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/SB00738F.pdf#navpanes=0
Title: S.B. 738
Source: www.capitol.state.tx.us
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| GA | Signed into law 05/2011 | P-12 | Extends until end of 2014-15 school year the provision that each local school system either notify the department of its intention to request increased flexibility through local school board flexibility contract or elect not to request increased flexibility in exchange for increased accountability and consequences. Page 6 of 11: http://www.legis.ga.gov/Legislation/20112012/116810.pdf
Title: H.B. 192
Source: www.legis.ga.gov
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| IN | Signed into law 05/2011 | P-12 | Provides that a school that remains in the lowest performance category for a fifth year becomes a turnaround academy. Requires the state board of education to set specific goals for a turnaround academy, and allows the turnaround academy to be operated by a special management team.
http://www.in.gov/legislative/bills/2011/HE/HE1001.1.html
Title: H.B. 1001--Turnaround Academies
Source: http://www.in.gov
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| OK | Signed into law 05/2011 | P-12 | Instructs the state board to adopt a four-year adjusted cohort graduation rate and extended-year adjusted cohort graduation rate to establish a uniform definition of high school graduation rate. Requires the state board to adopt percentage growth targets for high school graduation rates with the eventual goal being 100 percent. Districts must use the four-year adjusted cohort graduation rate for establishing these growth targets.Districts and schools meeting growth targets at the end of the initial two years or in the alternate years will be recognized as notable schools and school districts. Districts not meeting growth targets must submit high school graduation improvement plans to local boards of education and contingent upon the availability of funding participate in training provided by the State Department of Education for reducing dropout rates and improving graduation rates.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB2%20ENR.DOC
Title: S.B. 2
Source: http://webserver1.lsb.state.ok.us
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| AR | Signed into law 04/2011 | P-12 | If the state board orders the takeover of a school district under authority and also orders the removal of the school district board of directors, the state board may assume all authority of the school district board of directors as may be necessary for the day-to-day governance of the school district. The state board may designate the authority granted under this subdivision to the Commissioner of Education. (Sec 1)
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act989.pdf
Title: S.B. 383
Source: http://www.arkleg.state.ar.us
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| AZ | Signed into law 04/2011 | P-12 | Amends section 15-241. Changes the method used to calculate a school's classification and replaces the current labels of "excelling", "highly performing", "performing", "underperforming" or "failing to meet academic standards" with a letter grade system of A, B, C, D, and F. Specifies that 50% of the classification must consist of academic performance measurement of academic gain (50% of which is to be based on student gains for all students in the school or district and 50% to reflect progress of the 25% of pupils with the lowest academic performance in the school or district).
Makes accountability provisions applicable to public schools also pertain to districts. Allows the state board of education to assign a D school a letter grade of F if the school is among the persistently lowest-achieving schools.
http://www.azleg.gov/legtext/50leg/1r/bills/hb2234h.pdf
Title: H.B. 2234
Source: http://www.azleg.gov
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| GA | Signed into law 04/2011 | P-12 | Provides that members of local boards of education must serve terms of no less than four years. Provides for a phase-in period and for exceptions. Provides for the composition and election of county boards of education in counties in which there is a homestead option sales and use tax and a county sales and use tax for educational purposes. Authorizes the governor to remove members of a local board of education if the local school system has not reattained full accreditation status within a certain amount of time. http://www.legis.ga.gov/Legislation/20112012/116716.pdf
Title: S.B. 79
Source: www.legis.ga.gov
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| MI | Signed into law 03/2011 | P-12 | Provides that if a school included on the list of lowest-achieving 5% of public schools was operated by a district in which an emergency manager was in place under the Local Government and School District Fiscal Accountability Act, the Superintendent of Public Instruction could not place that school under the supervision of the State School Reform/Redesign Officer.
http://www.legislature.mi.gov/documents/2011-2012/publicact/htm/2011-PA-0008.htm
Title: S.B. 157
Source: http://www.legislature.mi.gov
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| Accountability--Sanctions/Interventions--No Pass No Play |
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| LA | Signed into law 06/2011 | P-12 | Revises academic standards for student participation in interscholastic athletics. Requires the State Board of Elementary and Secondary Education to adopt a policy relative to such eligibility requirements.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=758070
Title: H.B. 31
Source: http://www.legis.state.la.us
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| Accountability--Sanctions/Interventions--Takeovers |
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| AR | Signed into law 04/2011 | P-12 | If the state board orders the takeover of a school district under authority and also orders the removal of the school district board of directors, the state board may assume all authority of the school district board of directors as may be necessary for the day-to-day governance of the school district. The state board may designate the authority granted under this subdivision to the Commissioner of Education. (Sec 1)
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act989.pdf
Title: S.B. 383
Source: http://www.arkleg.state.ar.us
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| Accountability--School Improvement |
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| LA | Signed into law 06/2011 | P-12 | Requires the superintendent of the Recovery School District (New Orleans) to develop a community outreach plan to engage parents and community leaders in the successful operation and academic improvement of all schools under its jurisdiction and to solicit input on any proposed changes in school governance regarding the establishment of any new school site.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760374
Title: S.B. 216
Source: http://www.legis.state.la.us/
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| NC | Signed into law 06/2011 | P-12 | Budget Technical Corrections Legislation:
Section 7.31 - Repeals the statutory provisions of the Teacher Academy, created to establish a statewide network of high quality, integrated, comprehensive, collaborative, and substantial professional development for teachers, provided through summer programs.
Section 7.32. Repeals the statutory provisions of the Professional Teaching Standards Commission, created to establish high standards for North Carolina teachers and the teaching profession.
Section 14. Reinstates personal education plans, and restores school improvement plans.
http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H22v4.pdf
Title: H.B. 22
Source: http://www.ncga.state.nc.us
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| NC | Veto overridden: legislature has overridden governor's veto 06/2011 | P-12 | Removes all statutory references to school improvement plans, building school improvement teams, local safe school plans, and local school system technology plans.
Pages 48-52 of 342: http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H200v9.pdf
Title: H.B. 200 - School Improvement Plans, School Improvement Teams, etc.
Source: www.ncleg.net
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| NV | Signed into law 06/2011 | P-12 | Removes the provisions creating the 10-member elected State Board of Education and provides for the election and appointment of members whose terms will commence on January 8, 2013. Bill provides for the appointment of the superintendent of public instruction by the governor from a list of candidates submitted by the state board. Further provides that the superintendent serves at the pleasure of the governor and is in the executive department of state government. Bill provides that the superintendent of public instruction is responsible for ensuring that the duties and responsibilities of the previously created Commission on Educational Excellence, Advisory Council on Parental Involvement, Commission on Educational Technology, Council to Establish Academic Standards for Public Schools, and the Commission on Professional Standards in Education are successfully carried out by the commissions, councils and programs. The bill further revises the qualifications and duties of the superintendent of public instruction to: (1) possess the knowledge and ability to carry out the duties of the position; (2) provide that the superintendent is the educational leader for the K-12 public education in the state; (3) require the superintendent to enforce the observations of statutes and regulations governing K-12 public education; and (4) request a plan of corrective action if the superintendent determines that a school district or charter school has not complied with those statutes and regulations. Provisions of the bill require the state board, in developing the plan to improve the academic achievement of pupils enrolled in public schools, to establish clearly defined goals and benchmarks for improving the achievement of pupils and prescribes those goals and benchmarks. Requires the Commission on Professional Standards in Education to submit annual reports to the State Board and the Legislative Committee on Education describing the status of the regulations adopted by the Commission and a work plan designating the proposed activities of the Commission during the next year. Provisions assign the three regional training programs for the professional development of teachers and administrators and designates the schools districts which will fall within the jurisdictions of the three programs. The bill requires the governing body of each of the regional training programs to establish an evaluation system for the teachers and other licensed educational personnel who participate in the program and prescribes the requirements of that evaluation system. The bill provides for the funding of the three regional training programs and requires the Department of Education to transfer sums to the appropriate districts for the purchase of professional development for teachers and administrators.
http://www.leg.state.nv.us/Sessions/76th2011/ Bills/SB/SB197_EN.pdf
Title: S.B. 197
Source: http://www.leg.state.nv.us
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| NV | Signed into law 06/2011 | P-12 | Makes requirements imposed by statute on school districts and public schools to adopt a pilot program to provide a program of small learning communities in certain middle schools, junior high schools and high schools; extending the effective date for the implementation of academic plans for pupils enrolled in middle school or junior high school; and providing other matters properly relating thereto.
http://www.leg.state.nv.us/Session/76th2011/Bills/SB/SB365_EN.pdf
Title: S.B. 365
Source: http://www.leg.state.nv.us
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| OR | Signed into law 06/2011 | P-12 | Specifies that Department of Education may not require, except under certain circumstances, school districts or schools
to conduct self-evaluations or update local district continuous improvement plans more frequently than biennially. Modifies
filing requirements for local district continuous improvement plans.
http://www.leg.state.or.us/11reg/measures/sb0500.dir/sb0560.a.html
Title: S.B. 560
Source: http://www.leg.state.or.us
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| NV | Signed into law 05/2011 | P-12 | Revising the contents of plan to improve the academic achievement of pupils prepared by the State Board of Education to require a 5-year strategic plan; revising the dates on which determinations must be made whether public schools and school districts are making adequate yearly progress; revising various other dates for the preparation and submission of reports and plans relating to the statewide system of accountability for public schools; requiring the Department of Education to revise the testing schedule for the administration of the criterion-referenced examinations in grades 3 through 8; and providing other matters properly relating thereto. Chapter 122
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB113_EN.pdf
Title: A.B. 113
Source: http://www.leg.state.nv.us
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| CO | Signed into law 04/2011 | P-12 | Encourages districts to adopt policies to increase parental involvement. Requires schools that must develop improvement plans to notify parents of the issues giving rise to the need for such a plan, and to include other relevant information about the plan and timeline.The same policy applies to charter schools required to develop improvement plans.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/64C61264FC2538048725780800800CFC?Open&file=1126_enr.pdf
Title: H.B. 1126
Source: http://www.leg.state.co.us/
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| NY | Signed into law 03/2011 | P-12 | Section 1: Provides that a district that submitted a contract for excellence for the 2009-10 school year, unless all schools in the district are in good standing, must submit a contract for excellence for the 2011-12 school year, which must provide for the expenditure of an amount based on a specified calculation. Provides that such amount must be expended either to support programs and activities approved in the 2009-10 school year, or to support new or expanded allowable activities.
Section 2: Provides that a district that submitted a contract for excellence for the 2009-10 school year but did not fully expend all its 2009-10 foundation aid subject to the contract for excellence restrictions may reallocate and expend such funds during the 2011-12 school year for allowable contract for excellence programs and activities as specified in statute, provided that such amount may not be counted more than once in determining any maintenance of effort. Chapter 58 http://assembly.state.ny.us/leg/?default_fld=&bn=S02808&Summary=Y&Memo=Y&Text=Y
Title: S.B. 2808 - Part A, Sec. 1 and 2
Source: assembly.state.ny.us
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| Adult Basic Education |
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Authorizes the governing board of a school district to charge a fee for a class in English and citizenship for foreigners until July 1, 2015. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_189_bill_20111008_chaptered.pdf
Title: A.B. 189 - Fee for Class in English and Citizenship
Source: www.leginfo.ca.gov
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| CT | Signed into law 07/2011 | P-12 | Specifies that a student who has been expelled for the first time and is at least 16 years old is not required to withdraw from regular public school to attend adult education as part of an alternative educational opportunity during the expulsion. Allows such an expelled student to enroll in an adult education program without the approval of his or her school principal (that approval is still required for students who have not been expelled). http://www.cga.ct.gov/2011/ACT/PA/2011PA-00126-R00HB-06433-PA.htm
Title: H.B. 6433
Source: http://www.cga.ct.gov
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| TX | Signed into law 07/2011 | P-12 | Directs the state education agency to use a competitive procurement process to award a contract to a service provider of an adult education program. Directs the agency, not later than August 31, 2012, to adopt rules to provide for a competitive procurement process to award contracts to service providers of adult education programs.
Pages 177-178 of 263: http://www.capitol.state.tx.us/tlodocs/821/billtext/pdf/SB00001F.pdf#navpanes=0
Title: S.B. 1
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12
Postsec. | Directs the Texas Education Agency, in consultation with the Texas Higher Education Coordinating Board, to (1) review the standardized assessment mechanism for assessing all adult education program participants who need literacy instruction, adult basic education (ABE), or secondary education leading to an adult high school diploma or the equivalent and (2) recommend any changes necessary to align the assessment with college placement exams, to allow for a student's proper placement in an ABE course or to provide the student with the proper developmental or English as a second language coursework, as appropriate. Pages 2-3 of 8: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB03468F.pdf#navpanes=0
Title: H.B. 3468 - Placement in Adult Education Programs
Source: www.capitol.state.tx.us
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| FL | Signed into law 05/2011 | Postsec. | From Legislative Budget Committee Summary:
Coenrollment in Public Schools and Adult Education Programs
Prohibits funding for coenrollment in public schools and adult general education programs, except that for the 2011-2012 fiscal year students may enroll in core courses for credit recovery or dropout prevention for up to two courses. Provides that high school students are exempt from the payment of block tuition for general adult education programs.
Facilities
Expands the class size reduction lottery bond program to include other educational facilities. Suspends temporarily the state match for facilities and operating challenge grant programs for colleges and universities, effective July 1, 2011. Provides that existing eligible donations will remain eligible for future match and that the suspension may be removed once $200 million of the grant backlog has been matched. Allows a university board of trustees to expend carry-forward balances from prior year operational appropriations on legislatively approved fixed capital outlay projects authorized for the establishment of a new campus.
Finance
Streamlines library operations through consolidation and joint purchasing. Requires creation of a union catalog for higher education. Requires the Florida College System Council of Presidents to develop and recommend an equitable funding formula for the distribution of certain state funds to the college system institutions. Provides for the use of a funding formula to ensure equitable distribution of district workforce funds. Provides a $200,000 limit on the amount of state funds that may be paid for salaries of college and university presidents and administrative employees. Terminates the University Concurrency Trust Fund.
Finanical Aid/Scholarships
Increases the Florida Medallion Scholarship test scores in 2013-2014, from 1050 to 1170 for SAT, including the applicable home school test scores. Increases or establishes required community service hours for Bright Futures applicants. Requires applicants for Bright Futures, and certain other programs to submit the Free Application for Federal Student Aid prior to disbursement of funds. Prioritizes state student financial aid to the neediest (Pell eligible) students for the Florida Work Experience Program and the First Generation in College Program.
Northwest Regional Data Center
Designates the Northwest Regional Data Center as a primary data center.
Student Enrollment Pilot Program
Authorizes a spring and summer term student enrollment pilot program at the University of Florida for the purpose of aligning student enrollment and the availability of instructional facilities. Authorizes Bright Futures scholarships in the summer for these students.
Transient Student Admission
Authorizes the implementation of a transient student admission application process through the Florida Academic Counseling Tracking for Students system to include admissions, readmissions, financial aid, and transfer of credit functions. Authorizes a fee of $5 to support the system.
Tuition
Provides an exemption from the 30 percent need-based expenditure requirement from the tuition differential fee if the university has covered the entire tuition and fee costs of all resident students who are eligible for need-based aid. Authorizes alternative documentation for tuition fee waivers for Purple Heart veterans. Increases the tuition surcharge for excess hours to 100 percent in excess of 115 percent of the credit hours required for a degree. Requires a block tuition and corresponding out-of-state fee for students enrolled in adult general education courses. Removes fee exemptions for certain students and requires residency of students to be documented. http://laws.flrules.org/files/Ch_2011-063.pdf
Title: S.B. 2150
Source: http://laws.flrules.org
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| MS | Signed into law 04/2011 | P-12
Postsec. | Requires the department of education, the Board of Trustees of state institutions of higher learning and the state board for community and junior colleges to study and develop a comprehensive report and recommendations for the establishment of an adult high school diploma. Provides for certain legislative members and a gubernatorial appointement to serve on the study panel for the establishment of an adult high school diploma.
http://billstatus.ls.state.ms.us/documents/2011/pdf/HB/1100-1199/HB1163SG.pdf
Title: H.B. 1163
Source: http://billstatus.ls.state.ms.us/
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| MT | Signed into law 04/2011 | P-12
Postsec.
Community College | Expands the range of organizations that are allowed to administer adult basic education programs to include a district, community college district, or accredited tribal college, public library, community-based organization, or a consortium of those organizations located in Montana.
http://data.opi.mt.gov/bills/2011/billpdf/HB0421.pdf
Title: H.B. 421
Source: http://data.opi.mt.gov
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| Assessment |
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Requires the superintendent of public instruction to develop recommendations, to be reported to the fiscal and appropriate policy committees of both houses of the legislature by November 2012, for the reauthorization of the statewide pupil assessment program. Requires the recommendations to include a plan for transitioning to a system of high-quality assessments. Requires the recommendations to
consider including specified characteristics in the reauthorized assessment system. Defines, for purposes of the Leroy Greene California Assessment of Academic Achievement Act (the Greene Act), formative
assessment, high-quality assessment and interim assessment. Makes the Greene Act inoperative on July 1, 2014, and repeals the act as of January 1, 2015. By extending the time period during which school districts are required to perform various duties relating to the administration of achievement tests, the bill imposes a state-mandated local program. Requires the state department of education to use certain federal funds, and any other available state and federal funds, to implement the provisions of this bill. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0201-0250/ab_250_bill_20111008_chaptered.pdf
Title: A.B. 250 - Assessment System
Source: www.leginfo.ca.gov
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| CT | Signed into law 07/2011 | P-12 | Sec. 1 - Establishes a task force to address the academic achievement gaps in Connecticut by considering effective approaches to closing the achievement gaps in elementary, middle and high schools. Requires the task force to submit a master plan to the General Assembly by July 1, 2012. Provides that the task force must terminate on January 1, 2020.
Sec. 2 - Establishes an Interagency Council for Ending the Achievement Gap (the council) to assist the achievement gap task force, in the development of the master plan to eliminate the academic achievement gaps in Connecticut, implement the provisions of the master plan, and, if necessary, make recommendations for legislation relating to the master plan to the joint standing committee of the General Assembly. Directs the council to submit annual progress reports on the implementation of the master plan to the General Assembly.
Sec. 3 - Permits local or regional boards of education for schools designated as low-achieving under state law to increase the number of school sessions each year and the number of school hours each day in order to improve student performance and remove the school from the list of low-achieving schools.
Sec. 4 - Provides that the summer reading program required in priority school districts must be offered to children enrolled in kindergarten who are determined by their school to be substantially deficient in reading based on measures established by the State Board of Education. Directs each priority school district to require the schools under its jurisdiction to assess the reading level of students enrolled in kindergarten at the end of the school year and in grades 1-3 at the beginning, middles and end of the school year (assessment was previously only required in grades 1-3 at the middle and end of the school year). Required individual reading plans must be monitored by school literacy teams that will consist of, but not be limited to, teachers, school reading specialists, internal or external reading consultants, the school principal and the provider of the additional instruction. Adds kindergarten to the grade range for which priority school districts may require students found substantially deficient in reading to attend summer school.
Sec. 5 - Permits the Commissioner of Education to identify schools to participate in a pilot study for the purposes of promoting best practices in early literacy and closing the academic achievement gaps.
Sec. 6 - Provides that the required statement of educational goals (which identify specific expectations for students in terms of skills, knowledge and competence) prepared by the board of education be annually established.
Sec. 7 - Requires, on and after July 1, 2011, any person applying for a certification in the endorsement area of elementary education to achieve a satisfactory evaluation on the appropriate State Board of Education approved mathematics assessment in order to be eligible for such elementary education endorsement.
Sec. 8 - Requires, not later than July 1, 2012, the Department of Education to approve and make available model curricula and frameworks in reading and mathematics for grades prekindergarten to grade four, inclusive, for use by boards of education for school districts or individual schools identified by the department as having academic achievement gaps.
Sec. 9 - Requires the Connecticut School Reform Resource Center (the Center) to provide a program of professional development activities for teachers to educate such students that includes research-based child development and reading instruction tools and practices. Requires the Center to develop strategies for assisting such students who are in danger of failing and develop culturally-relevant methods for educating students whose primary language is not English. http://www.cga.ct.gov/2011/ACT/PA/2011PA-00085-R00SB-00929-PA.htm
Title: S.B. 929
Source: http://www.cga.ct.gov
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| TX | Signed into law 07/2011 | P-12 | From bill summary: Limits a school district's required annual physical fitness assessment of students in grade three or higher to students enrolled in a course that satisfies the curriculum requirements for physical education.
Bill text (page 15 of 19): http://www.legis.state.tx.us/tlodocs/821/billtext/pdf/SB00008F.pdf#navpanes=0
Bill summary: http://www.legis.state.tx.us/BillLookup/BillSummary.aspx?LegSess=821&Bill=SB8
Title: S.B. 8 - Physical Fitness Assessment
Source: www.legis.state.tx.us
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| DE | Signed into law 06/2011 | P-12 | Amends Delaware Code to reflect changes from the Delaware Student Testing program (DSTP) to the new state assessment system, including language changes removing the "DSTP" references and changes in test security because of the on-line nature of the new Delaware Comprehensive Assessment (DCAS). Changes the number of performance levels on the DCAS to 4 from 5. Simplifies school accountability, including changing the number of school classification ratings from 5 to 3.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/SB+78/$file/legis.html?open
Title: S.B. 78
Source: http://legis.delaware.gov/
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| FL | Signed into law 06/2011 | P-12
Postsec. | Allows a principal to waive the civics end-of-course (EOC) assessment requirement for a transfer student who already completed a civics course (Sec. 25). Establishes an exemption from the intensive reading course requirement for certain students (Sec. 16, 18). Provides the commissioner limited flexibility in reporting student results on statewide assessments and eliminates the 3-week EOC administration window (Sec.25). Requires high schools to evaluate the college readiness of each student who scores a certain level on statewide assessments (Sec. 26).
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 16, 18, 25, 26
Source: http://www.myfloridahouse.gov
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| HI | Signed into law 06/2011 | P-12 | Permits the administration of nationally norm-referenced testing in any content area for certain grades at the discretion of individual schools and complexes at the school or complex's own expense. Repeals the administration of nationally norm-referenced testing on July 1, 2015. http://www.capitol.hawaii.gov/session2011/Bills/SB1282_CD1_.HTM
Title: S.B. 1282
Source: www.capitol.hawaii.gov
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| ME | Signed into law 06/2011 | P-12 | Proposes to amend the current education laws to update high school graduation requirements. Requires the Department of Education (DOE) to submit a report to the Legislature by December 1, 2011 consisting of:
1. Draft legislation to require that, in order to graduate from high school after January 1, 2016, a student must (a) demonstrate proficiency in meeting state standards in all 8 content areas of the required system of learning results; (b) demonstrate proficiency in each of the 5 guiding principles outlined in regulation regarding parameters for essential instruction; and (c) meet other locally developed requirements to graduate from high school not inconsistent with state requirements. Provides that the legislation must also include any changes necessary to conform current state law to the needs of schools engaged in standards-based education, including allowing students to graduate from high school in more or fewer than 4 years.
2. An outline of rules or additional guidance necessary to more fully develop the requirements for awarding a high school diploma, including guidance regarding how schools are to track and report student mastery of standards and how schools are to ensure the validity of student assessments; and
3. A proposed system of technical assistance for schools in implementing standards-based education including proposed timelines for implementation.
Directs the DOE, in drafting the required report, to consult with teachers and administrators with experience in standards-based education, as well as the education associations in the state, for advice on determining the needs of educators. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/RESOLVE83.asp
Title: S.P. 295 (L.D. 949)
Source: http://www.mainelegislature.org
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| NC | Signed into law 06/2011 | Postsec.
Community College | Directs the State Board of Education (SBE) to continue to participate in the development of the Common Core State Standards in conjunction with the consortium of other states, review all national assessments developed by both multistate consortia, and implement the assessments that the SBE deems most appropriate to assess student achievement on the Common Core State Standards. Requires, to the extent funds are made available, the SBE to plan for and require the administration of the ACT test for all students in the eleventh grade unless the student has already taken a comparable test and scored at or above a level set by the SBE.
Requires, to the extent funds are made available for this purpose, the SBE to plan for and require the administration of diagnostic tests in the eighth and tenth grades that align to the ACT test in order to help diagnose student learning and provide for students an indication of whether they are on track to be remediation-free at a community college or university. Requires, to the extent funds are made available for this purpose, the SBE to plan for and require local school districts to make available the appropriate WorkKeys tests for all students who complete the second level of vocational/career courses. http://www.ncga.state.nc.us/Sessions/2011/Bills/Senate/HTML/S479v5.html
Title: S.B. 479
Source: http://www.ncga.state.nc.us
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| NV | Signed into law 06/2011 | P-12 | This bill eliminates the statutory requirement for the administration of norm-referenced examinations and revises
existing law to delete references to the norm-referenced examinations.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB498_EN.pdf
Title: A.B. 498
Source: http://www.leg.state.nv.us
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| OH | Signed into law 06/2011 | P-12 | Provides that for administrations of each state assessment in the 2011-2012 school year and thereafter, the administrations are not to be public record (previously at least 40% of the questions were to be public record).
Amends provisions related to the exit exam system (the "college and work ready assessment system"):
--Repeals provision that the nationally standardized assessment measure competencies in science, math and English language arts. Replaces with provision that nationally standardized assessment measure college and career readiness.
--Adds that for the end-of-course exams in science, math, English language arts and social studies, the state superintendent and the chancellor must select multiple assessments that districts, schools, and chartered nonpublic schools may use, which must include nationally recognized subject area assessments, such as AP examinations, SAT subject tests, International Baccalaureate exams, and other assessments of college and work readiness.
--Repeals the senior project that was the third part of the college and work ready assessment system.
--Repeals provision relating to scoring rubrics and a required overall composite score for the college and work ready assessment system.
Pages 16-19 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - State Assessments
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Provides the administration of the English language arts assessments for elementary grades as a replacement for the separate reading and writing assessments shall not be required until a date prescribed by rule of the state board of education. Until that date, directs the department of education and school districts and schools to continue to administer separate reading assessments for elementary grades. Provides that the intent for delaying implementation of the replacement English language arts assessment is to provide adequate time for the complete development of the new assessment.
Page 981 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part3.pdf
Title: H.B. 153 - English Language Arts Assessments in Elementary Grades
Source:
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| OH | Signed into law 06/2011 | P-12 | Directs the state board not to prescribe the three ranges of scores for the assessments prescribed by division (A)(2) of section 3301.0710 of the Revised Code http://codes.ohio.gov/orc/3301.0710, as amended by Am. Sub. H.B. 1 of the 128th General Assembly, until the board adopts the rule required by division (A) of this section. Until that date, the board must continue to prescribe the five ranges of scores required by the version of section 3301.0710 of the Revised Code in effect prior to the effective date of Section 265.20.15 of Am. Sub. H.B. 1 of the 128th General Assembly, and the following apply:
(1) The range of scores designated by the state board as a proficient level of skill remains the passing score on the Ohio Graduation Tests for purposes of sections 3313.61, 3313.611, 3313.612, and 3325.08 of the
Revised Code;
(2) The range of scores designated as a limited level of skill remains the standard for applying the third-grade reading guarantee under division (A) of section 3313.608 of the Revised Code;
(3) The range of scores designated by the state board as a proficient level of skill remains the standard for the summer remediation requirement of division (B)(2) of section 3313.608 of the Revised Code.
(C) This section is not subject to expiration after June 30, 2013, under Section 809.10 of this act.
Pages 981-982 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part3.pdf
Title: H.B. 153 - Ranges of Scores on State Assessments
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Directs the department of education in the 2011-2012 and 2012-2013 school years not to furnish, and school districts and schools not to administer, the elementary writing and social studies achievement assessments prescribed by section 3301.0710 of the Revised Code, unless the superintendent of public instruction determines the department has sufficient funds to pay the costs of furnishing and scoring those assessments. Page 982 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part3.pdf
Title: H.B. 153 - Elementary Writing and Social Studies Assessments
Source: www.legislature.state.oh.us
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| OR | Signed into law 06/2011 | P-12 | Directs State Board of Education to adopt guidelines for best practices of administering statewide assessments of students
http://www.leg.state.or.us/11reg/measures/sb0800.dir/sb0801.en.html
Title: S.B. 801
Source: http://www.leg.state.or.us/
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| SC | Signed into law 06/2011 | P-12 | Suspends the requirement that the Department of Education (DOE) provide printed copies of 2011 district and school report cards. Requires a school district or school within the district to provide parents with a link to the report cards via email or other communication methods upon certain conditions. Requires the DOE to suspend writing assessments for certain grades and to provide that writing assessments may not be used in growth calculation. Suspends the requirement that schools advertise district and school 2011 report cards, but requires the results to be provided to an area newspaper of general circulation. Allows high schools to offer state-funded WorkKey assessments to certain students. Provides for a one-year grace period for certain recipients of a South Carolina Teacher Loan and requires the South Carolina Student Loan Corporation to develop forms and procedures to implement the grace period. http://www.scstatehouse.gov/sess119_2011-2012/bills/3663.htm
Title: H.B. 3663
Source: http://www.scstatehouse.gov
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| TX | Signed into law 06/2011 | P-12 | Specifies that state policy does not require a 5th or 8th grader to be administered a criterion-referenced assessment if the student is enrolled in a course above the student's grade level and will be administered an assessment for that course, or is enrolled in a course for which the student will receive high school credit and will be administered an end-of-course assessment for the course. Provides a 5th or 8th grader who did not take a grade-level assessment for the aforementioned purposes may not be denied promotion based on failure to perform on an assessment the student is not required to take. Adds provision that nothing prohibits the administration of an end-of-course assessment to a student below the high school level who is enrolled in the course for which the assessment instrument is adopted. Requires that, in aggregating assessment results across grade levels by subject, the results of students below the high school level taking end-of-course assessments be included with results relating to other students enrolled at the same grade level. Permits the commissioner of education to award a distinction designation to a campus with significant numbers of students below grade 9 who perform satisfactorily on end-of-course assessments. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02135F.pdf#navpanes=0
Title: H.B. 2135
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Directs the Texas Education Agency, in consultation with the Texas Higher Education Coordinating Board, to conduct a study of best practices for and existing programs offering early assessments of high school students to determine college readiness, identify any deficiencies in college readiness, and provide intervention to address any deficiencies before high school graduation. In conducting the study, requires the agency to review various assessments, including (1) the state's end-of-course assessments, each assessment used as a placement exam in public postsecondary institutions, and any assessment being proposed as a statewide model by the coordinating board; (2) various early intervention models; (3) the costs associated with different assessments and early intervention models; and (4) the effectiveness of different assessments and early intervention models in preparing students for credit-bearing college coursework. Directs the agency, by December 2012, to submit a report with recommendations for promoting and implementing early assessments of college readiness that are of a diagnostic nature and early intervention models for preparing high school students for credit-bearing college coursework. Pages 1-2 of 8: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB03468F.pdf#navpanes=0
Title: H.B. 3468 - College Readiness
Source: www.capitol.state.tx.us
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| WA | Signed into law 06/2011 | P-12 | Amends RCW 28A.655.061; adding a new section to chapter 28A.655 RCW; and creating a new section 2011 WA SB 5226. Deterination has been made that the financial resources for developing additional end-of-course-assessment for high school sience are not available in the 2011-2013 biennium. Bill declares intent to revisit this issue in the future and, at an appropriate time, direct the superintendent of public instruction to develop one or more end-of-course assessments in additional science subjects.
http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/House%20Passed%20Legislature/1410-S.PL.pdf
Title: H.B. 1410
Source: http://apps.leg.wa.gov
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| NV | Signed into law 05/2011 | P-12 | Authorizes the principal of a high school or the principal's designee to postpone the administration of the high school proficiency
examination in the subject area of mathematics or science, or both, for a pupil enrolled in grade 10 for not more than 1 year if: (1) the
principal and the teacher who provides instruction in the applicable subject area determine, based upon the criteria for grading established by the school district for the applicable subject area, that the pupil is not academically ready to take the examination; and (2) the parent or legal guardian of the pupil agrees in writing that the pupil is not academically ready for that subject area of the examination. If the administration of the examination is postponed, the pupil's academic plan for high school must be revised to ensure that: (1) the pupil is enrolled in or scheduled to enroll in the appropriate course work for his or her grade level and receives the necessary preparation to enable the pupil to take the subject area of the high school proficiency examination which was postponed; and (2) the pupil participates in the statewide program to prepare pupils for the high school proficiency examination or enrolls in a course of study offered by the board of trustees of the school district designed to assist pupils with passing the high school proficiency examination; authorizes the board of trustees of a school district to administer the practice test of the high school proficiency examination to pupils enrolled in high school.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB290_EN.pdf
Title: A.B. 290
Source: http://www.leg.state.nv.us
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| OR | Signed into law 05/2011 | P-12 | Requires Department of Education to grant waiver to allow school districts to contract with entity that meets specified criteria for purpose of administering nationally normed assessments. Directs department to reimburse school district for cost of assessments that are administered under waiver. Effective July 1, 2011.
http://www.leg.state.or.us/11reg/measures/sb0300.dir/sb0331.en.html
Title: S.B. 331
Source: http://www.leg.state.or.us
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| OR | Signed into law 05/2011 | P-12 | Requires assessments to show whether student meets or exceeds academic content standards of student's grade level and to show student's progress toward becoming proficient in continuum of knowledge and skills. Effective 07/01/2012
Title: H.B. 2220
Source: http://www.leg.state.or.us
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| WA | Signed into law 05/2011 | P-12 | Modifies the state board of education's responsibilities with regard to performance standards for the statewide student
assessment.
http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/House%20Passed%20Legislature/2115-S.PL.pdf
Title: H.B. 2115
Source: http://apps.leg.wa.gov
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| WV | Signed into law 05/2011 | P-12 | Amends and reenacts the law relating to the authority of school curriculum teams and local school collaborative processes with respect to selection and use of testing and assessment instruments not required by statute or state board when certain conditions are met. Provides that school curriculum teams should: (1) Provide professional opportunities for teachers, administrators and other school personnel that allow them to have a direct voice in the operation of their schools and to create a culture of shared decision-making focused on the ultimate goal of raising student achievement; (2) Encourage the use of different, high-quality models of teaching, scheduling and other aspects of educational delivery that meet a variety of student needs; (3) Increase high-quality educational opportunities for all students that close achievement gaps between high-performing and low-performing groups of public school students; and (4) Provide public schools with increased school-level freedom and flexibility to achieve these purposes when they have achieved exceptional levels of results-driven accountability. Provides for the discretionary use of certain assessments, instructional strategies and programs for certain teams when certain conditions are met. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=HB3116%20ENR.htm&yr=2011&sesstype=RS&i=3116
Title: H.B. 3116
Source: http://www.legis.state.wv.us
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| NM | Signed into law 04/2011 | P-12 | Due to financial crisis, temporarily suspends requirements for districts to administer specified assessments for 2011-12. In addition, a student who has completed the course
requirements for high school graduation in 2011-12 may graduate without demonstrating competence in required subject areas on the standards-based assessment or
assessments or a portfolio of standards-based indicators.
http://www.nmlegis.gov/Sessions/11%20Regular/final/SB0360.pdf
Title: S.B. 360
Source: http://www.nmlegis.gov/
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| NC | Became law without governor's signature 03/2011 | P-12 | Eliminates statewide standardized testing in the public schools, except as required by federal law or as a condition of a federal grant. http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H48v4.pdf
Title: H.B. 48
Source: http://www.ncga.state.nc.us
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| UT | Signed into law 03/2011 | P-12 | Directs the state board of education to approve a benchmark assessment for districts and charter schools to assess the reading proficiency of 1st, 2nd and 3rd graders at the beginning, middle and end of the school year, and report the assessment results to a student's parent or guardian. Provides that if a benchmark assessment or supplemental reading assessment indicates a student need in reading, the district or charter must provide focused intervention, administer formative assessments to measure the success of the intervention, inform the parent of activities the parent may engage in to enhance the student's reading proficiency, and provide the parent with information on appropriate interventions available to the student outside the regular school day that may include tutoring, before/after-school programs, or summer school.
Directs the state board of education to contract with an educational technology provider for a diagnostic assessment system for reading for students in grades K-3. Requires that the diagnostic assessment system for reading be available to applicant districts and charter schools beginning in the 2011-12 school year. Provides the diagnostic assessment system for reading must include (1) a benchmark assessment to be administered at the beginning, middle and end of grades K-3; (2) formative assessments to be administered every 2-4 weeks for students at high risk of not attaining proficiency in reading; (3) align with the state's language arts core curriculum; (4) include a data analysis component that has specified capabilities, including individualized student progress reports and lesson plans that may be used to develop reading skills. Provides the benchmark and formative assessments must be available to be downloaded to a portable technology device so that a teacher may sit beside a student as the student is being assessed at any location in the school.
Directs a district and charter school governing board to monitor the learning gains of a school's students as reported by the benchmark assessments, and require a reading achievement plan to be revised if the district or governing board determines a school's students are not making adequate learning gains.
Directs the state board to evaluate the effects of the diagnostic assessment system for reading by comparing the learning gains of students in schools that use the diagnostic assessment system with the gains of students in schools that do not use the system, and submit a report on the evaluation to the public education appropriations subcommittee by November 2013. Clarifies that certain district or charter school actions are prerequisites to receiving funds rather than precede an allocation of funds through the K-3 Reading Improvement Program; clarifies that one such action is professional development specifically for classroom teachers in grades K-3. Specifies goals that an applicant district or charter school must submit to be eligible for program funds. Provides that a district or charter school may use program funds for portable technology devices to administer reading assessments. Specifies criteria under which a district or charter school may, after three years, not receive additional funds under the K-3 Reading Improvement Program. Directs the state board of education to make an annual report to the public education appropriations subcommittee that includes information on student learning gains and trends, and that may include recommendations on how to increase the percentage of 3rd graders reading on grade level.
Makes an appropriation. Provides legislative intent that if this and H.B. 301 http://le.utah.gov/~2011/bills/hbillenr/hb0301.pdf both pass, (which did happen), that the amendments to subsection 53A-17a-150(15) in this bill supersede the amendments to the same section in H.B. 301. http://le.utah.gov/~2011/bills/hbillenr/hb0302.pdf
Title: H.B. 302
Source: le.utah.gov
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| VA | Signed into law 03/2011 | P-12 | Requires the Board of Education to take into account in its guidelines for the Virginia Index of Performance program a school division's increase in enrollments and elective course offerings in science, technology, engineering, and mathematics.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0119+pdf
Title: H.B. 2172/S.B. 953
Source: http://lis.virginia.gov/
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| VA | Signed into law 03/2011 | P-12 | Adds the act of excluding students from testing who are required to be assessed to the conditions under which the Board of Education may (i) bring a cause of action, (ii) suspend or revoke an administrative or teaching license, or (iii) initiate or cause to be initiated a review or investigation of any alleged break in security, unauthorized alteration, or improper administration of tests. The bill clarifies that any cause of action brought on behalf of the Board of Education may not be brought against a student enrolled in a public school.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0248+pdf
Title: H.B. 2077
Source: http://lis.virginia.gov/
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| WY | Signed into law 03/2011 | P-12 | State Board of Education:
--Pilot statewide benchmark adaptive assessment for school year 2011-2012
(1) Results of pilot program will be used to establish student achievement level alignment with the statewide summative
assessment and performance target levels for school year 2012-2013
(2) Report development and implementation of pilot program to Select Committee with a final report December 1, 2011
--State Board of Education to develop and implement statewide benchmark adaptive assessment for school year 2012-2013
(1) Benchmark adaptive reading and mathematic assessments administered at district level
(2) State Board of Education is to establish statewide standards for assessing student growth in math and reading for students in
grades K-8
(3) Statewide standards are to be separate from but correlated with the statewide assessment system
(4) Statewide standards shall include: (a) Uniform, statewide benchmark testing system; (b) Prescribed growth by subject area and
grade level; (c) Procedures for aligning benchmark assessment results, with 2011-2012 as baseline year; (d) Use of assessment
results to design educational strategies for improvement and enhancement of student performance
--State Board of Education is to align statewide assessment components with accountability system
--State Board of Education will review an alternative to current body of evidence system
(1) Provide a district level of assessment enabling considtent, comparable and aligned measures
(2) Provide multiple opportunities for students to demonstrate proficiency at the student, teacher, school and district levels
(3) Consider end-of-course examinations as an alternative to body of evidence system
(4) Goal is to replace current body of evidence system for school year 2012-2013
(5) State Board is to report to Select Committee on Accountability
--Changes to current statewide assessment system
(1) State board also tasked with developing a statewide multiple-choice, standardized summative assessment meeting the
minimum requirements of NCLB
(2) Statewide assessment will no longer require the comprehensive and in-depth measurement of state content and performance
standards (Stoplight Report)
(3) Develop an authentic statewide assessment of student writing skills which is: (a) Limited to one writing prompt in school year
2011-12, the initial year of implementation statewide as a pilot assessment; (b) Based upon research and encourages rigor in
the classroom; (c) Developed outside of and not as a part of the requirements under NCLB; (d) Administered separately and at
different times from the statewide summative assessment in other subject areas; (e) Fully implemented in the 2012-2013 school
year and each year thereafter; (f) At least 30 days prior to issuing a request for proposal to commence development and
implementation of a statewide summative assessment, the state superintendent shall submit the proposed RFP to the Select
Committee on Accountability for review
Local school district boards of trustees will:
--Continue to use "body of evidence" system until school year 2012-2013 to extent not inconsistent with growth assessment
features
--Implement the statewide benchmark assessment system established by the State Board of Education which requires
administration of benchmark testing not less than two times per year, with appropriate linkages to teachers and schools within
districts
--Statewide education accountability system requires evaluation of school principal performance by district superintendent
--Shall report in writing to State Board of Education verification of principal performance including that principals have scored
sufficiently to continue employment.
Act is effective immediately except for changes to statewide assessment which are effective July 1, 2012.
Title: S.F. 70--Assessment
Source: http://legisweb.state.wy.us
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| IL | Adopted 02/2011 | P-12 | Clarifies that students in grade 11 must be administered the Prairie State Achievement Examination (PSAE) or the Illinois Alternate Assessment (IAA), if applicable. Defines grade 11 as the point in time when a student has earned the number of credits necessary for enrollment in grade 11, as determined by his or her school district in accordance with Sections 1.420(b) and 1.440. Provides that a district may not promote a student to grade 12 status until that student has taken either the PSAE or IAA. Pages 426-427 of 734: http://www.cyberdriveillinois.com/departments/index/register/register_volume35_issue6.pdf
(Background from Illinois Register: In April 2010, monitors from the U.S. Department of Education (USDE) reviewed the agency's implementation of the accountability provisions of Title I, Part A, of ESEA, among other areas. In its spring 2010 Title I federal monitoring document, it cited Student Information System data as showing that approximately 8% of high school students had not been tested. As a result, USDE has directed the agency to take steps to ensure that all high school students are being assessed for accountability purposes, and Section 1.30 includes a definition for school districts to use to determine grade 11 status).
Title: 23 ADC 1.30
Source: www.cyberdriveillinois.com
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| Assessment--Accommodations |
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| TX | Adopted 12/2011 | P-12 | Repeals and readopts numerous sections concerning the participation of limited English proficient students in state assessments, to reflect changes to the state assessment program beginning with the implementation of the State of Texas Assessments of Academic Readiness (STAAR) in the 2011-12 school year. From Texas Register: In the 2011-2012 school year, STAAR will be administered statewide to students in Grades 3-8 and to students first entering Grade 9. §§101.1001, 101.1003, 101.1007, 101.1021, 101.1023, and 101.1025 are adopted as published in the September 30, 2011 Texas Register (pp. 64-67 of 149: http://www.sos.state.tx.us/texreg/pdf/backview/0930/0930prop.pdf). 101.1005 adopted as published in the December 16, 2011 Texas Register (pp. 27-28 of 63: http://www.sos.state.tx.us/texreg/pdf/backview/1216/1216adop.pdf).
New Division 1, Assessments of English Language Proficiency and Academic Content for English Language Learners, includes English language learner (ELL) assessment provisions for the new STAAR program and retains provisions from current rules for the ongoing state-administered English language proficiency assessments, the Texas English Language Proficiency Assessment System (TELPAS).
New §101.1001, Scope of Rules, defines which students are impacted by the provisions of Division 1.
New §101.1003, English Language Proficiency Assessments, specifies testing requirements for TELPAS. Continues current TELPAS participation provisions for ELLs, including ELLs who receive special education services, and outlines the roles of the language proficiency assessment committee (LPAC) and admission, review and dismissal (ARD) committee in making TELPAS participation and accommodation decisions.
New §101.1005, Assessments of Achievement in Academic Content Areas and Courses, outlines the roles of the LPAC and ARD committees in making ELL participation and accommodation decisions for the STAAR program. Delineates provisions for the participation of ELLs in STAAR assessments in English, STAAR assessments in Spanish, linguistically accommodated English versions of STAAR, and alternative STAAR assessments designed for eligible students who receive special education services. Does not provide for exempting ELLs from STAAR assessments, but ensures that academic performance data are available to evaluate the achievement, progress and needs of all ELL students. New §101.1005(h) specifies that separate policies for including the academic performance of ELLs in state and federal accountability measures will take into account the unique second language acquisition developmental needs of this student population.
New §101.1007, Assessment Provisions for Graduation, makes allowances for eligible ELLs related to the use of English I and II STAAR end-of-course assessment scores in meeting high school graduation requirements. New §101.1007(b) specifies that an ELL enrolled in an English I or II course or an English for Speakers of Other Languages I or II course who meets specific eligibility criteria related to time in U.S. schools and level of English language proficiency is not required to use the score on the applicable English I or II assessment as part of the cumulative score for graduation; have the assessment score count as 15% of the student's final grade in the course; or retake the assessment if the student passes the course but fails to achieve the minimum score on the assessment. The provisions of adopted new §101.1007 acknowledge the unique circumstances of a specific group of second language learners whose engagement with high school English I and II course material, due to their limited time in the U.S., depends on instructional scaffolding and linguistic accommodations and adaptations that cannot be provided during standardized English I and II end-of-course assessment administrations. Specifies that these students will not be permitted exemptions from the English I and II assessments, as participation in these assessments gives them experience and provides information to educators that can be used to guide their instruction and ultimately prepare them for the English III end-of-course assessment. Prevents eligible ELLs from retaking English I and II assessments repeatedly and from the consequences of inappropriately applying standardized test scores to their course grades. During the time these students are taking English I and English II and functioning at the inherent stages of learning a new language, they can be expected to perform unsatisfactorily on standardized tests though they may meet course requirements with appropriately scaffolded and accommodated instruction. For this unique group of students, the provisions in new §101.1007 enable determinations about readiness to graduate from Texas high schools to be based, with regard to the English language arts discipline, on the level of English acquisition and associated language arts knowledge and skills the students demonstrate on the culminating English III assessment.
New Division 2 (§101.1021, .1023, .1025), Grade 10 and Exit-Level Assessments for Certain English Language Learners, addresses the participation of ELLs in the Texas Assessment of Knowledge and Skills (TAKS) tests that remain in effect for high school students who entered Grade 9 prior to the 2011-12 school year. Specifies the ELLs for whom TAKS is the required assessment program and reinstates the applicable provisions from repealed rules. New rules in Division 2 apply only to students for whom TAKS is the graduation requirement and only to the administration of Grade 10 and exit-level TAKS assessments. (No substantive changes were made to provisions retained in new §101.1023, English Language Learners at the Exit Level, and §101.1025, English Language Learners in Grade 10.)
Title: 19 TAC 101.1001, 1003, 1005, 1007, 1009, 1010, 1011, 1021, 1023, 1025
Source: www.sos.state.tx.us
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| CA | Vetoed 10/2011 | P-12 | From bill summary: Requires California's assessments to be valid, reliable, and comparable for pupils who are limited English proficient and for pupils with developmental disabilities. Requires any primary language assessment developed by the state department of education and administered to limited-English-proficient pupils, as identified pursuant to existing law, to be considered for inclusion in the state's assessment system, or in any successor system, and in any measure or index developed or used for the state's federal and state accountability system and any successor system. Requires any successor system to the state's assessment system adopted on or after the effective date of this act to include accommodations and variations for limited-English-proficient pupils, as determined by the superintendent of public instruction. Requires any existing advisory committee, work group, task force, or technical assistance group operating on or after July 1, 2012, and that is either required by the legislature or governor, or established by the superintendent or the state board of education, to provide recommendations to the superintendent and the state board on state or federal assessment or accountability systems, to provide to the superintendent and the state board additional recommendations relating to systems of assessment and accountability. Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0501-0550/ab_532_bill_20110909_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/AB_532_Veto_Message.pdf
Title: A.B. 532
Source: www.leginfo.ca.gov
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| WA | Signed into law 04/2011 | P-12 | Requires the office of the superintendent of public instruction to continue to actively collaborate with teachers
and directors of special education programs in the development and implementation of a process to transition from the current
portfolio system of assessment of students with significant cognitive challenges to a performance task-based alternative
assessment system based on state standards.Effective 90 days after 2011 legislative adjournment. Effective 07/22/2011.
http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202011/1519-S2.SL.pdf
Title: H.B. 1519
Source: http://apps.leg.wa.gov
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| Assessment--College Entrance Exams |
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| CA | Signed into law 06/2011 | Postsec. | Provides relative to the administration of standardized tests for purposes of postsecondary education.
From bill summary: Requires a test sponsor to provide alternative methods to verify a test subject's identity and to clearly post on the test sponsor's Web site contact information for test subjects who cannot provide the required identification and need further assistance. Allows a test sponsor to require test subjects to obtain approval from the test sponsor in advance of the registration test deadline in order to be admitted to the test with an alternative form of identification. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_176_bill_20110701_chaptered.pdf
Title: A.B. 176
Source: www.leginfo.ca.gov
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| NC | Signed into law 06/2011 | Postsec.
Community College | Directs the State Board of Education (SBE) to continue to participate in the development of the Common Core State Standards in conjunction with the consortium of other states, review all national assessments developed by both multistate consortia, and implement the assessments that the SBE deems most appropriate to assess student achievement on the Common Core State Standards. Requires, to the extent funds are made available, the SBE to plan for and require the administration of the ACT test for all students in the eleventh grade unless the student has already taken a comparable test and scored at or above a level set by the SBE.
Requires, to the extent funds are made available for this purpose, the SBE to plan for and require the administration of diagnostic tests in the eighth and tenth grades that align to the ACT test in order to help diagnose student learning and provide for students an indication of whether they are on track to be remediation-free at a community college or university. Requires, to the extent funds are made available for this purpose, the SBE to plan for and require local school districts to make available the appropriate WorkKeys tests for all students who complete the second level of vocational/career courses. http://www.ncga.state.nc.us/Sessions/2011/Bills/Senate/HTML/S479v5.html
Title: S.B. 479
Source: http://www.ncga.state.nc.us
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| OH | Signed into law 06/2011 | P-12 | Provides that for administrations of each state assessment in the 2011-2012 school year and thereafter, the administrations are not to be public record (previously at least 40% of the questions were to be public record).
Amends provisions related to the exit exam system (the "college and work ready assessment system"):
--Repeals provision that the nationally standardized assessment measure competencies in science, math and English language arts. Replaces with provision that nationally standardized assessment measure college and career readiness.
--Adds that for the end-of-course exams in science, math, English language arts and social studies, the state superintendent and the chancellor must select multiple assessments that districts, schools, and chartered nonpublic schools may use, which must include nationally recognized subject area assessments, such as AP examinations, SAT subject tests, International Baccalaureate exams, and other assessments of college and work readiness.
--Repeals the senior project that was the third part of the college and work ready assessment system.
--Repeals provision relating to scoring rubrics and a required overall composite score for the college and work ready assessment system.
Pages 16-19 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - State Assessments
Source: www.legislature.state.oh.us
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| ND | Signed into law 05/2011 | P-12 | Eleventh graders in both public and nonpublic schools were required in the past to take the ACT, but this bill adds a requirement that students take the writing portion of the ACT or the WorkKeys assessments. Provides that the cost is to be borne by the state. Each district superintendent and each nonpublic school administrator is required to report the number of 11th graders who took the ACT, including the writing test; too the three WorkKeys assessments; and the number of students who were exempted from these requirements.
http://www.legis.nd.gov/assembly/62-2011/documents/11-0208-12000.pdf
Title: S.B. 2150 - Multiple Provisions
Source: http://www.legis.nd.gov
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| NE | Signed into law 05/2011 | Postsec. | Adopts the Postsecondary Institution Act and amend provisions of the Private Postsecondary Career School Act. Sec. 85-961 currently provides that community colleges (with exceptions specifically authorized by statute and the Coordinating Commission for Postsecondary Education) have sole responsibility for the award of associate degrees, diplomas and certificates in less than baccalaureate degree program areas. Amends this provision so as to clarify that the reference to certificates relates to certificates comprised of courses at the associate-degree level or below. Authorizes the University of Nebraska (upon Coordinating Commission approval) to offer certificates within fields in addition to those already specifically authorized in statute, if the preponderance of the courses comprising the certificates is above the associate-degree level. Specifically directs the Coordinating Commission to conduct a study (with other education entities) regarding the need for uniform policies and practices for dual enrollment courses and career academies in Nebraska. Also provides for a three year pilot project beginning in 2011-12 for the administration of a standard college
admission test to students in the 11th grade.
http://nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB637.pdf
Title: L.B. 637
Source: http://nebraskalegislature.gov
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| Assessment--Computer Based |
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| DE | Signed into law 06/2011 | P-12 | Amends Delaware Code to reflect changes from the Delaware Student Testing program (DSTP) to the new state assessment system, including language changes removing the "DSTP" references and changes in test security because of the on-line nature of the new Delaware Comprehensive Assessment (DCAS). Changes the number of performance levels on the DCAS to 4 from 5. Simplifies school accountability, including changing the number of school classification ratings from 5 to 3.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/SB+78/$file/legis.html?open
Title: S.B. 78
Source: http://legis.delaware.gov/
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| FL | Signed into law 06/2011 | P-12 | Creates Digital Learning Now Act. Requires school districts to establish virtual instruction options. Authorizes establishment of virtual charter schools. Authorizes blended learning courses. Authorizes Florida Virtual School (FLVS) to provide full-time instruction to students in kindergarten through grade 12 and provides additional requirements for FLVS. Provides funding and accountability requirements. Requires high school students entering grade 9 in the 2011-12 school year to complete at least one online course within the 24 credit requirement for high school graduation. Redefines FTE student for purposes of virtual instruction. Requires the Department of Education (DOE) to issue a report identifying and explaining the best methods and strategies for increasing student access to digital learning. Requires the DOE to develop an evaluation method for providers of part-time virtual programs. Provides that all statewide end-of-course assessments be administered online by the 2014-15 school year. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7197er.docx&DocumentType=Bill&BillNumber=7197&Session=2011
Title: H.B. 7197
Source: http://www.myfloridahouse.gov
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| Assessment--End-of-Course |
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| TX | Signed into law 06/2011 | P-12
Community College | Specifies this applies to (1) a public junior college in a county with a population of 750,000 or more, and with less than 65% of the population 25 years and older having graduated from high school, according to the
most recent American Community Survey 5-year estimates compiled by the U.S. Census Bureau, and (2) a district with a dropout rate above 15%. Provides the application of these provisions is not affected if after the public junior college begins providing a dropout recovery program, the county's demographics change and no longer meet the aforementioned requirements. Provides that beginning September 2012, a public junior college may enter into a partnership with one or more districts in the public junior college district to provide a dropout recovery program on the public junior college campus, allowing students to receive a diploma from a high school of the partnering school district. Provides an eligible participant must be under 26 years old, and either need to complete not more than three course credits for high school graduation, or have failed to perform satisfactorily on an end-of-course assessment or the predecessor assessment as it existed before the 2007 legislature (TAKS). Requires the public junior college to (1) design a dropout recovery curriculum that includes career and technology education courses that lead to industry or career certification; (2) integrate into the curriculum specified research-based strategies to help students become academically able to pursue postsecondary education; (3) offer advanced academic and transition opportunities, including dual credit courses and college preparatory courses, such as advanced placement courses; and (4) coordinate with each partnering district that the district retains accountability for student attendance, student completion of high school course requirements, and student performance on assessment instruments as necessary for the student to receive a diploma from a high school of the partnering school district. Permits a public junior college to receive from each partnering district for each student an amount to be negotiated between the junior college district and that partnering district and that may not exceed a specified amount. Provides a participating student is included in the participating district's average daily attendance. Provides for other funding that the public junior college is eligible to receive. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00975F.pdf#navpanes=0
Title: S.B. 975
Source: www.legis.state.tx.us
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| FL | Signed into law 05/2011 | P-12
Postsec. | Repeals provisions relating to programs that were never implemented or are no longer funded. The programs are: Digital Divide Council and the associated Pilot Project for Discounted Computers and Internet Access for Low-Income Students; the Institute on Urban Policy and Commerce; the Community and Faith-based Organizations Initiative; the Community and Library Technology Access Partnership; the Community computer access grant program; Adult Literacy Centers; the Florida Literacy Corps; Preteacher and Teacher Education Pilot programs, the Teacher Education Pilot Programs for High-Achieving Students; the Merit Award Program; the Critical Teacher Shortage Program, which includes: the Florida Teacher Scholarship and Forgivable Loan Program, the Critical Teacher Shortage Tuition Reimbursement Program, and the Critical Teacher Shortage Student Loan Forgiveness Program.
The legislation also repeals professional service contracts for instructional staff and the requirement for students who took Algebra I in the middle grades from 2007-2008 through 2009-2010 to take the Algebra I end-of-course assessment in the 2010-2011 school year.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.docx&DocumentType=Bill&BillNumber=7087&Session=2011
Title: H.B. 7087
Source: http://www.myfloridahouse.gov
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| GA | Signed into law 05/2011 | P-12 | By July 2012, directs the state board to approve department-developed models and curriculum frameworks for 16 areas of career/technical education study.
Requires that the competencies and curricula for career, technical and agricultural courses include state standards in academic core subject areas, as appropriate. Requires that in establishing such competencies and curricula, the state board work to ensure such courses meet postsecondary requirements for acceptance of credit for such coursework. Requires that career, technical and agricultural courses be taught by either (1) a highly qualified teacher in the academic content and trained or experienced in contextualized learning using project based methods; (2) by a highly qualified career, technical and agricultural education teacher who has completed a state-approved training program to strengthen academic content and has passed a state-approved exam for demonstrating mastery of academic content; or (3) by a team made up of a highly qualified teacher in the academic content and a highly qualified career, technical and agricultural education teacher working together to teach the course.
Permits local districts or charter schools to develop career, technical and agricultural courses with embedded academic standards in areas such as English, language arts, science, social studies and math. Provides that for an academic core subject for which an end-of-course exam is given, students must be provided the opportunity to take such end-of-course assessment upon completion of the career, technical or agricultural course that includes embedded standards in such academic core subject area, unless the student has already passed such end-of-course assessment. Provides that a student who completes a career, technical or agricultural course that includes embedded academic core subject area standards must receive credit for both the CTE course and the academic course, for up to three academic courses. Provides such courses must be accepted for purposes of admission into a postsecondary institution.
Pages 4-6 of 14: http://www.legis.ga.gov/Legislation/20112012/116702.pdf
Title: H.B. 186 - Career, Technical and Agricultural Courses
Source: www.legis.ga.gov
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| Assessment--Formative/Interim |
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Requires the superintendent of public instruction to develop recommendations, to be reported to the fiscal and appropriate policy committees of both houses of the legislature by November 2012, for the reauthorization of the statewide pupil assessment program. Requires the recommendations to include a plan for transitioning to a system of high-quality assessments. Requires the recommendations to
consider including specified characteristics in the reauthorized assessment system. Defines, for purposes of the Leroy Greene California Assessment of Academic Achievement Act (the Greene Act), formative
assessment, high-quality assessment and interim assessment. Makes the Greene Act inoperative on July 1, 2014, and repeals the act as of January 1, 2015. By extending the time period during which school districts are required to perform various duties relating to the administration of achievement tests, the bill imposes a state-mandated local program. Requires the state department of education to use certain federal funds, and any other available state and federal funds, to implement the provisions of this bill. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0201-0250/ab_250_bill_20111008_chaptered.pdf
Title: A.B. 250 - Assessment System
Source: www.leginfo.ca.gov
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| UT | Signed into law 03/2011 | P-12 | Directs the state board of education to approve a benchmark assessment for districts and charter schools to assess the reading proficiency of 1st, 2nd and 3rd graders at the beginning, middle and end of the school year, and report the assessment results to a student's parent or guardian. Provides that if a benchmark assessment or supplemental reading assessment indicates a student need in reading, the district or charter must provide focused intervention, administer formative assessments to measure the success of the intervention, inform the parent of activities the parent may engage in to enhance the student's reading proficiency, and provide the parent with information on appropriate interventions available to the student outside the regular school day that may include tutoring, before/after-school programs, or summer school.
Directs the state board of education to contract with an educational technology provider for a diagnostic assessment system for reading for students in grades K-3. Requires that the diagnostic assessment system for reading be available to applicant districts and charter schools beginning in the 2011-12 school year. Provides the diagnostic assessment system for reading must include (1) a benchmark assessment to be administered at the beginning, middle and end of grades K-3; (2) formative assessments to be administered every 2-4 weeks for students at high risk of not attaining proficiency in reading; (3) align with the state's language arts core curriculum; (4) include a data analysis component that has specified capabilities, including individualized student progress reports and lesson plans that may be used to develop reading skills. Provides the benchmark and formative assessments must be available to be downloaded to a portable technology device so that a teacher may sit beside a student as the student is being assessed at any location in the school.
Directs a district and charter school governing board to monitor the learning gains of a school's students as reported by the benchmark assessments, and require a reading achievement plan to be revised if the district or governing board determines a school's students are not making adequate learning gains.
Directs the state board to evaluate the effects of the diagnostic assessment system for reading by comparing the learning gains of students in schools that use the diagnostic assessment system with the gains of students in schools that do not use the system, and submit a report on the evaluation to the public education appropriations subcommittee by November 2013. Clarifies that certain district or charter school actions are prerequisites to receiving funds rather than precede an allocation of funds through the K-3 Reading Improvement Program; clarifies that one such action is professional development specifically for classroom teachers in grades K-3. Specifies goals that an applicant district or charter school must submit to be eligible for program funds. Provides that a district or charter school may use program funds for portable technology devices to administer reading assessments. Specifies criteria under which a district or charter school may, after three years, not receive additional funds under the K-3 Reading Improvement Program. Directs the state board of education to make an annual report to the public education appropriations subcommittee that includes information on student learning gains and trends, and that may include recommendations on how to increase the percentage of 3rd graders reading on grade level.
Makes an appropriation. Provides legislative intent that if this and H.B. 301 http://le.utah.gov/~2011/bills/hbillenr/hb0301.pdf both pass, (which did happen), that the amendments to subsection 53A-17a-150(15) in this bill supersede the amendments to the same section in H.B. 301. http://le.utah.gov/~2011/bills/hbillenr/hb0302.pdf
Title: H.B. 302
Source: le.utah.gov
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| At-Risk (incl. Dropout Prevention) |
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| TX | Adopted 12/2011 | P-12 | From Texas Register: Incorporates program changes identified during the statutorily required review of rules conducted in 2010, including updates to provisions relating to performance standards and revocation of grant awards. Also reflects updates to the funding formula. Page 67 of December 23, 2011 Texas Register (http://www.sos.state.tx.us/texreg/pdf/backview/1223/1223adop.pdf) explains all changes.
Adopted as published in the June 10, 2011 Texas Register (pages 10-16 of 28: http://www.sos.state.tx.us/texreg/pdf/backview/0610/0610prop.pdf).
Title: 19 TAC 89.1501, 1502, 1503, 1504, 1507, 1509, 1511
Source: www.sos.state.tx.us
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Existing law requires the superintendent of public instruction, with approval of the state board, to develop an alternative accountability system for specified types of schools, including, among others, community day schools and continuation schools. Existing law allows these schools to receive an Academic Performance Index (API) score, but prohibits them from being included in the API rankings of schools. New provisions, until January 1, 2017, require the superintendent of public instruction and the state board, as part of the alternative accountability system for schools, or any successor system, to allow no more than 10 dropout recovery high schools to report the results of an individual pupil growth model that is proposed by the school and certified by the superintendent of public instruction pursuant to specified criteria
instead of reporting other indicators. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_180_bill_20111009_chaptered.pdf
Title: A.B. 180
Source: www.leginfo.ca.gov
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| CT | Signed into law 07/2011 | P-12 | Sec. 1 - Establishes a task force to address the academic achievement gaps in Connecticut by considering effective approaches to closing the achievement gaps in elementary, middle and high schools. Requires the task force to submit a master plan to the General Assembly by July 1, 2012. Provides that the task force must terminate on January 1, 2020.
Sec. 2 - Establishes an Interagency Council for Ending the Achievement Gap (the council) to assist the achievement gap task force, in the development of the master plan to eliminate the academic achievement gaps in Connecticut, implement the provisions of the master plan, and, if necessary, make recommendations for legislation relating to the master plan to the joint standing committee of the General Assembly. Directs the council to submit annual progress reports on the implementation of the master plan to the General Assembly.
Sec. 3 - Permits local or regional boards of education for schools designated as low-achieving under state law to increase the number of school sessions each year and the number of school hours each day in order to improve student performance and remove the school from the list of low-achieving schools.
Sec. 4 - Provides that the summer reading program required in priority school districts must be offered to children enrolled in kindergarten who are determined by their school to be substantially deficient in reading based on measures established by the State Board of Education. Directs each priority school district to require the schools under its jurisdiction to assess the reading level of students enrolled in kindergarten at the end of the school year and in grades 1-3 at the beginning, middles and end of the school year (assessment was previously only required in grades 1-3 at the middle and end of the school year). Required individual reading plans must be monitored by school literacy teams that will consist of, but not be limited to, teachers, school reading specialists, internal or external reading consultants, the school principal and the provider of the additional instruction. Adds kindergarten to the grade range for which priority school districts may require students found substantially deficient in reading to attend summer school.
Sec. 5 - Permits the Commissioner of Education to identify schools to participate in a pilot study for the purposes of promoting best practices in early literacy and closing the academic achievement gaps.
Sec. 6 - Provides that the required statement of educational goals (which identify specific expectations for students in terms of skills, knowledge and competence) prepared by the board of education be annually established.
Sec. 7 - Requires, on and after July 1, 2011, any person applying for a certification in the endorsement area of elementary education to achieve a satisfactory evaluation on the appropriate State Board of Education approved mathematics assessment in order to be eligible for such elementary education endorsement.
Sec. 8 - Requires, not later than July 1, 2012, the Department of Education to approve and make available model curricula and frameworks in reading and mathematics for grades prekindergarten to grade four, inclusive, for use by boards of education for school districts or individual schools identified by the department as having academic achievement gaps.
Sec. 9 - Requires the Connecticut School Reform Resource Center (the Center) to provide a program of professional development activities for teachers to educate such students that includes research-based child development and reading instruction tools and practices. Requires the Center to develop strategies for assisting such students who are in danger of failing and develop culturally-relevant methods for educating students whose primary language is not English. http://www.cga.ct.gov/2011/ACT/PA/2011PA-00085-R00SB-00929-PA.htm
Title: S.B. 929
Source: http://www.cga.ct.gov
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| IL | Signed into law 07/2011 | P-12 | Provides that each campus of a Chicago charter school devoted exclusively to re-enrolled high school dropouts must be operated through a contract or payroll (instead of just operated) by the same legal entity as that for which the charter is approved and certified. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0151.pdf
Title: H.B. 2401
Source: www.ilga.gov
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| TX | Signed into law 07/2011 | P-12 | Permits a student to enroll in a course provided through the state virtual school network if the student is either under 21 or under 26 and entitled to the benefits of the Foundation School Program under Section 42.003. Directs each district or open-enrollment charter school to adopt a policy providing students with the opportunity to enroll in courses provided through the state virtual school network; requires such policy to be consistent with statutory requirements. Requires a determination of whether an electronic course will meet the needs of a student with a disability to be made by the student's admission, review, and dismissal committee in accordance with state and federal law. Requires the administering authority of the state virtual school network to provide students who have completed or withdrawn from a course (and students' parents) a mechanism to provide comments regarding the course. Requires the administering authority to provide public access to student and parent comments, and for comments to be able to be sorted by teacher, electronic course, and provider district or school. Provides that if the essential knowledge and skills with which a state virtual school network course is aligned are modified, the provider district or school must have the same time period to align the course as is provided for the modification of a course provided in a traditional classroom setting. Existing law requires the administering authority to establish a schedule for an annual submission and approval process for electronic courses, and evaluate electronic courses to be offered through the state virtual school network. New provision (1) requires the administering authority to publish such schedule, including any deadlines, and any guidelines applicable to the submission and approval process, and (2) requires the evaluation to include review of each electronic course component, including off-line material proposed to be used in the course. Directs the state education agency to establish and publish a fee schedule for the cost of evaluating and approving electronic courses submitted by a district, open-enrollment charter school, or public or private institution of higher education, if the agency determines a shortage of funds for that purpose.
Provides a district or open-enrollment charter school is entitled to funding for a student's enrollment in a course offered through the state virtual school network in the same manner the district or charter school is entitled to funding for the student's enrollment in courses provided in a traditional classroom setting, provided the student successfully completes the electronic course. Directs the commissioner to adopt a standard agreement to govern payments relating to a student's enrollment in an electronic course offered through the state virtual school network. Provides exceptions to when a district or open-enrollment charter school must use the standard agreement. Repeals Section 42.159, Education Code. Pages 178-184 of 263: http://www.capitol.state.tx.us/tlodocs/821/billtext/pdf/SB00001F.pdf#navpanes=0
Title: S.B. 1
Source: www.capitol.state.tx.us
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| IL | Signed into law 06/2011 | P-12 | Allows at least 5 charter schools devoted exclusively to students from low-performing or overcrowded schools to operate at any one time in Chicago. Provides the up to five Chicago charter schools serving re-enrolled high school dropouts to also serve students age 15 or 16 who are at risk of dropping out. Specifies that a Chicago charter school whose mission is to serve high school dropouts may grant priority admission (previous language said "restrict admission") to high school dropouts and/or students age 15-16 who are at risk of dropping out. Also permits any charter school with a mission exclusive to educating students from low-performing or overcrowded schools to restrict admission to students from low-performing or overcrowded schools. Defines "priority admission", "low-perfoming school", "overcrowded school" and "students at risk of dropping out" for these purposes. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0624.pdf
Title: H.B. 190
Source: www.ilga.gov
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| NC | Signed into law 06/2011 | P-12 | Budget Technical Corrections Legislation:
Section 7.31 - Repeals the statutory provisions of the Teacher Academy, created to establish a statewide network of high quality, integrated, comprehensive, collaborative, and substantial professional development for teachers, provided through summer programs.
Section 7.32. Repeals the statutory provisions of the Professional Teaching Standards Commission, created to establish high standards for North Carolina teachers and the teaching profession.
Section 14. Reinstates personal education plans, and restores school improvement plans.
http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H22v4.pdf
Title: H.B. 22
Source: http://www.ncga.state.nc.us
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| SC | Signed into law 06/2011 | P-12
Postsec. | Extends the date by which the Education and Economic Development Act, now called Personal Pathways to Success, must be implemented fully (the primary goals of Personal Pathways to Success are to increase high school completion rates, better prepare students for work and college, increase parental involvement, and increase options for students at risk of dropping out of school). Provides that Personal Pathways to Success must be implemented fully by July 1, 2012 (was July 1, 2011). http://www.scstatehouse.gov/sess119_2011-2012/bills/3748.htm
Title: H.B. 3748
Source: http://www.scstatehouse.gov
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| TX | Signed into law 06/2011 | Postsec. | Provides that this applies to a public junior college in a county with a population of 750,000 or more and with less than 65% of the population 25 years and older having graduated from high school, and to a school district with a dropout rate over 15% based on four-year high school completion rates. Permits a public junior college to enter into an agreement with one or more districts in the public junior college district to provide a dropout recovery program on the junior college campus. Provides the program is for persons under age 26 who meet certain criteria. Requires the dropout recovery curriculum to (1) include career and technology education courses that lead to industry or career certification; (2) include research-based strategies to assist students in becoming able academically to pursue postsecondary education, including specified approaches; (3) offer advanced academic and transition opportunities, including dual credit courses and college preparatory courses, such as advanced placement courses; and (4) coordinate with partnering districts to provide that districts retain accountability for attendance and other requirements. Requires such dropout recovery programs to comply with certain provisions applicable to other dropout recovery programs. Permits a public junior college to receive from a partnering school district for each student a negotiated amount up to total average per student funding amount in that district during the preceding school year for maintenance and operations. Provides a participating student is included in determining the district's average daily attendance. Permits a public junior college to receive dropout prevention and intervention program funds appropriated to the Texas Education Agency.
Bill text (pages 1-2): http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB03708F.pdf#navpanes=0
Fiscal analysis: http://www.capitol.state.tx.us/tlodocs/82R/fiscalnotes/pdf/HB03708F.pdf#navpanes=0
Title: H.B. 3708 - Dropout Recovery
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12
Community College | Specifies this applies to (1) a public junior college in a county with a population of 750,000 or more, and with less than 65% of the population 25 years and older having graduated from high school, according to the
most recent American Community Survey 5-year estimates compiled by the U.S. Census Bureau, and (2) a district with a dropout rate above 15%. Provides the application of these provisions is not affected if after the public junior college begins providing a dropout recovery program, the county's demographics change and no longer meet the aforementioned requirements. Provides that beginning September 2012, a public junior college may enter into a partnership with one or more districts in the public junior college district to provide a dropout recovery program on the public junior college campus, allowing students to receive a diploma from a high school of the partnering school district. Provides an eligible participant must be under 26 years old, and either need to complete not more than three course credits for high school graduation, or have failed to perform satisfactorily on an end-of-course assessment or the predecessor assessment as it existed before the 2007 legislature (TAKS). Requires the public junior college to (1) design a dropout recovery curriculum that includes career and technology education courses that lead to industry or career certification; (2) integrate into the curriculum specified research-based strategies to help students become academically able to pursue postsecondary education; (3) offer advanced academic and transition opportunities, including dual credit courses and college preparatory courses, such as advanced placement courses; and (4) coordinate with each partnering district that the district retains accountability for student attendance, student completion of high school course requirements, and student performance on assessment instruments as necessary for the student to receive a diploma from a high school of the partnering school district. Permits a public junior college to receive from each partnering district for each student an amount to be negotiated between the junior college district and that partnering district and that may not exceed a specified amount. Provides a participating student is included in the participating district's average daily attendance. Provides for other funding that the public junior college is eligible to receive. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00975F.pdf#navpanes=0
Title: S.B. 975
Source: www.legis.state.tx.us
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| WV | Signed into law 05/2011 | P-12 | Local Solution Dropout Prevention and Recovery Innovation Zone Act:
Creates the Local Solution Dropout Prevention and Recovery Innovation Zone Act to: (1) Provide for the establishment of Local Solution Dropout Prevention and Recovery Innovation Zones to increase graduation rates and reduce the number of dropouts; (2) Provide schools and communities with opportunities for greater collaboration to plan and implement systemic approaches that include evidence-based solutions for increasing graduation rates and reducing the number of dropouts; (3) Provide a testing ground for innovative graduation programs, incentives and approaches to reducing the number of dropouts; (4) Provide information regarding the effects of specific innovations, collaborations and policies on graduation rates and dropout prevention and recovery; and (5) Document educational strategies that increase graduation rates, prevent dropouts and enhance student success. Provides the application process, contents, factors to be considered in evaluating the applications and standards for review for designating schools/school districts Local Solution Dropout Prevention and Recovery Innovation Zones.
Early Warning Indicator System:
Directs the state board to develop a statewide system in electronic format that will provide schools with easily identifiable early warning indicators of students at risk of not graduating from high school. Requires the system to be delivered through the uniform integrated regional computer information system (the West Virginia Education Information System) and to at a minimum incorporate data on the attendance, academic performance and disciplinary infractions of individual students. Directs the state board to require implementation of the system in Local Solution Dropout Prevention and Recovery Innovation Zones along with a plan of interventions to increase the number of students earning a high school diploma. Provides that the zones may be used as a pilot test of the system.
http://www.legis.state.wv.us/bill_status/bills_text.cfm?billdoc=SB228%20SUB1%20ENR.htm&yr=2011&sesstype=RS&i=228
Title: S.B. 228
Source: http://www.legis.state.wv.us
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| AZ | Signed into law 04/2011 | P-12 | Allows school districts and charter schools that provide instruction to high school students to offer a dropout recovery program to eligible pupils. Directs the state board of education to prescribe standards and achievement testing requirements which require programs to do the following: (1) Provide curriculum aligned to the academic standards adopted by the state board of education and standardized tests required by federal and state law; (2) make available appropriate and sufficient supports for pupils; (3) comply with federal and state laws governing pupils with disabilities; and (4) meet state requirements for high school graduation. Stipulates that each eligible pupil must have a written learning plan developed by the pupil's assigned mentor, which includes expectations for satisfactory monthly progress, in order to participate in the program. Requires the monthly participation in a program to be reported on or before the tenth school day of each month and lists items to be included in the report. Permits school districts and charter schools to contract with an educational management organization to provide programs and lists EMO requirements for offering a program. Exempts the attendance, graduation and test scores for pupils in a program from the requirement relating to annual achievement profiles and school report cards. Bases program funding on average daily attendance and specifies conditions for pupil eligibility: (1) A pupil is in their first month in the program and completes the program orientation during that month. (2) The pupil is enrolled in teacher-facilitated courses and meets the expectations for satisfactory monthly progress for the current or previous month. (3) The pupil meets the expectations for program re-entry in their revised written learning plan. Prohibits funding for pupils who do not meet expectations for monthly progress for two or more consecutive months until the pupil meets the expectations for program re-entry. Specifies school districts and charter schools are responsible for tuition charges and fees related to pupil participation in a program. Chapter 270.
http://www.azleg.gov/legtext/50leg/1r/bills/sb1303s.pdf
Title: S.B. 1303
Source: http://www.azleg.gov
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| ID | Signed into law 04/2011 | P-12 | This legislation authorizes the establishment of the National Guard Youth Challenge Program, a multi-phase youth intervention program intended to improve the education, life skills and employment potential of high school dropouts in the state of Idaho. This will be accomplished through military-based discipline and training, combined with educational instruction, experiential learning, and mentoring. The state Adjutant General, the board of trustees of the appropriate school district, or a governing board appointed by the Governor will oversee the administration of this program, with the state Adjutant General maintaining authorization to establish rules to implement the provisions of this section. http://www.legislature.idaho.gov/legislation/2011/S1208.htm
Title: S.B. 1208
Source: http://www.legislature.idaho.gov
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| CA | Signed into law 03/2011 | P-12 | Amends eligibility requirements for children to receive child care and development services. Existing law provides children must be at least 13 or younger. Under amendment, eligible children are:
--Age 10 or younger
--Children with exceptional needs
--Children 12 years of age or younger who are recipients of child protective services or at risk of abuse, neglect or exploitation
--Children 12 years of age or younger who are provided services during nontraditional hours
--Children 12 years of age or younger who are homeless
--Children who are 11 and 12 years of age, as funding permits.
From bill summary: Specifies that a child who is 11 or 12 years old and who is otherwise eligible for subsidized child care and development services, except for his or her age, must be given first priority for enrollment, and in cases of programs operating at full capacity, first priority on the waiting list for a before- or after-school program, and requires contractors to provide each family of an otherwise eligible 11- or 12-year-old with information about the availability of before- and after-school programs in the family's community. Removes provisions requiring contractors to report savings to the department. Amends definition of "income eligible" for purposes of participation in the Child Care and Development Services Act. Provides that an eligible family's adjusted monthly income is at or below 70% (formerly 75%) of the state median income. Provides for the reduction of child care and development services, and the disenrollment of specified families from subsidized child care services, in accordance with prescribed priorities.
Pages 15-21 of 81: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0051-0100/sb_70_bill_20110324_chaptered.pdf
Title: S.B. 70 - Sec. 8201, 8208, 8263.1
Source: www.leginfo.ca.gov
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| NY | Signed into law 03/2011 | P-12 | Defines "three-year average free and reduced price lunch percent". Transitions calculation of lunch count to incorporate three-year average free and reduced price lunch percent instead of an annual count.
Chapter 58 http://assembly.state.ny.us/leg/?default_fld=&bn=S02808&Summary=Y&Memo=Y&Text=Y
Title: S.B. 2808 - Part A, Sec. 25
Source: assembly.state.ny.us
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| OH | Signed into law 03/2011 | P-12 | Repeals Section 3306.31, which required each district with a three-year average graduation rate of 80% or less to have a linkage coordinator to serve as the primary mentor, coach and motivator for at-risk students and coordinate those students' participation in academic programs, social service programs, out-of-school cultural and work-related experiences, and in-school and out-of-school mentoring programs, based on student need, among other duties.
Repeals Section 3313.821, which directed each district board to appoint a family and civic engagement team to develop five-year family and civic engagement plans, among other responsibilities.
Repeals Section 3313.822, which provided that as an alternative to appointing both a business advisory council and a family and civic engagement team, a local board could appoint one committee to function as both.
Eliminates the requirement that school districts establish family and civic engagement teams, except as required for implementation of federal ''Race to the Top" grants. Directs districts required by Race to the Top funds to employ a linkage coordinator and engage in other activities for closing the achievement gap and increasing the graduation rate to continue such activities for the life of the grant award.
http://www.legislature.state.oh.us/BillText129/129_HB_30_EN_N.pdf
Title: H.B. 30 - Family and Civic Engagement Teams, Linkage Coordinators
Source: www.legislature.state.oh.us
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| IL | Signed into law 08/2011 | P-12 | Permits a student who has been suspended for more than 20 days to be immediately transferred to an alternative program. Provides that an eligible student may not be denied participation in an alternative learning opportunities program solely because s/he has been expelled, or suspended for more than 20 days. Provides an exception when such transfer is deemed to cause a threat to the safety of students or staff in the alternative program. Permits a student who has been expelled or suspended more than 20 days to be eligible to enroll in a charter alternative learning opportunities program. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0495.pdf
Title: H.B. 2086
Source: www.ilga.gov
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| NH | Adopted 08/2011 | P-12 | Implements alternative education programs at regional career and technical education centers or associated high schools. Adds language for 'at risk' students and for tuition and transportation for 'at risk' students as required by changes in the state law of 2007. Ed 1405 will eliminate reimbursement for bus contracts.
Title: NH ADC Ed 1301.01; NH ADC Ed 1302.01, 02, 03, 04, 05, 06; NH ADC Ed 1303.01, 02; NH ADC Ed 1304.01; NH ADC Ed 1405.01
Source: Westlaw/StateNet
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| CT | Signed into law 07/2011 | P-12 | Specifies that a student who has been expelled for the first time and is at least 16 years old is not required to withdraw from regular public school to attend adult education as part of an alternative educational opportunity during the expulsion. Allows such an expelled student to enroll in an adult education program without the approval of his or her school principal (that approval is still required for students who have not been expelled). http://www.cga.ct.gov/2011/ACT/PA/2011PA-00126-R00HB-06433-PA.htm
Title: H.B. 6433
Source: http://www.cga.ct.gov
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| TX | Signed into law 07/2011 | P-12 | Requires that a district located in a county with a population of 125,000 or less provide educational services to a student who is expelled from school. Permits the district to count the student in its average daily membership. Defines what may be considered an educational placement under these provisions, including among others a contracted placement with an institution of higher education, an adult literacy council, or a community organization that can provide an educational program that allows the student to complete the credits required for high school graduation. Provides that an educational placement other than a district's disciplinary alternative education program is subject to the educational and certification requirements applicable to an open-enrollment charter school. From bill summary: exempts a county that meets certain criteria, including having a juvenile justice alternative education program (JJAEP) serving fewer than 15 students, from certain JJAEP requirements.
Bill text: pages 223-224 of 263: http://www.capitol.state.tx.us/tlodocs/821/billtext/pdf/SB00001F.pdf#navpanes=0
Bill summary (see article 70): http://www.capitol.state.tx.us/BillLookup/BillSummary.aspx?LegSess=821&Bill=SB1
Title: S.B. 1
Source: www.capitol.state.tx.us
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| FL | Signed into law 06/2011 | P-12 | From Legislative Staff Summary: Creates the College-Preparatory Boarding Academy Pilot Program (Academy) for at-risk students. Defines the key elements of the program and establishes "at-risk" student eligibility criteria consistent with eligibility standards for a range of non-educational federal and state programs that support needy families, children, and youth. Provides that an "eligible student" is a student who is a resident of the state and entitled to attend school, is at risk of academic failure, is currently enrolled in grade 5 or 6, is from a family whose income is below 200 percent of the federal poverty guidelines, and who meets at least two additional risk factors, which are specified in the bill. Outlines a process for the State Board of Education to select an experienced, qualified operator and prescribes the qualifications and obligations of the operator. Directs the Academy to enroll up to 80 students beginning in August 2012, and to grow to a student capacity of 400 students. http://laws.flrules.org/files/Ch_2011-236.pdf
Title: S.B. 404
Source: http://laws.flrules.org
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| OH | Signed into law 06/2011 | P-12 | Provides that local policies to allow a student to enroll in an alternative school may permit a student to permanently transfer to an alternative school so that the student need not reapply annually for
permission to attend the alternative school. Page 169 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Transfer to Alternative School
Source: www.legislature.state.oh.us
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| TX | Signed into law 06/2011 | P-12 | Requires a student who receives deferred prosecution for, is found by a court or jury to have engaged in, or a superintendent or designee has a reasonable belief that a student has engaged in aggravated robbery to be removed from class and placed in a disciplinary alternative education program. Permits a student to be placed in a disciplinary alternative education program if the superintendent or designee has a reasonable belief that the student has engaged in aggravated robbery. Permits a district to expel a student who has received deferred prosecution for or has been found by a court or jury to have engaged in, has been arrested for or charged with, has been referred to a juvenile court for allegedly engaging in, or has received probation or deferred adjudication for aggravated robbery. Clarifies provision allowing expulsion of a student in a disciplinary alternative education program. Specifies that misconduct must be documented and while on the program campus despite documented behavioral interventions. Defines "serious misbehavior" for purposes of this provision.
Provides that each school district in a county with a population over 125,000 and the county juvenile board must annually enter into a joint memorandum of understanding that a student may be placed in the juvenile justice alternative education program if the student engages in serious misbehavior, as defined in statute.
http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB00968F.pdf#navpanes=0
Title: H.B. 968
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Requires a district to provide the parents of a student removed to a disciplinary alternative education program with written notice of the district's obligation to provide the student with an opportunity to complete
coursework required for graduation. Requires the notice to include information on all methods available for completing the coursework, and state that the methods are available at no cost to the student. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00049F.pdf#navpanes=0
Title: S.B. 49
Source: www.legis.state.tx.us
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| AR | Signed into law 04/2011 | P-12 | Requires districts to establish alternative learning environment programs for at-risk students. Specifies that such programs are not punitive in nature. Requires districts to report on programs, including information on student race and gender. Requires districts to assess students at the beginning of enrollment in such a program in order to properly design interventions. Directs department of education to promulgate rules to implement policy and includes other requirements of department of education.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/SB81.pdf
Title: S.B. 81
Source: http://www.arkleg.state.ar.us
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| MS | Signed into law 03/2011 | P-12 | Provides criteria for districts to make a determination on an individualized basis before placing compulsory-school-age children returning from out-of-home placement in the mental health, juvenile justice or foster care system into an alternative school.out-of-home placement in the mental health, juvenile justice or foster care system.
http://billstatus.ls.state.ms.us/documents/2011/pdf/HB/1100-1199/HB1178SG.pdf
Title: H.B. 1178
Source: http://billstatus.ls.state.ms.us/
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| ND | Signed into law 05/2011 | P-12 | Provides that a teacher must notify the school principal if the teacher knows or has reason to believe that a student is using, is in possession of, or is delivering alcohol or a controlled substance while on school property, while involved in a school-related activity, or while in attendance at a school-sponsored event. However, the bill exempts teachers or administrators who participate in a juvenile drug court program and receive confidential information regarding a student as a result of that participation.
http://www.legis.nd.gov/assembly/62-2011/title-summaries/2011titlesummaries.pdf
Title: H.B. 1086
Source: http://www.legis.nd.gov/assembly
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| VA | Signed into law 02/2011 | P-12 | Requires the Department of Health to develop and administer a random survey of students in public middle and high schools to facilitate planning and implementation of effective programs for substance abuse prevention through collection of information identifying trends in alcohol, tobacco, and other drug use and the assessment of risk and protective factors among youth of the Commonwealth. The bill provides that a student shall not be required to participate if his parents refuse consent in writing prior to administration of the survey, and requires local school boards to develop policies for the notification of parents of students selected for participation in the survey.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+SB1094ER+pdf
Title: S.B. 1094
Source: http://lis.virginia.gov
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| Attendance |
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Requires a school district to accept a wide range of documents and representations from the parent or legal guardian of a pupil living with his or her parent or legal guardian as reasonable evidence that the pupil meets specified residency requirements, including, but not limited to, property tax payment receipts, rental property contract, lease, or payment receipts, utility service contract, statement, or payment receipts, pay stubs, voter registration, correspondence from a government agency, or a declaration of residency executed by the parent or legal guardian of a pupil. If an employee of a school district
reasonably believes that the parent or legal guardian of a pupil has provided false or unreliable evidence of residency, authorizes the school district to make reasonable efforts to determine that the pupil actually meets the residency requirements. Specifies that it not be construed as limiting access to pupil enrollment in a school district as otherwise provided by state and federal statutes and regulations. Repeals provisions (1) providing that any school district that is adjacent to an international border may accept a wide range of documents and representations from the parent or guardian of a pupil for purposes of establishing residency in a school district, as specified, and (2) requiring those school districts to make reasonable efforts to determine whether a pupil meets the residency requirements if any employee of such a school district reasonably believes that the parent or guardian of the pupil has provided false or unreliable evidence of residency. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0201-0250/ab_207_bill_20111003_chaptered.pdf
Title: A.B. 207
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Includes spending time with an immediate family member who is an active duty member of the uniformed services and has been called to duty for, is on leave from, or has immediately returned from, deployment to a combat zone or combat support position, as a type of excused absence. Requires that absences granted pursuant to these provisions be granted for a period of time to be determined at the
discretion of the superintendent of the school district. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0351-0400/ab_387_bill_20111008_chaptered.pdf
Title: A.B. 387
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2011 | P-12 | Directs the court, when issuing a stalking no contact order, to weigh specified considerations when the petitioner and the respondent attend the same public or private K-12 school, including any continuing physical danger or emotional distress to the petitioner. Permits the court to order the respondent to accept a transfer or change of placement or program, or place restrictions on the respondent's movements within the school attended by the petitioner. Provides that the respondent may not deny a transfer, change of placement, or change of program on specified grounds, including that the respondent fails or refuses to consent. Requires that a parent is responsible for transportation if a respondent is transferred to another attendance center or program. Permits the court to order the parents to take certain actions or refrain from certain actions to ensure the minor respondent complies with the order. Permits the court to hold the parents of a minor respondent in contempt for a violation of any provision of any no stalking order for conduct of the minor respondent if the parent directed, encouraged, or assisted the respondent minor in such conduct. Prohibits the court from holding a district or private school or any of its employees in civil or criminal contempt unless the school district or private or non-public school has been allowed to intervene. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0294.pdf
Title: H.B. 192
Source:
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| IL | Signed into law 08/2011 | P-12 | Provides that at the time of annual enrollment or at any time during the school year, a school district or a recognized non-public school serving any of grades K-12 must provide, either on its standard enrollment form or on a separate form, the opportunity for the individual enrolling the student to voluntarily state whether the student has a parent or guardian who is a member of a branch of the U.S. armed forces and who is either deployed to active duty or expects to be deployed to active duty during the school year. Requires school districts and recognized non-public schools to report this enrollment data to the state board of education. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0505.pdf
Title: H.B. 2870
Source: www.ilga.gov
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| CA | Signed into law 07/2011 | P-12 | From bill summary: Specifically requires a representative of school, county or community mental health personnel to be appointed to a county school attendance review board. Authorizes a representative of school, county or community mental health personnel to be appointed to a local school attendance review board. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0601-0650/ab_614_bill_20110708_chaptered.pdf
Title: A.B. 614
Source: www.leginfo.ca.gov
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| CA | Signed into law 07/2011 | P-12 | Until June 30, 2012, allows a county office of education, district governing board or charter school governing body to allow a student in grades 7-12 to conditionally attend school for up to 30 days if that pupil
has not been fully immunized with all pertussis boosters appropriate for the pupil's age if specified conditions are met. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0601-0650/sb_614_bill_20110725_chaptered.pdf
Title: S.B. 614
Source: www.leginfo.ca.gov
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| CT | Signed into law 07/2011 | P-12 | Sec. 16 - Requires boards of education to provide written notice to parents that unexcused absences could result in a complaint filed with the Superior Court.
Sec. 18 - Requires the State Board of Education to define ''excused absence" and ''unexcused absence." http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00136-R00HB-06499-PA.pdf
Title: H.B. 6499 - Sec. 16, 18
Source: http://www.cga.ct.gov
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| CT | Signed into law 07/2011 | P-12 | Allows the Probate Court Administrator to, within available appropriations, establish a pilot truancy clinic within the regional children's probate court for the district of Waterbury. Provides that the principal of any elementary or middle school in the Waterbury school district, or the principal's designee, may refer to the truancy clinic a parent/guardian with a child enrolled in such school who is a truant, or at risk of becoming a truant. Provides that the truancy clinic will operate for the purpose of identifying and resolving the cause of a child's truancy using nonpunitive procedures and after the initial appearance made pursuant to a summons, the participation of a parent/guardian in the truancy clinic shall be voluntary. Directs the truancy clinic to establish protocols for clinic participation and to establish programs and relationships with schools, individuals, public and private agencies, and other organizations to provide services and support for parents, guardians and children participating in the clinic. http://www.cga.ct.gov/2011/ACT/PA/2011PA-00177-R00SB-00982-PA.htm
Title: S.B. 982
Source: http://www.cga.ct.gov
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| IN | Signed into law 07/2011 | P-12 | Defines "attend" for purposes of the compulsory school attendance law. Requires school corporations to have a policy outlining both excused and unexcused absences. Bill indicates that attendance is excused only if it is in accordance with the governing body's excused absence policy. It specifies that to hold a parent accountable for an attendance violation, notice must be delivered personally to the parent. The bill also requires a superintendent or attendance officer to report a habitually absent child to the juvenile court or the Department of Child Services.
http://www.in.gov/legislative/bills/2011/PDF/FISCAL/SB0001.007.pdf
Full text: http://www.in.gov/legislative/bills/2011/SE/SE0001.1.html
Title: S.B. 1--Attendance
Source: http://www.in.gov/legislative/
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| HI | Signed into law 06/2011 | P-12 | Makes permanent the interstate compact on educational opportunity for military children. Deletes the definition of ''test period". Deletes provisions relating to the furnishing of unofficial education records and the principal's determination of available space. Makes mandatory previously optional provisions re: a student's continued enrollment at a grade level commensurate with their grade level in the sending state (regardless of age), waiver of graduation requirements if the student has completed similar coursework elsewhere. Clarifies military representation on the state council on educational opportunity for military children within the board of education. Effective June 30, 2011. http://www.capitol.hawaii.gov/session2011/Bills/HB4_CD1_.HTM
Title: H.B. 4
Source: www.capitol.hawaii.gov
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| NH | Signed into law 06/2011 | P-12 | Provides further detail on the procedure for resolving residency disputes. Excludes homeless children from the list of pupils whose residency can be determined by the commissioner of the department of education. Lengthens the time for determination of residency dispute by the commissioner to 30 days (from 14), except in the case where interruption of educational or related services has occurred. Allows period for determination to be extended with parental consent and provides that parents or legal guardians may submit a residency dispute for determination to the commissioner.
http://www.gencourt.state.nh.us/legislation/2011/SB0037.html
Title: S.B. 37
Source: www.gencourt.state.nh.us
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| OR | Signed into law 06/2011 | P-12 | Relating to school attendance. Requires school districts to adopt attendance notification policies and specifies the required elements. Provides options for partents to determine method of notification. Effective July 1, 2011.
http://www.leg.state.or.us/11reg/measpdf/hb3100.dir/hb3197.en.pdf
Title: H.B. 3197
Source: http://www.leg.state.or.us
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| PA | Signed into law 06/2011 | P-12 | Section 1304 clarifies that districts must admit students during at least the first two weeks of school.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2011&sessInd=0&billBody=H&billTyp=B&billNbr=1352&pn=2227
Title: H.B. 1352
Source: http://www.legis.state.pa.us
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| GA | Signed into law 05/2011 | P-12 | Provides that a foster care student who attends court proceedings relating to the student's foster care must not be counted as an absence, excused or unexcused, for the day or any portion of the day missed from school. http://www.legis.ga.gov/Legislation/20112012/116565.pdf
Title: H.B. 314
Source: www.legis.ga.gov
| |
| IL | Adopted 05/2011 | P-12 | Extends the School Success Task Force established during the 96th General Assembly. Directs the task force to submit a report by December 31, 2011. http://www.ilga.gov/legislation/97/HJR/PDF/09700HJ0007lv.pdf
Title: H.J.R. 7
Source: www.ilga.gov
| |
| TN | Signed into law 05/2011 | P-12 | States that a parent, guardian or other person who has control of a truant student commits educational neglect. - Amends TCA Title 49, Chapter 6, Part 30.
http://www.capitol.tn.gov/Bills/107/Bill/SB0413.pdf
Title: S.B. 413
Source: http://www.capitol.tn.gov
| |
| TN | Signed into law 05/2011 | P-12 | States that attendance laws shall apply to remedial instruction for students who are determined to require such instruction, including summer school and after school programs.
http://www.capitol.tn.gov/Bills/107/Bill/SB0414.pdf
Title: S.B. 414
Source: http://www.capitol.tn.gov
| |
| TX | Signed into law 05/2011 | P-12 | From fiscal note: Generally, the criminal offenses of failure to attend school and parent contributing to nonattendance are adjudicated in justice and municipal courts. However, under current law, in counties with
populations of 2 million or more (Harris and Dallas counties), an option exists to file these cases in the constitutional county court. The bill expands this option to counties with populations of 1.75 million or more adding Tarrant County to the counties so authorized.
Bill text: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB00734F.pdf#navpanes=0
Fiscal note: http://www.capitol.state.tx.us/tlodocs/82R/fiscalnotes/pdf/HB00734E.pdf#navpanes=0
Title: H.B. 734
Source: www.capitol.state.tx.us
| |
| VT | Signed into law 05/2011 | P-12 | Among other provisions, changes the compulsory school age from 7-16 to 6-16.
http://www.leg.state.vt.us/docs/2012/Acts/ACT058.pdf
Title: S.B. 100 - Compulsory School Age Provision
Source: http://www.leg.state.vt.us
| |
| WV | Signed into law 05/2011 | P-12 | Enables West Virginia to participate as a member of the Interstate Compact on Educational Opportunity for Military Children. Establishes the West Virginia Council for Educational Opportunity for Military Children for the purpose of coordinating entities in West Virginia regarding participation in the Interstate Compact. Designates the membership and establishing powers and duties of the West Virginia Council in order to facilitate the timely enrollment of children of military families in the public schools. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=HB2550%20SUB%20ENR.htm&yr=2011&sesstype=RS&i=2550
Title: H.B. 2550
Source: http://www.legis.state.wv.us
| |
| AZ | Signed into law 04/2011 | P-12 | Arizona Revised Statute 15-821 is clarified. If a child who has not reached the age of five before September 1 of the current school year is admitted to kindergarten but withdraws and re-enroll the following year allows state age to be apportioned between the two years. Continues to limit funding to one year of kindergarten.
http://www.azleg.gov/legtest/50leg/1r/bills/sb1256s.pdf
Title: S.B. 1256--Kindergarten Finance
Source: http://www.azleg.gov/
| |
| ND | Signed into law 04/2011 | P-12 | Creates a new section that defines attendance (absence) (15.1 - 20 - 02.1).
1. To be deemed in attendance for purposes of this chapter, a student may not be absent from school without excuse for more than:
a. Three consecutive school days during either the first half or the second half of a school
or school district's calendar;
b. Six half days during either the first half or the second half of a school or school district's
calendar; or
c. Twenty-one class periods.
Requires each district board and the governing body of each nonpublic school to adopt a policy that:
a. Defines an excused absence as any absence from school, if that absence is supported
by either a verbal or written excuse supplied by the student's parent, teacher, or school administrator; and
b. Articulates the type of documentation that may be requested to verify a student's absence.
Does not preclude a school district or nonpublic school from withholding credit, removing a student from a course, or taking other punitive measures against a student who does not arrive in a timely fashion or who exceeds a specific number of absences, as
determined by the school district or nonpublic school.
Requires districts and nonpublic schools to submit data on absences.
http://www.legis.nd.gov/assembly/62-2011/documents/11-0124-04000.pdf
Title: S.B. 2226
Source: http://www.legis.nd.gov
| |
| AR | Signed into law 03/2011 | P-12 | Authorizes parents to petition for special arrangments to address student absences prior to a student accumulating the maximum number of absences allowed under a district's attendance policy.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/HB1995.pdf
Title: H.B. 1995
Source: http://www.arkleg.state.ar.us/
| |
| SD | Signed into law 03/2011 | P-12 | Amends statute to state that once a parent or guardian of a child files an application with a school official for excusal,
the child shall be excused, without the necessity of school board action, subject to revocation as provided in this chapter. School boards of all school districts may excuse a child from public school attendance for the reasons set forth in §§ 13-27-6 and 13-27-6.1
http://legis.state.sd.us/sessions/2011/Bill.aspx?File=HB1133ENR.htm
Title: H.B. 1133
Source: http://legis.state.sd.us
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| VA | Signed into law 03/2011 | P-12
Postsec.
Community College | Adds a fifth citizen member to the Virginia Council on the Interstate Compact on Educational Opportunity for Military Children and specifies that such member must be a representative from a military installation in Virginia. Such representative is to be appointed by the Governor.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0106+pdf
Title: H.B. 1976
Source: http://lis.virginia.gov/
| |
| Attendance--Compulsory |
| |
| RI | Signed into law 07/2011 | P-12 | Raises the upper age for compulsory attendance from 16 to age 18. Add enrollment in a postsecondary institution an exception for this requirement. Allows waivers only upon proof that the pupil is 16 or older and has an alternative learning plan for obtaining either a high school diploma or its equivalent. Requires that alternative learning plans include age-appropriate academic rigor and the flexibility to incorporate the pupil's interests and manner of learning. These plans may include, but are not limited to, such components or combination of components of extended learning opportunities as independent study, private instruction, performing groups, internships, community service, apprenticeships, and online courses that are currently funded and available to the school department and/or the community. Requires that alternative learning plans be developed, and amended if necessary, in consultation with the pupil, a school guidance counselor, the school principal and at least one parent or guardian of the pupil, and submitted to the superintendent for approval.If the superintendent does not approve the alternative learning plan, the parent or guardian of the pupil may appeal such decision to the school committee. A parent or guardian may appeal the decision to the commissioner of education.
http://www.rilin.state.ri.us/PublicLaws/law11/law11376.htm
Title: H.B. 5061 and S.B. 46
Source: http://www.rilin.state.ri.us
| |
| LA | Signed into law 06/2011 | P-12 | Indicates that a child who is at least seventeen years of age and who, after successfully completing a program established by the State Board of Elementary and Secondary Education, has been issued a Louisiana high school equivalency diploma in accordance with criteria established by the Board of Supervisors of Community and Technical Colleges shall be considered exited from high school.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760069
Title: H.B. 95
Source: http://www.legis.state.la.us/
| |
| NV | Signed into law 05/2011 | P-12 | Bill repeals provisions relating to the exemption of children from compulsory school attendance as follows: Repeals 392.090 which permitted a child who has completed eighth grade to leave school; Repeals 392.100 excusing attendance of a child 14 years of age or older who must support himself or his parent.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB138_EN.pdf
Title: A.B. 138--Compulsory Attendance
Source: http://www.leg.state.nv.us
| |
| Attendance--Truancy |
| |
| IL | Adopted 05/2011 | P-12 | Extends the School Success Task Force established during the 96th General Assembly. Directs the task force to submit a report by December 31, 2011. http://www.ilga.gov/legislation/97/HJR/PDF/09700HJ0007lv.pdf
Title: H.J.R. 7
Source: www.ilga.gov
| |
| TX | Signed into law 05/2011 | P-12 | From fiscal note: Generally, the criminal offenses of failure to attend school and parent contributing to nonattendance are adjudicated in justice and municipal courts. However, under current law, in counties with
populations of 2 million or more (Harris and Dallas counties), an option exists to file these cases in the constitutional county court. The bill expands this option to counties with populations of 1.75 million or more adding Tarrant County to the counties so authorized.
Bill text: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB00734F.pdf#navpanes=0
Fiscal note: http://www.capitol.state.tx.us/tlodocs/82R/fiscalnotes/pdf/HB00734E.pdf#navpanes=0
Title: H.B. 734
Source: www.capitol.state.tx.us
| |
| CO | Signed into law 03/2011 | P-12 | Encourages school districts and courts to consider detention and incarceration as a last resort approach for addressing the problem of student truancy.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/66711011838931938725780800800B28?Open&file=1053_enr.pdf
Title: H.B. 1053
Source: http://www.leg.state.co.us
| |
| Background Checks |
| |
| IL | Signed into law 08/2011 | P-12 | Provides that upon request of a school, school district, community college district, or private school, any information obtained by a school district pursuant to provisions concerning criminal history records checks and checks of the Statewide Sex Offender Database and Statewide Child Murderer and Violent Offender Against Youth Database within the last 5 years must be made available to that school, school district, community college district, or private school. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0248.pdf
Title: H.B. 1240
Source: www.ilga.gov
| |
| MI | Signed into law 07/2011 | P-12 | From Legislative Staff Summary - Specifies provisions that must apply to personnel decisions concerning teachers when a school district or intermediate school district (ISD) conducts a staffing or program reduction or otherwise makes a personnel determination resulting in the elimination of a position, conducts a recall from a reduction, or hires after a reduction.
Teacher and Administrator Evaluation:
Establishes requirements for the teacher evaluation system, including an annual year-end evaluation and a mid-year progress report, beginning with the 2013-2014 school year. Requires a teacher to be dismissed if he or she is rated as ineffective on three consecutive year-end evaluations. Allows a nonprobationary teacher who is rated as ineffective on a year-end evaluation to request a review of the rating by the district superintendent. Specifies classroom observation requirements. Establishes requirements for the evaluation of school administrators. Requires the dismissal of an administrator who is rated as ineffective on three consecutive year-end evaluations, if the same evaluation tool and system are used in the three evaluations. Requires teachers' and administrators' year-end evaluations to be based at least 25% on student growth and assessment data in 2013-2014, 40% in 2014-2015, and 50% beginning in 2015-2016. Exempts a district from the teacher and administrator evaluation requirements for a public school if the district is already using a performance evaluation system that meets certain criteria, or if it adopts an evaluation system that is identical to that of an exempt school. Requires notification to parents if pupils are assigned to teachers whose last two year-end ratings were ineffective, beginning in 2015-2016.
Governor's Council on Educator Effectiveness:
Creates the Governor's Council on Educator Effectiveness. Requires the Council, by April 30, 2012, to submit a report that recommends a student growth and assessment tool, State evaluation tools for teachers and administrators, and parameters for effectiveness rating categories. Specifies a legislative intent to enact legislation to put in place a statewide performance evaluation system taking into account the Council's recommendations. http://www.legislature.mi.gov/documents/2011-2012/publicact/htm/2011-PA-0102.htm
Title: H.B. 4627
Source: http://www.legislature.mi.gov
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| NH | Became law without governor's signature 07/2011 | P-12 | Amends the length of time required for a teacher to be entitled to the rights of notification and hearing for failure to be renominated or reelected. Declares that in cases of nonrenomination or nonreelection because of reduction in force, the reduction in force shall not be based solely on seniority. Also limits a petition for review as the exclusive remedy available to a teacher on the issue of the nonrenewal of such teacher.
http://www.gencourt.state.nh.us/legislation/2011/SB0196.html
Title: S.B. 196
Source: http://www.gencourt.state.nh.us/
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| IL | Signed into law 06/2011 | P-12 | (Does not apply to Chicago Public Schools (CPS), as CPS already requires hiring for new and vacant positions to be based on seniority.) Specifies that selection of a candidate for a new or vacant teaching position must be based on consideration of factors including certifications, qualifications, merit and ability (including performance evaluations, if available), and relevant experience, and not length of continuing service with the district, unless all other factors are determined to be equal. Provides a school district's decision to select a particular candidate to fill a new or vacant position is not subject to review under grievance resolution procedures provided that the district does not fail to adhere to procedural requirements in a collective bargaining agreement relating to the filling of new or vacant teaching positions. Provides that existing provisions in collective bargaining agreements on filling new and vacant positions must remain in full force and effect for the term of the agreement, unless terminated by mutual agreement. Pages 13-14: http://www.ilga.gov/legislation/publicacts/97/PDF/097-0008.pdf
Title: S.B. 7 - Seniority Should Not Be Used in Hiring Decisions
Source: www.ilga.gov
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| ME | Signed into law 06/2011 | P-12 | Extends employment reference immunity to employees of local school districts. Provides that an employee of a school district t who discloses information about a former employee's job performance or work record to a prospective employer of the former employee is presumed to be acting in good faith and, unless lack of good faith is shown by clear and convincing evidence, is immune from civil liability for such disclosure or its consequences. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC397.asp
Title: H.P. 1030
Source: http://www.mainelegislature.org
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| OH | Signed into law 06/2011 | P-12 | Requires that staff at a nonpublic school participating in the Jon Peterson special needs scholarship program or at a college-preparatory boarding school undergo criminal background checks. Permits the chief administrator of a registered private provider participating in the autism scholarship program to request criminal background information. Specifies that when the superintendent receives a request from a nonpublic school participating in the Jon Peterson special needs scholarship program or the autism scholarship program, the superintendent must proceed as if the request came from a local board
Pages 79-100 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part1.pdf
Title: H.B. 153 - Background Checks at Certain Schools
Source: www.legislature.state.oh.us
| |
| PA | Signed into law 06/2011 | P-12 | Creates a new avenue for mid-career professionals to joing the teaching ranks through the use of "residency" certificates that allow for a streamlined process for professionals with expertise in key fields, such as science and mathematics, to earn a teaching certificate and bring their knowledge into the classroom. Provides that a candidate holding a valid instructional certificate issued by another state may be eligible for a comparable Pennsylvania certificate upon satisfying certain requirements. Grants to Secretary of Educatio n specific powers and duties with respect to post baccalaureate certification programs for residency teaching certificate programs, intern certificate programs and alternative certification programs. Background checks: imposes a time period for employment based upon degree of offense.
Link to Fiscal Note: http://www.legis.state.pa.us/WU01/LI/BI/FN/2011/0/HB1352P2227.pdf
Title: H.B. 1352
Source: http://www.legis.state.pa.us
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| TX | Signed into law 06/2011 | P-12 | Directs the Sunset Advisory Commission to review the education agency's jurisdiction and control over driver education and driving safety schools, and to report to the legislature and governor whether another state
agency should have jurisdiction and control over driver education and driving safety schools. Amends processes for the provision of driver education certificates. Requires that drivers education instructors undergo a national criminal background check, and pay a fee for the review. Requires that information collected to perform the criminal background check be kept confidential; provides exceptions. Requires that a drivers education school discharge or refuse to hire an individual if the criminal background check indicates the individual has been (a) convicted of (1) a felony, (2) an offense that requires the individual to register as a sex offender, or (3) an offense equivalent to (1) or (2), and (b) the victim of (1), (2), or (3) was under the age of 18 or enrolled in a public school at the time of the offense. Also requires the individual's driver education instructor license to be suspended or revoked if s/he is found to have been convicted of any of the aforementioned offenses. Provides exceptions. Permits a driver education school to discharge an instructor if the school obtains information that the employee has been convicted of a felony or misdemeanor involving moral turpitude that the employee did not disclose to the school or agency.
Permits a driver education instructor license to be issued to an individual who has completed nine semester hours of driver and traffic safety education or a program of study in driver education approved by the commissioner from an approved driver education school but who does not hold a drivers education certificate, but provides that the individual may provide instruction only for a driver education school in a county with a population of at least 275,000 but not more than 285,000 and that is operated by a private K-12 school or open-enrollment charter school. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02678F.pdf#navpanes=0
Title: H.B. 2678
Source: www.capitol.state.tx.us
| |
| TX | Signed into law 06/2011 | Postsec. | Amends definition of "security-sensitive position" to include any employee who has access to (1) another person's personal information or identifying information or (2) the financial information of the employer or another person. Adds the Texas Higher Education Coordinating Board as an entity entitled to obtain criminal history record information on an applicant for a security-sensitive position. Clarifies that such criminal history record information obtained by the coordinating board or an institution of higher education must be destroyed as soon as practicable after the individual becomes employed in a security-sensitive position and after the expiration of any probationary term of employment or, if the individual is not hired for a security-sensitive position, after the information is used for its authorized purpose. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02937F.pdf#navpanes=0
Title: H.B. 2937
Source: www.capitol.state.tx.us
| |
| TX | Signed into law 06/2011 | P-12 | Specifies that contracting or subcontracting entities may not allow an employee to provide services at a school if the employee has been convicted of a felony or misdemeanor that would by statute prevent a person from being employed by a district, charter school or shared services agreement (previous provision prohibited contractor from providing services if individual's felony or misdemeanor conviction would by statute prevent him/her from obtaining certification). http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/SB01042F.pdf#navpanes=0
Title: S.B. 1042
Source: www.capitol.state.tx.us
| |
| TX | Signed into law 06/2011 | P-12 | Defines "campus program for minors" as a program operated by or on the campus of a public or private/independent institution of higher education that is not a day camp, and offers recreational, athletic, religious or educational activities for at least 20 campers who are not enrolled at the institution and who attend or temporarily reside at the camp for all or part of at least four days. Provides a program operator may not employ an individual in a position involving contact with campers at a campus program for minors unless the individual has completed a training and examination program on sexual abuse and child molestation in the last two years. Provides this provision does not apply to a student enrolled at the institution of higher education operating the campus program for minors or at which the campus program is conducted, and whose contact with campers is limited to a single class of short duration. Identifies procedural requirements for program operators. Requires the executive commissioner of the Health and Human Services Commission by rule to establish criteria and guidelines for the training and examination program on sexual abuse and child molestation. Permits the department of state health services ("department") to assess a fee to cover the costs associated with training and administration related to these provisions. Directs the department at least every five years to review each training and examination program on sexual abuse and child molestation approved by the department to ensure the program continues to meet the criteria and guidelines established by rule. Permits the department to investigate a person suspected of violating these provisions or a rule adopted under these provisions. Directs a program operator to consider the costs of compliance with these provisions in determining any charges or fees imposed and collected for participation in the campus program for minors. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB01414F.pdf#navpanes=0
Title: S.B. 1414
Source: www.legis.state.tx.us
| |
| CO | Signed into law 05/2011 | P-12 | Adds criminal offenses and circumstances that disqualify individuals from employment at districts and schools, based primarily on background checks. The bill also describes offenses and circumstances that prompt suspending or revoking a license, certificate or endorsement.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/4DDFC21CE9178BCD87257808008040AC?Open&file=1121_enr.pdf
Title: H.B. 1121
Source: http://www.leg.state.co.us
| |
| IN | Signed into law 05/2011 | P-12 | Amends and adds certain crimes for which the department of education must revoke the licence of a school employee. Requires applicants for certain licensed health professions to submit to a national criminal history background check. Requires the department to release the results of the national criminal history background check to the Indiana professional licensing agency (agency). Authorizes a licensing board to suspend, deny, or revoke a license if the applicant or license holder has been convicted of specified offenses. Requires the department and the agency to enter into a memorandum of understanding to provide data exchange and data matching regarding licensees who are charged with or convicted of an offense. Requires the personal information data exchanged to be kept confidential. Allows the board of a regulated occupation to designate a person to act on behalf of the board to perform certain duties when seeking a cease and desist order.
http://www.in.gov/legislative/bills/2011/SE/SE0363.1.html
Title: S.B. 363
Source: http://www.in.gov
| |
| MD | Signed into law 05/2011 | P-12 | Conforms the provisions of state law relating to discrimination in the employment of public school employees to other provisions of state law governing discrimination in employment by adding ancestry, age, marital status, and sexual orientation as protected classes. http://mlis.state.md.us/2011rs/chapters_noln/Ch_322_hb0202T.pdf
Title: H.B. 202
Source: http://mlis.state.md.us
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| TN | Signed into law 05/2011 | P-12 | Eliminates the requirement that written notices of termination for K-12 teachers in public schools contain a statement of prior authorization by a majority vote of the local school board with the name of the teacher recorded.
http://www.capitol.tn.gov/Bills/107/Bill/HB0731.pdf
Title: H.B. 731
Source: http://www.capitol.tn.gov
| |
| TN | Signed into law 05/2011 | P-12 | Authorizes substitute teachers to be employed and paid by a local education agency (LEA) or by a third party provider. Substitute teachers employed by a third party provider shall receive the same unemployment benefits as substitute teachers employed by local education agencies.
http://www.capitol.tn.gov/Bills/107/Bill/SB1674.pdf
Title: S.B. 1674
Source: http://www.capitol.tn.gov
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| DE | Signed into law 04/2011 | P-12 | Implements the recommendations of the Senate's Teacher Hiring Task Force. Creates an estimated unit count each March, which the Department of Education will conduct using existing resources. The state will guarantee that school districts receive unit funds for the following school year equivalent to 98% of the estimated unit count. This will allow districts to make offers of employment to new teachers in the late spring and early summer. The Act also requires greater transparency by school districts with respect to their hiring practices.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/SB+16/$file/legis.html?open
Title: S.B. 16
Source: http://legis.delaware.gov
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| ID | Signed into law 04/2011 | P-12 | Oversight moved from the state board of education to the Professional Standards Commission. School districts - employees - Amends and adds to existing law to revise procedures, processes and fees before the Professional Standards Commission; to provide for an applicant for employment at a school district to sign a release that prior personnel files shall be released to the district, to provide immunity from liability and to provide penalties for disclosure of information. Adds language to Section 33-1209 on "Proceedings to Revoke, Suspend, Deny or Place Reasonable Conditions on a Certificate, Letters of Reprimand, Complaint, Subpoena Power, Hearing" stating that, upon receipt of a written and signed allegation of ethical misconduct, the chief certification officer, in conjunction with the attorney general and the professional standards commission investigator conduct a review of the allegation to determine if the complaint should be remanded to the school district to be resolved locally or to open an investigation and forward the case to the Professional Standards Commission. Within fourteen (14) days of the decision, the chief certificiton officer is to notify the complainant and teacher in writing that an investigation will be conducted and the teacher should be afforded an opportunity to respond to the allegation verbally and in writing prior to the issuance of the complaint. The executive committee of the Professional Standards Commission is to review the circumstances of the case at one of the next two regularly scheduled meetings. Timeline is set for processing the complaint. For any person certified in another state and applying for certification in Idaho, the chief certification officer is instructed to deny an application if there are any unsatisfied conditions on such current or previously issues certificate or if there is any form of pending investigation by a state agency concerning the applicant's teaching license or certificate.
http://legislature.idaho.gov/legislation/2011/H0201.pdf
Title: H.B. 201
Source: http://legislature.idaho.gov
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| NY | Signed into law 04/2011 | P-12 | Allows nonpublic schools to contract with BOCES for criminal background checks. http://assembly.state.ny.us/leg/?default_fld=&bn=A06611%09%09&Summary=Y&Memo=Y&Text=Y
Title: A.B. 6611
Source: assembly.state.ny.us
| |
| FL | Signed into law 03/2011 | P-12 | Provides that before transferring a teacher, the district superintendent must provide the principal of the receiving school with the teacher's student performance records. Permits a principal to refuse the placement unless the instructor has a performance rating of effective or highly effective.
http://laws.flrules.org/files/Ch_2011-001.pdf
Title: S.B. 736 - Teacher Transfers
Source: laws.flrules.org
| |
| ID | Signed into law 03/2011 | P-12 | Section 33-515 states that it is the intent of the legislature that after January 31, 2011, no new employment contract between a school district and a certificated employee shall result in the vesting of tenure, continued expectations of employment or property rights in an employment relationship. Therefore, no board of trustees has the authority to enter into any renewable contract with any certificated or other employee hired by such district, except as specifically addressed by section 33-515 and 33-514 (3), Idaho Code. For any certificated employees already holding renewable contract status with a district as of January 31, 2011, the employees have the right to the continued automatic renewal of that employee's employment contract. For those employees not grandfathered in, there are two categories of annual contracts. A category A contract is a limited -year contract for certificated personnel in the first or greater years of continuous employment with the same district. A category B contract is a limited 2-year contract that may be offered at the sole discretion of the board of trustees who may choose to add an additional year to such a contract upon the expiration of the first year, resulting in a new 2-year contract. For employees whose contracts will not -- at the board's discretion -- be renewed, notice must be provided to the employee in writing by July 1. Employees must be given, upon request, the opportunity for an informal review of such a decision by the board of trustees. Provides other provisions relating to reductions in force; and to provisions relating to contract negotiations and establishing contracts. Part 2 of 3 part Children Come First legislation.
http://legislature.idaho.gov/legislation/2011/S1108.pdf
Title: S.B. 1108
Source: http://legislature.idaho.gov/
| |
| UT | Signed into law 03/2011 | P-12 | Prohibits districts from using a last-hired-first-fired layoff policy when terminating school district employees. Permits a district to consider the results of an employee's performance evaluation and a school's personnel needs when terminating an employee. During the 2011 interim, directs the education interim committee, in consultation with the state board of education, to study how teacher performance may be evaluated for purposes of awarding or eliminating teacher career employee status. http://le.utah.gov/~2011/bills/sbillenr/sb0073.pdf
Title: S.B. 73
Source: le.utah.gov
| |
| UT | Signed into law 03/2011 | P-12 | Identifies conditions under which a retiree's retirement allowance may not be cancelled if a retiree is reemployed by a participating employer within a year of the retiree's retirement date. Directs the state retirement office to cancel a retiree's retirement allowance for the remainder of the calendar year if the reemployment with a participating employer exceeds a specified dollar amount. Provides taht if a retiree is reemployed, the last day of reemployment is considered the retiree's retirement date for the purpose of calculating the separation requirement. http://le.utah.gov/~2011/bills/sbillenr/sb0127.pdf
Title: S.B. 127
Source: le.utah.gov
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| Bilingual/ESL |
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Makes a clarifying change to the provisions relating to the standards for English language development. Requires the superintendent of public instruction, in consultation with the state board, to update, revise and align the English language development standards adopted pursuant to existing law to the state board-approved academic content standards for English language arts. Requires the superintendent to convene a group of experts in English language instruction, curriculum and assessment to assist the superintendent in updating, revising and aligning the English language development standards, and requires the superintendent to present the updated, revised and aligned English language development standards to the state board by August 31, 2012. Further requires the state board to adopt, reject, or revise the standards presented by the Superintendent on or before September 30, 2012. Requires the superintendent and the state board to present to the governor and the appropriate policy and fiscal committees of the legislature a schedule and implementation plan for integrating the English language development standards adopted pursuant to this bill into the state public education system. Expresses the intent of the legislature that the state department of education consider the work of the group of experts when developing any new English language acquisition assessments. Requires the department to use certain federal funds to implement these provisions. Repeals these provisions on July 1, 2013. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0101-0150/ab_124_bill_20111008_chaptered.pdf
Title: A.B. 124
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Requires a school district to annually conduct the assessment of each English language learner's English language development during a period that commences on the day upon which 55% of the instructional year is completed through July 1 of that calendar year. Requires the assessment to be conducted upon a pupil's initial enrollment in order to provide information to be used to determine if the pupil is an English learner. Provides these changes will not be implemented unless and until the state department of education receives written documentation from the U.S. Department of Education that implementation is permitted by federal law or until the 2013–14 school year, whichever occurs later. Applies these provisions, to the extent required by federal law, to a county office of education and a charter school, thereby imposing a state-mandated local program. Prohibits a pupil in grades 3-12 from being required to retake those portions of the California English Language Development Test (CELDT) that measure English language skills for which he/she has previously tested as advanced within the appropriate grade span, as determined by the state department of education in accordance with specified law. Notwithstanding the above prohibition, prohibits a pupil in grades 10-12 from being required to retake those portions of the CELDT that measure English language skills for which he/she has previously tested as early advanced or advanced. Provides these prohibitions will not be implemented until the CELDT publisher's contract that is in effect on January 1, 2012, expires and unless and until the department receives written documentation from the U.S. Department of Education that implementation is permitted by federal law. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0751-0800/sb_753_bill_20111008_chaptered.pdf
Title: S.B. 753
Source: www.leginfo.ca.gov
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| IL | Adopted 10/2011 | P-12 | Amends certification requirements for administrators of transitional bilingual education program, to bring into compliance with other changes. Pages 715-719 of 764: http://www.cyberdriveillinois.com/departments/index/register/register_volume35_issue42.pdf
Title: 23 IL ADC 228.35
Source: www.cyberdriveillinois.com
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| IL | Adopted 10/2011 | P-12 | From administrative register: In 2006, the state board established for the first time requirements for administrators of bilingual education programs. These rules required such administrators to have the appropriate administrative certification and hold one of several endorsements or approvals required of bilingual education teachers, with the specific endorsement or approval dependent on whether the program offered was a transitional bilingual education program (TBE) or a transitional program of instruction (TPI). It has become clear that a significant number of districts have been unable to find individuals to serve in administrative positions who have the proper bilingual endorsement or approval. The previous requirements have been particularly troubling for school districts with transitional bilingual education programs, wherein instruction is provided to students in their native language while they are learning English. Under those requirements, an administrator of a TBE program was required to hold either the bilingual endorsement or approval or the English as a new language endorsement with a language designation. Both of these endorsements require passage of a language examination to demonstrate proficiency in a second language.
New Section 1.783 offers, as an alternative to obtaining an endorsement or approval, the option for an administrator to complete coursework specific to bilingual education. Pages 589 and 597-599: http://www.cyberdriveillinois.com/departments/index/register/register_volume35_issue42.pdf
Title: 23 IL ADC 1.705, 783
Source: www.cyberdriveillinois.com
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| IL | Signed into law 08/2011 | P-12 | By no later than December 1, 2011, directs the Advisory Council on Bilingual Education to submit a report to the state superintendent of education, the governor, and the general assembly addressing, at a minimum, (1) whether and how the 20 child per attendance center minimum should be modified; (2) whether and how educator certification requirements in legislation and applicable state board of education rules should be modified; (3) whether and how bilingual education requirements in legislation and applicable state board of education rules should be modified to address differences between elementary and secondary schools; and (4) whether and how to allow school districts to administer alternative bilingual education programs instead of transitional bilingual education programs. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0305.pdf
Title: H.B. 3109
Source:
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| CT | Signed into law 07/2011 | P-12 | Sec. 1 - Establishes a task force to address the academic achievement gaps in Connecticut by considering effective approaches to closing the achievement gaps in elementary, middle and high schools. Requires the task force to submit a master plan to the General Assembly by July 1, 2012. Provides that the task force must terminate on January 1, 2020.
Sec. 2 - Establishes an Interagency Council for Ending the Achievement Gap (the council) to assist the achievement gap task force, in the development of the master plan to eliminate the academic achievement gaps in Connecticut, implement the provisions of the master plan, and, if necessary, make recommendations for legislation relating to the master plan to the joint standing committee of the General Assembly. Directs the council to submit annual progress reports on the implementation of the master plan to the General Assembly.
Sec. 3 - Permits local or regional boards of education for schools designated as low-achieving under state law to increase the number of school sessions each year and the number of school hours each day in order to improve student performance and remove the school from the list of low-achieving schools.
Sec. 4 - Provides that the summer reading program required in priority school districts must be offered to children enrolled in kindergarten who are determined by their school to be substantially deficient in reading based on measures established by the State Board of Education. Directs each priority school district to require the schools under its jurisdiction to assess the reading level of students enrolled in kindergarten at the end of the school year and in grades 1-3 at the beginning, middles and end of the school year (assessment was previously only required in grades 1-3 at the middle and end of the school year). Required individual reading plans must be monitored by school literacy teams that will consist of, but not be limited to, teachers, school reading specialists, internal or external reading consultants, the school principal and the provider of the additional instruction. Adds kindergarten to the grade range for which priority school districts may require students found substantially deficient in reading to attend summer school.
Sec. 5 - Permits the Commissioner of Education to identify schools to participate in a pilot study for the purposes of promoting best practices in early literacy and closing the academic achievement gaps.
Sec. 6 - Provides that the required statement of educational goals (which identify specific expectations for students in terms of skills, knowledge and competence) prepared by the board of education be annually established.
Sec. 7 - Requires, on and after July 1, 2011, any person applying for a certification in the endorsement area of elementary education to achieve a satisfactory evaluation on the appropriate State Board of Education approved mathematics assessment in order to be eligible for such elementary education endorsement.
Sec. 8 - Requires, not later than July 1, 2012, the Department of Education to approve and make available model curricula and frameworks in reading and mathematics for grades prekindergarten to grade four, inclusive, for use by boards of education for school districts or individual schools identified by the department as having academic achievement gaps.
Sec. 9 - Requires the Connecticut School Reform Resource Center (the Center) to provide a program of professional development activities for teachers to educate such students that includes research-based child development and reading instruction tools and practices. Requires the Center to develop strategies for assisting such students who are in danger of failing and develop culturally-relevant methods for educating students whose primary language is not English. http://www.cga.ct.gov/2011/ACT/PA/2011PA-00085-R00SB-00929-PA.htm
Title: S.B. 929
Source: http://www.cga.ct.gov
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| IL | Adopted 07/2011 | P-12 | Previously, "progress" in terms of English language proficiency was determined by the percentage of students whose scores on any of the four domains (listening, speaking, reading, and writing) on a given administration of the English language proficiency assessment increased by at least .5 of a proficiency level. New rulemaking requires that progress be determined on a composite English proficiency level, or, in the second administration of the English language proficiency assessment, the student achieved the maximum composite English proficiency level attainable on the assessment. Page 160-161 of 413: http://www.cyberdriveillinois.com/departments/index/register/register_volume35_issue30.pdf
Title: 23 IL ADC 1.30
Source: www.cyberdriveillinois.com
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| MN | Signed into law 07/2011 | P-12 | Requires the Department of Education to adopt English language proficiency standards for students identified as limited English proficient as statewide standards.
Requires the commissioner to adopt the most recent English language proficiency standards for English learners developed by World-Class Instructional Design and Assessment.(Article 2, Sec 46, Subds 1,2)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
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| AL | To governor 06/2011 | P-12
Postsec. | Specifies that verification of lawful presence in the U.S. must not be required for K-12 education. However, requires public schools to determine the citizenship and immigration status of their students, to compile data on students who are legally and illegally in the U.S. and submit such data to the state board of education. Requires the state board of education to submit an annual report to the legislature, providing data, aggregated by public school, regarding the numbers of U.S. citizens, lawfully present aliens, and of aliens believed to be unlawfully present in the U.S. enrolled at all K-12 public schools in this state. Requires that the report also:
--Provide the number of students in each category participating in English as a Second Language (ESL) programs enrolled at such schools.
--Analyze and identify the effects upon the quality of education provided to students who are U.S. citizens residing in Alabama that may have occurred, or are expected to occur, as a consequence of the enrollment of students who are illegal aliens.
--Analyze and itemize the fiscal costs to the state and political subdivisions thereof of providing instruction, computers, textbooks and other supplies, free or discounted school meals, and extracurricular activities to students who are illegal aliens.
Requires the state board to prepare and issue objective baseline criteria for identifying and assessing the other educational impacts on the quality of education provided to students who are U.S. citizens due to the enrollment of illegal aliens, in addition to the statistical data on citizenship and immigration status and ESL enrollment required by this act.
Prohibits an illegal alien from enrolling in any postsecondary institution in the state. Requires an alien enrolled in a postsecondary institution to possess either lawful permanent residence or an appropriate nonimmigrant visa. Provides an illegal alien is ineligible for any education benefit, including scholarships, grants, or financial aid. Permits a public postsecondary education institution officer to seek federal verification of an alien's immigration status with the federal government.
Title: H.B. 56
Source:
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| MI | Signed into law 06/2011 | P-12 | From Legislative Staff Summary: Eliminates middle college grants and funding that provides districts additional funds for educating students of limited English-speaking ability. Eliminates language protecting Intermediate School District operational funding from falling below certain levels paid in 1994-95. Revises the fall pupil membership count day from the last Wednesday in September to the first Wednesday in October. Requires districts to post the health care bid required under state law to their web sites. Provides a one-time incentive grant to districts that satisfy four out of five criteria before July 1, 2012: (1) Charging employees at least 10% of health care services costs; (2) Serving as the policyholder for health care service plans; (3) Continuing to implement consolidation plans to reduce school operating costs; (4) Obtaining competitive bids on non-instructional services; and (5) Providing to parents and community members a dashboard or report card demonstrating the district's efforts to manage its finances responsibly. http://www.legislature.mi.gov/documents/2011-2012/publicact/htm/2011-PA-0062.htm
Title: H.B. 4325 - K-12 Provisions
Source: http://www.legislature.mi.gov
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| VA | Signed into law 03/2011 | P-12 | Codifies in the Standards of Quality the flexibility to use funds provided in the appropriation act and provided to local school divisions for certain staffing standards related to instructional staff in mathematics, limited English proficiency, reading, technology, and assistant principals. Additionally, amends the definition of ''support services."
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0055+pdf
Title: H.B. 1792/S.B. 1270
Source: http://lis.virginia.gov/
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| IL | Adopted 01/2011 | P-12 | From summary in Illinois Register: Annual Measurable Achievement Objectives (AMAOs) for English language learners. Section 1.88 of the rules sets forth the AMAOs for educational agencies that use funds from Title III of the Elementary and Secondary Education Act. As part of federal monitoring conducted in 2009, the U.S. Department of Education (USDE) determined that the objectives set forth in Section 1.88 failed to address annual targets for increasing the number or percentage of an educational agency's students who are making progress in learning English or attaining proficiency, as the Act requires. As a result, the USDE
directed the agency to establish targets to be used to determine AMAOs for the 2009-2010 school year, with the target level increasing in each subsequent school year. Targets for the progress and proficiency objectives, as set forth in the rulemaking, were submitted to USDE for review; the department has approved these for use in determining 2009-10 AMAOs but instructed the agency to further refine certain elements of the progress target. A separate rulemaking will be conducted to address the issues raised in this regard.
Page 392-396 of 619: http://www.cyberdriveillinois.com/departments/index/register/register_volume35_issue3.pdf
Title: 23 IL ADC 1.88
Source: www.cyberdriveillinois.com
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| Business Involvement |
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| OR | Signed into law 06/2011 | P-12
Community College | Creates Oregon Employer Workforce Training Program and Oregon Youth Employment Program in Department of Community Colleges and Workforce Development (CCWD) subject to availability of funds. Charges local workforce investment boards with local management of programs created. Requires private sector funding equal to state funding for the Oregon Employer Workforce Training Fund. Establishes the Oregon Employer Workforce Training Fund and the Oregon Youth Employment Fund in the State Treasury.
http://www.leg.state.or.us/11reg/measpdf/sb0100.dir/sb0175.en.pdf
Title: S.B. 175
Source: http://www.leg.state.or.us
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| FL | Signed into law 05/2011 | P-12
Postsec. | Repeals provisions relating to programs that were never implemented or are no longer funded. The programs are: Digital Divide Council and the associated Pilot Project for Discounted Computers and Internet Access for Low-Income Students; the Institute on Urban Policy and Commerce; the Community and Faith-based Organizations Initiative; the Community and Library Technology Access Partnership; the Community computer access grant program; Adult Literacy Centers; the Florida Literacy Corps; Preteacher and Teacher Education Pilot programs, the Teacher Education Pilot Programs for High-Achieving Students; the Merit Award Program; the Critical Teacher Shortage Program, which includes: the Florida Teacher Scholarship and Forgivable Loan Program, the Critical Teacher Shortage Tuition Reimbursement Program, and the Critical Teacher Shortage Student Loan Forgiveness Program.
The legislation also repeals professional service contracts for instructional staff and the requirement for students who took Algebra I in the middle grades from 2007-2008 through 2009-2010 to take the Algebra I end-of-course assessment in the 2010-2011 school year.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.docx&DocumentType=Bill&BillNumber=7087&Session=2011
Title: H.B. 7087
Source: http://www.myfloridahouse.gov
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| Career/Technical Education |
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| CA | Signed into law 10/2011 | Postsec. | From bill summary: Requires the Student Aid Commission to develop, and regularly review and update at least every 5 years, the areas of occupational or technical training for which students may utilize Cal Grant C awards. Requires the commission to give priority in granting the awards to students pursuing occupational or technical training in areas that meet specified criteria. Requires a determination by the commission for a subsequent award year that the program under which a Cal Grant C was initially awarded is no longer deemed to receive priority to not affect an award recipient's renewal. Requires the commission to publish and retain on its Web site a current list of the areas of occupational or technical training meeting those specified criteria. Requires the commission to examine the graduation rates and job placement data of eligible programs and to give priority to students seeking to enroll in programs that rate high in those areas. Requires the Legislative Analyst's Office to submit a report to the legislature, containing specified data on the outcomes of the Cal Grant C Program, on or before April 1, 2015, and on or before April 1 of each odd-numbered year thereafter. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0451-0500/sb_451_bill_20111008_chaptered.pdf
Title: S.B. 451
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Commencing with the 2012–13 school year, establishes the Linked Learning Pilot Program to be administered by the state department of education according to specified requirements for the purpose of implementing districtwide linked learning programs in all participating school districts. Authorizes a school district that maintains any of grades 9-12 to apply to the superintendent of public instruction to operate a pilot program. Requires the department to review these applications and authorizes the superintendent of public instruction to initially approve no more than 20 applications. Requires that, if funds become available for purposes of the pilot program, the superintendent allocate these funds on a competitive basis, based on the applications submitted. Requires the superintendent of public instruction to transmit a report to the legislature and the governor by September 30, 2016, that makes specified evaluations and recommendations. Makes these provisions inoperative on July 1, 2017, and repeals them as of January 1, 2018. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0751-0800/ab_790_bill_20111008_chaptered.pdf
Title: A.B. 790
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2011 | P-12
Postsec. | From bill summary: Makes legislative declarations and findings. Requests the Regents of the University of California, subject to availability of funds in the annual Budget Act, the availability of federal or private funds, or any combination thereof, to establish and maintain the University of California Curriculum Integration Institute (UCCII) to be administered by the president of the University of California.
Provides the UCCII would facilitate statewide collaboration and innovation among secondary level teachers, faculty, and instructors from various disciplines from the University of California, the California State University, the California Community Colleges, private higher education institutions, and statewide career technical education associations in providing pupils with course content and experience within priority industry sectors among those identified in the California Career Technical Education Model Curriculum Standards as adopted by the state board of education. Provides the UCCII would also develop, disseminate and promote career-oriented, integrated academic and technical education courses that meet course requirements for admission to the University of California and the California State University, and align with high-priority industry sectors among those identified in the California Career Technical Education Model Curriculum Standards as adopted by the state board. Requires the president of the University of California to determine the priority among the industry sectors in consultation with, but not limited to, educators, industry leaders, representatives of organized labor and appropriate state entities. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0601-0650/sb_611_bill_20111008_chaptered.pdf
Title: S.B. 611
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Existing law provides for the establishment and maintenance of subject matter projects by the Regents of the University of California with the approval of the Concurrence Committee. Existing law provides that these subject matter projects are to create opportunities for researchers, higher education faculty, and K-12 school faculty to work together to identify exemplary teaching practices, examine and develop research on learning, knowledge, and educational materials, and provide support to teachers to develop and enhance content knowledge and pedagogical skills. Existing law authorizes 6 topical subject matter projects. Existing law requires the Concurrence Committee to provide a final report to the governor and to appropriate policy and fiscal committees of the legislature by January 1, 2011, including specified information relating to the subject matter projects. New provisions add 2 areas of emphasis for the subject matter projects. The first provides teachers with instructional strategies for delivering career-oriented, integrated academic and technical content in a manner that is linked to high-priority industry sectors identified in the California Career Technical Education Model Curriculum Standards as adopted by the state board of education. The Concurrence Committee, in consultation with specified entities, determines the priority of industry sectors. The 2nd provides teachers with instructional strategies for ongoing collaboration on the delivery of career-oriented, integrated academic and technical content.
Enlarges the Concurrence Committee by adding a representative appointed by the superintendent of public instruction, and makes other changes. Repeals the requirement of the January 1, 2011 report and instead requires a report on or before January 1, 2016. This provision is inoperative on January 1, 2018. Adds the goal of providing teachers with support in the implementation of career-oriented, integrated academic and technical courses that meet course requirements for admission to the University of California and the California State University, and that align with high-priority industry sectors. New provisions add physical education, arts, and world language as topical subject matter areas. Existing law establishes a project advisory board within each subject matter project. New provisions make various changes to the board structure, including decreasing representation of specified groups, and adding a representative selected by the advisory board who is from an industry sector that principally utilizes the discipline addressed by the project. Existing law requires the project advisory board of each statewide subject matter project to use specified criteria in recommending funding for local project sites. New provisions add a criterion for local project sites that serve middle or high school teachers and require the project advisory board to give special consideration to sites that utilize or are preparing to utilize instructional strategies to deliver career-oriented, integrated academic and technical content.
Extends repeal date on the article relating to instructional strategies to January 1, 2018 (existing law repeals article on January 1, 2013). http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0601-0650/sb_612_bill_20111008_chaptered.pdf
Title: S.B. 612
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Commencing with the 2012–13 school year, adds completion of a course in career technical education as an alternative to the requirement that a pupil complete a course in visual or performing arts or foreign language. Requires the governing board of a school district or county office of education that elects to offer career technical education courses pursuant to these provisions to provide parents, teachers, pupils and the public, at a regularly scheduled meeting of the governing board, with specified information relating to the impact that offering these courses would have on graduation requirements and admission requirements to the California State University and the University of California. Requires a school district that elects to allow a career technical education course to satisfy a specified course graduation requirement to include, as part of an existing notification requirement, information about the high school graduation requirements of the school district and how each requirement satisfies, or does not satisfy, college admission requirements, and a list of career technical education courses offered by the school district. Requires the state department of education to submit a comprehensive report to the appropriate policy committees of the legislature, on or before July 1, 2017, that includes specified information relating to this alternative means of satisfying the graduation requirement. Authorizes the superintendent of public instruction to use existing state resources and federal funds for purposes of completing the report, and to apply for and receive grants and donations from public or private sources if existing resources are not available or sufficient. Authorizes the superintendent of public instruction to accept support, including, but not limited to, financial and technical support, from high school reform advocates, teachers, chamber organizations, industry representatives, research centers, parents and pupils. Makes these provisions inoperative on the earlier of 2 specified dates and would repeal these provisions on January 1 immediately following that earlier date. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1301-1350/ab_1330_bill_20111008_chaptered.pdf
Title: A.B. 1330
Source: www.leginfo.ca.gov
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| NV | Adopted 10/2011 | P-12 | Revises provisions governing majors and minors in career and technical education.
Title: NAC 391.120, 13025, 13066, 13082, 13092, 1308, 1301, 131
Source: http://www.leg.state.nv.us
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| PA | Signed into law 10/2011 | P-12 | Updates the definition of ''vocational agricultural education" to include instruction that develops student potential for success in entering and advancing through careers in the food, agriculture and natural resources sciences, such as production agriculture, animal science, agribusiness management and marketing, agricultural research, energy systems, agricultural mechanics and engineering, biotechnology, food science, processing and retailing, banking, agricultural education, forestry, horticulture,landscape contracting, nursery and floriculture production, retail garden center management, leadership and career development, management, economics and marketing, natural resource management, plant and soil science, power and systems technology, rural-urban interfacing and other related fields.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2011&sessInd=0&billBody=S&billTyp=B&billNbr=0389&pn=1200
Title: S.B. 389
Source: http://www.legis.state.pa.us
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| CA | Signed into law 09/2011 | P-12
Community College | Authorizes a community college district to enroll high school pupils who are not residents of the district in a California Community Colleges Economic and Workforce Development Program developed and implemented by the district. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0801-0850/ab_835_bill_20110906_chaptered.pdf
Title: A.B. 835
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2011 | P-12 | Authorizes the Commission on Teacher Credentialing to convene a workgroup to develop program standards for the issuance of a recognition of study for linked learning competence. Identifies requisite members of the workgroup. Proposes content that a successful candidate for the linked learning teacher credential may be required to demonstrate. Encourages the California State University and other teacher preparation institutions to establish goals for increasing the number of teachers prepared through linked learning programs. Encourages Beginning Teacher Support and Assessment programs to provide appropriate support, mentoring and assistance to beginning teachers teaching in linked learning programs, including candidates who are in externships. Provides a teacher with a linked learning credential is not authorized to teach subject matter content or English learners unless he/she holds an appropriate authorization or is employed on the basis of a local assignment option. Provides a linked learning credential must not be considered a type of authorization, must not be used as a condition of employment, must not replace a subject matter competence requirement, and must not be used in making employment decisions. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1301-1350/ab_1304_bill_20110906_chaptered.pdf
Title: A.B. 1304
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2011 | P-12 | Repeals the Industry-Based Certification Incentive Grant Program, which awards grants to selected school districts, county offices of education, and regional occupational centers and programs to establish industry-based certification programs within their career technical programs. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0901-0950/sb_942_bill_20110926_chaptered.pdf
Title: S.B. 942 - Industry-Based Certification Incentive Grant Program
Source: www.leginfo.ca.gov
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| AK | Signed into law 08/2011 | P-12 | An Act amending the funding for statewide residential educational programs; relating to funding for high school vocational and technical instruction as a component of funding for public schools; allows taxpayers a credit against the tax due for cash contributions to include: (1) a facility or an annual intercollegiate sports tournament; (2) Alaska Native cultural or heritage programs including mentoring and tutoring; (3) for education, research, rehabilitation and facilities by an institution located in the state that qualifies as a coastal ecosystem learning center; creating a pilot project in the Iditarod Area School District; providing for an effective date by amending the effective date in sec. 57, ch. 92, SLA 2010. Effective 07/01/2011. MANIFEST ERRORS ON BILL.
http://www.legis.state.ak.us/basis/get_bill_text.asp?hsid=SB0084Z&session=27
Title: S.B. 84
Source: http://www.legis.state.ak.us
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| NH | Adopted 08/2011 | P-12 | Implements alternative education programs at regional career and technical education centers or associated high schools. Adds language for 'at risk' students and for tuition and transportation for 'at risk' students as required by changes in the state law of 2007. Ed 1405 will eliminate reimbursement for bus contracts.
Title: NH ADC Ed 1301.01; NH ADC Ed 1302.01, 02, 03, 04, 05, 06; NH ADC Ed 1303.01, 02; NH ADC Ed 1304.01; NH ADC Ed 1405.01
Source: Westlaw/StateNet
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| IA | Signed into law 07/2011 | P-12
Community College | "Pathways for Academic Career and Employment Act" . Establishes a pathways for academic career and employment program to provide funding to community colleges for the development of projects in coordination with the department of economic development, the department of education, Iowa workforce development, regional advisory boards and community partners to implement a simplified, streamlined, and comprehensive process, along with customized support services, to enable eligible participants to acquire effective academic and employment training to secure gainful, quality, in-state employment. Sets eligibility criteria: Projects that further the ability of members of target populations to secure gainful, quality employment. The "target population" includes: a. Persons deemed low skilled for the purposes of attaining gainful, quality, in-state employment; b. Persons earning incomes at or below 200% of the federal poverty level; c. Unemployed persons; d. Underemployed persons; e. Dislocated workers.
Program outcomes. Projects eligible for funding are expected to enable target populations to: a. Acquire and demonstrate competency in basic skills. b. Acquire and demonstrate competency in a specified technical field. c. Complete a specified level of postsecondary education. d. Earn a national career readiness certificate. e. Obtain employer-validated credentials. f. Secure gainful employment in high-quality, local jobs. Satisfaction of economic and employment goals include but are not limited to: a. Economic and workforce development requirements in each region served by the community colleges. b. Needs of industry partners in areas including but not limited to: (1) Information technology. (2) Health care. (3) Advanced manufacturing. (4) Transportation and logistics. Sets program component requirements: 1. Include measurable and effective recruitment, assessment, and referral activities designed for the target populations. 2. Integrate basics skills and work-readiness training with occupational skills training. 3. Combine customized supportive and case management services with training services to help participants overcome barriers to employment. 4. Provide training services at times, locations, and through multiple, flexible modalities that are easily understood and readily accessible to the target populations. Such modalities shall support timeless entry, individualized learning, and flexible scheduling, and may include online remediation, learning lab and cohort learning communities, tutoring, and modularization.
Requires each community college receiving funding for the program to develop a pipeline program that has the following goals: 1. To strengthen partnerships with community-based organizations and industry representatives. 2. To improve and simplify the identification, recruitment, and assessment of qualified participants. 3. To conduct and manage an outreach, recruitment, and intake process, along with accompanying support services, reflecting sensitivity to the time and financial constraints and remediation needs of the target populations. 4. To conduct orientations for qualified participants to describe regional labor market opportunities, employer partners, and program requirements and expectations. 5. To describe the concepts of the project implemented with funds from the pathways for academic career and employment program and the embedded educational and support resources available through such project. 6. To outline the basic skills participants will learn and describe the credentials participants will earn. 7. To describe success milestones and ways in which temporal and instructional barriers have been minimized or eliminated. 8. To review how individualized and customized service strategies for participants will be developed and provided.
Requires each community college receiving funding for the pathways for academic career and employment program to develop a career pathways and bridge curriculum development program with the following goals: 1. The articulation of courses and modules, the mapping of programs within career pathways, and establishment of bridges between credit and noncredit programs. 2. The integration and contextualization of basic skills education and skills training. Requires that the process provide for seamless progressions between adult basic education and general education development programs and continuing education and credit certificate, diploma, and degree programs. 3. The development of career pathways that support the attainment of industry-recognized credentials, diplomas, and degrees through stackable, modularized program delivery.
Establishes the "Gap Tuition Assistance Act" to provide funding to community colleges for need-based tuition assistance to applicants to enable completion of continuing education certificate training programs for in-demand occupations. Sets eligibility criteria for tuition assistance: 1. The program is not offered for credit, but is aligned with a certificate, diploma, or degree for credit, and does any of the following: a. Offers a state, national, or locally recognized certificate. b. Offers preparation for a professional examination or licensure. c. Provides endorsement for an existing credential or license. d. Represents recognized skill standards defined by an industrial sector. e. Offers a similar credential or training. 2. The program offers training or a credential in an in-demand occupation. For the purposes of this chapter, "in-demand occupation" includes occupations in the following industries: a. Information technology. b. Health care. c. Advanced manufacturing. d. Transportation and logistics. e. Any other industry designated as in-demand by a regional advisory board.
http://coolice.legis.state.ia.us/linc/84/external/govbills/HF645.pdf
Title: H.F. 645 - Multiple Provisions
Source: http://coolice.legis.state.ia.us
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| OR | Signed into law 07/2011 | P-12 | Allows sponsor and public charter school to enter into cooperative agreement with other school districts for purpose of forming partnership to provide educational services. Allows public charter school to give admission priority to students who reside in school district that is sponsor or school district that is party to cooperative agreement. Specifies that public charter school that provides educational services under cooperative agreement to at least 25 students, regardless of school district in which students are residents, meets enrollment requirement for public charter schools. Section 6 of the bill directs Department of Education, Department of Community Colleges and Workforce Development and Bureau of Labor and Industries to collaborate on issues related to career and technical education. Establishes Career and Technical Education Revitalization Grant Program for purpose of awarding grants to enhance collaboration between education providers and employers. Appropriates moneys from General Fund to Department of Education for purpose of grant program. Declares emergency, effective July 1, 2011.
Title: H.B. 3362
Source: Westlaw/StateNet
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| RI | SIGNED BY GOVERNOR. 07/2011 | P-12 | Requires the department of elementary and secondary education to promulgate regulations pertaining to career and technical education and to report annually to the House and Senate on the following:
(1) The total number of students attending career and technical schools/programs, where determinable;
(2) The total number of those students in subsection (1) who have received diplomas;
(3) The total number of those students in subsection (1) who have received industry recognized certificates, if the information is available;
(4) The total number of students who transfer to another school and/or continue their secondary education;
(5) The total number of students who obtain employment before or immediately after graduation;
(6) The total number of students who attend post-secondary institutions;.
(7) The retention rate within each program from year to year;
(8) Progress on developing a plan to study the number of students who find employment in the field studied at three (3) and five (5) years intervals post-graduation;
(9) The cost per pupil per program per year; and
(10) The number of special education students per program.
http://www.rilin.state.ri.us/PublicLaws/law11/law11188.htm
Title: H.B. 6219
Source: http://www.rilin.state.ri.us
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| HI | Signed into law 06/2011 | P-12 | Allows teacher and educational officer Hawaii Teacher Standards Board (HTSB) members to continue to serve out up to three consecutive three-year terms even if they retire during a term. Adds certain powers and duties to HTSB, including (1) developing criteria for a full career and technical education license, limited to career and technical education teaching assignments, allowing qualified individuals with at least an associate's degree, pedagogy coursework, industry experience, and content expertise to teach and (2) establishing policies and procedures for approving alternative pathways to teaching. Adds timely payment of fees to the requirements for license renewal. Extends the term of the renewable advanced license from five to ten years. Allows for forfeiture of a teacher's license for failure to timely renew, pay all fees, or comply with any other requirements provided by law or administrative rule. http://www.capitol.hawaii.gov/session2011/Bills/SB806_CD1_.HTM
Title: S.B. 806
Source: www.capitol.hawaii.gov
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| LA | Signed into law 06/2011 | P-12 | Changes the name of the High School Redesign Commission to the College and Career Readiness Commission and changes its membership.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760066
Title: H.B. 79
Source: http://www.legis.state.la.us
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| ME | Signed into law 06/2011 | P-12
Postsec. | Establishes the Science, Technology, Engineering and Mathematics Council to develop strategies for enhancing science, technology, engineering and mathematics (STEM) education from prekindergarten through postsecondary education. Specifically, the council must: (1) Review research that has been conducted on STEM education in the state and recommend strategic directions for consideration by policymakers as they identify future investments in STEM; (2) Plan for coordinated state leadership with respect to STEM education and initiatives; (3) Develop initiatives to promote STEM education; (4) Devise strategies for promoting career and technical education alignment and supporting early career planning and transition supports from high school to college and to the workforce; and (5) Propose methods for integrating out-of-school programs focused on STEM with school-based programs, with the goal of inspiring more students to concentrate in the STEM. Provides that by January 15th annually, the council must submit a report of its findings and recommendations to the Legislature. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC346.asp
Title: S.P. 490
Source: http://www.mainelegislature.org
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| NC | Signed into law 06/2011 | Postsec.
Community College | Directs the State Board of Education (SBE) to continue to participate in the development of the Common Core State Standards in conjunction with the consortium of other states, review all national assessments developed by both multistate consortia, and implement the assessments that the SBE deems most appropriate to assess student achievement on the Common Core State Standards. Requires, to the extent funds are made available, the SBE to plan for and require the administration of the ACT test for all students in the eleventh grade unless the student has already taken a comparable test and scored at or above a level set by the SBE.
Requires, to the extent funds are made available for this purpose, the SBE to plan for and require the administration of diagnostic tests in the eighth and tenth grades that align to the ACT test in order to help diagnose student learning and provide for students an indication of whether they are on track to be remediation-free at a community college or university. Requires, to the extent funds are made available for this purpose, the SBE to plan for and require local school districts to make available the appropriate WorkKeys tests for all students who complete the second level of vocational/career courses. http://www.ncga.state.nc.us/Sessions/2011/Bills/Senate/HTML/S479v5.html
Title: S.B. 479
Source: http://www.ncga.state.nc.us
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| NC | Veto overridden: legislature has overridden governor's veto 06/2011 | P-12
Postsec. | Directs the state board of education and North Carolina Community College System to establish the Career and College Promise program to offer opportunities for high school students to dually enroll in community college courses that provide pathways (CTE pathway, college transfer pathway, cooperative innovative high schools program) leading to a certificate, diploma, or degree and providing entry-level jobs skills. Requires that credits earned through Promise allow students to complete a postsecondary credential in less time than would normally be required. Directs all existing dual enrollment programs (i.e., Huskins, Concurrent Enrollment, Cooperative and Innovative High Schools, Learn and Earn, and Learn and Earn Online) to be consolidated and replaced by Career and College Promise. Permits University of North Carolina (UNC) System institutions, subject to approval by the UNC Board of Governors, to offer as a Career and College pathway a cooperative innovative high schools program; requires that the pathway align with the K-12 curriculum and career and college ready standards adopted by the state board. Requires the North Carolina Community College System and department of public instruction to jointly develop and implement a program accountability plan to evaluate short- and long-term outcomes for Career and College Promise. Identifies minimum outcomes to be measured. Directs community colleges to generate budget FTE for instruction provided through the Promise. Establishes reporting requirement regarding the number and cost of high school FTE served as a result of the Career and College Promise program. Repeals § 115D-1.1 (permitting enrollment of a student under 16 in a community college) and § 115D-1.2 (providing for the Learn and Earn Online program).
Repeals language (1) prohibiting generation of community college budget FTE if a community college contracts with a local school administrative unit for a high school teacher to teach a college course, and (2) permitting local community college administrative boards and local school boards to establish cooperative programs permitting high school students to complete college courses for credit. Replaces with language permitting community colleges to offer (in collaboration with local school administrative units), cooperative innovative high school programs, academic transition pathways leading to a career technical education certificate or diploma, and college transfer certificates requiring completion of 30 semester credit hours transfer courses, including English and math, for high school juniors and seniors.
Pages 37-38 of 342: http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H200v9.pdf
Title: H.B. 200 - Career and College Promise
Source: www.ncleg.net
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| NC | Veto overridden: legislature has overridden governor's veto 06/2011 | P-12 | Directs the Agricultural Education Program in the Department of Agricultural and Extension Education at North Carolina State University (NCSU) to (1) develop the secondary agricultural education curricula, and (2) recommend the curricula and corresponding assessment instruments to the state board, which must adopt the curricula for inclusion in the Standard Course of Study. Requires that this curricula include as part of its core content the Future Farmers of America (FFA) student youth organization and the Supervised Agricultural Experience learning program. Effective with the 2011 federal grant, directs the state board to transfer a prorated share of funds from all federal Career and Technical Education (CTE) funds available for state-level use to the Agricultural Education and FFA Program in the Department of Agricultural and Extension Education at NCSU. Requires that the transfer of funds be a percentage of the total based on the grades 9-12 duplicated agricultural education enrollment as compared to the total CTE grades 9-12 duplicated enrollment. Requires that these funds be used to support the secondary Agricultural Education Program state-level administration, leadership, curriculum and professional development, operations, innovations and expansions, and the FFA and the Supervised Agricultural Education learning program. Page 53 of 342: http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H200v9.pdf
Title: H.B. 200 - Agricultural Education
Source: www.ncleg.net
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| OH | Signed into law 06/2011 | P-12 | Permits districts to charge fees (including to low-income students) for any tools, equipment, and materials that are necessary for workforce-readiness training within a career-technical education program that, to the extent the tools, equipment, and materials are not consumed, may be retained by the student upon course completion.
Page 157 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Student Fees for CTE Courses
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Requires that the rules adopted by the board of education regarding standards and requirements for educator licenses include requirements for the issuance and renewal of professional career-technical teaching licenses, including requirements relating to life experience, professional certification, and practical ability. Provides nothing in statute requires, and prohibits the state board of education from requiring, an applicant for the issuance or renewal of a professional career-technical teaching license who meets the requirements relating to life experience, professional certification, and practical ability to complete a degree applicable to the career field, classroom teaching or an area of licensure. Page 388 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Licensure Requirements for CTE Teachers
Source: www.legislature.state.oh.us
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| OR | Signed into law 06/2011 | P-12
Postsec. | Defines "accelerated college credit programs" to include dual credit, two-plus-two, advanced placement and International Baccalaureate programs. Directs the department of education to administer a grant program to provide grants to districts, community college districts, or state institutions of higher education for teacher training, books, materials and other costs other than exam fees, and classroom supplies related to offering accelerated college credit programs. Establishes parameters on grant amounts. Directs each district to provide students in grades 9-12 with accelerated college credit programs including accelerated college credit programs related to English, math and science, or ensure that students in grades 9-12 have online access to such accelerated college credit programs. Directs every community college district to implement a dual credit, two-plus-two or another accelerated college credit program. Amends provisions districts must meet to obtain certain waivers. Establishes the Accelerated College Credit Account in the state treasury. Makes an appropriation into this account.
Directs the joint boards of education to develop statewide standards for dual credit programs, and requires that these standards be implemented by all high schools, community colleges and institutions in the Oregon University System providing a dual credit program. Requires each district, community college and state institution of higher education within the Oregon University System providing a dual credit program to submit an annual report to the joint boards of education on the academic performance of dual credit students.
http://www.leg.state.or.us/11reg/measpdf/sb0200.dir/sb0254.en.pdf
Title: S.B. 254
Source: http://www.leg.state.or.us
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| TX | Signed into law 06/2011 | Postsec. | Notifying the U.S. Department of Education that certain career schools or colleges are legally authorized by the state of Texas to operate educational programs beyond secondary education. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HC00129F.pdf#navpanes=0
Title: H.C.R. 129
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | Postsec. | Clarifies that the state meets U.S. Department of Education requirements concerning federal student aid by naming private institutions of higher education in the state that are authorized to operate educational programs beyond secondary education, including programs leading to a degree or certificate. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HJ00130F.pdf#navpanes=0
Title: H.J.R. 130
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12
Postsec. | Authorizes the commissioner of education to adopt rules as necessary concerning the duties of a school district under the college credit program (under which students may earn the equivalent of at least 12 semester credit hours of college credit through International Baccalaureate, Advanced Placement, dual credit, or articulated postsecondary technical credit courses). Authorizes the Texas Higher Education Coordinating Board to adopt rules as necessary concerning the duties of a public institution of higher education under the college credit program. Simplifies program participation reporting requirements for districts. Authorizes the commissioner and the Texas Higher Education Coordinating Board to share data as necessary to enable school districts to comply with reporting requirements under the college credit program. Directs the Texas Higher Education Coordinating Board to collect student course credit data from public institutions of higher education as necessary for purposes of district reporting requirements under the college credit program. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00149F.pdf#navpanes=0
Title: S.B. 149
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Directs the education agency to establish procedures for each school district and open-enrollment charter school to accurately identify students who are enrolled in a tech-prep program, and report the accurate number of tech-prep program students to the agency and the Texas Higher Education Coordinating Board. Amends procedures for board evaluations of each tech prep consortium. Specifies that each evaluation must include an assessment of the consortium's performance during the past year compared to the goals and objectives stated in the five-year plan in the consortium's grant application to the board, as well as an identification of any concerns the board has regarding the consortium's performance, and recommendations for improvement by the consortium in the next year. Requires each tech-prep consortium to be evaluated annually (previously, evaluations required every other year). Requires that at least once every four years, or more frequently as provided by board rule, the annual evaluation must be conducted on-site. Specifies that evaluations be provided in writing; changes date by which evaluations must be annually provided from October to November. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB01410F.pdf#navpanes=0
Title: S.B. 1410
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Extends to 2013 a provision that a district is not required to pay a student's tuition or other associated costs for taking a course through the college credit program (under which districts must make available the opportunity for students to earn the equivalent of at least 12 semester hours through Advanced Placement, International Baccalaurate, dual credit, and/or articulated postsecondary courses). Clarifies that the time during which students are participating in the college credit program must be counted as part of the minimum number of instructional hours required for a student to be considered a full-time student in average daily attendance. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB01619F.pdf#navpanes=0
Title: S.B. 1619
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Defines an "applied STEM course" as a STEM course offered as part of a school district's career and technology education curriculum. Directs the state board to establish a process for the review and approval of applied STEM courses to satisfy the math and science requirements for the recommended high school program, to be substituted for a specific math or science course otherwise required under the recommended high school program and completed during the student's 4th year of math or science coursework. Authorizes the state board to approve only those substitution math courses taken after successful completion of Algebra I and geometry and to be taken after or concurrently with Algebra II. Authorizes the state board to approve only thsoe substitution science courses taken after successful completion of biology and chemistry and to be taken after or concurrently with physics. Identifies additional criteria an applied STEM course must meet, including that: the course is created by a recognized national or international business and
industry group to prepare a student for a national or international business and industry certification or license; the course qualifies as a dual credit course or an articulated postsecondary course; the standards are equivalent to those covered in the course for which the applied STEM course will substitute; and the course incorporates college and career readiness skills. Adds new provision directing the higher education coordinating board to ensure that credit for an applied STEM course may be applied to relevant degree programs offered by institutions of higher education.
Directs the state board for educator certification to specify that to obtain a certificate to teach an "applied STEM course" at a secondary school, the candidate must pass the certification test administered by the recognized national or international business and industry group that created the curriculum the applied STEM course is based on, and have at least an associate's degree and 3 years work experience in an occupation the applied STEM course is intended to prepare students for. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB01620F.pdf#navpanes=0
Title: S.B. 1620
Source: www.legis.state.tx.us
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| GA | Signed into law 05/2011 | P-12 | By July 2012, directs the state board to approve department-developed models and curriculum frameworks for 16 areas of career/technical education study.
Requires that the competencies and curricula for career, technical and agricultural courses include state standards in academic core subject areas, as appropriate. Requires that in establishing such competencies and curricula, the state board work to ensure such courses meet postsecondary requirements for acceptance of credit for such coursework. Requires that career, technical and agricultural courses be taught by either (1) a highly qualified teacher in the academic content and trained or experienced in contextualized learning using project based methods; (2) by a highly qualified career, technical and agricultural education teacher who has completed a state-approved training program to strengthen academic content and has passed a state-approved exam for demonstrating mastery of academic content; or (3) by a team made up of a highly qualified teacher in the academic content and a highly qualified career, technical and agricultural education teacher working together to teach the course.
Permits local districts or charter schools to develop career, technical and agricultural courses with embedded academic standards in areas such as English, language arts, science, social studies and math. Provides that for an academic core subject for which an end-of-course exam is given, students must be provided the opportunity to take such end-of-course assessment upon completion of the career, technical or agricultural course that includes embedded standards in such academic core subject area, unless the student has already passed such end-of-course assessment. Provides that a student who completes a career, technical or agricultural course that includes embedded academic core subject area standards must receive credit for both the CTE course and the academic course, for up to three academic courses. Provides such courses must be accepted for purposes of admission into a postsecondary institution.
Pages 4-6 of 14: http://www.legis.ga.gov/Legislation/20112012/116702.pdf
Title: H.B. 186 - Career, Technical and Agricultural Courses
Source: www.legis.ga.gov
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| GA | Signed into law 05/2011 | P-12 | Establishes the State Education Finance Study Commission to evaluate the Quality Basic Education (QBE) Formula and education funding for public schools in Georgia. Provides for composition, compensation, duties and powers, and support staff of the commission. Directs the commission to review specified issues related to the QBE formula, state and local funding partnership, equalization, student transportation, state schools funding, capital outlay. Encourages the commission to study and evaluate issues related to charter schools; Career, Technical, and Agriculture Education, dual enrollment, virtual schools; teacher pay; non-QBE grants, and other changes to the education code. Provides a timeline for the commission's work, including that the proposed legislation for final recommendations be completed by end of 2012. Abolishes commission and supporting statutory language on March 31, 2013. http://www.legis.ga.gov/Legislation/20112012/116810.pdf
Title: H.B. 192 - State Education Finance Study Commission
Source: www.legis.ga.gov
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| IN | Signed into law 05/2011 | P-12 | Requires the state board of education to receive, distribute, and account for funds received for career and technical education under federal law. Assigns to the state board responsibility for the planning and implementation of secondary career and technical education. Requires the state board to develop and coordinate career and technical education on a regional and statewide basis and to prepare budget requests for state and federal funds for career and technical education. Creates the advisory committee on career and technical education. Allows the state workforce innovation council (council) to make recommendations concerning the budget requests for the state board's review. Adds an individual recognized by an adult education organization to the membership of the council. Assigns to the council responsibility for the general educational development (GED) diploma program and the planning and implementation of postsecondary career and technical education. Assigns responsibility for adult education to the council and the department of workforce development (DWD). Allows an adult education program to include a pathway to obtain a high school diploma. Repeals statutes: (1) establishing the commission for career and technical education; (2) assigning responsibility for the GED diploma program and adult education to the state board; (3) assigning responsibility for postsecondary career and technical education to the commission for higher education; and (4) assigning secondary career and technical education to the council and DWD. Makes conforming changes.
http://www.in.gov/legislative/bills/2011/HE/HE1340.1.html
Title: H.B. 1340
Source: http://www.in.gov
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| KS | Signed into law 05/2011 | Postsec.
Community College | Creating the postsecondary tiered technical education state aid act, replacing the current funding structure. Beginning in fiscal year 2012 and each fiscal year thereafter, each community college and technical college and the Washburn Institute of Teachnology would be eligible for postsecondary tiered technical education state aid from the state general fund for credit hours approved by the state board of regents, using a credit hour cost calculation model, that would include all of the following concepts: (1) Arrange into categories or tiers, technical education programs, recognizing cost differentials; (2) Consider target industries critical to the Kansas economy; (3) Respond to program growth; (4) Consider local taxing authority for credit hours generated by in-district students; and (5) Include other factors and considerations determined necessary by the state board of regents. The state board of regents would establish the rates to be used as the state's share in a given year, as well as in the actual distribution. The bill prohibits receipt of both tiered technical education state aid and non-tiered course state aid for any one credit hour. The bill provides for fund accounting and management requirements related to state aid received under the Act. The bill authorizes the state board of regents to adopt policies necessary or desirable to implement and administer the Act. Bill provides that each community college and technical college is eligible for a grant from the state general fund, in an amount determined by the state board of regents for non-tiered course credit hours approved by the board of regents after dialogue with community college and technical college presidents.
http://kslegislature.org/li/b2011_12/year1/measures/documents/sb143_enrolled.pdf
Title: S.B. 143
Source: http://kslegislature.org
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| ND | Signed into law 05/2011 | Postsec.
Community College | Provides that the State Board for Career and Technical Education may authorize the operation of an academic or professional postsecondary educational institution that offers educational credentials only upon approval by the director of the Department of Career and Technical Education and the commissioner of the State Board of Higher Education.
http://www.legis.nd.gov/assembly/62-2011/title-summaries/2011titlesummaries.pdf
Title: H.B. 1092
Source: http://www.legis.nd.gov/assembly
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| ND | Signed into law 05/2011 | P-12 | Requires each district to provide students in grade 7 or 8 with an individual consultative process or a nine-week course for the purpose of discussing the results of their career interest inventory, selecting high school courses appropriate to their educational pursuits and career interests, and developing individual high school education plans. Requires each district to notify students that they are entitled to a consultative review at least once during each high school grade and to provide the consultative review when requested to do so.
http://www.legis.nd.gov/assembly/62-2011/documents/11-0208-12000.pdf
Title: S.B. 2150 - Multiple Provisions
Source: http://www.legis.nd.gov
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| NV | Signed into law 05/2011 | P-12 | Revises the provisions governing the policy for the 4-year academic plan for ninth grade pupils to provide that the policy may ensure that each ninth grade pupil and his or her parent or legal guardian are provided, to the extent practicable, with information concerning certain courses and programs available to the pupil, as well as the requirements for graduation, for admission to the Nevada System of Higher Education and for receipt of the Governor Guinn Millennium Scholarship.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB138_EN.pdf
Title: A.B. 138--Counseling/Guidance
Source: http://www.leg.state.nv.us
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| OR | Signed into law 05/2011 | P-12 | Aligns current statutes related to apprenticeship programs to revised regulations of the U.S. Department of Labor that include: defining "journey worker" and deleting references to "journeyman"; reducing the timeline for registering new apprenticeship programs from 90 to 45 days; establishing a specific probationary period for all apprentices to the shorter timeframe of either up to one year or 25 percent of the program's length; allowing transfer of apprentices between programs for reasons such as relocating to another geographic location; redefining the roles and responsibilities of the apprenticeship agency BOLI Apprenticeship and Training Division and the State Apprenticeship Council; increasing coordination and links between state apprenticeship programs and the State Workforce Investment Board; clarifying reciprocal programs of apprentices and apprenticeship programs and standards; implementing program performance standards that emphasize quality performance.
http://www.leg.state.or.us/11reg/measures/hb2000.dir/hb2034.en.html
Title: H.B. 2034
Source: http://www.leg.state.or.us
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| OR | Signed into law 05/2011 | P-12 | Clarifies requirements for obtaining services from Oregon Career Readiness Certification program. Changes name of program from Oregon Career Readiness Certification Program to National Career Readiness Certification. Requires program to inform school districts, community colleges and community college service districts about Career Readiness Certification Program. Requires community colleges and districts to report on student use of the program to the Department of Community Colleges and Workforce Development.
http://www.leg.state.or.us/11reg/measpdf/hb2300.dir/hb2353.en.pdf
Title: H.B. 2353
Source: http://www.leg.state.or.us
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| TN | Passed 05/2011 | P-12 | A resolution to urge the United States Congress to oppose funding reductions in career and technical education programs.
Title: S.J.R. 111
Source: Westlaw/StateNet
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| VT | Signed into law 05/2011 | P-12 | Requires the inclusion of "value added food processing sectors, including meat cutting and processing" into the programs of study offered at the state's regional career and technical education centers.
http://www.leg.state.vt.us/docs/2012/Acts/ACT058.pdf
Title: S.B. 100 - Career and Technical Education
Source: http://www.leg.state.vt.us
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| WA | Signed into law 05/2011 | P-12 | Requires the office of the superintendent of public instruction to convene a working group to develop a statewide
strategic plan for secondary career and technical education. Effective 07/22/2011
Title: H.B. 1710
Source: Westlaw/StateNet
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| AZ | Signed into law 04/2011 | P-12 | Conforms state funding Joint Technical Education Districts (JTEDs) with average daily membership (ADM) used in place of average daily attendance (ADA). Chapter 258
http://www.azleg.gov/legtext/50leg/1r/bills/hb2237s.pdf
Title: H.B. 2237
Source: http://www.azleg.gov
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| AZ | Signed into law 04/2011 | Community College | Allows adult students to attend vocational programs on a central campus that is owned and operated by a joint technical education district (JTED) during regular school hours if the program has additional student capacity after the enrollment of traditional students. Requires adult students who enroll in a JTED program offered during regular school hours to have a valid fingerprint clearance card. Directs the JTED to send written notification to parents of each student enrolled in a vocational program during regular school hours when an adult enrolls in the same vocational program. Stipulates that adult students can only participate in vocational education programs offered by a school district if the purpose of the program is skill retraining or skill upgrading. Adult students are prohibited from receiving college-level credit for those programs.
Adult students are prohibited from enrolling in a massage therapy program. Chapter 203
http://www.azleg.gov/legtext/50leg/1r/bills/hb2646h.pdf
Title: H.B. 2646
Source: http://www.azleg.gov/
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| CA | Signed into law 04/2011 | P-12 | From bill summary: Requires the superintendent of public instruction to award grants to districts that propose to implement or maintain a partnership academy focused on employment in clean technology businesses and renewable energy businesses, and that provides skilled workforces for products/services related to energy and/or water conservation, renewable energy, pollution reduction, or other technologies. Requires the controller annually to allocate $8,000,000 from the Renewable Resource Trust Fund or other related fund, upon appropriation by the legislature, to the superintendent of public instruction for expenditure in the form of grants to districts for creating and maintaining partnership academies. Provides that if funds from the Renewable Resource Trust Fund are insufficient to fully meet that funding requirement in specified fiscal years, the controller is required to allocate the balance of funds required to meet the funding requirement from the Alternative and Renewable Fuel and Vehicle Technology Fund for these purposes.
Requires the energy commission, no later than 60 days after the effective date of these provisions, in consultation with the superintendent, to adopt guidelines to ensure that programs receiving grants reflect current state energy policies and priorities as well as provide skills and education linked to the needs of relevant industries.
Authorizes a district to apply for a planning grant to implement a partnership academy, and allows the superintendent to use up to 5% of the funds transferred to the superintendent for the program's administrative costs. Requires the superintendent, in consultation with the energy commission, to provide a report to the legislature that includes a description of the curriculum and substance of the programs funded by grants awarded pursuant to these provisions, and specified data. Provides that the bill's provisions become inoperative on June 30, 2017, and are repealed as of January 1, 2018.
http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0001-0050/sbx1_1_bill_20110405_enrolled.pdf
Title: S.B. 1
Source: www.leginfo.ca.gov
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| AR | Signed into law 03/2011 | P-12
Postsec.
Community College | Establishes the Arkansas College and Career Readiness standards. Develops criteria to evaluate, support, promote and fund career and technical education programs. Directs the Department of Career Education to work in collaboration with the Department of Education and the Department of Higher Education to develop college and career readiness program standards for career and technical education program of study courses. Students may earn postsecondary credits for career and technical education program of study courses that lead to a postsecondary credential, certificate, or degree.
6-5-903. College and career readiness program standards. 34
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act743.pdf
Title: H.B. 1620
Source: http://www.arkleg.state.ar.us
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| VA | Signed into law 03/2011 | Postsec.
Community College | Provides that where there is a national industry certification for career and technical education instructional personnel or programs for automotive technology, the Board of Education must make such certification a mandatory part of the career and technical education program. The bill has a delayed effective date of July 1, 2012.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0388+pdf
Title: H.B. 1493
Source: http://lis.virginia.gov
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| Career/Technical Education--Career Academies/Apprenticeship |
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| FL | Signed into law 06/2011 | P-12 | Authorizes school districts to provide a digital curriculum for students in grades 6 through 12 (Sec. 17). Requires a district's strategic plan to include plans to implement a middle school career and professional academy (Sec. 20). Eliminates the requirement that a student choose the 18 credit accelerated graduation option no later than ninth grade (Sec. 19). Authorizes school districts to select premethods and postmethods for determining student learning gains for supplemental educational service providers (Sec. 28).
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 17, 19, 20, 28
Source: http://www.myfloridahouse.gov
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| FL | Signed into law 05/2011 | P-12 | Sec. 16 - Requires, beginning with the 2011-2012 school year, each district school board, in collaboration with regional workforce boards, economic development agencies, and state-approved postsecondary institutions, to include plans to implement a career and professional academy in at least one middle school in the district as part of the strategic 5-year plan. http://laws.flrules.org/files/Ch_2011-055.pdf
Title: S.B. 2120 - Sec. 16
Source: http://laws.flrules.org
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| GA | Signed into law 05/2011 | P-12 | Amends provisions related to career academies. Defines "college and career academy" as a specialized charter school established by a partnership that demonstrates a collaboration to advance workforce development between one or more local boards of education, a private individual, a private organization, or a state or local public entity in cooperation with one or more postsecondary institutions. Establishes the Office of College and Career Transitions in the Technical College System of Georgia to coordinate efforts across agencies in the professional development, curriculum support, and development and establishment of college and career academies. Provides for start-up funds for a college and career academy. Establishes procedures for the approval of a college and career academy. Authorizes the state board to disburse supplemental funding to existing or new college and career academies that demonstrate a need for such funding. Directs the office to establish a certification process for college and career academies, for approval by the state board of education. Provides that the certification process must require the applicant to:
--Demonstrate how the academy will increase student achievement, provide for dual credit and dual enrollment opportunities, increase work based learning opportunities, and address workforce development needs; --Articulate how the collaboration between business, industry, and community stakeholders will advance workforce development
--Demonstrate local governance and autonomy
--Show other benefits that meet the needs of the students and community.
Directs the office to collect and analyze data from and about college and career academies, including on academy effectiveness, in coordination with the Office of Charter School Compliance. Directs the board to establish eligibility criteria, requirements, and procedures for the disbursement of funding to college and career academies. Directs a college and career academy receiving state funds to submit an annual report to the board regarding the performance of such academy and the expenditure of funds received. Requires that representatives from business, industry, civic and governmental agencies and educational organizations advise the board on certification and governance of college and career academies. http://www.legis.ga.gov/Legislation/20112012/116852.pdf
Title: S.B. 161
Source: www.legis.ga.gov
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| Choice of Schools--Charter Schools |
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| MI | Signed into law 12/2011 | P-12 | Provides for revision of charter school law concerning formation, operation, and termination of public school academies, urban high school academies, and schools of excellence. Changes include, but not limited to, increasing the cap to 300 through December 31, 2012, to 500 through December 31, 2014 and after that date, there will be no limit; requiring authorizing bodies to consider additional factors such as graduation rate of school district and population of that district; requires the educational goals to include demonstrated improved pupil academic improvement for all groups of pupils; deletes requirements for a PSA or SOE to comply with a school district's collective bargaining agreement; requires additional contract provisions; requires that the authorizing body retain and make public the contract, financials, curriculum, and more; exempts property of a PSA, urban high school academy, or SOE from property taxes levied for school operating purposes, and from the State Education Tax, and requires a management agreement with an educational management organization to require the disclosure and posting of certain budgetary information. http://www.legislature.mi.gov/documents/2011-2012/publicact/pdf/2011-PA-0277.pdf
Title: S.B. 618
Source: legislature.mi.gov
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| MI | Signed into law 12/2011 | P-12 | Authorizes an unlimited number (removes cap) and eliminates geographical limits on the issuance of contracts for PSAs, urban high school academies, and SOEs. Extends the type of entities that can act as authorizing bodies for one or more public school academies to the governing board of a state public university. Deletes the provision that prohibits replacement PSAs for SOEs from locating in school districts having a three-year graduation rate of over 75.5 percent; Allows two or more authorizing bodies to issue a contract for a PSA or an SOE under an inter-local agreement; Require educational goals to include demonstrated student academic achievement for all groups of students; Permits contracts for the operation of the same configuration of age or grade levels at more than one site; Eliminate requirements for a PSA or SOE to comply with a school district's collective bargaining agreement; Exempts property of a PSA, urban high school academy, or SOE from real and personal property taxes levied for school operating purposes, and from the State Education Tax Act; Require a petition to be signed by at least 5 percent, rather than 15 percent, of the electors in a school district, in order to place the question of issuing a PSA or SOE contract on the ballot; Revises provisions concerning the responsibilities of an authorizing body and the revocation of a contract; Require all agreements with educational management organizations to provide the same information that a school district is required to disclose under the School Aid Act, and make that information available to the public on the Internet. Requires all board members to be U.S. citizens, and to swear the oath of office found in the state constitution; requires public school academies, urban high school academies, and schools of excellence to comply with laws concerning participation in state assessments, data collection systems, state level student growth models, state accountability and accreditation systems, and other public comparative data collection required for public schools; Extends enrollment priority to a child of a person who is employed by or at the PSA or who is on the board of directors of the PSA. Transfers oversight of authorizing bodies from the state board to the Superintendent of Public Instruction; Determines that if the superintendent determines that a PSA site has been operating for at least 4 years is among the lowest achieving 5% of all public schools in the state and is not currently undergoing reconstitution, the superintendent must notify the PSA's authorizing body who must eliminate the PSA's authority to operate at the end of the current school year.
http://www.legislature.mi.gov/documents/2011-2012/billconcurred/Senate/pdf/2011-SCB-0618.pdf
Title: S.B. 618
Source: legislature.mi.gov
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| WI | Signed into law 12/2011 | P-12 | This new section of law allows a charter or contract to include grounds for expelling a pupil from the charter school. If such grounds are included, they must include the procedures to be followed by the charter school. https://docs.legis.wisconsin.gov/2011/related/acts/105
Title: S.B. 95 - Section 9 - 118.40 (2r) (b)
Source: https://docs.legis.wisconsin.gov
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| CA | Vetoed 10/2011 | P-12 | From bill summary: With respect to charter petitions signed by teachers, requires that the petition be signed by a number of nonsupervisorial certificated staff and classified employees (rather than simply teachers, as previously required) that combined is equivalent to at least 1.2 of the total number of nonsupervisorial certificated staff and classified employees that the charter school estimates will be employed at the school during its first year of operation. With respect to a petition to create a conversion charter school, requires the petition to be signed by a number of permanent status nonsupervisorial certificated staff and permanent classified employees that combined is equivalent to at least 1.2 of the total number of permanent status nonsupervisorial certificated staff and permanent classified employees currently employed at the public school to be converted to a charter school (rather than 50% or more of the permanent status teachers currently employed at the public school to be converted, as currently required). Incorporates additional changes to Section 47605 of the Education Code proposed by AB 1034 that become operative if this bill and AB 1034 are enacted, and this bill is enacted last.
Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0051-0100/ab_86_bill_20110919_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/AB_86_Veto_Message.pdf
Title: A.B. 86
Source: www.leginfo.ca.gov
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| CA | Vetoed 10/2011 | P-12 | From bill summary: Revises the provision relating to admission requirements so that admission policies and procedures are to be included in a petition. Authorizes a charter school to encourage parental involvement, but requires the charter school to notify parents and guardians of applicant pupils and currently enrolled pupils that parental involvement is not a requirement for acceptance or continued enrollment at the school. If the number of pupils wanting to attend a charter school exceeds its capacity, requires preference for siblings of pupils attending the charter school and children of employees at the charter school. Deletes the authorization for certain other preferences to be extended, and instead authorizes preference to be extended, on an individual school basis, provided that the type of preference is approved at a public hearing, the preferences are consistent with federal law and the California Constitution, and the preferences ensure access for pupils with disabilities, academically low-achieving pupils, English learners,
and low-income pupils. Incorporates additional changes to Section 47605 of the Education Code proposed by AB 86 that become operative if this bill and AB 86 are enacted, and this bill is enacted last.
Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1001-1050/ab_1034_bill_20110920_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/AB_1034_Veto_Message.pdf
Title: A.B. 1034
Source: www.leginfo.ca.gov
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| DE | Signed into law 08/2011 | P-12 | Requires criminal background and child abuse registry checks for charter school board members; prohibits individuals who have felony convictions or convictions for a crime against a child from serving on a charter board. Requires charter school board members to disclose any financial interest they may have in the charter school.
Requires funding for new charter schools to be distributed throughout the year, contingent upon a review by the Department of Education to ensure that the finances of the school are sound. Requires an annual external audit of charter schools and adds charter schools to the Finance Recovery Team portion of the Delaware Code, authorizing the Director of the Office of Management and Budget to appoint a team to assess the financial status of a charter school that is on formal review, to provide information to parents and teachers regarding status, and to make certain decisions regarding payments by the charter school.
Moves up the deadline by which charter renewal decisions must be made so that, if a charter is not going to be renewed, that decision is made prior to the school choice deadline. Creates a mechanism for permitting a high performing charter operator to open a school that would serve students at a charter school that is slated for closure.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/HB+205?Opendocument
Title: H.B. 205
Source: http://legis.delaware.gov/
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| OH | Signed into law 08/2011 | P-12 | Permits a school to apply to its district board to be designated as an innovation school. Requires an application to include numerous elements, including a statement of the school's mission and an explanation of how the designation would enhance the school's ability to fulfill its mission; a description of the innovations the school would implement; a description of the improvements in student academic performance the school expects to achieve by implementing the innovations; and estimate of the cost savings and increased efficiencies, if any, that the school expects to achieve by implementing the innovations. Permits two or more schools in the district to apply for designation as an innovation school zone, if the schools share common geographical proximity or similar educational programs, or if the schools serve the same classes of students as they advance to higher grade levels. Directs local boards in approving innovation school or innovation school zone applications to give preference to applications that propose innovations in any of a number of areas. Permits the board to approve an application that allows an innovation school or innovation school zone-participating school to determine employee compensation, but provides that total compensation for all such employees must not exceed the financial resources allocated to the school by the board. Permits an innovation school or innovation school zone-participating school to remove employees from the school, but no employee may be terminated except as provided in section 3319.081 or 3319.16. Also permits a local board to designate a school as an innovation school, and to designate two or more schools as an innovation school zone, by creating an innovation plan for the school(s).
Directs a local board that has approved an application for an innovation school or innovation school zone, or that has designated an innovation school or innovation school zone, to apply to the state board of education for designation as a school district of innovation. Permits the state board to deny the application if the innovation plan is deemed not financially feasible or to likely result in decreased academic achievement, in which case the district must not implement the innovation plan. Permits a district to reapply for designation as a school district of innovation at any time. Establishes a process for a district to submit a preliminary review of an innovation plan before submitting a formal application for designation as a school district of innovation. Provides that upon designation of a school district of innovation, the state board must waive laws specified in the innovation plan as needing to be waived to implement the plan, but only for those schools participating in the innovation plan. Identifies provisions of law from which no waivers may be applied. Requires collective bargaining agreements entered into after the effective date of this act to allow for the waiver of any provision of the agreement in the event the district is designated as a school district of innovation. Directs local boards to make every reasonable effort to accommodate requests for transfer of employees in innovation schools or innovation school zones to another school in the district.
Requires local boards to evaluate the performance of innovation schools and innovation school zones no later than every three years to determine if the school is achieving, or making sufficient progress toward achieving, the improvements in student academic performance described in its innovation plan. Permits a district to revoke innovation status if achievement or progress toward achievement is deemed insufficient. Permits a school to be removed from an innovation school zone, or for the designation of all schools in an innovation school zone to be revoked, if insufficient achievement or progress toward achievement is found. Permits a district to revise an innovation plan in collaboration with school(s) participating in the plan, to further enhance student performance; however, any revisions to an innovation plan must require the consent, in
each school participating in the plan, of a majority of the administrators and a majority of the teachers assigned to that school. Permits the board of any district designated a school district of innovation, or any school participating in an innovation plan to accept, receive, and expend gifts, grants, or donations from any public or private entity to support the implementation of the plan.
Requires the department of education to annually report on school districts of innovation, including an overview of the innovations implemented in innovation schools and innovation school zones; data on the academic performance of the students enrolled in an innovation school or an innovation school zone, including a comparison of the students' academic performance before and after the district's designation as a school district of innovation; and recommendations for legislative changes based on the innovations implemented or to enhance the ability of schools and districts to implement innovations.
Page 43-50 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Innovation Schools
Source: www.legislature.state.oh.us
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| CT | Signed into law 07/2011 | P-12 | State Education Resource Center - Clarifies the status of the State Education Resource Center as a nonstock corporation and nonprofit tax exempt organization within the Department of Education.
Health Assessment - Allows certain medical professionals from military bases who are not licensed by the state to conduct health assessments in schools.
Data Collection Requirements - Eliminates the requirement that regional educational service centers collect and analyze data on school efforts to reduce racial, ethnic and economic isolation. Eliminates the requirement that superintendents submit data on the reduction of racial, ethnic and economic isolation in the district to the regional educational service center and instead submit such data directly to the Commissioner of Education.
International Teachers - Requires that a teacher maintain a valid J-1 Visa issued by the United States Department of State as a condition of renewal of an international teacher permit.
Magnet Schools - Requires all interdistrict magnet schools to file annual financial audits with the education commissioner.
Charter Schools - Extends, from 75 to 90 days after it receives the application, the deadline for the State Board of Education to review and vote to approve or disapprove an application to establish a state charter school. Adds, as the most important factor in determining which newly approved charter schools are funded, the quality of the school's proposed program as measured against criteria required by the statutory charter school application process. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00179-R00SB-01039-PA.pdf
Title: S.B. 1039
Source: http://www.cga.ct.gov
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| CT | Signed into law 07/2011 | P-12 | Establishes a charter school educator permit and allows the education commissioner, starting in the 2011-12 school year, to waive state certification requirements and issue such a permit to a teacher or administrator who lacks certification and who is employed by a charter school, if the person meets the bill's qualifications. Limits the number of teachers and administrators who may hold permits in any year to no more than 30% of a charter school's teachers and administrators combined. Provides that a charter school educator permit allows a person to work in a charter school as a teacher or administrator and, if working as an administrator, to supervise and evaluate anyone providing instructional or pupil services in the school that employs the administrator. Makes anyone holding a charter school educator permit a member of the appropriate teachers' or administrators' unit for collective bargaining purposes. Requires any permit holder who becomes certified to participate in the Teachers' Retirement System (by law, only certified teachers and administrators may participate in the TRS). http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00234-R00SB-01160-PA.pdf
Title: S.B. 1160
Source: http://www.cga.ct.gov
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| IL | Signed into law 07/2011 | P-12 | Provides that each campus of a Chicago charter school devoted exclusively to re-enrolled high school dropouts must be operated through a contract or payroll (instead of just operated) by the same legal entity as that for which the charter is approved and certified. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0151.pdf
Title: H.B. 2401
Source: www.ilga.gov
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| IL | Signed into law 07/2011 | P-12 | Creates the State Charter School Commission, and makes it responsible for authorizing charter schools statewide. Establishes membership of the commission and terms of office. Creates the State Charter School Commission Fund as a special fund in the state treasury, with monies to be used by the commission for the commission's operational and administrative costs. Replaces "state board" with "commission" in various provisions relating to charter school oversight. In instances where the commission reverses a local board's denial of a charter on appeal and the commission thus becomes the chartering entity, requires the state board to determine whether the charter proposal approved by the commission is consistent with statutory provisions. Every two years, directs the commission to provide to the state board and local school boards a report on best practices in charter school authorizing, including evaluating applications, oversight of charters, and renewal of charter schools. Permits the commission to charge a fee to a charter school it authorizes, with the fee to be deposited in the State Charter School Commission Fund. Requires any charter school authorized by the state board to have its authorization transferred to the commission upon a vote of the state board; provides, however, that no such transfer may take place before July 2012. Provides for transfer of authorization of charter schools approved by local boards to the state charter school commission. Clarifies rulemaking authority and applicability of rules for commission and state board. Defines "authorizer". Establishes powers and duties of charter school authorizers. Provides immunity from civil and criminal liability for authorizers. Requires the commission and all local school boards that have a charter school operating to develop and maintain chartering policies and practices consistent with recognized principles and standards for quality charter authorizing in all specified major areas of authorizing responsibility. Permits a local board to develop its own process for receiving charter school proposals. Provides that if 45 days pass without the local school board holding a public meeting for consideration of a charter school proposal, or if the local board has not voted on the proposal within 30 days of the public meeting, the applicant may submit the proposal to the commission. Permits a charter school applicant whose proposal has been denied by a local board to appeal the proposal to the commission. Clarifies proceedings of appeals as commission initially takes on oversight role. Permits the commission to reverse a local board's decision to deny a charter school proposal if the commission finds the proposal is in compliance with statute and is in the best interests of the students the charter school is designed to serve. Provides that final decisions of the commission are subject to judicial review under the Administrative Review Law. Provides that in the case of a charter school proposed to be jointly authorized by 2 or more school districts, the local school boards may unanimously deny the charter school proposal with a statement that the boards are not opposed to the charter school, but that they yield to the commission in light of the complexities of joint administration. For charter schools authorized by the commission, requires the commission to quarterly certify to the state board the student enrollment for each of its charter schools. For any charter school authorized by the commission, requires the state board to pay directly to a charter school any federal or state aid attributable to a student with a disability attending the school.
Repeals language directing the state board to compile annual evaluations of charter schools received from local boards, prepare an annual report on charter schools and issue a report every other year to the governor and legislature with its findings for the previous two years. Replaces with language requiring the state board to issue a report to the general assembly and governor every other year on each authorizer's strategic vision, charter schools' academic and financial performance, the status of each authorizer's charter school portfolio (i.e., charter operating, revoked, etc.), and the authorizing functions provided by the authorizer to the charter schools under its purview, including the authorizer's operating costs and expenses detailed in annual audited financial statements, which must conform with generally accepted accounting principles. Provides that the state board has the power to remove authorizing power from any authorizer if the authorizer does not demonstrate a commitment to high-quality authorization practices, and revoke the chronically low-performing charters authorized by the authorizer at the time of the removal. Provides that if a charter school is approved by the commission, the commission charter school is its own local education agency (LEA). http://www.ilga.gov/legislation/publicacts/97/PDF/097-0152.pdf
Title: S.B. 79
Source: www.ilga.gov
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| MN | Signed into law 07/2011 | P-12 | Allows a school board to endorse or authorize the establishing of a charter school to replace the closed school. Requires charter applicants under this circumstance to demonstrate to the authorizer that the proposed charter is substantially different from the closed school and satisfies the requirements of this subdivision regarding its purpose. Requires a school board that both closes a school and authorizes a charter to document to the education commissioner that the proposed charter is substantially different from the closed school. (Article 2, Sec 29, Subd 1)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
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| MN | Signed into law 07/2011 | P-12 | Requires that a charitable organization must have been operating continuously for at least five years before it authorizes a charter school. (Article 2, Sec 29, Subd 3)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
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| MN | Signed into law 07/2011 | P-12 | Strikes several requirements for what an authorizer must include in its application to the commissioner for approval as an authorizer. Adds a requirement that the authorizer applicant include a description of the authorizer's criteria and process for granting expanded applications.
Allows the commissioner to assist a charter school in acquiring a new authorizer in a case where the commissioner terminates a contract between an authorizer and a charter school after finding that the authorizer failed to comply with statutory requirements governing charter school authorizers.
Allows the commissioner to take corrective action against an authorizer for any good cause shown that provides the commissioner with a legally sufficient reason to act. (Article 2, Sec 29, Subd 3)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
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| MN | Signed into law 07/2011 | P-12 | Requires school board elections to be held during the school year, which excludes days when the school is closed for holidays or vacations.
Clarifies that the parent member of the school board of directors must not be a school employee.
Allows the chief financial officer and chief administrator of a charter school to serve as ex officio nonvoting board members only and precludes charter school employees from serving on a charter school board unless they serve in their capacity as a licensed teacher employed at the school or as a licensed teacher providing instruction at the school under a contract between a cooperative and the charter school.
Prohibits contractors providing facilities, goods, or services to a charter school from serving on a charter school board. (Article 2, Sec 29, Subd 4)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
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| MN | Signed into law 07/2011 | P-12 | Allows a transfer of authorizers when an authorizer and a charter school board of directors mutually agree to terminate or not renew a charter contract. Requires the proposed authorizer to identify any outstanding issues and have the charter school agree to resolve those issues before the commissioner determines whether to approve a transfer of authorizers. (Article 2, Sec 29, Subd 23)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
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| OR | Signed into law 07/2011 | P-12 | Allows sponsor and public charter school to enter into cooperative agreement with other school districts for purpose of forming partnership to provide educational services. Allows public charter school to give admission priority to students who reside in school district that is sponsor or school district that is party to cooperative agreement. Specifies that public charter school that provides educational services under cooperative agreement to at least 25 students, regardless of school district in which students are residents, meets enrollment requirement for public charter schools. Section 6 of the bill directs Department of Education, Department of Community Colleges and Workforce Development and Bureau of Labor and Industries to collaborate on issues related to career and technical education. Establishes Career and Technical Education Revitalization Grant Program for purpose of awarding grants to enhance collaboration between education providers and employers. Appropriates moneys from General Fund to Department of Education for purpose of grant program. Declares emergency, effective July 1, 2011.
Title: H.B. 3362
Source: Westlaw/StateNet
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| CT | Signed into law 06/2011 | P-12 | Allows the state Commissioner of Education to waive the requirement that teachers in charter schools hold certification when the charter school can demonstrate the effectiveness for any uncertified teacher. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00060-R00SB-01104-PA.pdf
Title: S.B. 1104
Source: http://www.cga.ct.gov
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| FL | Signed into law 06/2011 | P-12 | Establishes criteria for high-performing charter schools (virtual or cyber charters are not eligible) and high-performing charter school systems. Authorizes a high-performing charter school to increase enrollment, expand grade levels served, submit a quarterly financial statement, consolidate the charters of certain charter schools, and receive certain modification or renewal of its charter. Provides that student capacity of a high-performing charter school be determined annually by the governing board. Encourages systems to work with disadvantaged students by authorizing certain charter schools more time to turn around a low-performing school. Abolishes the Charter School Review Panel. Requires the state Department of Education to study various issues, including finance, relating to charter schools. authorizes a charter school's governing board to request a hearing regarding charter nonrenewal or termination, including
immediate termination; authorizes the sponsor to choose to provide a direct hearing or a hearing before an administrative law judge; authorizes the award of costs and attorney's fees to a charter school if certain criteria are met; authorizes quarterly financial reporting for certain charter schools; establishes additional student enrollment preferences; prohibits a sponsor from limiting or requiring waiver of certain high-performing charter school benefits as a condition of charter approval or renewal;provides that student capacity of a high-performing charter school shall be determined annually by the governing board.Adds tto the list of eligible students to include: Students who are the children of an employee of the business partner of a charter school-in-theworkplace or a resident of the municipality in which such charter school is located; a resident of a municipality that operates a charter school-in-amunicipality; students who have successfully completed a voluntary prekindergarten education program provided by the charter school or the charter school's governing board during the previous year; students who are the children of an active-duty member of any branch of the United States Armed Forces.
Ch. 2011-232 LAWS OF FLORIDA Ch. 2011-232
13http://laws.flrules.org/files/Ch_2011-232.pdf
Title: S.B. 1546
Source: http://laws.flrules.org
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| HI | Signed into law 06/2011 | P-12 | Requires charter school budget requests for needs-based facilities funding to include a detailed explanation as to the formula used and the funding request breakdown by school. Allows charter schools to appeal denied reauthorizations to the board of education. Requires charter schools and their local school boards to develop internal policies and procedures consistent with ethical standards of conduct. Requires the charter school review panel to conduct a multi-year evaluation of each charter school every six years, instead of every five. Establishes a task force to address issues on charter school governance, accountability, and authority to provide clarity to the relationships, responsibilities, and lines of accountability and authority among stakeholders of the charter school system. http://www.capitol.hawaii.gov/session2011/Bills/SB1174_CD1_.HTM
Title: S.B. 1174
Source: www.capitol.hawaii.gov
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| HI | Signed into law 06/2011 | P-12 | Allows the superintendent of education to reconstitute a public school, except for charter schools. Directs the department to negotiate with the respective unions the process of reassigning employees of the school to be reconstituted to other positions within the department for which the employees are qualified. Allows the superintendent to recommend actions to the charter school review panel, including the revocation of a school's charter. http://www.capitol.hawaii.gov/session2011/Bills/SB1485_CD1_.HTM
Title: S.B. 1485
Source: www.capitol.hawaii.gov
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| IL | Signed into law 06/2011 | P-12 | Allows at least 5 charter schools devoted exclusively to students from low-performing or overcrowded schools to operate at any one time in Chicago. Provides the up to five Chicago charter schools serving re-enrolled high school dropouts to also serve students age 15 or 16 who are at risk of dropping out. Specifies that a Chicago charter school whose mission is to serve high school dropouts may grant priority admission (previous language said "restrict admission") to high school dropouts and/or students age 15-16 who are at risk of dropping out. Also permits any charter school with a mission exclusive to educating students from low-performing or overcrowded schools to restrict admission to students from low-performing or overcrowded schools. Defines "priority admission", "low-perfoming school", "overcrowded school" and "students at risk of dropping out" for these purposes. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0624.pdf
Title: H.B. 190
Source: www.ilga.gov
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| LA | Signed into law 06/2011 | P-12 | Addresses corporate donations to charter schools. Discusses enrollment preferences and membership on the governing or management board of a charter school for certain major corporate donors and enrollment of their children in the schools. Addresses facility and land use related to these charters.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=758764
Title: H.B. 421
Source: http://www.legis.state.la.us
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| LA | Signed into law 06/2011 | P-12 | Allows a chartering authority to alter the time period within which a charter school must begin operation. A charter school, once approved, shall not begin operation sooner than eight months after such approval is granted, unless the chartering authority agrees to a lesser time period. Previously, approved charters were to start operations in July, August or September of a given year.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760290
Title: S.B. 43
Source: http://www.legis.state.la.us
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| LA | Signed into law 06/2011 | P-12 | Revises statute: Prior to the consideration of a charter school proposal by any local school board or the state board, each charter applicant shall be afforded the opportunity to revise and resubmit the proposal based on the independent evaluation conducted.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760363
Title: S.B. 142
Source: http://www.legis.state.la.us
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| ME | Signed into law 06/2011 | P-12 | Establishes a process which authorizes the establishment of charter schools in the state. Allows for teachers who are members of the Maine Public Employees Retirement System and take a leave of absence to teach in a charter school to continue to participate in the retirement system while on leave. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC414.asp
Title: S.P. 496
Source: http://www.mainelegislature.org
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| NC | Signed into law 06/2011 | P-12 | Removes the cap on charter schools. Allows the state board of education discretion in granting final approval of charter school applications. Raises the enrollment growth cap to 20 percent. Permits charter schools to charge fees charged by the local school administrative unit. Strengthens the standards for retaining a charter for a charter school. Requires the state board of education to report to the general assembly on charter schools. http://www.ncga.state.nc.us/Sessions/2011/Bills/Senate/HTML/S8v8.html
Title: S.B. 8
Source: http://www.ncga.state.nc.us
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| NV | Signed into law 06/2011 | P-12 | Creates and prescribes the membership of a State Public Charter School Authority. Removes the authority of the State Board of Education to sponsor charter schools and authorizes the State Public Charter School Authority to sponsor charter schools. Provides for the appointment of the Director of the State Public Charter School Authority. Transfers the duty to prepare an annual report of accountability information of each charter school in the state from the board of trustees of a school district to the sponsore of that charter school. Provides for the transfer of certain personnel positions from the Department of Education to the State Public Charter School Authority. Requires the members of the State Public Charter School Authority to be appointed. Transfers the sponsorship of all charter schools sponsored by the State Board of Education to the State Public Charter School Authority. Codies into statute the provisions of this regularion and defines educational management organization for purposes of that section. Repeals the Subcommittee on Charter Schools of the State Board of Education.
http://www.leg.state.nv.us/Session/76th2011/Bills/SB/SB212_EN.pdf
Title: S.B. 212
Source: http://www.leg.state.nv.us
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| NV | Signed into law 06/2011 | P-12 | Revisesprovisions governing the membership of a committee to form a charter school and the governing body of a charter school; revises provisions for the process of review of an application to form a charter school; authorizing the governing body of a charter school to set a salary for the attendance of its members at meetings of the governing body; revises the requirements for a charter school to be eligible for an exemption from annual performance audits and to receive certain money for facilities; revises provisions governing the employment of licensed employees by a charter school; revises various other provisions governing charter schools; repealsthe Subcommittee on Charter Schools.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB171_EN.pdf
Title: A.B. 171
Source: http://www.leg.state.nv.us
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| OH | Signed into law 06/2011 | P-12 | Provides that for any building that is ranked in the lowest 5% of all public school buildings statewide for three consecutive years and is declared to be under an academic watch or in a state of academic emergency, the district board must do one of the following: (1) Close the school and direct the district superintendent to reassign the students to another school; (2) Contract with another school district or a nonprofit or for-profit entity with a demonstrated record of effectiveness to operate the school; (3) Replace the principal and all teaching staff and, upon request from the new principal, exempt the school from all requested policies and regulations of the board regarding curriculum and instruction. The board must also distribute funding to the school in an amount that is at least equal to the product of the per pupil amount of state and local revenues received by the district multiplied by the student population of the school. (4) Reopen the school as a conversion community school. Provides that if any of the actions described above causes the district to no longer maintain all grades K-12, the district must contract with another district for enrollment of students. Provides that if the district board fails to or is unable to enter into or maintain such a contract, the state board of education shall take all necessary actions to dissolve the district. Pages 50-51 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Sanctions for the Lowest-Performing Schools
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Permits community schools to enter into agreements for joint or cooperative establishment and operation of any educational program. Provides that except as otherwise provided in 3321.01(H), no fees or tuition may be charged for students participating in the program. Page 162 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Cooperative Educational Programs at Community Schools
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Repeals existing language regarding charter caps for charter operators that were operating fewer than 50, 50-75 and more than 75 schools as of May 1, 2005. New provision states that subject to section 3314.016, an entity that sponsors community schools may enter into preliminary agreements and sponsor up to 100 schools. Creates new 3314.016, which applies to any entity that sponsors a community school. Directs the department of education to develop a composite performance index score that measures the academic performance of students enrolled in community schools sponsored by the same entity; provides exceptions. Provides that such schools are not excluded beginning January 1, 2013 if the general assembly does not by that date enact separate performance standards for community schools operating dropout prevention and recovery programs, and community schools serving students with disabilities. Directs the department to annually rank all entities that sponsor community schools according to the entities' composite performance index scores.
Specifies that an entity sponsoring a community school may enter into contracts to sponsor additional community schools only if (1) the entity is in compliance with all legislative provisions requiring sponsors of community schools to report data or information to the department of education, and (2) the entity is not ranked in the lowest 20% of community school sponsors. Provides a contract is void if the governing authority of a community school enters into a contract with a sponsor prior to the date on which the sponsor is prohibited from sponsoring additional schools and the school has not opened for operation as of that date.
184-187 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Charter Caps, Charter Performance Index
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | For purposes of start-up community schools, adds to definition of "challenged school district" any district ranked in the lowest 5% according to its performance index score. Defines "operator" as either an individual or organization that manages the daily operations of a community school pursuant to a contract between the operator and the school's governing authority, or a nonprofit organization that provides programmatic oversight and support to a community school under a contract with the school's governing authority and that retains the right to terminate its affiliation with the school if the school fails to meet the organization's quality standards. Adds start-up schools created while a district ranked in the lowest 5% according to the performance index to those schools that may continue once their district's status as low-performing no longer applies. Permits the governing authority of a start-up community school to provide by resolution for its members' compensation; provides, however, that no member of a start-up community school governing board may be compensated more than $425 per meeting, or more than $5,000 per year for all governing authorities on which the individual serves. Repeals provision requiring the sponsor of a community school to be located or have representatives within 50 miles of the community school, or in the case of an Internet- or computer-based school, within 50 miles of the school's base of operation. Requires a represenative of a community school sponsor to meet every month rather than every other month with either the governing authority or treasurer of the school; requires that enrollment records also be reviewed (previously only financial records were required to be reviewed).
Amends deadlines related to termination or nonrenewal of a community school's contract. Specifies procedures for appealing a contract termination to the state board of education. Specifies that any community school whose contract is terminated must close permanently at the end of the school year or on a date specified in the notification of termination. Specifies that a sponsor of a community school and the officers, directors, or employees of such a sponsor are immune from civil liability for any action authorized under chapter 3314 (community schools) or the contract entered into with the school.
Pages 187-192 and 204-206 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Community Schools (Miscellaneous Provisions)
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Establishes the Ohio School Sponsorship Program; directs the department of education to establish an office of Ohio school sponsorship. Authorizes any person, group of individuals or entity to apply to the department for direct authorization to establish a community school. Also permits the governing authority of an existing community school, upon the expiration or termination of its contract with its sponsor, to apply to the department for direct authorization to continue operating the school. Identifies numerous elements that must be addressed in applications submitted to the department, including the school's business plan, including a five-year financial forecast, and a description of the learning opportunities to be offered to students, including both classroom- and nonclassroom-based learning opportunities. Establishes application approval process. Permits the department to approve up to 20 applications for each of five calendar years for community schools to be established or continue operation; provides, however, that no more than five such applications may be for the establishment of new schools. Provides that the governing authority of community schools approved by the department must enter into a contract; provides such contract may be for up to five years. Permits the department to require a community school approved by the department to post and file with the superintendent of public instruction a bond payable to the state or to file with the state superintendent a guarantee, to be used to pay the state any funds owed the state if the school closes. Directs the department, by December 31, 2012 and annually thereafter, to issue a report on the program. In the fifth report, directs the department to include a complete evaluation of the program and recommendations regarding the program's continuation.
Pages 192-195 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Ohio School Sponsorship Program
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Permits a community school under the same contract to be located in multiple facilities and to assign students in the same grade level to multiple facilities, as long as the facilities are all located in the same county, and the governing authority has entered into and maintains a contract with an operator. Permits two or more separate community schools to be located in the same facility. Provides that for a community school located in multiple facilities, beginning July 1, 2012, the department must assign a unique identification number to the school and to each facility maintained by the school, for identification purposes only. Provides that nothing requires the department to calculate the amount of funds paid, or to compute any data required for the report cards for each facility separately, but requires the department to make all such calculations or computations for the school as a whole. Pages 202-203 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Community Schools in More Than One or Sharing a Facility
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Provides that the employees of a conversion community school sponsored by the Cleveland board of education will cease to be subject to any future collective bargaining agreement if the mayor submits to the board of education sponsoring the school and to the state employment relations board a statement requesting that all employees of the community school be removed from a collective bargaining unit. Provides that the employees of the community school who are covered by a collective bargaining agreement in effect when the mayor submits the statement must remain subject to that collective bargaining agreement
until the agreement expires on its terms. Upon expiration of that collective bargaining agreement, the employees of that school are not subject to Chapter 4117 of the Revised Code and may not organize or collectively bargain pursuant to that chapter. Page 229 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Collective Bargaining at Cleveland Board-Sponsored Community School
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Prohibits a community school that opened for operation after May 1, 2005 from operating from a home. Page 2 of 264: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part4.pdf
Title: H.B. 153 - Community School Cannot Operate from a Home
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Permits any early college high school operated by a big eight school district (as defined in statute http://codes.ohio.gov/orc/3314.02) in partnership with a private university to operate as a new start-up community school beginning in the 2007-2008 school year, if all of specified conditions are met. Pages 2-3 of 264: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part4.pdf
Title: H.B. 153 - Early College Start-Up Community School
Source: www.legislature.state.oh.us
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| OR | To governor 06/2011 | P-12 | Requires school district in which public charter school is located to be responsible for identifying, locating and evaluating students to determine which students may be in need of special education and related services. Provides for distribution of state funding to school district for those students. Establishes notice requirements , including notice requirements related to special education and related services, when student enrolls in public charter school or withdraws from public charter school. Effective July 1, 2011.
Title: H.B. 2299
Source: Westlaw/StateNet
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| OR | Signed into law 06/2011 | P-12 | Allows an institution of higher education to evaluate a proposal for sponsorship by a public charter school; provides that the process or the decision to approve or disapprove of the proposal for sponsorship by the institution of higher education are final and not subject to appeal; retains current law that provides that the State Board of Education may not waive an appeal provision regarding requirements for virtual public charter schools and access to documents; and establishes the Task Force on Virtual School Governance consisting of seven members to recommend a governance structure for virtual education that is provided statewide. Staff support for the task force is provided by the Legislative Administrative Committee and the task force shall submit a report to interim legislative committees on education no later than October 1, 2011. The task force is repealed on the date of the convening of the 2012 regular session.
http://www.leg.state.or.us/11reg/measpdf/sb0900.dr/sb0994en.pdf
Title: S.B. 994
Source: http://www.leg.state.or.us
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| PA | Signed into law 06/2011 | P-12 | Removes provisions requiring the state to reimburse charter and cyber charter schools for a portion of the employer's share of social security payments.
http://www.legis.state.pa.us/WU01/LI/BI/FN/2011/0/HB1352P2227.pdf
Title: H.B. 1352
Source: http://www.legis.state.pa.us
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| TN | Signed into law 06/2011 | P-12 | Requires a district, in which a charter school operates, to make available annually a list of the district's vacant properties and space.
http://www.capitol.tn.gov/Bills/107/Bill/HB1980.pdf
Title: H.B. 1980
Source: http://www.capitol.tn.gov
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| TN | Signed into law 06/2011 | P-12 | Authorizes the Department of Education's (DOE) Achievement School District (ASD) to be a chartering authority for a public charter school. Deletes the eligibility restrictions in current law and opens enrollment in public charter schools to all students residing within a local education agency (LEA). An LEA may also authorize public charter schools to enroll students who do not reside in the LEA's jurisdiction. Requires the chartering authority, if an LEA, to give preference in approval of charter school applications that demonstrate the capability to meet the needs of students who were assigned to or were previously enrolled in, a school failing to make adequate yearly progress (AYP), students who failed to test proficient in the subjects of reading/language arts or mathematics in grades three and eight on the TCAP tests, and students who failed to test proficient in the subjects of reading/language arts or mathematics on the end of course assessments in grades nine through twelve, or students who were eligible for free and reduced lunch. If a proposed charter school application is approved that focuses on a group or groups of students as set forth in the preceding sentences, the charter school shall give enrollment preference to that group or groups of students. The charter school shall include the number of enrolled students from the group or groups in their annual report. If the chartering authority is the ASD, the ASD shall only accept public charter school applications that demonstrate the capability to meet the needs of the above classifications of students. Authorizes an LEA to convert an eligible public school to a public charter school. Eliminates the cap on the number of public charter schools. Requires the State Board of Education (SBOE) to give written reasons for sending an appealed charter school application back to the local board of education.
Authorizes local boards of education to consider whether the approval of a charter school will have a substantial negative fiscal impact on the LEA. If the local board of education denies a
charter school application for this reason, the local school board must give supporting documentation to the sponsor of the proposed charter school. This documentation shall be the
following: the current student enrollment number and an estimate of the number of students currently enrolled in the LEA that will transfer into the proposed charter school; an estimate of
the number of students who will no longer be enrolled in the LEA for reasons other than transfer to the proposed charter school in the school year that the proposed charter school will open; a projection of the LEA's student enrollment in the school year that the proposed charter school will open excluding the number of students transferring into the charter school. Describes details of what the projection needs to include.
Removes provisions requiring a lottery and preference requirements when the number of students seeking enrollment exceed the capacity of the public charter school. Authorizes a public
charter school's application to be revoked or denied if the school failed to make AYP for two consecutive years. Removes provisions relating to re-enactment of the public charter school law and the adoption of dates and timelines for the submission and processing of public charter school applications. Authorizes the Commissioner of Education to establish rules and regulations for the authorization of public charter schools by the ASD. http://www.capitol.tn.gov/Bills/107/Bill/HB1989.pdf
Title: H.B. 1989
Source: http://www.capitol.tn.gov
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| TN | Signed into law 06/2011 | P-12 | Amends charter schools provisions. Prohibits a local board of education from serving as the governing body of a public charter school. Requires governing bodies to conduct at least one annual board training course and provide documentation of such training to the chartering authority. Training courses must be certified by the Tennessee Charter Schools Association. Requires financial reports to include the audited financial statements of the charter school. More frequent reports cannot be required unless the chartering authority has reason to believe the school is not in compliance and states the reasons in writing.
Applications to renew must be submitted by October 1 of the year prior to the year in which the charter expires. On or before Feb. 1, the chartering authorigy is required to approve or deny the application. The decision is to be based on the report and evaluation required by law. Allows a decision to deny renewal to be appealed by the governing body to the state board of education within 10 days of the decision to deny. If the state board directs the chartering authority to approve the renewal, the charter schools is to continue to operate for the prescribed period of 10 years. A decision by the state board to deny the renewal is final, with no appeal.
Requires LEAs to distribute public charter school funding in nine equal payments and to include the district's projected per student funding for the current school year. Removes a provision mandating how capital funds received by the public charter school are used.
Requires that public charter schools that provide transportation other than through the LEA to receive all funds that would have been
spent by the LEA to provide this transportation.
Authorizes full-time employees other than teachers to participate in a local LEA group insurance plan. Authorizes approved public charter school applicants to delay opening the school for one calendar year and requires the Commissioner of Education to verify that no material changes have been made when the school is ready to open.
http://state.tn.us/sos/acts/107/pub/pc0507.pdf
Title: H.B. 1956
Source: http://state.tn.us
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| TX | Signed into law 06/2011 | P-12 | Permits open-enrollment charter school staff to participate in the Texas Facilities Commission's contract for travel services.
Bill text: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB01550F.pdf#navpanes=0
Bill analysis: http://www.capitol.state.tx.us/tlodocs/82R/analysis/pdf/HB01550E.pdf#navpanes=0
Title: H.B. 1550
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Authorizes an open-enrollment charter school operated by a municipality to give a preference in admissions to children of employees of the municipality. Clarifies that an open-enrollment charter school operated by a municipality is considered a work-site open-enrollment charter school for purposes of federal regulations regarding admissions policies that apply to open-enrollment charter schools receiving federal funding. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02366F.pdf#navpanes=0
Title: H.B. 2366
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Clarifies that the confidentiality of documents evaluating teacher or administrator performance applies to teachers and administrators at open-enrollment charter schools, regardless of whether the teacher or administrator is certified. Provides that at the request of a school district or open-enrollment charter school at which a teacher or administrator has applied for employment, an open-enrollment charter school may give the requesting district or school a document evaluating the performance of a teacher or administrator employed by the school. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02971F.pdf#navpanes=0
Title: H.B. 2971
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Specifies that an open-enrollment charter school may not be awarded a distinction designation if the charter school is evaluated under alternative education accountability procedures adopted by the commissioner. Specifies that for purposes of the subchapter of chapter 39 of the education code related to distinction designations, a district includes an open-enrollment charter school that operates on more than one campus, and a campus includes an open-enrollment charter school campus. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB01484F.pdf#navpanes=0
Title: S.B. 1484
Source: www.legis.state.tx.us
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| FL | Signed into law 05/2011 | P-12 | Sec. 8 - Adjusts the charter school enrollment process such that students living in a development that provides the facility and related property with an appraised value of at least $10 million for a charter school in the development shall be entitled to 50 percent of the enrollment in the charter school. Provides that charter school systems may be designated as local education agencies for the purpose of receiving federal funds.
Sec. 11 & 12 - Increases the number of students that may be assigned to an instructor in the school year Pre-kindergarten program from 11 to 12, and from 18 to 20 for an instructor plus an assistant.
Sec. 14 - Redefines the term "core curricula courses" for the purpose of designating classes subject to the maximum class size requirements and requires the state Department of Education to maintain a list of such courses.
Sec. 15 - Provides flexibility for school districts to implement class size requirements when additional students enroll in a school after the October survey and for students in grades 4 to 8 who take high school courses. http://laws.flrules.org/files/Ch_2011-055.pdf
Title: S.B. 2120 - Sec. 8, 11, 12, 14, 15
Source: http://laws.flrules.org
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| GA | Signed into law 05/2011 | P-12 | Amends provisions related to career academies. Defines "college and career academy" as a specialized charter school established by a partnership that demonstrates a collaboration to advance workforce development between one or more local boards of education, a private individual, a private organization, or a state or local public entity in cooperation with one or more postsecondary institutions. Establishes the Office of College and Career Transitions in the Technical College System of Georgia to coordinate efforts across agencies in the professional development, curriculum support, and development and establishment of college and career academies. Provides for start-up funds for a college and career academy. Establishes procedures for the approval of a college and career academy. Authorizes the state board to disburse supplemental funding to existing or new college and career academies that demonstrate a need for such funding. Directs the office to establish a certification process for college and career academies, for approval by the state board of education. Provides that the certification process must require the applicant to:
--Demonstrate how the academy will increase student achievement, provide for dual credit and dual enrollment opportunities, increase work based learning opportunities, and address workforce development needs; --Articulate how the collaboration between business, industry, and community stakeholders will advance workforce development
--Demonstrate local governance and autonomy
--Show other benefits that meet the needs of the students and community.
Directs the office to collect and analyze data from and about college and career academies, including on academy effectiveness, in coordination with the Office of Charter School Compliance. Directs the board to establish eligibility criteria, requirements, and procedures for the disbursement of funding to college and career academies. Directs a college and career academy receiving state funds to submit an annual report to the board regarding the performance of such academy and the expenditure of funds received. Requires that representatives from business, industry, civic and governmental agencies and educational organizations advise the board on certification and governance of college and career academies. http://www.legis.ga.gov/Legislation/20112012/116852.pdf
Title: S.B. 161
Source: www.legis.ga.gov
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| IN | Signed into law 05/2011 | P-12 | Allows charter schools to opt in to the state health insurance plans. Establishes the charter school board as a statewide sponsor of charter schools. Provides that the department of education shall provide staff to the charter school board until the board begins receiving administrative fees from schools chartered by the board. Adds certain nonprofit private colleges and universities as eligible charter school sponsors. Establishes certain accountability criteria for charter school sponsors, and places charter schools under accountability standards for public schools. Adds: (1) student academic growth; (2) financial performance and stability; and (3) board performance and stewardship; to the list of items to be included in a charter school's charter. Requires uniform and consistent transfer of credits for students who transfer from a charter school to another public school. Stipulates that a teacher in a conversion charter school may be an employee of the charter school or the school corporation as determined in a charter school's charter. Provides that at least 90% of the full time teachers in a charter school must be licensed or in the process of obtaining a license. Ends the virtual charter school pilot program, and allows existing virtual charter schools to seek sponsors. Provides that a virtual charter school's funding is equal to the sum of: (1) the virtual charter school's ADM multiplied by 85% of the school's foundation amount (rather than 80% of the statewide average basic tuition support, under current law); plus (2) the total of any special education grants to which the virtual charter school is entitled. Provides that each school year, at least 60% of the students who are enrolled in virtual charter schools for the first time must have been included in the state's ADM count for the previous school year. Sets out the conditions, accounting process, and reporting procedures for a charter school sponsor concerning the collection of fees from its sponsored charter schools. Requires the department of education to establish a charter school page on the department's Internet web site. Establishes the charter school facilities assistance program and fund. Specifies the purposes for which grants and loans of money in the fund may be used. Provides that money in the fund may be used to match federal grants from the United States Department of Education for charter school facilities, and deletes current law that allows common school fund interest to provide these state matching funds. Changes the procedure for converting a public school into a charter school. Establishes a "trigger" for conversion of a school to a charter school with both parents and the school board signing off on the conversion. Establishes a process by which charter schools may lease or purchase unused, closed, or unoccupied school buildings that are maintained by school corporations and are not being used for classroom instruction. Permits the state board of education to close a charter school, transfer sponsorship of a charter school, or reduce the administrative fees collected by the sponsor of the charter.
http://www.in.gov/legislative/bills/2011/HE/HE1002.1.html
Title: H.B. 1002
Source: http://www.in.gov
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| NV | Signed into law 05/2011 | P-12 | Section 1 of this bill removes the requirement that the automated system of accountability information have the capacity to identify which paraprofessionals are assigned to provide services to individual pupils and removes the requirement that the information on pupil achievement maintained in the system be used to evaluate paraprofessionals. Under existing law, the board of trustees of each school district and the governing board of each charter school are required to administer certain examinations to determine the achievement and proficiency of pupils and to report the results of those examinations to the Department of Education. Section 2 and 3 revise the manner in which the results of pupils on those examinations are reported by requiring the governing body of each charter school to submit the results and other required information through the sponsor of the charter school.
Title: S.B. 35
Source: http://www.leg.state.nv.us
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| OK | Signed into law 05/2011 | P-12 | Any charter school which chooses to lease property is eligible to receive current government lease rates.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB256%20ENR.DOC
Title: S.B. 256
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 05/2011 | P-12 | Clarifies that students who reside in a school district where a charter school is located are not required to obtain a transfer to attend the charter school in the school district of residence. The measure allows charter schools to enroll emergency transfer students.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB445%20ENR.DOC
Title: S.B. 445
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 05/2011 | P-12 | Allows the State Board of Education to sponsor a charter school when the applicant has a contract with the Office of Juvenile Affairs to provide a fixed rate level E, D, or D+ group home service. The board may not sponsor more than two charter schools from July 1, 2010, to July 1, 2016, for children under supervision of the state through the Office of Juvenile Affairs or a contractor of the Office of Juvenile Affairs. Also removes the 20% limit on the amount funds allocated for textbooks that can be used for supplementary textbooks and other instructional materials.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB278%20ENR.DOC
Title: S.B. 278
Source: http://webserver1.lsb.state.ok.us
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| OR | Signed into law 05/2011 | P-12 | Requires transfer of student education records to school district when charter is terminated or public charter school is dissolved. Applies student education record statutes to public charter schools.
http://www.leg.state.or.us/11reg/measpdf/hb2000.dir/hb2029.en.pdf
Title: H.B. 2029
Source: http://www.leg.state.or.us
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| AR | Signed into law 04/2011 | P-12 | Declares that if the cap on the number of charters available for an open-enrollment public charter school is within two charters of meeting any existing limitation or cap on available open-enrollment charters, the number of available charters shall automatically increase by five slots more than the most recent existing limitation or cap on open-enrollment charters.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/SB346.pdf
Title: S.B. 346
Source: http://www.arkleg.state.ar.us
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| AR | Signed into law 04/2011 | P-12 | Requires a public charter school to annually submit a report detailing: (1) The number of applications for enrollment received; (2) The number of applicants with a disability identified under the Individuals with Disabilities Act; (3) The number of applications for enrollment denied and an explanation of the reason for each denial.
Requires reporting on the number of students in each of the following categories:
(A) Students who dropped out of the public charter school during the school year;
(B) Students who were expelled during the school year by 8 the public charter school; and
(C) Students who were enrolled in the public charter 10 school but for a reason other than those cited in subdivisions (b)(1)(A) and 11 (B) did not complete the school year at the public charter school; and 12
Also calls for charter school teachers, teachers' aides and student teachers to be included in the state's school worker defense program, which protects school employees from civil liability as a result of the performance of their duties.
For all students enrolled in the public charter school, the scores for assessments required under the Arkansas Comprehensive Testing, Assessment, and Accountability Program, including benchmark assessments and end-of-course assessments.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act993.pdf
Title: S.B. 436
Source: http://www.arkleg.state.ar.us
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| AZ | Signed into law 04/2011 | P-12 | Updates the definition of charter school to clarify a public university, a community college with an enrollment of 15,000 full-time equivalent students (FTSE), or a group of community colleges with a combined enrollment of 15,000 FTSE may serve as authorizer of a charter school.
Permits the State Board for Charter Schools (SBCS) to accept gifts or grants of monies or real or personal property if the purpose of the gift is approved by SBCS and within the scope of SBCS's powers and duties. Mandates the use of a different auditor at least once every six years to conduct annual audits required for charter schools. Chapter 344
http://www.azleg.gov/legtext/50leg/1r/bills/sb1263h.pdf
Title: S.B. 1263--Charter Schools
Source: http://www.azleg.gov
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| CO | Signed into law 04/2011 | P-12 | Encourages districts to adopt policies to increase parental involvement. Requires schools that must develop improvement plans to notify parents of the issues giving rise to the need for such a plan, and to include other relevant information about the plan and timeline.The same policy applies to charter schools required to develop improvement plans.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/64C61264FC2538048725780800800CFC?Open&file=1126_enr.pdf
Title: H.B. 1126
Source: http://www.leg.state.co.us/
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| ID | Signed into law 04/2011 | P-12 | Allows public postsecondary institutions to operate public charter high schools.
http://legislature.idaho.gov/legislation/2011/S1184.pdf
Title: S.B. 1184 - Charter Schools
Source: http://legislature.idaho.gov
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| ID | Signed into law 04/2011 | P-12 | This legislation makes amendments to SB 1184 – the third bill in the Students Come First plan. These changes are as follows:
Additional relief is granted from the state's "use it or lose it" requirement for state instructional staff funding. The relief is expanded from the 6%, 8% and 10% granted by SB 1184 for FY12, FY13 and FY14+ to 7%, 9.5% and 11%. This adjustment allows the amount of relief to better reflect the actual budget that was set for Public Schools after the introduction of SB 1184.
Revises provisions relating to fractional average daily attendance for students attending more than one school district or public charter school, or who are enrolled in online courses.
Revises provisions relating to staff allowances and funded positions and revises provisions relating to the education portion of the experience and education multiplier table.
Revises provisions relating to: certain staff salaries; Idaho digital learning academy funding, and; distribution of state funds for certain math and science courses.
Establishes provisions for dual credits for early completers, making them eligible for up to 36 post-secondary credits of dual credit courses in twelfth grade.
Revises provisions permitting post secondary institutions to operate public charter schools.
Declares an emergency for all sections of this act and SB 1184, and language is added to provide greater time specificity for certain provisions. This will ensure that the budget and laws established for public schools cannot be interrupted in an untimely manner, allowing school districts to begin planning and budgeting immediately.http://legislature.idaho.gov/legislation/2011/H0345.pdf.
Title: H.B. 345
Source: legislature.idaho.gov
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| RI | Adopted 04/2011 | P-12 | The regulations were adopted in order to provide uniform rules for the establishment, operation, and oversight of charter schools in Rhode Island.
http://www2.sos.ri.gov/cgi-bin/topdf/tmp/6434tmp.pdf or http://sos.ri.gov/rules/index.php?page=details&erlid=6434
Full text of the regulations: http://sos.ri.gov/documents/archives/regdocs/released/pdf//DESE/6434.pdf
Title: RI ADC 21-2-58:C-1- through C-9-1
Source: http://www2.sos.ri.gov
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| CO | Signed into law 03/2011 | P-12 | Concerns procedures for charter schools that apply for grants.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/72F3BE6445179D0087257808008049CA?Open&file=1089_enr.pdf
Title: H.B. 1089
Source: http://www.leg.state.co.us
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| NM | Signed into law 03/2011 | P-12 | Addresses contracts between charter schools chartering authorities; creates an annual evaluation process for charter schools; includes other charter policies, requirements and procedures.
http://www.nmlegis.gov/Sessions/11%20Regular/final/SB0446.pdf
Title: S.B. 446
Source: http://www.nmlegis.gov/
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| NM | Signed into law 03/2011 | P-12 | Clarifies the attendance priorities and other procedures for schools that have been converted to charters through the Assessment and Accountability Act, and based on adequate yearly progress measures.
http://www.nmlegis.gov/Sessions/11%20Regular/final/HB0097.pdf
Title: H.B. 97
Source: http://www.nmlegis.gov/
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| UT | Signed into law 03/2011 | P-12 | From bill summary: Allows and encourages local school boards to enter into an interlocal agreement to create a regional service center to provide education related services. Requires a regional service center to be formed by an interlocal agreement to receive state funding. Provides that an interlocal agreement may confirm or formalize a regional service center in operation before a certain date. Requires the state board of education to make rules regarding regional service centers. Provides that a charter school may enter into a contract with an eligible regional service center to provide education related services to the charter school. http://le.utah.gov/~2011/bills/hbillenr/hb0092.pdf
Title: H.B. 92
Source: le.utah.gov
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| UT | Signed into law 03/2011 | P-12 | Defines "organization that represents Utah's charter schools". Provides that three members of the state charter school board (all of whose members are appointed by the governor) must be nominated by an organization that represents Utah's charter schools, and that these members must have experience in developing or administering a charter school. Authorizes the governor to seek nominations for a prospective appointment from one or more organizations that represent Utah's charter schools. Authorizes the governor to remove any member of the state charter school board for official misconduct, habitual or willful neglect of duty, or for other good and sufficient cause. http://le.utah.gov/~2011/bills/sbillenr/sb0140.pdf
Title: S.B. 140
Source: le.utah.gov
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| UT | Signed into law 03/2011 | P-12 | Provides that a charter school student is eligible to participate in an extracurricular activity at a public school other than the student's charter school if the student's charter school is located on the campus of the public school, or has local school board approval to locate on the campus of the public school. Permits the state board of education to establish rules to allow a charter school student to participate in an extracurricular activity at a public school other than those listed above. http://le.utah.gov/~2011/bills/sbillenr/sb0235.pdf
Title: S.B. 235
Source: le.utah.gov
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| UT | Signed into law 03/2011 | P-12 | Provides that a chartering entity may use certain data to measure the performance of a charter school. Prohibits a chartering entity from imposing performance standards, except as permitted by statute, that would limit a charter school from accomplishing the purposes of charter schools. Requires a charter to include an acknowledgment that neither the chartering entity nor the state is liable for the debts or financial obligations of the charter school. Also requires a charter to include fiscal procedures that are consistent with generally accepted financial management standards. http://le.utah.gov/~2011/bills/hbillenr/hb0388.pdf
Title: H.B. 388
Source: le.utah.gov
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| WY | Signed into law 02/2011 | P-12 | An act relating to charter schools; requiring charter school applications and renewal applications to be uniform statewide; imposing duties upon the state superintendent; and providing for effective dates.
http://legisweb.state.wy.us/2011/Enroll/HB0115.pdf
Title: H.B. 115
Source: http://legisweb.state.wy.us
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| Choice of Schools--Charter Schools--Charter Districts |
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| FL | Signed into law 06/2011 | P-12 | Establishes criteria for high-performing charter schools (virtual or cyber charters are not eligible) and high-performing charter school systems. Authorizes a high-performing charter school to increase enrollment, expand grade levels served, submit a quarterly financial statement, consolidate the charters of certain charter schools, and receive certain modification or renewal of its charter. Provides that student capacity of a high-performing charter school be determined annually by the governing board. Encourages systems to work with disadvantaged students by authorizing certain charter schools more time to turn around a low-performing school. Abolishes the Charter School Review Panel. Requires the state Department of Education to study various issues, including finance, relating to charter schools. authorizes a charter school's governing board to request a hearing regarding charter nonrenewal or termination, including
immediate termination; authorizes the sponsor to choose to provide a direct hearing or a hearing before an administrative law judge; authorizes the award of costs and attorney's fees to a charter school if certain criteria are met; authorizes quarterly financial reporting for certain charter schools; establishes additional student enrollment preferences; prohibits a sponsor from limiting or requiring waiver of certain high-performing charter school benefits as a condition of charter approval or renewal;provides that student capacity of a high-performing charter school shall be determined annually by the governing board.Adds tto the list of eligible students to include: Students who are the children of an employee of the business partner of a charter school-in-theworkplace or a resident of the municipality in which such charter school is located; a resident of a municipality that operates a charter school-in-amunicipality; students who have successfully completed a voluntary prekindergarten education program provided by the charter school or the charter school's governing board during the previous year; students who are the children of an active-duty member of any branch of the United States Armed Forces.
Ch. 2011-232 LAWS OF FLORIDA Ch. 2011-232
13http://laws.flrules.org/files/Ch_2011-232.pdf
Title: S.B. 1546
Source: http://laws.flrules.org
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| FL | Signed into law 05/2011 | P-12
Postsec. | Requires charter schools and charter technical career centers to post their financial information on the Transparency Florida website. Requires the Auditor General to annually submit to the Legislature a list of any school districts, charter schools, charter technical career centers, colleges, state universities, and water management districts that have failed to comply with the transparency requirements. Requires the Chief Financial Officer to make a state contract management system publically available that includes information and documentation relating to contracts procured by state governmental entities. http://laws.flrules.org/files/Ch_2011-049.pdf
Title: S.B. 2096
Source: http://laws.flrules.org
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| Choice of Schools--Charter Schools--Closings |
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| DE | Signed into law 08/2011 | P-12 | Requires criminal background and child abuse registry checks for charter school board members; prohibits individuals who have felony convictions or convictions for a crime against a child from serving on a charter board. Requires charter school board members to disclose any financial interest they may have in the charter school.
Requires funding for new charter schools to be distributed throughout the year, contingent upon a review by the Department of Education to ensure that the finances of the school are sound. Requires an annual external audit of charter schools and adds charter schools to the Finance Recovery Team portion of the Delaware Code, authorizing the Director of the Office of Management and Budget to appoint a team to assess the financial status of a charter school that is on formal review, to provide information to parents and teachers regarding status, and to make certain decisions regarding payments by the charter school.
Moves up the deadline by which charter renewal decisions must be made so that, if a charter is not going to be renewed, that decision is made prior to the school choice deadline. Creates a mechanism for permitting a high performing charter operator to open a school that would serve students at a charter school that is slated for closure.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/HB+205?Opendocument
Title: H.B. 205
Source: http://legis.delaware.gov/
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| HI | Signed into law 06/2011 | P-12 | Allows the superintendent of education to reconstitute a public school, except for charter schools. Directs the department to negotiate with the respective unions the process of reassigning employees of the school to be reconstituted to other positions within the department for which the employees are qualified. Allows the superintendent to recommend actions to the charter school review panel, including the revocation of a school's charter. http://www.capitol.hawaii.gov/session2011/Bills/SB1485_CD1_.HTM
Title: S.B. 1485
Source: www.capitol.hawaii.gov
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| OH | Signed into law 06/2011 | P-12 | Amends criteria applicable to community schools that must permanently close at the end of the school year in which criteria first apply. Pages 235-236 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Community School Closure Criteria
Source: www.legislature.state.oh.us
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| CO | Signed into law 05/2011 | P-12 | Concerns increasing the state's oversight of the program that allows the financing of capital construction for charter schools. Addresses other aspects of charter funding, including debt reserve. Creates new requirements for revoking or not renewing a charter for a charter school. School boards or institute boards must notify state of intent to revoke or not renew a charter, but the decision will be placed on hold temporarily to determine of alternative exists.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/1B5BD07EC238CCBC8725783E006F8C42?Open&file=188_enr.pdf
Title: S.B. 188
Source: http://www.leg.state.co.us
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| ID | Signed into law 04/2011 | P-12 | Creates a new section which will provide provisions in the event of an unanticipated public charter school closure. The provisions require school districts or public charter schools to report students newly enrolled who were enrolled from a public charter that has closed during that school year. The state department of education will use the reported enrollment information to calculate funding that the district or public charter schoolwould have received had the enrollees been enrolled in such districts for the entire school year. Such funding shall be prorated based on the number of days left in the school year and will be included in the next scheduled payment to the district or public charter school.
http://legislature.idaho.gov/legislation/2011/S1149.pdf
Title: S.B. 1149
Source: http://legislature.idaho.gov
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| Choice of Schools--Charter Schools--Cyber Charters |
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| OR | Signed into law 07/2011 | P-12 | Requires virtual public charter school to have at least 95 percent of school's instructional hours taught by licensed teachers. Modifies notice that virtual public charter school must provide when student enrolls or withdraws from school. Requires specified separation between sponsoring school district board, virtual public charter school and third-party entity providing educational services to virtual public charter school. Provides that student does not need approval of school district where student is resident before student enrolls in virtual public charter school unless more than three percent of students from student's school district are enrolled in virtual public charter schools not sponsored by student's school district. Allows appeal to State Board of Education if student does not receive approval. Specifies provisions of public charter school law that may not be waived by State Board of Education. Declares emergency, effective August 2, 2011.
http://www.leg.state.or.us/11reg/measpdf/hb2300.dir/hb2301.en.pdf
Title: H.B. 2301
Source: http://www.leg.state.or.us
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| FL | Signed into law 06/2011 | P-12 | Creates Digital Learning Now Act. Requires school districts to establish virtual instruction options. Authorizes establishment of virtual charter schools. Authorizes blended learning courses. Authorizes Florida Virtual School (FLVS) to provide full-time instruction to students in kindergarten through grade 12 and provides additional requirements for FLVS. Provides funding and accountability requirements. Requires high school students entering grade 9 in the 2011-12 school year to complete at least one online course within the 24 credit requirement for high school graduation. Redefines FTE student for purposes of virtual instruction. Requires the Department of Education (DOE) to issue a report identifying and explaining the best methods and strategies for increasing student access to digital learning. Requires the DOE to develop an evaluation method for providers of part-time virtual programs. Provides that all statewide end-of-course assessments be administered online by the 2014-15 school year. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7197er.docx&DocumentType=Bill&BillNumber=7197&Session=2011
Title: H.B. 7197
Source: http://www.myfloridahouse.gov
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| OH | Signed into law 06/2011 | P-12 | Clarifies that until January 2013, no Internet- or computer-based community school may operate unless the school was open for instruction as of May 1, 2005; provides exceptions. Adds that effective January 1, 2013, up to five new Internet- or computer-based community schools may open each year. Provides for a lottery if more than 5 operators notify the department that they have signed with a sponsor to open in the following year. By July 1, 2012, requires the director of the governor's office of 21st century education and the superintendent of public instruction to develop standards for the operation of Internet- or computer-based community schools. Requires the director to submit those standards to the speaker of the house of representatives and the president of the senate for consideration of enactment by the general assembly. Directs each Internet- or computer-based to either comply with the general assembly-adopted standards for for the operation of Internet- or computer-based community schools, if those have been adopted by January 2013; if those have not been adopted by January 2013, each Internet- or computer-based community school must comply with the standards developed by the international association for K-12 online learning. Requires that each Internet- or computer-based school that initially opens on or after January 1, 2013 to comply with the applicable set of standards at the time it opens, and for each Internet- or computer-based school that initally opened before January 1, 2013 to comply with the appropriate standards by July 1, 2013. Page 181-183 and 233 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Internet- and Computer-Based Community Schools
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | For purposes of start-up community schools, adds to definition of "challenged school district" any district ranked in the lowest 5% according to its performance index score. Defines "operator" as either an individual or organization that manages the daily operations of a community school pursuant to a contract between the operator and the school's governing authority, or a nonprofit organization that provides programmatic oversight and support to a community school under a contract with the school's governing authority and that retains the right to terminate its affiliation with the school if the school fails to meet the organization's quality standards. Adds start-up schools created while a district ranked in the lowest 5% according to the performance index to those schools that may continue once their district's status as low-performing no longer applies. Permits the governing authority of a start-up community school to provide by resolution for its members' compensation; provides, however, that no member of a start-up community school governing board may be compensated more than $425 per meeting, or more than $5,000 per year for all governing authorities on which the individual serves. Repeals provision requiring the sponsor of a community school to be located or have representatives within 50 miles of the community school, or in the case of an Internet- or computer-based school, within 50 miles of the school's base of operation. Requires a represenative of a community school sponsor to meet every month rather than every other month with either the governing authority or treasurer of the school; requires that enrollment records also be reviewed (previously only financial records were required to be reviewed).
Amends deadlines related to termination or nonrenewal of a community school's contract. Specifies procedures for appealing a contract termination to the state board of education. Specifies that any community school whose contract is terminated must close permanently at the end of the school year or on a date specified in the notification of termination. Specifies that a sponsor of a community school and the officers, directors, or employees of such a sponsor are immune from civil liability for any action authorized under chapter 3314 (community schools) or the contract entered into with the school.
Pages 187-192 and 204-206 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Community Schools (Miscellaneous Provisions)
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Provides that except as otherwise specified, beginning in the 2011-2012 school year, any student who completed the prior school year in an Internet- or computer-based community school must be considered to be enrolled in the same school in the subsequent school year until the student's enrollment has ceased as specified in statute. Directs the department to continue subtracting and paying amounts for the student
without interruption at the start of the subsequent school year. Specifies that if the student without a legitimate excuse fails to participate in the first 105 consecutive hours of learning opportunities offered the student in that subsequent school year, the student must be considered not to have re-enrolled for that school year and the department must recalculate the payments to the school for that school year to account for the fact that the student is not enrolled. Page 216 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Enrollment in, State Payments for Student in Cyber Charter
Source: www.legislature.state.oh.us
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| IN | Signed into law 05/2011 | P-12 | Provides that, beginning with the 2011-12 school year, a virtual charter school may apply for sponsorship with a statewide sponsor in accordance with the sponsor's guidelines. It specifies the amount that a virtual charter school is entitled to receive in state funding. Also provides for a New Charter School Startup Grant for charter schools that initially are established and begin enrolling eligible pupils after June 30, 2011. This grant is equal to one-third of the school's tuition support of the following school year. The grant is to be paid from the Charter School Facilities Assistance Fund. Changes the current virtual charter school formula from 80% of the statewide average basic tuition support to 85% of the state foundation amount times the virtual charter school's complexity index.
http://www.in.gov/legislative/bills/2011/HE/HE1001.1.html
Title: H.B. 1001--Charter Schools
Source: http://www.in.gov/
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| Choice of Schools--Charter Schools--Finance |
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Existing law sets the minimum schoolday in a high school, except certain schools, including a regional occupational center, and except for pupils enrolled in a work experience education program, at 240 minutes.
Existing law, until July 1, 2012, requires the superintendent of public instruction to compute an amount of funding for each pupil concurrently enrolled in regular secondary school classes and classes operating pursuant to a joint powers agreement that became effective prior to January 1, 2008, for the period of time the pupil attends classes pursuant to the joint powers agreement, by performing specified calculations. Existing law requires, for these pupils, that a 180-minute schoolday be computed and reported as attendance for 3.4 of the full 240-minute schoolday for purposes of those calculations. Existing law requires that the number of hours of instruction at regional occupational centers or programs that are claimed for funding pursuant to these provisions be used, in addition to specified hourly rates, in the computation of the average daily attendance of the regional occupational center or program. Existing law, until July 1, 2012, makes the Center for Advanced Research and Technology, operating pursuant to a joint powers agreement between the Clovis Unified School District and the Fresno Unified School District, ineligible to receive charter school funding.
This bill would extend to July 1, 2017, the provisions regarding the ineligibility of the Center for Advanced Research and Technology for charter school funding and the computation of attendance for pupils concurrently enrolled in regular secondary school classes and classes operating pursuant to a joint powers agreement that became effective prior to January 1, 2008. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0351-0400/sb_361_bill_20111008_chaptered.pdf
Title: S.B. 361
Source: www.leginfo.ca.gov
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| DE | Signed into law 08/2011 | P-12 | Requires criminal background and child abuse registry checks for charter school board members; prohibits individuals who have felony convictions or convictions for a crime against a child from serving on a charter board. Requires charter school board members to disclose any financial interest they may have in the charter school.
Requires funding for new charter schools to be distributed throughout the year, contingent upon a review by the Department of Education to ensure that the finances of the school are sound. Requires an annual external audit of charter schools and adds charter schools to the Finance Recovery Team portion of the Delaware Code, authorizing the Director of the Office of Management and Budget to appoint a team to assess the financial status of a charter school that is on formal review, to provide information to parents and teachers regarding status, and to make certain decisions regarding payments by the charter school.
Moves up the deadline by which charter renewal decisions must be made so that, if a charter is not going to be renewed, that decision is made prior to the school choice deadline. Creates a mechanism for permitting a high performing charter operator to open a school that would serve students at a charter school that is slated for closure.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/HB+205?Opendocument
Title: H.B. 205
Source: http://legis.delaware.gov/
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| MN | Signed into law 07/2011 | P-12 | Establishes that a charter school in its first year of operation in fiscal year 2012 is not eligible for charter school start-up aid.(Article 2, Sec 44)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
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| NH | Signed into law 07/2011 | P-12 | 1. Repeals the calculation and distribution of fiscal capacity disparity aid; 2. Sets the amount of differentiated aid at $1,725 for each pupil eligible for the free or reduced-price meal program; 3. Provides a grant in the amount of $2,000 for chartered public school pupils; 4. Provides $675 for each third grade pupil who has not tested at the proficient level or above in the reading component of the state assessment and who is not eligible to receive special education, English as a second language, or free or reduced-price meal program funds; 5. Beginning July 1, 2013, provides that a municipality's total education grant shall not exceed 105.5 percent of the total education grant received in the previous fiscal year; 6. Provides a stabilization grant to certain municipalities in fiscal year 2012 equal to the decrease from the municipality's fiscal year 2011 total education grant, and provides that a municipality shall continue to receive this stabilization grant in fiscal year 2013 and each fiscal year thereafter.
http://www.gencourt.state.nh.us/legislation/2011/HB0337.html
Title: H.B. 337
Source: http://www.gencourt.state.nh.us/
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| OR | Signed into law 07/2011 | P-12 | Amended ORS 338.095 to specify requirements of financial management system for public charter school. Requires district extended weighted average daily membership (ADMw) to be calculated separately for students in public charter school and for students in nonchartered public schools.Removes requirement that school districts transfer a portion of ADMw to school districts of students who are not residents.
http://www.leg.state.or.us/11reg/measpdf/hb3400.dir/hb3417.en.pdf
Title: H.B. 3417
Source: http://www.leg.state.or.us
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| TX | Signed into law 07/2011 | P-12 | Amends methods of determining funding levels for an open-enrollment charter school.
Pages 138-139 of 263: http://www.capitol.state.tx.us/tlodocs/821/billtext/pdf/SB00001F.pdf#navpanes=0
Title: S.B. 1 - Charter School Finance
Source: www.capitol.state.tx.us
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| CA | Signed into law 06/2011 | P-12 | From bill summary: Provides that, to the extent funds are provided, for the 2010–11 to the 2014–15 fiscal years, a supplemental categorical block grant is allocated to charter schools commencing operations during or after the 2008–09 fiscal year. Provides that a locally or direct funded charter school, not just a locally funded charter school, that converted from a preexisting school between the 2008–09 and 2014–15 fiscal years would be prohibited from receiving these funds. Provides that for the 2010–11 to the 2014–15 fiscal years, the supplemental categorical block grant received by eligible charter schools equals $127 per unit of charter school average daily attendance for charter schools commencing operations during or after the 2008–09 fiscal year. Pages 41-42: http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0101-0150/ab_114_bill_20110630_chaptered.pdf
Title: A.B. 114 - Charter School Finance
Source: www.leginfo.ca.gov
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| HI | Signed into law 06/2011 | P-12 | Requires charter school budget requests for needs-based facilities funding to include a detailed explanation as to the formula used and the funding request breakdown by school. Allows charter schools to appeal denied reauthorizations to the board of education. Requires charter schools and their local school boards to develop internal policies and procedures consistent with ethical standards of conduct. Requires the charter school review panel to conduct a multi-year evaluation of each charter school every six years, instead of every five. Establishes a task force to address issues on charter school governance, accountability, and authority to provide clarity to the relationships, responsibilities, and lines of accountability and authority among stakeholders of the charter school system. http://www.capitol.hawaii.gov/session2011/Bills/SB1174_CD1_.HTM
Title: S.B. 1174
Source: www.capitol.hawaii.gov
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| LA | Signed into law 06/2011 | P-12 | Addresses corporate donations to charter schools. Discusses enrollment preferences and membership on the governing or management board of a charter school for certain major corporate donors and enrollment of their children in the schools. Addresses facility and land use related to these charters.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=758764
Title: H.B. 421
Source: http://www.legis.state.la.us
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| NH | Signed into law 06/2011 | P-12 | Authorizes chartered public schools to receive school building aid grants for leased space.
http://www.gencourt.state.nh.us/legislation/2011/HB0505.html
Title: H.B. 505
Source: http://www.gencourt.state.nh.us
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| NH | Became law without governor's signature 06/2011 | P-12 | Permits the state board of education to grant charter status to all applicants that meet the requirements (removing quota of 20 schools during charter pilot begun in 2003). Requires that the state pay tuition for each pupil attending a chartered public school located in state but outside of the pupil's resident school district directly to the chartered public school.
http://www.gencourt.state.nh.us/legislation/2011/SB0082.html
Title: S.B. 82
Source: www.gencourt.state.nh.us
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| OH | Signed into law 06/2011 | P-12 | Directs the department to develop standards for determining, from existing data, the amount of annual operating expenditures for classroom instructional purposes and for nonclassroom purposes for each school district, each community school that is not an internet- or computer-based community school, each Internet- or computer-based community school, and each STEM school. Directs the department to present these standards to the state board for consideration no later than January 1, 2012. Requires the state board to consider the proposed standards and adopt a final set of standards by July 1, 2012. Directs the department to categorize all districts, joint vocational school districts, and community schools that are not computer- or Internet-based, into 3-5 categories (3-5 categories for each type of school), based on average daily student enrollment (joint vocational school districts = average daily membership), and to categorize all internet- or computer-based community schools into a single category, and to categorize all STEM schools into a single category. Using the aforementioned standards, directs the department to compute for fiscal years 2008-2012, and annually for each fiscal year thereafter:
(1) The percentage of each district's, community school's, or STEM school's total operating budget spent for classroom instructional purposes
(2) The statewide average percentage for all districts, community schools, and STEM schools combined spent for classroom instructional purposes
(3) The average percentage for each of the aforementioned categories of districts and schools spent for classroom instructional purposes
(4) The ranking of each district, community school, or STEM school within its respective category according to:
(a) From highest to lowest percentage spent for classroom instructional purposes
(b) From lowest to highest percentage spent for noninstructional purposes.
Requires the department to note within each category of district, joint vocational school district, the districts/joint vocational school districts, and among non-internet or community based community schools, internet- and computer based community schools and STEM schools, schools that are among the 20% for lowest operating expenditures or among the 20% for highest performance index scores (for joint vocational school districts, among the 20% with the highest performance measures required for career-technical education under 20 U.S.C. 2323). Requires specified operating information to be reported on the department Web site and on each district's, community school's and STEM school's report card.
Requires the department, in accordance with the board standards for categorization of school district expenditures as described above, to annually determine each fiscal year for each district: (1) The ratio of the district's operating expenditures for instructional purposes compared to its operating expenditures for administrative purposes; (2) The per-pupil amount of the district's expenditures for instructional purposes; (3) The per pupil amount of the district's operating expenditures for administrative purposes (4) The percentage of the district's operating expenditures attributable to school district funds; and to determine the statewide average among all school districts for each of the items (1) through (4) above. Directs the department to annually report to each district the district's information for (1) through (4) and the statewide averages in (5). Requires each district, upon receipt of the report, to publish the information on its Web site and publish the report in another way so that it is available to all parents of students enrolled in the district and to taxpayers of the district. Pages 51-54 and 55-56 of 1000 (some provisions of pages 54-55 in separate record): http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Highly Efficient and Highly Effective Schools
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Repeals certain language related to unused school property. Adds new language requiring districts to offer unused school facilities (that have not been used for two years) for lease or sale to the governing authorities of community schools located in the school district. Establishes procedures for the purchase of such property. Provides that if no community school governing authority accepts the offer to lease or buy the property within 60 days after the offer is made, the district board may offer the property to any other entity.
Pages 117 and 119-120 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Lease or Sale of Unused School Facilities
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Provides that except as otherwise specified, beginning in the 2011-2012 school year, any student who completed the prior school year in an Internet- or computer-based community school must be considered to be enrolled in the same school in the subsequent school year until the student's enrollment has ceased as specified in statute. Directs the department to continue subtracting and paying amounts for the student
without interruption at the start of the subsequent school year. Specifies that if the student without a legitimate excuse fails to participate in the first 105 consecutive hours of learning opportunities offered the student in that subsequent school year, the student must be considered not to have re-enrolled for that school year and the department must recalculate the payments to the school for that school year to account for the fact that the student is not enrolled. Page 216 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Enrollment in, State Payments for Student in Cyber Charter
Source: www.legislature.state.oh.us
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| CO | Signed into law 05/2011 | P-12 | Concerns increasing the state's oversight of the program that allows the financing of capital construction for charter schools. Addresses other aspects of charter funding, including debt reserve. Creates new requirements for revoking or not renewing a charter for a charter school. School boards or institute boards must notify state of intent to revoke or not renew a charter, but the decision will be placed on hold temporarily to determine of alternative exists.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/1B5BD07EC238CCBC8725783E006F8C42?Open&file=188_enr.pdf
Title: S.B. 188
Source: http://www.leg.state.co.us
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| FL | Signed into law 05/2011 | P-12
Postsec. | Requires charter schools and charter technical career centers to post their financial information on the Transparency Florida website. Requires the Auditor General to annually submit to the Legislature a list of any school districts, charter schools, charter technical career centers, colleges, state universities, and water management districts that have failed to comply with the transparency requirements. Requires the Chief Financial Officer to make a state contract management system publically available that includes information and documentation relating to contracts procured by state governmental entities. http://laws.flrules.org/files/Ch_2011-049.pdf
Title: S.B. 2096
Source: http://laws.flrules.org
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| GA | Signed into law 05/2011 | P-12 | Establishes the State Education Finance Study Commission to evaluate the Quality Basic Education (QBE) Formula and education funding for public schools in Georgia. Provides for composition, compensation, duties and powers, and support staff of the commission. Directs the commission to review specified issues related to the QBE formula, state and local funding partnership, equalization, student transportation, state schools funding, capital outlay. Encourages the commission to study and evaluate issues related to charter schools; Career, Technical, and Agriculture Education, dual enrollment, virtual schools; teacher pay; non-QBE grants, and other changes to the education code. Provides a timeline for the commission's work, including that the proposed legislation for final recommendations be completed by end of 2012. Abolishes commission and supporting statutory language on March 31, 2013. http://www.legis.ga.gov/Legislation/20112012/116810.pdf
Title: H.B. 192 - State Education Finance Study Commission
Source: www.legis.ga.gov
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| IN | Signed into law 05/2011 | P-12 | Allows charter schools to opt in to the state health insurance plans. Establishes the charter school board as a statewide sponsor of charter schools. Provides that the department of education shall provide staff to the charter school board until the board begins receiving administrative fees from schools chartered by the board. Adds certain nonprofit private colleges and universities as eligible charter school sponsors. Establishes certain accountability criteria for charter school sponsors, and places charter schools under accountability standards for public schools. Adds: (1) student academic growth; (2) financial performance and stability; and (3) board performance and stewardship; to the list of items to be included in a charter school's charter. Requires uniform and consistent transfer of credits for students who transfer from a charter school to another public school. Stipulates that a teacher in a conversion charter school may be an employee of the charter school or the school corporation as determined in a charter school's charter. Provides that at least 90% of the full time teachers in a charter school must be licensed or in the process of obtaining a license. Ends the virtual charter school pilot program, and allows existing virtual charter schools to seek sponsors. Provides that a virtual charter school's funding is equal to the sum of: (1) the virtual charter school's ADM multiplied by 85% of the school's foundation amount (rather than 80% of the statewide average basic tuition support, under current law); plus (2) the total of any special education grants to which the virtual charter school is entitled. Provides that each school year, at least 60% of the students who are enrolled in virtual charter schools for the first time must have been included in the state's ADM count for the previous school year. Sets out the conditions, accounting process, and reporting procedures for a charter school sponsor concerning the collection of fees from its sponsored charter schools. Requires the department of education to establish a charter school page on the department's Internet web site. Establishes the charter school facilities assistance program and fund. Specifies the purposes for which grants and loans of money in the fund may be used. Provides that money in the fund may be used to match federal grants from the United States Department of Education for charter school facilities, and deletes current law that allows common school fund interest to provide these state matching funds. Changes the procedure for converting a public school into a charter school. Establishes a "trigger" for conversion of a school to a charter school with both parents and the school board signing off on the conversion. Establishes a process by which charter schools may lease or purchase unused, closed, or unoccupied school buildings that are maintained by school corporations and are not being used for classroom instruction. Permits the state board of education to close a charter school, transfer sponsorship of a charter school, or reduce the administrative fees collected by the sponsor of the charter.
http://www.in.gov/legislative/bills/2011/HE/HE1002.1.html
Title: H.B. 1002
Source: http://www.in.gov
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| AZ | Signed into law 04/2011 | P-12 | Updates the definition of charter school to clarify a public university, a community college with an enrollment of 15,000 full-time equivalent students (FTSE), or a group of community colleges with a combined enrollment of 15,000 FTSE may serve as authorizer of a charter school.
Permits the State Board for Charter Schools (SBCS) to accept gifts or grants of monies or real or personal property if the purpose of the gift is approved by SBCS and within the scope of SBCS's powers and duties. Mandates the use of a different auditor at least once every six years to conduct annual audits required for charter schools. Chapter 344
http://www.azleg.gov/legtext/50leg/1r/bills/sb1263h.pdf
Title: S.B. 1263--Charter Schools
Source: http://www.azleg.gov
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| NM | Signed into law 03/2011 | P-12 | Requires charter schools that expect a distribution of property taxes pursuant to the Public School Buildings Act to submit a report to the department and its chartering
authority showing the purposes for which the expected distribution will be expended.
http://www.nmlegis.gov/Sessions/11%20Regular/final/HB0113.pdf
Title: H.B. 113
Source: http://www.nmlegis.gov/
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| NY | Signed into law 03/2011 | P-12 | For the 2010-11 through 2012-13 school years, holds the amount paid to districts for charter school enrollment at the 2010-11 school year level. Chapter 58 http://assembly.state.ny.us/leg/?default_fld=&bn=S02808&Summary=Y&Memo=Y&Text=Y
Title: S.B. 2808 - Part A, Sec. 21 and 22
Source: assembly.state.ny.us
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| UT | Signed into law 03/2011 | P-12 | Provides that, for purposes of a property tax exemption for property of school districts under statute, a charter school is considered to be a school district. Provides that this bill has retrospective operation for a taxable year beginning on or after January 1, 2008. http://le.utah.gov/~2011/bills/sbillenr/sb0278.pdf
Title: S.B. 278
Source: le.utah.gov
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| UT | Signed into law 03/2011 | P-12 | Provides that a chartering entity may use certain data to measure the performance of a charter school. Prohibits a chartering entity from imposing performance standards, except as permitted by statute, that would limit a charter school from accomplishing the purposes of charter schools. Requires a charter to include an acknowledgment that neither the chartering entity nor the state is liable for the debts or financial obligations of the charter school. Also requires a charter to include fiscal procedures that are consistent with generally accepted financial management standards. http://le.utah.gov/~2011/bills/hbillenr/hb0388.pdf
Title: H.B. 388
Source: le.utah.gov
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| DE | Signed into law 02/2011 | P-12 | Allows services for children with disabilities to be funded based on identified individual needs rather than on their classification or placement. The "needs-based" funding system provides more flexibility to districts and charter schools in the provision of special education services and is intended to be more equitable in ensuring that resources are distributed based on the specific needs of students receiving special education services.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/HB+1/$file/legis.html?open
Title: H.B. 1
Source: http://legis.delaware.gov/
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| TX | Adopted 01/2011 | P-12 | From the January 28, 2011 Texas Register: The sections establish provisions that detail the ratings, types of ratings, criteria, reporting and sanctions for the financial accountability rating system. Amendments update the School Financial Integrity Rating System of Texas (School FIRST) by specifying new provisions for implementation beginning with fiscal year 2010-11, including the deletion of one non-critical school district indicator and the addition of 18 open-enrollment charter school indicators, along with new rating worksheets and calculations that reflect these changes. The amendments to the rating system better align School FIRST for the two types of entities and clarify certain aspects of the School FIRST calculations. Additionally, the adopted amendments establish a process for lowering a financial accountability rating after initial assignment if determined necessary by the commissioner.
109.1002: Financial Accountability Ratings. Adopted as published on pp 12-13 of the January 28, 2011 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/0128/0128adop.pdf
109.1003: Types of Financial Accountability Ratings. Adopted as published on pp. 18-19 of the October 22, 2010 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/1022/1022prop.pdf
109.1004: Criteria for Financial Accountability Ratings. Adopted as published on p. 19 of the October 22, 2010 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/1022/1022prop.pdf
109.1005: Reporting. Adopted as published on pp 13-14 of the January 28, 2011 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/0128/0128adop.pdf
Title: 19 TAC 109.1002, 1003, 1004, 1005
Source: www.sos.state.tx.us
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| Choice of Schools--Charter Schools--Research |
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| IL | Signed into law 07/2011 | P-12 | Creates the State Charter School Commission, and makes it responsible for authorizing charter schools statewide. Establishes membership of the commission and terms of office. Creates the State Charter School Commission Fund as a special fund in the state treasury, with monies to be used by the commission for the commission's operational and administrative costs. Replaces "state board" with "commission" in various provisions relating to charter school oversight. In instances where the commission reverses a local board's denial of a charter on appeal and the commission thus becomes the chartering entity, requires the state board to determine whether the charter proposal approved by the commission is consistent with statutory provisions. Every two years, directs the commission to provide to the state board and local school boards a report on best practices in charter school authorizing, including evaluating applications, oversight of charters, and renewal of charter schools. Permits the commission to charge a fee to a charter school it authorizes, with the fee to be deposited in the State Charter School Commission Fund. Requires any charter school authorized by the state board to have its authorization transferred to the commission upon a vote of the state board; provides, however, that no such transfer may take place before July 2012. Provides for transfer of authorization of charter schools approved by local boards to the state charter school commission. Clarifies rulemaking authority and applicability of rules for commission and state board. Defines "authorizer". Establishes powers and duties of charter school authorizers. Provides immunity from civil and criminal liability for authorizers. Requires the commission and all local school boards that have a charter school operating to develop and maintain chartering policies and practices consistent with recognized principles and standards for quality charter authorizing in all specified major areas of authorizing responsibility. Permits a local board to develop its own process for receiving charter school proposals. Provides that if 45 days pass without the local school board holding a public meeting for consideration of a charter school proposal, or if the local board has not voted on the proposal within 30 days of the public meeting, the applicant may submit the proposal to the commission. Permits a charter school applicant whose proposal has been denied by a local board to appeal the proposal to the commission. Clarifies proceedings of appeals as commission initially takes on oversight role. Permits the commission to reverse a local board's decision to deny a charter school proposal if the commission finds the proposal is in compliance with statute and is in the best interests of the students the charter school is designed to serve. Provides that final decisions of the commission are subject to judicial review under the Administrative Review Law. Provides that in the case of a charter school proposed to be jointly authorized by 2 or more school districts, the local school boards may unanimously deny the charter school proposal with a statement that the boards are not opposed to the charter school, but that they yield to the commission in light of the complexities of joint administration. For charter schools authorized by the commission, requires the commission to quarterly certify to the state board the student enrollment for each of its charter schools. For any charter school authorized by the commission, requires the state board to pay directly to a charter school any federal or state aid attributable to a student with a disability attending the school.
Repeals language directing the state board to compile annual evaluations of charter schools received from local boards, prepare an annual report on charter schools and issue a report every other year to the governor and legislature with its findings for the previous two years. Replaces with language requiring the state board to issue a report to the general assembly and governor every other year on each authorizer's strategic vision, charter schools' academic and financial performance, the status of each authorizer's charter school portfolio (i.e., charter operating, revoked, etc.), and the authorizing functions provided by the authorizer to the charter schools under its purview, including the authorizer's operating costs and expenses detailed in annual audited financial statements, which must conform with generally accepted accounting principles. Provides that the state board has the power to remove authorizing power from any authorizer if the authorizer does not demonstrate a commitment to high-quality authorization practices, and revoke the chronically low-performing charters authorized by the authorizer at the time of the removal. Provides that if a charter school is approved by the commission, the commission charter school is its own local education agency (LEA). http://www.ilga.gov/legislation/publicacts/97/PDF/097-0152.pdf
Title: S.B. 79
Source: www.ilga.gov
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| FL | Signed into law 06/2011 | P-12 | Establishes criteria for high-performing charter schools (virtual or cyber charters are not eligible) and high-performing charter school systems. Authorizes a high-performing charter school to increase enrollment, expand grade levels served, submit a quarterly financial statement, consolidate the charters of certain charter schools, and receive certain modification or renewal of its charter. Provides that student capacity of a high-performing charter school be determined annually by the governing board. Encourages systems to work with disadvantaged students by authorizing certain charter schools more time to turn around a low-performing school. Abolishes the Charter School Review Panel. Requires the state Department of Education to study various issues, including finance, relating to charter schools. authorizes a charter school's governing board to request a hearing regarding charter nonrenewal or termination, including
immediate termination; authorizes the sponsor to choose to provide a direct hearing or a hearing before an administrative law judge; authorizes the award of costs and attorney's fees to a charter school if certain criteria are met; authorizes quarterly financial reporting for certain charter schools; establishes additional student enrollment preferences; prohibits a sponsor from limiting or requiring waiver of certain high-performing charter school benefits as a condition of charter approval or renewal;provides that student capacity of a high-performing charter school shall be determined annually by the governing board.Adds tto the list of eligible students to include: Students who are the children of an employee of the business partner of a charter school-in-theworkplace or a resident of the municipality in which such charter school is located; a resident of a municipality that operates a charter school-in-amunicipality; students who have successfully completed a voluntary prekindergarten education program provided by the charter school or the charter school's governing board during the previous year; students who are the children of an active-duty member of any branch of the United States Armed Forces.
Ch. 2011-232 LAWS OF FLORIDA Ch. 2011-232
13http://laws.flrules.org/files/Ch_2011-232.pdf
Title: S.B. 1546
Source: http://laws.flrules.org
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| HI | Signed into law 06/2011 | P-12 | Requires charter school budget requests for needs-based facilities funding to include a detailed explanation as to the formula used and the funding request breakdown by school. Allows charter schools to appeal denied reauthorizations to the board of education. Requires charter schools and their local school boards to develop internal policies and procedures consistent with ethical standards of conduct. Requires the charter school review panel to conduct a multi-year evaluation of each charter school every six years, instead of every five. Establishes a task force to address issues on charter school governance, accountability, and authority to provide clarity to the relationships, responsibilities, and lines of accountability and authority among stakeholders of the charter school system. http://www.capitol.hawaii.gov/session2011/Bills/SB1174_CD1_.HTM
Title: S.B. 1174
Source: www.capitol.hawaii.gov
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| OH | Signed into law 06/2011 | P-12 | Repeals existing language regarding charter caps for charter operators that were operating fewer than 50, 50-75 and more than 75 schools as of May 1, 2005. New provision states that subject to section 3314.016, an entity that sponsors community schools may enter into preliminary agreements and sponsor up to 100 schools. Creates new 3314.016, which applies to any entity that sponsors a community school. Directs the department of education to develop a composite performance index score that measures the academic performance of students enrolled in community schools sponsored by the same entity; provides exceptions. Provides that such schools are not excluded beginning January 1, 2013 if the general assembly does not by that date enact separate performance standards for community schools operating dropout prevention and recovery programs, and community schools serving students with disabilities. Directs the department to annually rank all entities that sponsor community schools according to the entities' composite performance index scores.
Specifies that an entity sponsoring a community school may enter into contracts to sponsor additional community schools only if (1) the entity is in compliance with all legislative provisions requiring sponsors of community schools to report data or information to the department of education, and (2) the entity is not ranked in the lowest 20% of community school sponsors. Provides a contract is void if the governing authority of a community school enters into a contract with a sponsor prior to the date on which the sponsor is prohibited from sponsoring additional schools and the school has not opened for operation as of that date.
184-187 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Charter Caps, Charter Performance Index
Source: www.legislature.state.oh.us
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| NM | Signed into law 03/2011 | P-12 | Addresses contracts between charter schools chartering authorities; creates an annual evaluation process for charter schools; includes other charter policies, requirements and procedures.
http://www.nmlegis.gov/Sessions/11%20Regular/final/SB0446.pdf
Title: S.B. 446
Source: http://www.nmlegis.gov/
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| TX | Adopted 01/2011 | P-12 | From the January 28, 2011 Texas Register: The sections establish provisions that detail the ratings, types of ratings, criteria, reporting and sanctions for the financial accountability rating system. Amendments update the School Financial Integrity Rating System of Texas (School FIRST) by specifying new provisions for implementation beginning with fiscal year 2010-11, including the deletion of one non-critical school district indicator and the addition of 18 open-enrollment charter school indicators, along with new rating worksheets and calculations that reflect these changes. The amendments to the rating system better align School FIRST for the two types of entities and clarify certain aspects of the School FIRST calculations. Additionally, the adopted amendments establish a process for lowering a financial accountability rating after initial assignment if determined necessary by the commissioner.
109.1002: Financial Accountability Ratings. Adopted as published on pp 12-13 of the January 28, 2011 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/0128/0128adop.pdf
109.1003: Types of Financial Accountability Ratings. Adopted as published on pp. 18-19 of the October 22, 2010 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/1022/1022prop.pdf
109.1004: Criteria for Financial Accountability Ratings. Adopted as published on p. 19 of the October 22, 2010 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/1022/1022prop.pdf
109.1005: Reporting. Adopted as published on pp 13-14 of the January 28, 2011 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/0128/0128adop.pdf
Title: 19 TAC 109.1002, 1003, 1004, 1005
Source: www.sos.state.tx.us
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| Choice of Schools--Choice/Open Enrollment |
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Extends the operation of the provision authorizing the district in which a pupil's parent or the legal guardian is physically employed to allow the pupil to attend a school in that district, through June 30, 2017 (this provision previously set to repeal July 2012), and repeals the provision on January 1, 2018. Additionally modifies this provision by requiring that the parent or legal guardian's employment occur within the boundaries of that school district for a minimum of 10 hours during the school week. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0351-0400/sb_381_bill_20111003_chaptered.pdf
Title: S.B. 381
Source: www.leginfo.ca.gov
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| CA | Vetoed 10/2011 | P-12 | From bill summary: Existing law, the Open Enrollment Act, allows the parent of a pupil enrolled in a low-achieving school to submit an application for the pupil to attend school in a district other than the district in which the parent of the pupil resides. Existing law defines a low-achieving school, for purposes of these provisions, as a school included by the superintendent of public instruction on a list of 1,000 schools ranked by increasing Academic Performance Index score. Existing law provides that no local educational agency may have more than 10% of its schools on the list and that specified types of schools, including charter
schools, may not be included on the list.
New provisions instead provide that the list created by the superintendent to define low-achieving schools may include up to 1,000 schools, that a local educational agency shall not have more than 10% of its schools on the list, calculated as specified, and that county offices of education operating a special education program and state special schools should not be included on the list. Provides that a school may only be identified as a low-achieving school if it is identified on the list for 2 consecutive years. Deletes the provision excluding charter schools from inclusion on the list. Provides that a school district of enrollment may
not reject the transfer of an individual with exceptional needs or an English learner if he or she is randomly selected through a lottery conducted if demand exceeds spaces available at a school.
Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0001-0050/ab_47_bill_20110909_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/AB_47_Veto_Message.pdf
Title: A.B. 47
Source: www.leginfo.ca.gov
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| CA | In Senate. Consideration of Governor's veto pending 09/2011 | P-12 | Existing law defines a school district of choice as one in which the district's governing board has, by resolution, elected to accept interdistrict transfers and has determined the number of transfers it is willing to accept through a random, unbiased process. Existing provisions either require or permit priority for transfers to be given to children from certain specified groups. New provision requires a school district of choice to give priority for attendance to English learners, pupils who are individuals with exceptional needs, and pupils who are eligible for free and reduced-price meals. Requires that a school district of choice ensure that a pupil who transfers into the district is enrolled in a school with a higher Academic Performance Index score than the school in which the pupil was previously enrolled.
Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0701-0750/sb_745_bill_20110823_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/SB_745_Veto_Message.pdf
Title: S.B. 745
Source: www.leginfo.ca.gov
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| CA | Signed into law 07/2011 | P-12 | From bill summary: Expresses legislative intent that school districts and county boards of education use their best efforts to expeditiously process interdistrict attendance appeals. Also requires, until July 1, 2015, that, in a class 1 county, which is defined in existing law as a county with 1994–95 average daily attendance of more than 500,000, or a class 2 county, which is defined in existing law as a county with 1994–95 average daily attendance of at least 180,000 but less than 500,000, the county board of education determine whether the pupil should be permitted to attend the school district in which the pupil desires to attend and the applicable period of time within 40 school days after the appeal is filed rather than 30 calendar days after the appeal is filed. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1051-1100/ab_1085_bill_20110715_chaptered.pdf
Title: A.B. 1085
Source: www.leginfo.ca.gov
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| OR | To governor 07/2011 | P-12 | Allows student to attend school in school district where student does not have legal residence if student receives written consent from district where school is located. Sunsets July 1, 2017. Requires school district to implement existing individualized education program for child who becomes resident of school district until new program is developed.
http://www.leg.state.or.us/11reg/measpdf/hb3600.dir/hb3681.a.pdf
Title: H.B. 3681
Source: http://www.leg.state.or.us
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| FL | Signed into law 06/2011 | P-12 | From House of Representatives Staff Analysis: Expands the definition of a failing school for purposes of student eligibility for the Opportunity Scholarship Program (OSP) (Created in 1999 as part of a broad education reform package known as the A+ Plan; Designed to provide parents of public school students in failing schools the opportunity to send their children to another public school performing satisfactorily or to an eligible private school), by changing the classification of a failing school from a school receiving two "F's" in a four-year period to a school that receives a "D" or an "F" in the prior year and is in one of the two lowest categories of differentiated accountability. Expands the authorization parents currently have to choose a higher-performing public school that has space available in an adjacent school district to allow a parent to choose a higher-performing public school in any other school district in the state. Provides that if a parent chooses a higher-performing public school within the assigned district, the school district is required to provide transportation. Repeals all portions of the law relating to the OSP private school choice options to comply with existing case law that found this portion of the OSP unconstitutional. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1331er.docx&DocumentType=Bill&BillNumber=1331&Session=2011
Title: H.B. 1331
Source: http://www.myfloridahouse.gov
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| NH | Signed into law 06/2011 | P-12 | Provides further detail on the procedure for resolving residency disputes. Excludes homeless children from the list of pupils whose residency can be determined by the commissioner of the department of education. Lengthens the time for determination of residency dispute by the commissioner to 30 days (from 14), except in the case where interruption of educational or related services has occurred. Allows period for determination to be extended with parental consent and provides that parents or legal guardians may submit a residency dispute for determination to the commissioner.
http://www.gencourt.state.nh.us/legislation/2011/SB0037.html
Title: S.B. 37
Source: www.gencourt.state.nh.us
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| OR | Signed into law 05/2011 | P-12 | Allows student to attend school in school district where student does not have legal residence if student receives written consent from district where school is located. Requires school district to implement existing individualized education program for child who becomes resident of school district until new program is developed. Sunsets July 1, 2017. http://www.leg.state.or.us/11reg/measpdf/hb3600.dir/hb3681.a.pdf
Title: H.B. 2282
Source: http://www.leg.state.or.us/
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| AR | Signed into law 04/2011 | P-12 | Amends transportation policies affecting open enrollment students. Authorizes the receiving districts or charters to transport students to and from the transferring district or charter school, and the cost of transporting students will be the responsibility of the transferring district or charter school. Caps transferring district/charter costs for transportation at $400 per student per year.
Declares that a district may not deny a student the ability to attend a school in the student's school district of choice under unless there is a lack of capacity at the school in the student's school district of choice. Defines "lack of capacity."
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/SB788.pdf
Title: S.B. 788
Source: http://www.arkleg.state.ar.us
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| NM | Signed into law 03/2011 | P-12 | Creates the A-B-C-D-E-F rating system to grade public schools in a way that is easily understandable to parents, school personnel and the community. Establishes the criteria for rating schools; provides funding for failing schools to implement programs linked to student achievement; allows for students to transfer to schools not rated with an F. School will be rated on student performance and growth and other indicators
http://www.nmlegis.gov/Sessions/11%20Regular/final/SB0427.pdf
Title: S.B. 427
Source: http://www.nmlegis.gov/
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| Choice of Schools--Innovation Schools |
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| WA | Signed into law 04/2011 | P-12 | Encourages additional innovation schools by disseminating information about current models and recognizing the effort
and commitment that goes into their creation and operation. Requires the office of the superintendent of public instruction
to develop basic criteria and a streamlined review process for identifying Washington innovation schools. Effective 7/22/2011
http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Digests/House/1521.DIG.pdf
Title: H.B. 1521
Source: http://apps.leg.wa.gov
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| Choice of Schools--Magnet or Specialized Schools |
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| OH | Signed into law 12/2011 | P-12 | Repeals provision requiring any board of trustees of a college-preparatory boarding school to secure at least $20 million dollars of private money to satisfy its share of facilities acquisition to be eligible for state assistance (under new revisions, some boards of trustees may avoid this requirement). Repeals provision requiring a board of trustees receiving assistance under the program to fund the acquisition of residential facilities and any other facilities other than classroom facilities through private means. Repeals provision requiring that lease payments made by the boards of trustees of college-preparatory boarding schools receiving assistance under the program be deposited into the state treasury and credited to the common schools capital facilities bond service fund. Establishes alternative methods for acquisition of college-preparatory boarding school facilities.
Specifies that, acting through its board of trustees, a college preparatory boarding school may sue and be sued, acquire facilities as needed, contract for any services necessary for the operation of the school, and enter into contracts with the department of education. Permits the board of trustees to carry out any act and ensure the performance of any function that is in compliance with the Ohio Constitution, chapter 3328 of the Ohio Code, other statutes applicable to college-preparatory boarding schools, and the contract entered into under chapter 3328 establishing the school. Requires that each college-preparatory boarding school have a fiscal officer who meets state board-established standards. Directs the department of education to monitor the operation, programs, and facilities of the school, including conducting on-site visits of the school. Authorizes the department to take actions, as specified in the contract, to resolve issues of noncompliance by the school of certain legislative provisions, the contract, the bylaws adopted by the board of trustees, or state board rules. Provides such specified actions must include procedures for notice of noncompliance and appeal to the state board of the decisions of the department. Repeals all provisions requiring the state board to grant a charter to each college-preparatory boarding school. Transfers certain powers from college-preparatory school operators to schools' boards of trustees. Clarifies that district responsibility to transport college-preparatory boarding school students on a weekly basis may be met by providing the transportation itself, contracting with another entity to provide the transportation, or entering into an agreement with the college-preparatory boarding school board of trustees under which the board will provide the transportation and the district will pay the board an amount specified in the agreement. Clarifies that transportation to and from college-preparatory boarding schools is subject to all school transportation requirements set forth in statute and administrative code.
Pages 7-10 and 13-19 of 22: http://www.legislature.state.oh.us/BillText129/129_HB_157_EN_N.pdf
Title: H.B. 157 - College-Preparatory Boarding School Program
Source: www.legislature.state.oh.us
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| CT | Signed into law 07/2011 | P-12 | State Education Resource Center - Clarifies the status of the State Education Resource Center as a nonstock corporation and nonprofit tax exempt organization within the Department of Education.
Health Assessment - Allows certain medical professionals from military bases who are not licensed by the state to conduct health assessments in schools.
Data Collection Requirements - Eliminates the requirement that regional educational service centers collect and analyze data on school efforts to reduce racial, ethnic and economic isolation. Eliminates the requirement that superintendents submit data on the reduction of racial, ethnic and economic isolation in the district to the regional educational service center and instead submit such data directly to the Commissioner of Education.
International Teachers - Requires that a teacher maintain a valid J-1 Visa issued by the United States Department of State as a condition of renewal of an international teacher permit.
Magnet Schools - Requires all interdistrict magnet schools to file annual financial audits with the education commissioner.
Charter Schools - Extends, from 75 to 90 days after it receives the application, the deadline for the State Board of Education to review and vote to approve or disapprove an application to establish a state charter school. Adds, as the most important factor in determining which newly approved charter schools are funded, the quality of the school's proposed program as measured against criteria required by the statutory charter school application process. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00179-R00SB-01039-PA.pdf
Title: S.B. 1039
Source: http://www.cga.ct.gov
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| FL | Signed into law 06/2011 | P-12 | From Legislative Staff Summary: Creates the College-Preparatory Boarding Academy Pilot Program (Academy) for at-risk students. Defines the key elements of the program and establishes "at-risk" student eligibility criteria consistent with eligibility standards for a range of non-educational federal and state programs that support needy families, children, and youth. Provides that an "eligible student" is a student who is a resident of the state and entitled to attend school, is at risk of academic failure, is currently enrolled in grade 5 or 6, is from a family whose income is below 200 percent of the federal poverty guidelines, and who meets at least two additional risk factors, which are specified in the bill. Outlines a process for the State Board of Education to select an experienced, qualified operator and prescribes the qualifications and obligations of the operator. Directs the Academy to enroll up to 80 students beginning in August 2012, and to grow to a student capacity of 400 students. http://laws.flrules.org/files/Ch_2011-236.pdf
Title: S.B. 404
Source: http://laws.flrules.org
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| OH | Signed into law 06/2011 | P-12 | Requires that staff at a nonpublic school participating in the Jon Peterson special needs scholarship program or at a college-preparatory boarding school undergo criminal background checks. Permits the chief administrator of a registered private provider participating in the autism scholarship program to request criminal background information. Specifies that when the superintendent receives a request from a nonpublic school participating in the Jon Peterson special needs scholarship program or the autism scholarship program, the superintendent must proceed as if the request came from a local board
Pages 79-100 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part1.pdf
Title: H.B. 153 - Background Checks at Certain Schools
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Creates chapter 3318 regarding college preparatory boarding schools. Defines an eligible student as a student who is entitled to attend school in a participating school district; is at risk of academic failure; is from a family whose income is below 200% of the federal poverty guidelines; meets any additional criteria prescribed by agreement between the state board of education and the operator of the college-preparatory boarding school in which the student seeks enrollment; and meets at least two of various additional conditions indicating the child may be at risk of educational success. Provides that a participating school district may either be the district in which the boarding school is located, or a district that, pursuant to state board procedures, agrees to be a participating school district so that eligible students entitled to attend school in that district may enroll in a college-preparatory boarding school. Provides that no agreement or contract entered into may create an obligation of state funds for more than two years, although the general assembly may authorize renewal of such obligation. Directs the state board to select a private nonprofit corporation that meets specified qualifications to operate each college-preparatory boarding school. Directs the state board to issue an RFP from private nonprofit corporations qualified to operate a college-preparatory boarding school. Identifies information to be included in each RFP response. Specifies that no college-preparatory boarding school may open before the 2013-14 school year. Requires the board of education to enter into a contract with the operator of each college-preparatory boarding school; identifies elements that must be included in the contract, including that the school meet the academic goals and other performance standards specified in the contract. Requires each operator to adopt bylaws for the oversight and operation of the school; requires such bylaws to address specified components. Requires each operator of a college-preparatory boarding school to adopt an outreach program to inform districts about the school and the procedures for admission to the school and for becoming a participating school district. Requires that each college-preparatory boarding school be governed by a board of trustees; provides relative to the establishment of the board of trustees. Permits employees of a college-preparatory boarding school to bargain collectively. Provides relative to suspension from duties of an employee or chief administrator of a school who violate certain provisions, and for licensure suspension or revocation under specified circumstances. Provides relative to the admission of eligible students. In the first year of operation, permits the school to admit no more than 60 students; prohibits the school's student population from exceeding 400 students. Specifies the components that must be included in a college-preparatory boarding school's educational program. Requires a college preparatory boarding school to comply with state and federal laws regarding the provision of special education services to students with disabilities in the same manner as school districts. Directs the department of education to issue an annual report card for each college-preparatory boarding school that includes all information applicable to school buildings under the annual report card for schools. Requires each school and its operator to comply with statutes related to specified accountability provisions for low-performing schools. Identifies data that each college-preparatory boarding school must report to the department of education. Provides for funding formula for college-preparatory boarding schools, which includes the the sum of the amount deducted from a participating school district's account for that child plus the per-pupil boarding amount, which for the first fiscal year for which a boarding school may be established, is $25,000. Provides for the adjustment of the per-pupil boarding amount in subsequent years. Permits the state board to accept funds from federal and state noneducation support services programs to fund the per pupil boarding amount. Specifies that each participating school district is responsible for providing transportation on a weekly basis for each student enrolled in a college-preparatory boarding school to and from that college-preparatory boarding school. Permits the state board to initiate termination procedures if the state board determines that a school is not in compliance with any provision of statute or the terms of the contract, or that the school has failed to meet the academic goals or performance standards specified in that contract.
Establishes the college-preparatory boarding school facilities program to provide assistance for the acquisition of classroom facilities for college-preparatory boarding schools. To be eligible to participate, requires a board of trustees to secure at least $20 million of private funds to satisfy its share of facilities acquisition. Requires acquisition of residential and all other non-classroom facilities to be funded through private means.
Also provides that a boarding school, its operator and its board of trustees are subject to various provisions applicable to school districts (those provisions on pages 231-232 of bill summary).
Boarding school facilities bill text: pages 357-358 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Chapter 3318 bill text: pages 415-432 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Bill summary (pages 226-237): http://www.lsc.state.oh.us/analyses129/11-hb153-129.pdf).
Title: H.B. 153 - College-Preparatory Boarding Schools
Source: www.legislature.state.oh.us
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| NE | Signed into law 04/2011 | P-12 | Amends current law relating to focus schools, focus programs and magnet schools established by school districts in a learning
community. Clarifies that one or more school districts collaborating on a focus program, focus school or magnet school that is
part of a diversity plan of the learning community will be eligible for a focus school and program allowance. Also repeals provisions requiring one school district to be the primary district when multiple districts collaborate on focus schools, focus programs or magnet schools. It requires school districts collaborating on a focus program or school or magnet school to form a joint entity pursuant to the Interlocal Cooperation Act to administer the program or school.
http://nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB558.pdf
Title: L.B. 558
Source: http://nebraskalegislature.gov/
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| Choice of Schools--Tax Credits |
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| AK | Signed into law 08/2011 | P-12 | An Act amending the funding for statewide residential educational programs; relating to funding for high school vocational and technical instruction as a component of funding for public schools; allows taxpayers a credit against the tax due for cash contributions to include: (1) a facility or an annual intercollegiate sports tournament; (2) Alaska Native cultural or heritage programs including mentoring and tutoring; (3) for education, research, rehabilitation and facilities by an institution located in the state that qualifies as a coastal ecosystem learning center; creating a pilot project in the Iditarod Area School District; providing for an effective date by amending the effective date in sec. 57, ch. 92, SLA 2010. Effective 07/01/2011. MANIFEST ERRORS ON BILL.
http://www.legis.state.ak.us/basis/get_bill_text.asp?hsid=SB0084Z&session=27
Title: S.B. 84
Source: http://www.legis.state.ak.us
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| NC | Signed into law 07/2011 | P-12 | Provides a taxpayer a credit against the tax imposed for each of the taxpayer's eligible dependent children who is a resident of the state and who for one or two semesters during the taxable year is enrolled in grades kindergarten through 12 in a nonpublic school or in a public school at which tuition is charged. http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H344v7.pdf
Title: H.B. 344
Source: http://www.ncga.state.nc.us
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| FL | Signed into law 06/2011 | P-12 | From Legislative Staff Summary: Eliminates a current restriction for the corporate income tax credit and insurance premium tax, that eligible contributions made to eligible scholarship-funding organizations may not exceed 75% of the taxpayer's tax due for the taxable year.. Currently, a taxpayer may rescind all or part of an approved tax credit. The amount rescinded may become available to another eligible taxpayer during that fiscal year under certain circumstances. One current restriction on those amounts becoming available to another taxpayer is that the taxpayer rescinding all or part of an approved tax credit may not have previously rescinded any or all of its approved tax credits more than once in the previous three tax years. The bill removes this restriction. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h0965er.docx&DocumentType=Bill&BillNumber=0965&Session=2011
Title: H.B. 965
Source: http://www.myfloridahouse.gov
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| NH | Signed into law 06/2011 | P-12 | Establishes a committee to study the implementation of an education tax credit plan in New Hampshire. Three members each from the senate and house of representatives will study authorizing business tax credits, authorizing the establishment of tax-exempt scholarship granting organizations, and education tax credits and voucher programs implemented in other states. Requires the committee to issue an interim report with its findings and recommendations for proposed legislation by November 2011, and a final report by November 2012.
http://www.gencourt.state.nh.us/legislation/2011/SB0067.html
Title: S.B. 67
Source: http://www.gencourt.state.nh.us
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| GA | Signed into law 05/2011 | P-12 | Expands definition of "eligible student" to include 1st graders (previously included only students in a qualified kindergarten or pre-kindergarten program), and allow participants to continue to qualify until the student reaches age 20, graduates, or returns to a public school, whichever occurs first. Expands definition of qualified school or program to include a nonpublic pre-kindergarten program. Requires that the maximium scholarship amount a student scholarship organization may give in any year may not exceed the average state and local expenditures per student in fall enrollment in public K-12 for the state, which amount must be annually published by the department of education by January 1. Requires a student scholarship organization to have a board of directors of at least three members. Requires a student scholarship organization's annual audit to verify that it obligated for scholarships or tuition grants at least 90% of its annual revenue received from donations for scholarships or tuition grants. Amends the revenues and expenses data student scholarship organizations must report (including the total number and dollar amount of scholarships awarded), and requires this information to be posted to the department of revenue Web site.
Establishes penalties for any student scholarship organization that fails to comply with any statutory requirements within 90 days of notification of deficiencies. Prohibits student scholarship organizations from awarding a scholarship to a specific eligible student at a donor's request, or encouraging or facilitating taxpayers to engage in illegal actions. Provides that it is a misdemeanor for any officer or director of a student scholarship organization to actively participate in actions that are an intentional violation of a student scholarship organization's obligations.
Permits an entity other than a private individual, head of household, married couple or corporation to be allowed a tax credit. Allows the aggregate amount of tax credits allowed to increase annually until January 2018. Directs the tax commissioner to provide written notice to the taxpayer and the student scholarship organization of preapproval or denial of an amount a potential donor wishes to contribute to a student scholarship organization. Calls for the development of a Web-based donation approval process. Calls for development of an ongoing, current list on a Web site of the amount of tax credits available. Prohibits action against donors to student scholarship organizations if the tax commissioner preapproved a donation for a tax credit prior to the date the student scholarship organization is removed from the department of education list. http://www.legis.ga.gov/Legislation/20112012/116780.pdf
Title: H.B. 325
Source: www.legis.ga.gov
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| IN | Signed into law 05/2011 | P-12 | Provides a tax deduction for a parent who sends a child to a private school or home schools the child. Increases the school scholarship tax credits that may be awarded for donations to a scholarship granting organization. Prohibits a scholarship granting organization from limiting the availability of scholarships to students of only one participating school. Provides choice scholarships to students in families with income that is not more than 150% percent of the amount required for the individual to qualify for the federal free or reduced lunch program to pay the costs of tuition and fees at a public or private elementary school or high school that charges tuition. Requires fair admissions policies for schools eligible for choice scholarships. Requires an eligible school to include certain subjects in the school's curriculum. Limits the number of choice scholarships awarded per school year before June 30, 2013. Limits the choice scholarship granted to a student in grade 1 through 8 to $4,500 per school year. Provides consequences for nonpublic schools who receive: (1) consecutive low category designations for school performance and improvement; and (2) a distribution of choice scholarships. Makes conforming changes.
http://www.in.gov/legislative/bills/2011/HE/HE1003.1.html
Title: H.B. 1003
Source: http://www.in.gov/
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| OK | Signed into law 05/2011 | P-12 | Creates the "Oklahoma Equal Opportunity Education Scholarship Act". The act would allow a tax credit equal 50% of the total amount of contribution to a scholarship-granting organization not to exceed $1,000.00 for each taxpayer or $2,000.00 for married filing jointly, or $100,000.00 for any taxpayer which is a legal business entity. Sets other parameters.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB969%20ENR.DOC
Title: S.B. 969
Source: http://webserver1.lsb.state.ok.us
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| UT | Signed into law 03/2011 | Postsec. | Defines "textbook for a higher education course" to include a textbook in electronic format. Provides a tax exemption for purchase of a textbook for a higher education course. http://le.utah.gov/~2011/bills/sbillenr/sb0069.pdf
Title: S.B. 69
Source: le.utah.gov
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| Choice of Schools--Vouchers |
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| WI | Signed into law 11/2011 | P-12 | Requires private schools participating in either the Milwaukee Parental Choice Program or the Choice Program for Eligible School districts to report family information to the Department of Public Instruction. Family income data is then to be verified by the Department of Revenue (DOR) to ensure that the family income falls within the eligibility requirements for vouchers. Clarifies that the DOR does not make a determination about eligibility but verifies whether the pupil is eligible to participate on the basis of family income. If DOR is unable to verify eligibility, DOR must notify the Department of Public Instruction (DPI), which must utilize an alternative process to determine eligibility. Adds several accrediting bodies to the list of approved accreditors for participating private schools. Requires the state superintendent to terminate the participation of a private school in either program if the private school retains a disqualified person before the end of a seven-year period following the issuance of an order barring a private school from participating. Permits a private school to recover the cost of providing certain goods and services to a pupil through reasonable fees. Contains other provisions. https://docs.legis.wisconsin.gov/2011/related/acts/47
Title: S.B. 234
Source: https://docs.legis.wisconsin.gov
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| FL | Signed into law 06/2011 | P-12 | Expands eligibility for the John M. McKay Scholarships for Students with Disabilities Program to students with disabilities who have 504 accommodation plan issued under federal law (previously the only students eligible were those with an individual educational plan has been written in accordance with rules of the State Board of Education). Provides that parent may choose to enroll student in public school in adjacent district under certain conditions. Provides for scholarship amounts.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1329er.docx&DocumentType=Bill&BillNumber=1329&Session=2011
Title: H.B. 1329
Source: http://www.myfloridahouse.govt
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| FL | Signed into law 06/2011 | P-12 | From House of Representatives Staff Analysis: Expands the definition of a failing school for purposes of student eligibility for the Opportunity Scholarship Program (OSP) (Created in 1999 as part of a broad education reform package known as the A+ Plan; Designed to provide parents of public school students in failing schools the opportunity to send their children to another public school performing satisfactorily or to an eligible private school), by changing the classification of a failing school from a school receiving two "F's" in a four-year period to a school that receives a "D" or an "F" in the prior year and is in one of the two lowest categories of differentiated accountability. Expands the authorization parents currently have to choose a higher-performing public school that has space available in an adjacent school district to allow a parent to choose a higher-performing public school in any other school district in the state. Provides that if a parent chooses a higher-performing public school within the assigned district, the school district is required to provide transportation. Repeals all portions of the law relating to the OSP private school choice options to comply with existing case law that found this portion of the OSP unconstitutional. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1331er.docx&DocumentType=Bill&BillNumber=1331&Session=2011
Title: H.B. 1331
Source: http://www.myfloridahouse.gov
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| NH | Became law without governor's signature 06/2011 | P-12 | Permits the state board of education to grant charter status to all applicants that meet the requirements (removing quota of 20 schools during charter pilot begun in 2003). Requires that the state pay tuition for each pupil attending a chartered public school located in state but outside of the pupil's resident school district directly to the chartered public school.
http://www.gencourt.state.nh.us/legislation/2011/SB0082.html
Title: S.B. 82
Source: www.gencourt.state.nh.us
| |
| OH | Signed into law 06/2011 | P-12 | Requires that staff at a nonpublic school participating in the Jon Peterson special needs scholarship program or at a college-preparatory boarding school undergo criminal background checks. Permits the chief administrator of a registered private provider participating in the autism scholarship program to request criminal background information. Specifies that when the superintendent receives a request from a nonpublic school participating in the Jon Peterson special needs scholarship program or the autism scholarship program, the superintendent must proceed as if the request came from a local board
Pages 79-100 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part1.pdf
Title: H.B. 153 - Background Checks at Certain Schools
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 06/2011 | P-12 | Amends various provisions of the Educational Choice Scholarship Pilot Program (voucher for students in low-performing schools, not Cleveland voucher). Increases total number of students who may participate from 14,000 annually to 30,000 in the 2011-12 school year, and 60,000 in the 2012-13 school year and thereafter. Adds 4th and 5th level priority for scholarship awards to low-income and other students in specified low-performing schools. Adds provision directing the department to cease awarding first-time scholarships to students in buildings that no longer meet specified low-performance criteria. Removes language specifying dollar amount to be deducted from school district payment for each eligible student. Page 69-74 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Educational Choice Scholarship Pilot Program
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 06/2011 | P-12 | Specifies that the services provided under the scholarship must include an educational component. Pages 74-77 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Autism Scholarship Program
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 06/2011 | P-12 | Establishes the Jon Peterson Special Needs Scholarship Program, effective with the 2012-13 school year, for K-12 students with disabilities to attend either (1) a registered private provider (i.e., a nonpublic school or other nonpublic entity that has been registered by the superintendent of public instruction), (2) a school district that is not the school district in which the child is entitled to attend school or the child's school district of residence, or (3) a public entity other than a school district, to which a parent or person in loco parentis owes fees for services provided to a child. Provides that an eligible student may not be participating in the educational choice scholarship pilot program (low-performing schools scholarship program), the pilot project scholarship program (Cleveland scholarship program), or the autism scholarship program in a year for which scholarship funds are sought. Provides that the scholarship may cover all or a part of the fees for the child to attend the special education program, and other services agreed to by the provider and eligible applicant that are not included in the individualized education program but are associated with educating the child. Specifies the number of scholarships awarded in any fiscal year may not exceed 5% of the total number of students in the state identified as chidlren with disabilities. Requires participating students to take state-mandated assessments and for those results to be reported to the department of education, unless the student is excused from an assessment under federal law or the student's IEP. Establishes a method for determining the amount to be paid for a qualified special education child under the program. Specifies the criteria a nonpublic provider must meet to be eligible to receive payments under the program.
Pages 77-86 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Jon Peterson Special Needs Scholarship Program
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 06/2011 | P-12 | Makes changes to the "pilot project scholarship program" (Cleveland voucher program). Expands eligibility to new applicants through grade 12 (previously new students only accepted through grade 8). Increases scholarship amount effective fiscal year 2012. Pages 170-176 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Cleveland Voucher Program
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 06/2011 | P-12 | Directs the department of education to develop a document that compares a parent's and child's rights under Chapter 3323 of the Ohio code and the Individuals with Disabilities Act (20 U.S.C. 1400 et seq.) with the parent's and child's rights under the Jon Peterson special needs scholarship program, and to revise that document as necessary to reflect any pertinent changes in state or federal statutory law after the initial document is developed. Directs the department and each school district to ensure that this document is distributed in conjunction with the notice required under 20 U.S.C. 1415(d), and any provision of the Code of Federal Regulations implementing that requirement, in the manner and at all the times specified for such notice in federal law or regulation.
Pages 401-402 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Parental Rights and Special Education
Source: www.legislature.state.oh.us
| |
| WI | Signed into law 06/2011 | P-12 | Appropriates funding for the Milwaukee Parental Choice Program (MPCP) and choice programs in other eligible school districts (the latter is an expansion). Section 2532m. (118.60 of the statutes) is created to address parental choice programs for eligible school districts. "Eligible school district" means a school district that satisfies all of the following: 1. The school district's equalized value per member, as determined in accordance with s. 121.15 (4) on October 15 of the 2nd fiscal year of the current fiscal biennium for the distribution of equalization aid in that year, is no more than 80 percent of the statewide average. 2. The school district's shared cost per member, as determined in accordance with s. 121.07 on October 15 of the 2nd fiscal year of the current fiscal biennium, for the distribution of aid in that year is no more than 91 percent of the statewide average. 3. The school district is eligible, in the 2nd fiscal year of the current fiscal biennium, to receive aid under s.121.136. 4. The school district is located in whole or in part in a city of the 2nd class.
For the parental choice program, clarifies re: participating private schools; makes revisions re: family income requirement (family income includes income of the pupil's parents or legal guardians); additional tuition and fees, participation open to any private school, accrediting agency, pupil assessments, family applications, auditing standards, payments directly to the private school, enrollment cap, and state department duties (Department of Revenue references were vetoed). [Sec. 2488pt, 2536-2536g, p-2541m, 2542c-2549u, 9337 (3)-(5r)]. Requires the Department of Public Instruction to notify participating private schools of their eligibility prior to start of the school year [Sec. 2550, 2551].
https://docs.legis.wisconsin.gov/2011/related/acts/32.pdf
Title: A.B. 40 (Act 32) - Budget Bill
Source: https://docs.legis.wisconsin.gov
| |
| IN | Signed into law 05/2011 | P-12 | Provides a tax deduction for a parent who sends a child to a private school or home schools the child. Increases the school scholarship tax credits that may be awarded for donations to a scholarship granting organization. Prohibits a scholarship granting organization from limiting the availability of scholarships to students of only one participating school. Provides choice scholarships to students in families with income that is not more than 150% percent of the amount required for the individual to qualify for the federal free or reduced lunch program to pay the costs of tuition and fees at a public or private elementary school or high school that charges tuition. Requires fair admissions policies for schools eligible for choice scholarships. Requires an eligible school to include certain subjects in the school's curriculum. Limits the number of choice scholarships awarded per school year before June 30, 2013. Limits the choice scholarship granted to a student in grade 1 through 8 to $4,500 per school year. Provides consequences for nonpublic schools who receive: (1) consecutive low category designations for school performance and improvement; and (2) a distribution of choice scholarships. Makes conforming changes.
http://www.in.gov/legislative/bills/2011/HE/HE1003.1.html
Title: H.B. 1003
Source: http://www.in.gov/
| |
| OK | Signed into law 05/2011 | P-12 | Parents requesting a Lindsey Nicole Henry Scholarship for Students with Disabilities must make their request no later than December 1 of the school year during which the scholarship is requested. Removes the date of April 1 by which the school district must notify parents of their rights in regard to the scholarship and leaves in that the district must simply notify them. It also removes language that stated a parent must not be required to accept the offer of enrolling in another public school in lieu of the scholarship and language that instructs the State Department of Education to use funds from general appropriations to pay the scholarship if the district's state aid cannot be reduced enough to cover the expense. Allows for a 2.5% administrative fee by the State Department of Education and gives the Department the authority to reduce state aid to school districts failing to comply with provisions of the program. Also creates the Special Education State-wide Cooperative Task Force until May 31, 2012, to study ways to improve special education and related services. Parents will notify the State Department of Education rather than the school district of the request for a scholarship. The scholarship will be in effect until the student graduates or turns 22, whichever occurs first. Students will not be eligible for the scholarship if they are not having regular contact with the private school teachers at the physical location of the private school.
Link to summary: http://webserver1.lsb.state.ok.us/cf/2011-12%20SUPPORT%20DOCUMENTS/BILLSUM/House/HB1744%20CCS%20BILLSUM.DOC
Bill text: http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1744%20ENR.DOC
Title: H.B. 1744
Source: Westlaw/StateNet
| |
| AZ | Signed into law 04/2011 | P-12 | Amends Title 15, Arizona Revised Statutes, by adding chapter 19 creating a "scholarship account" program providing options for K-12 students with disabilities to attend private schools. Designates the expenses which can be applied to the account and rules applying to the program. http://www.azleg.gov/legtext/50leg/1r/bills/sb1553h.pdf
Title: S.B. 1553
Source: http://www.azleg.gov
| |
| Choice of Schools--Vouchers--Privately Funded |
| |
| OK | Signed into law 05/2011 | P-12 | Creates the "Oklahoma Equal Opportunity Education Scholarship Act". The act would allow a tax credit equal 50% of the total amount of contribution to a scholarship-granting organization not to exceed $1,000.00 for each taxpayer or $2,000.00 for married filing jointly, or $100,000.00 for any taxpayer which is a legal business entity. Sets other parameters.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB969%20ENR.DOC
Title: S.B. 969
Source: http://webserver1.lsb.state.ok.us
| |
| Civic Education |
| |
| NV | Signed into law 06/2011 | P-12 | Encouraging a student who receives a Governor Guinn Millennium Scholarship to volunteer at least 20 hours of community service per year.
Title: S.B. 96
Source: http://www.leg.state.nv.us
| |
| NV | Signed into law 06/2011 | P-12 | Provides for the creation of a nonprofit corporation, with a Board of Directors appointed by the Legislative Commission, to provide educational programs and opportunities and administer and oversee the activities of the Youth Legislature. Provides for a acount in the legislative fund for gifts, grants, donations and legislative appropriations may be deposited and expenses and operations of the Youth Legislature are paid. Increases the term of a member of the Youth Legislature from 1 to 2 years, with the possibility of a single, successive 2-year reappointment if the member continues to meet thequalifications for initial appointment. Expands the eligibility requirements to allow pupils in grade 9 to apply for appointment to the Youth Legislature. The position of a member of the Youth Legislature becomes vacant upon the unexcused absense of the member from any two official, scheduled meetings, courses, events, seminars or activities of the Youth Legislature. A vacancy on the Youth Legislature must be filled within 30 days after the date on which the vacancy occurs.
http://www.leg.state.nv.us/Session/76th2011/Bills/SB/SB237_EN.pdf
Title: S.B. 237
Source: http://www.leg.state.nv.us
| |
| TN | Signed into law 06/2011 | P-12 | Requires the state board of education, in consultation with the department of education, to review the current elementary and secondary curriculum standards for the subject of United States and Tennessee government. - Amends TCA Title 49.
http://state.tn.us/sos/acts/107/pub/pc0372.pdf
Title: H.B. 1625
Source: http://state.tn.us/
| |
| TN | Signed into law 06/2011 | P-12 | Directs the state board of education, in consultation with the department of education, to review the curriculum standards for civics education to determine whether the course of instruction in all public schools is designed to effectively and rigorously educate children in local, state and federal government.
http://state.tn.us/sos/acts/107/pub/pc0293.pdf
Title: S.B. 1483
Source: http://state.tn.us
| |
| IL | Adopted 05/2011 | P-12 | Commends the efforts of those schools that have already taken the necessary steps to become Illinois Democracy Schools; encourages all secondary schools in the state to take the necessary steps to become Illinois Democracy Schools, and resolves that each school district's school report card designate which of the district's secondary schools, if any, are Illinois Democracy Schools and which are not. http://www.ilga.gov/legislation/97/SR/PDF/09700SR0149lv.pdf
Title: S.R. 149
Source: www.ilga.gov
| |
| AZ | Signed into law 04/2011 | P-12 | Authorizes the Arizona Department of Education to annually retain 7% of the program's state matching grant funds for administrative purposes. Chapter 223
http://www.azleg.gov/legtext/50leg/1r/bills/sb1055s.pdf
Title: S.B. 1055
Source: http://www.azleg.gov/
| |
| KY | Signed into law 03/2011 | P-12 | Requires secondary schools to provide information to 12th grade students on how to register to vote, vote in an election using a ballot, and vote using an absentee ballot. Permits a school to provide this information through classroom activities, written materials, electronic communication, Internet resources, participation in mock elections and other methods identified by the principal after consulting with teachers.
http://www.lrc.ky.gov/record/11RS/HB192/bill.doc
Title: H.B. 192
Source: www.lrc.ky.gov
| |
| UT | Signed into law 03/2011 | P-12 | Directs each school district and the state charter school board to submit to the lieutenant governor and the commission on civic and character education a report summarizing how civic and character education are achieved in the district or charter schools through an integrated school curriculum and in the regular course of school work. http://le.utah.gov/~2011/bills/hbillenr/hb0269.pdf
Title: H.B. 269
Source: le.utah.gov
| |
| UT | Signed into law 03/2011 | P-12 | Directs the state board of education to annually report to the education interim committee the methods used and the results being achieved to instruct and prepare students to become informed and responsible citizens through an integrated character and civic education curriculum taught in connection with regular school work. http://le.utah.gov/~2011/bills/hbillenr/hb0327.pdf
Title: H.B. 327
Source: le.utah.gov
| |
| VA | Signed into law 03/2011 | P-12 | Clarifies that the Commission on Civics Education will continue until July 1, 2012, if the Commission is funded by a separate appropriation in the general appropriation act or funded with nongeneral funds or donations to sustain its work.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+SB1054ER+pdf
Title: S.B. 1054
Source: http://lis.virginia.gov
| |
| Civic Education--Character Education |
| |
| NV | Signed into law 06/2011 | P-12 | Encouraging a student who receives a Governor Guinn Millennium Scholarship to volunteer at least 20 hours of community service per year.
Title: S.B. 96
Source: http://www.leg.state.nv.us
| |
| NV | Signed into law 06/2011 | P-12 | Provides for the creation of a nonprofit corporation, with a Board of Directors appointed by the Legislative Commission, to provide educational programs and opportunities and administer and oversee the activities of the Youth Legislature. Provides for a acount in the legislative fund for gifts, grants, donations and legislative appropriations may be deposited and expenses and operations of the Youth Legislature are paid. Increases the term of a member of the Youth Legislature from 1 to 2 years, with the possibility of a single, successive 2-year reappointment if the member continues to meet thequalifications for initial appointment. Expands the eligibility requirements to allow pupils in grade 9 to apply for appointment to the Youth Legislature. The position of a member of the Youth Legislature becomes vacant upon the unexcused absense of the member from any two official, scheduled meetings, courses, events, seminars or activities of the Youth Legislature. A vacancy on the Youth Legislature must be filled within 30 days after the date on which the vacancy occurs.
http://www.leg.state.nv.us/Session/76th2011/Bills/SB/SB237_EN.pdf
Title: S.B. 237
Source: http://www.leg.state.nv.us
| |
| TN | Signed into law 06/2011 | P-12 | Requires the state board of education, in consultation with the department of education, to review the current elementary and secondary curriculum standards for the subject of United States and Tennessee government. - Amends TCA Title 49.
http://state.tn.us/sos/acts/107/pub/pc0372.pdf
Title: H.B. 1625
Source: http://state.tn.us/
| |
| TN | Signed into law 06/2011 | P-12 | Directs the state board of education, in consultation with the department of education, to review the curriculum standards for civics education to determine whether the course of instruction in all public schools is designed to effectively and rigorously educate children in local, state and federal government.
http://state.tn.us/sos/acts/107/pub/pc0293.pdf
Title: S.B. 1483
Source: http://state.tn.us
| |
| IL | Adopted 05/2011 | P-12 | Commends the efforts of those schools that have already taken the necessary steps to become Illinois Democracy Schools; encourages all secondary schools in the state to take the necessary steps to become Illinois Democracy Schools, and resolves that each school district's school report card designate which of the district's secondary schools, if any, are Illinois Democracy Schools and which are not. http://www.ilga.gov/legislation/97/SR/PDF/09700SR0149lv.pdf
Title: S.R. 149
Source: www.ilga.gov
| |
| AZ | Signed into law 04/2011 | P-12 | Authorizes the Arizona Department of Education to annually retain 7% of the program's state matching grant funds for administrative purposes. Chapter 223
http://www.azleg.gov/legtext/50leg/1r/bills/sb1055s.pdf
Title: S.B. 1055
Source: http://www.azleg.gov/
| |
| AZ | Signed into law 04/2011 | P-12 | Removes the statutory restrictions on the use of Soft Capitol Allocation (SCA) monies. Allows, as session law, 50% of unemnumbered ECA credits to be spent for short term capital items such as technology, textbooks, library resources, instructional aids, pupil transportation vehicles, furniture and equipment in FY 2012 and 2013 only. Schools may only use unencumbered ECA credits received before tax year 2011 for these purposes. Schop;s must also report these expenditrues to Joint Legislative Budget Committee at the end of each fiscal year. Specifies that if a public school has unspent ECA contributions that were previously designated for a specific purpose or program and that purpose or program has been discontinued or has not been used for two consecutive fiscal years, those contributions are considered undesignated monies in the following fiscal year. Requires a public school that received fees or a cash contribution to additionally report their dollar amount of fees, categorized by specific extra curricular activity or character education program.
Title: H.B. 2301
Source: http://www.azleg.gov/
| |
| KY | Signed into law 03/2011 | P-12 | Requires secondary schools to provide information to 12th grade students on how to register to vote, vote in an election using a ballot, and vote using an absentee ballot. Permits a school to provide this information through classroom activities, written materials, electronic communication, Internet resources, participation in mock elections and other methods identified by the principal after consulting with teachers.
http://www.lrc.ky.gov/record/11RS/HB192/bill.doc
Title: H.B. 192
Source: www.lrc.ky.gov
| |
| UT | Signed into law 03/2011 | P-12 | Directs each school district and the state charter school board to submit to the lieutenant governor and the commission on civic and character education a report summarizing how civic and character education are achieved in the district or charter schools through an integrated school curriculum and in the regular course of school work. http://le.utah.gov/~2011/bills/hbillenr/hb0269.pdf
Title: H.B. 269
Source: le.utah.gov
| |
| UT | Signed into law 03/2011 | P-12 | Directs the state board of education to annually report to the education interim committee the methods used and the results being achieved to instruct and prepare students to become informed and responsible citizens through an integrated character and civic education curriculum taught in connection with regular school work. http://le.utah.gov/~2011/bills/hbillenr/hb0327.pdf
Title: H.B. 327
Source: le.utah.gov
| |
| VA | Signed into law 03/2011 | P-12 | Clarifies that the Commission on Civics Education will continue until July 1, 2012, if the Commission is funded by a separate appropriation in the general appropriation act or funded with nongeneral funds or donations to sustain its work.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+SB1054ER+pdf
Title: S.B. 1054
Source: http://lis.virginia.gov
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| FL | Signed into law 06/2011 | P-12
Postsec. | Allows a principal to waive the civics end-of-course (EOC) assessment requirement for a transfer student who already completed a civics course (Sec. 25). Establishes an exemption from the intensive reading course requirement for certain students (Sec. 16, 18). Provides the commissioner limited flexibility in reporting student results on statewide assessments and eliminates the 3-week EOC administration window (Sec.25). Requires high schools to evaluate the college readiness of each student who scores a certain level on statewide assessments (Sec. 26).
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 16, 18, 25, 26
Source: http://www.myfloridahouse.gov
| |
| ME | Signed into law 06/2011 | P-12 | Requires a secondary student to satisfactorily complete at least one course in civics and government to receive a high school diploma. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC294.asp
Title: H.P. 902 (L.D. 1211)
Source: http://www.mainelegislature.org
| |
| NC | Signed into law 06/2011 | P-12 | Amends civic literacy curriculum requirements related to the founding of the United States. Deletes the requirements that high school students learn and be required to demonstrate understanding of the found of the U.S. and replaces with a specific requirement that high school students take a semester-long course entitled "American History I – The Founding Principles." Details specific ideas, philosophies, and rights that must be taught as part of the course and stablishes that a passing grade in the course will be a high school graduation requirement beginning with the 2014-2015 school year. Requires the state department of education to report by October 15 of each odd-numbered year to the Legislature covering the implementation of the new curriculum.
http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H588v6.pdf
Title: H.B. 588
Source: http://www.ncga.state.nc.us
| |
| TN | to governor 05/2011 | P-12 | Specifies that each student must be taught the foundational instruments, mechanisms and values of American government and that no teacher or administrator in an LEA may be prohibited from using or reading from the United States Constitution during the course of educational instruction or from posting the Constitution in a public school building, classroom or at an event. Adds that students must be informed of the nature of America which makes it an exception, differentiated by its behavior, influence and contributions, from the other nations of the world and shown why America is a positive difference, that has led the world to improvements in science, agriculture, economics, education, justice, human rights, the standard of living, and liberty not only within our borders, but across the world. Students must also be informed of the characteristics of the United States government, to include:
(1) The Declaration of Independence separated our people from our former government. It explains why we were willing to war against our own king, what our values were, and how his tyranny had tried to take those values away; (2) The Constitution is the "rule book" for how the federal government works. No action is permitted unless permission for it can be found in the Constitution; (3) The Declaration of Independence and the Constitution, with the Bill of Rights, are available for all to read today, and still apply in exactly the words they originally contained in simple English; and (4) The Constitution created a Republic, not a Democracy. The difference is that we do not directly choose our laws; we choose wise people from among us who will represent our interests, and who will honor the limitations we have put on them, to form our laws. Whatever needs our representatives may see, and whatever urges we as a people may feel from time to time, the government is only empowered to address certain listed issues. It is our duty to use prudence and understanding when we choose these representatives. Amends TCA Title 49.
http://www.capitol.tn.gov/Bills/107/Bill/HB1625.pdf
Title: H.B. 1625
Source: http://www.capitol.tn.gov/Bills
| |
| NE | Signed into law 04/2011 | P-12 | Expands the topics required to be covered in the teaching of civics in high schools. The bill provides that in teaching about the
duties of citizenship, specific attention shall be given to instruction regarding active participation in the improvement of a citizen's
community, state, country, and world and the value and practice of civil discourse between opposing interests.
http://nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB544.pdf
Title: L.B. 544
Source: http://nebraskalegislature.gov/
| |
| Civic Education--Pledge of Allegiance |
| |
| ME | Signed into law 05/2011 | P-12 | Requires a school administrative unit to allow every student enrolled in the school administrative unit the opportunity to recite the Pledge of Allegiance at some point during a school day in which students are required to attend. Provides that a school administrative unit may not require a student to recite the Pledge of Allegiance. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC162.asp
Title: H.P. 842
Source: http://www.mainelegislature.org
| |
| Class Size |
| |
| NC | Veto overridden: legislature has overridden governor's veto 06/2011 | P-12 | Declares findings of the general assembly regarding benefits of small class sizes in grades 1-3, and disadvantages of larger class sizes. Establishes legislative intent to reduce class size in grades 1 through 3 to a class size allotment not exceeding 1:15 as funds become available. Page 41 of 342: http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H200v9.pdf
Title: H.B. 200 - Class Size Reduction for Grades 1-3
Source: www.ncleg.net
| |
| FL | Signed into law 05/2011 | P-12 | Sec. 8 - Adjusts the charter school enrollment process such that students living in a development that provides the facility and related property with an appraised value of at least $10 million for a charter school in the development shall be entitled to 50 percent of the enrollment in the charter school. Provides that charter school systems may be designated as local education agencies for the purpose of receiving federal funds.
Sec. 11 & 12 - Increases the number of students that may be assigned to an instructor in the school year Pre-kindergarten program from 11 to 12, and from 18 to 20 for an instructor plus an assistant.
Sec. 14 - Redefines the term "core curricula courses" for the purpose of designating classes subject to the maximum class size requirements and requires the state Department of Education to maintain a list of such courses.
Sec. 15 - Provides flexibility for school districts to implement class size requirements when additional students enroll in a school after the October survey and for students in grades 4 to 8 who take high school courses. http://laws.flrules.org/files/Ch_2011-055.pdf
Title: S.B. 2120 - Sec. 8, 11, 12, 14, 15
Source: http://laws.flrules.org
| |
| GA | Signed into law 05/2011 | P-12 | Extends for 2013-14 and 2014-15 school years certain temporary provisions that permit the average class size for certain programs to be equivalent to the maximum individual class size for each program. Page 7-8 of 11: http://www.legis.ga.gov/Legislation/20112012/116810.pdf
Title: H.B. 192 - Class Size
Source: www.legis.ga.gov
| |
| CA | Signed into law 03/2011 | P-12 | From bill summary: Existing law appropriates funding for class size reduction grades K-3, to be expended consistent with specified requirements.
New legislation:
--Reduces that appropriation in accordance with specified requirements, and identifies funds that the state department of education is required to use if the funds appropriated for this program are determined to be insufficient.
--Requires the superintendent of public instruction to certify to the controller the amounts needed for the 2011–12 fiscal year to fund the class size reduction program and set forth a schedule for the transfer of
that funding. Requires the controller to transfer that funding from the general fund to the state school fund, thereby making an appropriation.
--Requires the superintendent, before making each certification, to notify the department of finance, the legislative analyst, and the appropriate policy and fiscal committees of the legislature regarding
the amounts he/she intends to certify. Requires the notification to include the data used in determining the amounts to be certified. Pages 78-79 of 81: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0051-0100/sb_70_bill_20110324_chaptered.pdf
Title: S.B. 70 - Sec. 58
Source: www.leginfo.ca.gov
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| Curriculum |
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| PA | Signed into law 10/2011 | P-12 | Updates the definition of ''vocational agricultural education" to include instruction that develops student potential for success in entering and advancing through careers in the food, agriculture and natural resources sciences, such as production agriculture, animal science, agribusiness management and marketing, agricultural research, energy systems, agricultural mechanics and engineering, biotechnology, food science, processing and retailing, banking, agricultural education, forestry, horticulture,landscape contracting, nursery and floriculture production, retail garden center management, leadership and career development, management, economics and marketing, natural resource management, plant and soil science, power and systems technology, rural-urban interfacing and other related fields.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2011&sessInd=0&billBody=S&billTyp=B&billNbr=0389&pn=1200
Title: S.B. 389
Source: http://www.legis.state.pa.us
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| CA | Signed into law 07/2011 | P-12 | From bill summary: Updates references to certain categories of persons and requires instruction in social sciences to include a study of the role and contributions of lesbian, gay, bisexual, and transgender Americans, persons with disabilities, and members of other cultural groups, to the development of California and the U.S..
Amends provision prohibiting instruction or school sponsored activities that promote a discriminatory bias because of certain characteristics (i.e., race, gender), so that such provisions refer to race or ethnicity, gender, religion, disability, nationality, and sexual orientation, or other characteristic listed. Amends provision prohibiting a district governing board from adopting instructional materials that contain any matter
reflecting adversely upon persons because of specified characteristics, to refer to race or ethnicity, gender, religion, disability, nationality, sexual orientation, and occupation, or other characteristic listed as specified. Amends provision requiring adopted instructional materials to accurately portray the role and contributions of culturally and racially diverse groups, to include Pacific Islanders, lesbian, gay, bisexual,
and transgender Americans, and persons with disabilities. Clarifies legislative intent to require that alternative and charter schools take notice of these provisions in light of existing provisions that prohibit discrimination in any aspect of their operation. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0001-0050/sb_48_bill_20110714_chaptered.pdf
Title: S.B. 48
Source: www.leginfo.ca.gov
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| CT | Signed into law 07/2011 | P-12 | Includes genocide education in the materials provided by the Department of Education to school districts for student curriculum and educator in-service training. Classifies American sign language as a foreign language for purposes of the prescribed education curriculum. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00136-R00HB-06499-PA.pdf
Title: H.B. 6499 - Sec. 1 and 2
Source: http://www.cga.ct.gov
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| FL | Signed into law 06/2011 | P-12 | Authorizes school districts to provide a digital curriculum for students in grades 6 through 12 (Sec. 17). Requires a district's strategic plan to include plans to implement a middle school career and professional academy (Sec. 20). Eliminates the requirement that a student choose the 18 credit accelerated graduation option no later than ninth grade (Sec. 19). Authorizes school districts to select premethods and postmethods for determining student learning gains for supplemental educational service providers (Sec. 28).
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 17, 19, 20, 28
Source: http://www.myfloridahouse.gov
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| FL | Signed into law 05/2011 | P-12 | Sec. 8 - Adjusts the charter school enrollment process such that students living in a development that provides the facility and related property with an appraised value of at least $10 million for a charter school in the development shall be entitled to 50 percent of the enrollment in the charter school. Provides that charter school systems may be designated as local education agencies for the purpose of receiving federal funds.
Sec. 11 & 12 - Increases the number of students that may be assigned to an instructor in the school year Pre-kindergarten program from 11 to 12, and from 18 to 20 for an instructor plus an assistant.
Sec. 14 - Redefines the term "core curricula courses" for the purpose of designating classes subject to the maximum class size requirements and requires the state Department of Education to maintain a list of such courses.
Sec. 15 - Provides flexibility for school districts to implement class size requirements when additional students enroll in a school after the October survey and for students in grades 4 to 8 who take high school courses. http://laws.flrules.org/files/Ch_2011-055.pdf
Title: S.B. 2120 - Sec. 8, 11, 12, 14, 15
Source: http://laws.flrules.org
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| FL | Signed into law 05/2011 | P-12 | Sec. 21 - Requires the state Commissioner of Education, by April 15 of each school year, to appoint three state or national experts in the content areas submitted for adoption to review the instructional materials and evaluate the content for alignment with the applicable Next Generation Sunshine State Standards. Provides that the reviewers will be designated as state instructional materials reviewers and will review the materials for the level of instructional support and the accuracy and appropriateness of progression of introduced content. Revises statutes related to instructional materials for public schools requiring that by 2015-2016, all adopted instructional materials for K-12 students are to be in electronic or digital format. http://laws.flrules.org/files/Ch_2011-055.pdf
Title: S.B. 2120 - Sec. 21
Source: http://laws.flrules.org
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| WV | Signed into law 05/2011 | P-12 | Amends and reenacts the law relating to the authority of school curriculum teams and local school collaborative processes with respect to selection and use of testing and assessment instruments not required by statute or state board when certain conditions are met. Provides that school curriculum teams should: (1) Provide professional opportunities for teachers, administrators and other school personnel that allow them to have a direct voice in the operation of their schools and to create a culture of shared decision-making focused on the ultimate goal of raising student achievement; (2) Encourage the use of different, high-quality models of teaching, scheduling and other aspects of educational delivery that meet a variety of student needs; (3) Increase high-quality educational opportunities for all students that close achievement gaps between high-performing and low-performing groups of public school students; and (4) Provide public schools with increased school-level freedom and flexibility to achieve these purposes when they have achieved exceptional levels of results-driven accountability. Provides for the discretionary use of certain assessments, instructional strategies and programs for certain teams when certain conditions are met. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=HB3116%20ENR.htm&yr=2011&sesstype=RS&i=3116
Title: H.B. 3116
Source: http://www.legis.state.wv.us
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| AK | Signed into law 04/2011 | P-12 | Establishes advisory task force on theme-based education as a legislative task force to compile data and advise the legislature on public school curriculum. Establishes membership. Requires the task force to meet at the call of the chair at least once every three months. Directs the task force to (1) Compile research conducted in the state and nationally on theme-based education; (2) Explore new approaches that may effective in producing increased levels of career readiness; and (3) Prepare legislative recommendations to improve curriculum in the state. Directs the task force to submit its findings and recommendations no later than January 1, 2012. Dissolves the task force effective January 1, 2012.
http://www.legis.state.ak.us/basis/get_bill_text.asp?hsid=SB0001Z&session=27
Title: S.B. 1 - Task Force on Theme-Based Education
Source: http://www.legis.state.ak.us
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| IA | Signed into law 04/2011 | P-12
Postsec. | Establishes a council for agricultural education (advisory). Sets membership and duties. The duties of the council are to review, develop, and recommend standards for secondary and postsecondary agricultural education.
http://search.legis.state.ia.us/NXT/gateway.dll/cl/84th%20ga%20-%20session%201/01___enrolled/001___bills/01___house/hf592.html?f=templates$fn=document-frameset.htm$q=agriculture$x=server$3.0#LPHit1
Title: H.B. 592
Source: http://search.legis.state.ia.us
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| WA | Signed into law 04/2011 | P-12 | Relates to encouraging instruction in the history of civil rights; adding a new section to chapter 28A.230 RCW; and creating a new section.
Effectove 07/22/2011
http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202011/5174.SL.pdf
Title: S.B. 5174
Source: http://apps.leg.wa.gov
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| Curriculum--Arts Education |
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| NC | Signed into law 06/2011 | P-12 | Establishes The Arts Education Commission in the General Assembly to: (1) Review, prioritize, and recommend implementation strategies for the recommendations of the Comprehensive Arts Education Plan for K-12; (2) Recommend the content and process to establish an arts education report card; (3) Recommend ways to assess and promote opportunities for students to learn the skills of creativity and innovation; (4) Work with state department of education on the creation of arts education assessment models based on existing assessments and tests; (5) Recommend the establishment of arts education accountability incentives for schools under the accountability component of the Accountability and Curriculum Reform Effort for specified areas; and (6) Study and recommend a permanent financing strategy for K-12 arts education. Requires the Commission to report to the General Assembly by May 1, 2012, at which time the Commission terminates.
http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H758v5.pdf
Title: H.B. 758
Source: http://www.ncga.state.nc.us
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| UT | To governor 03/2011 | P-12 | Effective with the 2011-12 school year, permits a district or charter school to receive a grant through the Beverley Taylor Sorenson Elementary Arts Learning Program if the district or charter school provides matching funds for 10% of the grant amount. Directs a qualifying district or charter school to increase its match by an additional 10% each year, until the district or charter school provides matching funds in an amount equal to the grant amount. Beginning with the 2011-12 school year, directs the state board to make funds available for additional schools to participate in the Beverly Taylor Sorenson Elementary Arts Learning Program, corresponding to the amount of matching funds required from schools. Removes July 2012 repeal date for the program. http://le.utah.gov/~2011/bills/sbillenr/sb0217.pdf
Title: S.B. 217
Source: le.utah.gov
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| Curriculum--Drivers Education |
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| LA | Signed into law 06/2011 | P-12 | Relates to driver's education programs. Consolidates all driver's education programs and instruction under the Department of Public Safety and Corrections and removes the programs and instruction from the Department of Education. Requires the DPSC to establish rules and procedures for instruction.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760483
Title: H.B. 534
Source: http://www.legis.state.la.us
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| OR | (H) CHAPTER 357, (2011 LAWS): EFFECTIVE DATE JANUARY 1, 2012. 06/2011 | P-12 | Relating to traffic safety education courses.
Title: H.B. 2210
Source: http://www.leg.state.or.us
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| TX | Signed into law 06/2011 | P-12 | Directs the Sunset Advisory Commission to review the education agency's jurisdiction and control over driver education and driving safety schools, and to report to the legislature and governor whether another state
agency should have jurisdiction and control over driver education and driving safety schools. Amends processes for the provision of driver education certificates. Requires that drivers education instructors undergo a national criminal background check, and pay a fee for the review. Requires that information collected to perform the criminal background check be kept confidential; provides exceptions. Requires that a drivers education school discharge or refuse to hire an individual if the criminal background check indicates the individual has been (a) convicted of (1) a felony, (2) an offense that requires the individual to register as a sex offender, or (3) an offense equivalent to (1) or (2), and (b) the victim of (1), (2), or (3) was under the age of 18 or enrolled in a public school at the time of the offense. Also requires the individual's driver education instructor license to be suspended or revoked if s/he is found to have been convicted of any of the aforementioned offenses. Provides exceptions. Permits a driver education school to discharge an instructor if the school obtains information that the employee has been convicted of a felony or misdemeanor involving moral turpitude that the employee did not disclose to the school or agency.
Permits a driver education instructor license to be issued to an individual who has completed nine semester hours of driver and traffic safety education or a program of study in driver education approved by the commissioner from an approved driver education school but who does not hold a drivers education certificate, but provides that the individual may provide instruction only for a driver education school in a county with a population of at least 275,000 but not more than 285,000 and that is operated by a private K-12 school or open-enrollment charter school. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02678F.pdf#navpanes=0
Title: H.B. 2678
Source: www.capitol.state.tx.us
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| Curriculum--Financial Literacy/Economics Ed. |
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| TX | Signed into law 06/2011 | P-12
Postsec. | Requires that the Texas essential knowledge and skills related to personal financial literacy include instruction in methods of paying for college and other postsecondary education and training. Requires each high district and open enrollment charter school offering a high school program to provide instruction in personal financial literacy in any course meeting the requirements for an economic credit, using state board-approved materials. Requires the instruction in financial literacy to include instruction in methods of paying for college and other postsecondary education and training, including instruction on completing the application for federal student aid (FAFSA). Requires districts and open enrollment charter schools to ensure that a student enrolled in a dual credit course meets the requirements for an economics credit receives the instruction described above. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB00034F.pdf#navpanes=0
Title: H.B. 34
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | Postsec. | Requires general academic teaching institutions to offer personal financial literacy training. Directs the higher education coordinating board to determine the topics to be covered by the training, which may include budgeting, credit cards, spending, saving, loan repayment and consolidation, taxes, retirement planning, and financing of health care and other benefits. Permits the coordinating board to permit this training by rule to be provided in an online course. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB00399F.pdf#navpanes=0
Title: H.B. 399
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Requires a personal financial literacy component to be included in mathematics instruction in grades K-8 (previously personal financial literacy only required to be included in one or more courses required for high school graduation). Directs the commissioner of education to adopt a list of electronic textbooks and instructional material for use as part of the foundation curriculum for personal financial literacy in grades K-8. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/SB00290F.pdf#navpanes=0
Title: S.B. 290
Source: www.capitol.state.tx.us
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| ME | Signed into law 05/2011 | P-12 | Requires the Commissioner of Education to develop a program of technical assistance that promotes the importance of financial literacy and encourages school administrative units to implement an integrated model for instruction in personal finance that may be used in secondary schools as part of the instruction in social studies or mathematics Requires the commissioner in consultation with certain organizations to prepare and distribute annually, in January, a report to school boards and superintendents that includes strategies and resources available to implement an integrated model for instruction in personal finance for use in secondary schools. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC154.asp
Title: H.P. 161
Source: http://www.mainelegislature.org
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| TN | Signed into law 05/2011 | P-12 | Requires that state board of education mandate revisions to financial literacy education, including as component on certain achievement tests, after recommendations made by financial literacy commission.
http://www.capitol.tn.gov/Bills/107/Bill/SB0912.pdf
Title: S.B. 912
Source: http://www.capitol.tn.gov/
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| WA | Signed into law 05/2011 | P-12 | Establishes term limits for membership on the financial education public-private partnership. Encourages school districts to adopt the jumpstart coalition national standards in K-12 personal finance education and provide students with an opportunity to master the standards. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202011/1594.SL.pdf
Title: H.B. 1594
Source: apps.leg.wa.gov
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| Curriculum--Foreign Language/Sign Language |
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Establishes the State Seal of Biliteracy to recognize high school graduates who have attained a high level of proficiency in speaking, reading and writing in one or more languages in addition to English. Provides the State Seal of Biliteracy is awarded by the superintendent of public instruction in accordance with specified criteria. Requires the superintendent of public instruction to prepare and deliver to participating school districts the seal insignia. Requires participating school districts to maintain records in order to identify pupils who have earned a State Seal of Biliteracy and to affix an appropriate insignia to the diploma or transcript of pupils who earn a State Seal of Biliteracy. Makes an appropriation by authorizing the superintendent of public instruction to use money appropriated for purposes of the Golden State Seal Merit Diploma program to develop a Web site for electronic delivery of the seals for both the Golden State Seal Merit Diploma and State Seal of Biliteracy programs to school districts. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0801-0850/ab_815_bill_20111008_chaptered.pdf
Title: A.B. 815
Source: www.leginfo.ca.gov
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| CT | Signed into law 07/2011 | P-12 | Includes genocide education in the materials provided by the Department of Education to school districts for student curriculum and educator in-service training. Classifies American sign language as a foreign language for purposes of the prescribed education curriculum. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00136-R00HB-06499-PA.pdf
Title: H.B. 6499 - Sec. 1 and 2
Source: http://www.cga.ct.gov
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| LA | Signed into law 06/2011 | P-12 | Requires the State Board of Elementary and Secondary Education to develop and implement a process to certify foreign language immersion education programs as a means to provide statewide standards for the programs and assist and support schools and districts in establishing and maintaining high quality, highly effective immersion programs.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760362
Title: S.B. 104
Source: http://www.legis.state.la.us
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| VA | Signed into law 02/2011 | P-12 | Provides that if a local school board offers an elective course in American Sign Language, it must grant academic credit for course completion on the same basis as the successful completion of a foreign language course and count course completion in American Sign Language toward the fulfillment of any foreign language requirement for graduation. Additionally, the bill requires public institutions of higher education to count academic credit received for successful completion of American Sign Language courses in a secondary school or higher education institution toward satisfaction of the foreign language entrance requirements.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+HB1435ER+pdf
Title: H.B. 1435
Source: http://lis.virginia.gov/
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| Curriculum--Health/Nutrition Education |
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| TX | Adopted 11/2011 | P-12 | Renames nutrition outreach and education programs and clarifies eligibility requirements for both programs. One program is now "Expanding the 3E's Grant Program" (former "Established Nutrition Education Practices for Public Schools Grant Program"); the other is now "Establishing the 3E's Grant Program" (former "Nutrition Education Grant Program"). §§26.42 -26.45, 26.52, 26.53, and 26.55 are adopted as published in the September 2, 2011 Texas Register (pages 6-7 of 134): http://www.sos.state.tx.us/texreg/pdf/backview/0902/0902prop.pdf. Sections 26.40, 26.41 and 26.51 are adopted as published in the November 25, 2011 Texas Register (pages 1-2 of 94): http://www.sos.state.tx.us/texreg/pdf/backview/1125/1125adop.pdf
Title: 4 TAC 26.40, 41, 42, 43, 44, 45, 51, 52, 53, 55
Source: www.sos.state.tx.us
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| FL | Signed into law 06/2011 | P-12 | Adds Internet safety to the list of health education topics which public schools are required to cover. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h0251er.docx&DocumentType=Bill&BillNumber=0251&Session=2011
Title: H.B. 251
Source: http://www.myfloridahouse.gov
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| NJ | Signed into law 05/2011 | P-12 | Directs the Department of Education to develop a school district dating violence policy and requires school districts to provide dating violence education in the health curriculum. Requires the DOE to recommend educational resources on dating violence and shall post these materials on its website.
http://www.njleg.state.nj.us/2010/Bills/PL11/64_.PDF
Title: A 2920
Source: http://www.njleg.state.nj.us/bills/
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| ID | Signed into law 04/2011 | P-12 | Appropriations--Health Education - Appropriates $10,710,400 for Health Education Programs for fiscal year 2012; limits the number of full-time equivalent positions to 20.5; and provides for reappropriation of dedicated funds
http://legislature.idaho.gov/legislation/2011/S1204.pdf.
Title: S.B. 1204
Source: http://legislature.idaho.gov/
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| Curriculum--Language Arts |
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| CT | Signed into law 07/2011 | P-12 | Sec. 1 - Establishes a task force to address the academic achievement gaps in Connecticut by considering effective approaches to closing the achievement gaps in elementary, middle and high schools. Requires the task force to submit a master plan to the General Assembly by July 1, 2012. Provides that the task force must terminate on January 1, 2020.
Sec. 2 - Establishes an Interagency Council for Ending the Achievement Gap (the council) to assist the achievement gap task force, in the development of the master plan to eliminate the academic achievement gaps in Connecticut, implement the provisions of the master plan, and, if necessary, make recommendations for legislation relating to the master plan to the joint standing committee of the General Assembly. Directs the council to submit annual progress reports on the implementation of the master plan to the General Assembly.
Sec. 3 - Permits local or regional boards of education for schools designated as low-achieving under state law to increase the number of school sessions each year and the number of school hours each day in order to improve student performance and remove the school from the list of low-achieving schools.
Sec. 4 - Provides that the summer reading program required in priority school districts must be offered to children enrolled in kindergarten who are determined by their school to be substantially deficient in reading based on measures established by the State Board of Education. Directs each priority school district to require the schools under its jurisdiction to assess the reading level of students enrolled in kindergarten at the end of the school year and in grades 1-3 at the beginning, middles and end of the school year (assessment was previously only required in grades 1-3 at the middle and end of the school year). Required individual reading plans must be monitored by school literacy teams that will consist of, but not be limited to, teachers, school reading specialists, internal or external reading consultants, the school principal and the provider of the additional instruction. Adds kindergarten to the grade range for which priority school districts may require students found substantially deficient in reading to attend summer school.
Sec. 5 - Permits the Commissioner of Education to identify schools to participate in a pilot study for the purposes of promoting best practices in early literacy and closing the academic achievement gaps.
Sec. 6 - Provides that the required statement of educational goals (which identify specific expectations for students in terms of skills, knowledge and competence) prepared by the board of education be annually established.
Sec. 7 - Requires, on and after July 1, 2011, any person applying for a certification in the endorsement area of elementary education to achieve a satisfactory evaluation on the appropriate State Board of Education approved mathematics assessment in order to be eligible for such elementary education endorsement.
Sec. 8 - Requires, not later than July 1, 2012, the Department of Education to approve and make available model curricula and frameworks in reading and mathematics for grades prekindergarten to grade four, inclusive, for use by boards of education for school districts or individual schools identified by the department as having academic achievement gaps.
Sec. 9 - Requires the Connecticut School Reform Resource Center (the Center) to provide a program of professional development activities for teachers to educate such students that includes research-based child development and reading instruction tools and practices. Requires the Center to develop strategies for assisting such students who are in danger of failing and develop culturally-relevant methods for educating students whose primary language is not English. http://www.cga.ct.gov/2011/ACT/PA/2011PA-00085-R00SB-00929-PA.htm
Title: S.B. 929
Source: http://www.cga.ct.gov
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| NV | Signed into law 05/2011 | P-12 | Requires the state board of education to develop a model curriculum for the subjects of English language arts and mathematics. Provides for the dissemination of the model curriculum to school districts, charter schools and the regional training programs for the professional development of teachers and administrators.
http://www.leg.state.nv.us/Session/76th2011/Bills/SB/SB14_EN.pdf
Title: S.B. 14
Source: http://www.leg.state.nv.us
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| IN | Adopted 04/2011 | P-12 | Amends 511 IAC 6.1-5-2.6 to include the utilization of the reading framework adopted by the state board of education as part of the required elementary curriculum. Adds 511 IAC 6.2-3.1 to define and require elementary schools to submit a reading plan and to define the components of the reading plan. Defines the reading instruction and intervention requirements and specific intervention. Statutory authority: IC 20-19-2-8; IC 20-32-8.5.
Title: 511 IAC 6.1-5-2.6; 511 IAC 6.2-3.1
Source: Westlaw/StateNet
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| Curriculum--Mathematics |
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| MT | Adopted 11/2011 | P-12 | Adopts college and career ready content standards for mathematics and repeals previous standards and performance descriptors.
http://www.mtrules.org/gateway/Cycle_Home.asp?CID=1327
Title: ARM 10.54.4010-4013; 4020-4023; 4030-4033; 4040-4043; 4101-4112
Source: http://www.mtrules.org
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| CT | Signed into law 07/2011 | P-12 | Sec. 1 - Establishes a task force to address the academic achievement gaps in Connecticut by considering effective approaches to closing the achievement gaps in elementary, middle and high schools. Requires the task force to submit a master plan to the General Assembly by July 1, 2012. Provides that the task force must terminate on January 1, 2020.
Sec. 2 - Establishes an Interagency Council for Ending the Achievement Gap (the council) to assist the achievement gap task force, in the development of the master plan to eliminate the academic achievement gaps in Connecticut, implement the provisions of the master plan, and, if necessary, make recommendations for legislation relating to the master plan to the joint standing committee of the General Assembly. Directs the council to submit annual progress reports on the implementation of the master plan to the General Assembly.
Sec. 3 - Permits local or regional boards of education for schools designated as low-achieving under state law to increase the number of school sessions each year and the number of school hours each day in order to improve student performance and remove the school from the list of low-achieving schools.
Sec. 4 - Provides that the summer reading program required in priority school districts must be offered to children enrolled in kindergarten who are determined by their school to be substantially deficient in reading based on measures established by the State Board of Education. Directs each priority school district to require the schools under its jurisdiction to assess the reading level of students enrolled in kindergarten at the end of the school year and in grades 1-3 at the beginning, middles and end of the school year (assessment was previously only required in grades 1-3 at the middle and end of the school year). Required individual reading plans must be monitored by school literacy teams that will consist of, but not be limited to, teachers, school reading specialists, internal or external reading consultants, the school principal and the provider of the additional instruction. Adds kindergarten to the grade range for which priority school districts may require students found substantially deficient in reading to attend summer school.
Sec. 5 - Permits the Commissioner of Education to identify schools to participate in a pilot study for the purposes of promoting best practices in early literacy and closing the academic achievement gaps.
Sec. 6 - Provides that the required statement of educational goals (which identify specific expectations for students in terms of skills, knowledge and competence) prepared by the board of education be annually established.
Sec. 7 - Requires, on and after July 1, 2011, any person applying for a certification in the endorsement area of elementary education to achieve a satisfactory evaluation on the appropriate State Board of Education approved mathematics assessment in order to be eligible for such elementary education endorsement.
Sec. 8 - Requires, not later than July 1, 2012, the Department of Education to approve and make available model curricula and frameworks in reading and mathematics for grades prekindergarten to grade four, inclusive, for use by boards of education for school districts or individual schools identified by the department as having academic achievement gaps.
Sec. 9 - Requires the Connecticut School Reform Resource Center (the Center) to provide a program of professional development activities for teachers to educate such students that includes research-based child development and reading instruction tools and practices. Requires the Center to develop strategies for assisting such students who are in danger of failing and develop culturally-relevant methods for educating students whose primary language is not English. http://www.cga.ct.gov/2011/ACT/PA/2011PA-00085-R00SB-00929-PA.htm
Title: S.B. 929
Source: http://www.cga.ct.gov
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| NV | Signed into law 05/2011 | P-12 | Requires the state board of education to develop a model curriculum for the subjects of English language arts and mathematics. Provides for the dissemination of the model curriculum to school districts, charter schools and the regional training programs for the professional development of teachers and administrators.
http://www.leg.state.nv.us/Session/76th2011/Bills/SB/SB14_EN.pdf
Title: S.B. 14
Source: http://www.leg.state.nv.us
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| OK | Signed into law 05/2011 | P-12 | Requires the Oklahoma Commission for Teacher Preparation to develop and administer mathematics professional development programs for any teacher who became licensed or certified to teach in elementary education or early childhood education prior to July 1, 2001, and is serving as a K-3 teacher in a public school. The purpose is to improve the knowledge and skills of the teachers and to ensure that the elementary grade students of the state are taught by professional educators fully prepared in the area of mathematics.Subject to availability of funding, but based on the number of teachers who would be eligible for such training, the Oklahoma Commission for Teacher Preparation would expect to train approximately 200 teachers per year at a cost of $1,800 per teacher, for a total cost of $260,000 per year.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1918%20ENR.DOC
Title: H.B. 1918
Source: http://webserver1.lsb.state.ok.us
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| WA | Signed into law 04/2011 | P-12 | Encourages elementary teachers who enjoy and excel in mathematics to become specialists and encourages school
districts to assign these specialists to teach elementary and middle school mathematics. Encourages the professional educator
standards board to develop standards for and adopt a specialty endorsement for elementary mathematics specialists. Effective 7/22/11
http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/House%20Passed%20Legislature/1600-S.PL.pdf
Title: H.B. 1600
Source: http://apps.leg.wa.gov/
| |
| VA | Signed into law 03/2011 | P-12 | Codifies in the Standards of Quality the flexibility to use funds provided in the appropriation act and provided to local school divisions for certain staffing standards related to instructional staff in mathematics, limited English proficiency, reading, technology, and assistant principals. Additionally, amends the definition of ''support services."
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0055+pdf
Title: H.B. 1792/S.B. 1270
Source: http://lis.virginia.gov/
| |
| Curriculum--Physical Education |
| |
| WI | Signed into law 12/2011 | P-12 | Authorizes local boards to allow a pupil who participates in sports or in another organized physical activity, as determined by the school board, to complete an additional 0.5 credit in English, social studies, mathematics, science or health education in lieu of 0.5 credit in physical education.
https://docs.legis.wisconsin.gov/2011/related/acts/105
Title: S.B. 95 - Section 8 (118.33)
Source: https://docs.legis.wisconsin.gov
| |
| CA | Vetoed 10/2011 | P-12 | From bill summary: Requires the state board to establish the Health and Fitness Award Program to recognize schools that conduct their physical education courses pursuant to the model content standards and demonstrate that increasing numbers of pupils enrolled in those schools meet minimum standards on the physical performance test designated by the state board. Requires the superintendent of public instruction to use currently collected data and specified eligibility criteria to identify one school from each legislative district in the state to receive recognition, which may include, but would not be limited to, classification as a
distinguished school, being listed on a published public school honor roll, and public commendations by the governor and the legislature. Requires that private funds be used to pay for all of the costs of implementing the program, including the administrative costs of the state department of education, and authorizes the superintendent to receive donations of private funds for purposes of implementing the program.
Requires the state board to establish the program once the department of finance certifies to the superintendent of public instruction that private donations received by the state are sufficient to implement the
program. Also requires the state board to suspend the program if the private donations received are insufficient to complete or continue program implementation.
Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_200_bill_20110909_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/AB_200_Veto_Message.pdf
Title: A.B. 200
Source: www.leginfo.ca.gov
| |
| TX | Signed into law 07/2011 | P-12 | From bill summary: Limits a school district's required annual physical fitness assessment of students in grade three or higher to students enrolled in a course that satisfies the curriculum requirements for physical education.
Bill text (page 15 of 19): http://www.legis.state.tx.us/tlodocs/821/billtext/pdf/SB00008F.pdf#navpanes=0
Bill summary: http://www.legis.state.tx.us/BillLookup/BillSummary.aspx?LegSess=821&Bill=SB8
Title: S.B. 8 - Physical Fitness Assessment
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2011 | P-12 | Amends provisions relating to reporting student performance on a physical fitness assessment instrument to the Texas Education Agency. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00226F.pdf#navpanes=0
Title: S.B. 226
Source: www.legis.state.tx.us
| |
| ME | Signed into law 05/2011 | P-12 | Directs the Commissioner of Education, the Commissioner of Health and Human Services and the Maine Governor's Council on Physical Activity to reconvene the planning and oversight team, known as "PE4ME" and reappoint PE4ME members to further implement plans for improving the health and physical fitness of elementary school children in the state, including the implementation of a pilot project to demonstrate the efficacy of progressive practices involving physical education in elementary schools. Directs the PE4ME to invite elementary schools to volunteer to participate in the pilot project and to select up to 4 elementary schools to serve as pilot project sites, during the 2011-2012 school year. Provides that the elementary schools selected for the pilot project ("the pilot schools") must agree to cooperate with PE4ME in fully implementing PE4ME recommendations for students in kindergarten to grade 8, including meeting national guidelines for providing physical education instruction and physical activity each week, as well as reporting information regarding the health, fitness and academic performance of elementary school children. Provides that the pilot school also must participate in follow-up activities required by PE4ME to evaluate the pilot project following the end of the 2011-2012 school year. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC108.asp
Title: H.P. 939
Source: http://www.mainelegislature.org
| |
| TN | Signed into law 05/2011 | P-12 | Requires local education agencies (LEAs) to incorporate a minimum of 30 minutes of physical activity each instructional day for elementary and secondary students. Currently, students are required to have a minimum of 90 minutes of physical activity per instructional week.
http://www.capitol.tn.gov/Bills/107/Bill/HB0009.pdf
Title: H.B. 9
Source: http://www.capitol.tn.gov
| |
| CO | Signed into law 04/2011 | P-12 | Requires districts and charter schools to adopt policies to incorporate time for physical activity into schedules for elementary students. Spells out the minutes required for physical activity based on the length of time students attend school.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/9CF56533FEFE87598725780800800FBF?Open&file=1069_enr.pdf
Title: H.B. 1069
Source: http://www.leg.state.co.us/
| |
| UT | Signed into law 03/2011 | P-12 | Expresses support for increased participation by children in outdoor activities and support policies that promote outdoor activities for Utah's children. Requires that a copy of this resolution be sent to, among other recipients, the state office of education. http://le.utah.gov/~2011/bills/hbillenr/hcr007.pdf
Title: H.C.R. 7
Source: le.utah.gov
| |
| VA | Vetoed 02/2011 | P-12 | Requires at least 150 minutes of physical education per week on average during the regular school year for grades K through eight, with a similar goal for high school students. This requirement would go into effect beginning with the 2014 -2015 school year and would not apply to any half-day kindergarten.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+SB966ER+pdf
Title: S.B. 966/H.B. 1644
Source: http://lis.virginia.gov/
| |
| Curriculum--Science |
| |
| CA | Signed into law 10/2011 | P-12 | From bill summary: Requires the state board to adopt science content standards pursuant to specified requirements. Requires the superintendent to convene a group of science experts with whom the superintendent must recommend science content standards for adoption to the state board. Requires the superintendent to hold at least 2 public meetings to provide public input on the science content standards. Requires the superintendent to present the recommended science content standards to the state board by March 30, 2013, and requires the state board to adopt, reject or modify those standards by July 30, 2013. Requires the superintendent and the state board to present to the governor and the appropriate policy and fiscal committees of the legislature a schedule and implementation plan for integrating the adopted science content standards into the state educational system. Repeals these provisions on July 1, 2014. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0251-0300/sb_300_bill_20111008_chaptered.pdf
Title: S.B. 300
Source: www.leginfo.ca.gov
| |
| SC | Signed into law 05/2011 | P-12 | Clarifies the science course requirement for receiving a high school diploma. Current law requires students to pass a science course in a subject in which the end-of-course assessment is administered to earn a state high school diploma. Amends current law to provide that for the graduation classes of 2011 and 2012, students who earn a unit of credit in either biology or physical science will count that course credit as the required science course for graduation purposes. http://www.scstatehouse.gov/sess119_2011-2012/bills/686.htm
Title: S.J.R. 686
Source: http://www.scstatehouse.gov
| |
| Curriculum--Sex Education |
| |
| ND | Signed into law 05/2011 | P-12 | Beginning July 1, 2012, each school district and nonpublic school is required to ensure that the portion of its health curriculum which is related to sexual health includes instruction pertaining to the risks associated with adolescent sexual activity and the social, psychological, and physical health gains to be realized by abstaining from sexual activity before and outside of marriage.
http://www.legis.nd.gov/assembly/62-2011/documents/11-0467-06000.pdf
Title: H.B. 1229
Source: http://www.legis.nd.gov
| |
| MT | Vetoed 04/2011 | P-12 | Allows parental control over student participation in courses of instruction, assemblies, etc. that involve human sexual education. Requires districts to inform parents/guardians when such events will be held or taught. Prohibits districts from allowing any abortion services providers to offer materials or instruction at a school.
http://data.opi.mt.gov/bills/2011/billpdf/HB0456.pdf
Title: H.B. 456
Source: http://data.opi.mt.gov
| |
| MS | Signed into law 03/2011 | P-12 | Requires local boards to implement abstinence-only or abstinence-plus sex-education policies by June 30, 2012. Requires state department of education to approve program curriculum and establish protocol to provude continuity in teaching the approved curriculum. Defines abstinence-only and abstinence-plus programs. Prohibits teaching that abortion can be used to prevent the birth of a baby. Defines other requirements of policy, including seperation of boys and girls. http://billstatus.ls.state.ms.us/documents/2011/pdf/HB/0900-0999/HB0999SG.pdf
Title: H.B. 999
Source: http://billstatus.ls.state.ms.us
| |
| VA | Signed into law 03/2011 | P-12 | Provides that any family life education curriculum offered by a local school division shall require the Standards of Learning objectives related to dating violence and the characteristics of abusive relationships to be taught at least once during middle school and at least twice during high school.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+SB906ER+pdf
Title: S.B. 906
Source: http://lis.virginia.gov
| |
| Curriculum--Social Studies/History |
| |
| CA | Signed into law 10/2011 | P-12 | From bill summary: Encourages instruction in social sciences for grades 7-12 to include instruction on the role of Filipinos in World War II, and encourages that instruction to include a component drawn from personal testimony. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_199_bill_20111008_chaptered.pdf
Title: A.B. 199
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 07/2011 | P-12 | From bill summary: Updates references to certain categories of persons and requires instruction in social sciences to include a study of the role and contributions of lesbian, gay, bisexual, and transgender Americans, persons with disabilities, and members of other cultural groups, to the development of California and the U.S..
Amends provision prohibiting instruction or school sponsored activities that promote a discriminatory bias because of certain characteristics (i.e., race, gender), so that such provisions refer to race or ethnicity, gender, religion, disability, nationality, and sexual orientation, or other characteristic listed. Amends provision prohibiting a district governing board from adopting instructional materials that contain any matter
reflecting adversely upon persons because of specified characteristics, to refer to race or ethnicity, gender, religion, disability, nationality, sexual orientation, and occupation, or other characteristic listed as specified. Amends provision requiring adopted instructional materials to accurately portray the role and contributions of culturally and racially diverse groups, to include Pacific Islanders, lesbian, gay, bisexual,
and transgender Americans, and persons with disabilities. Clarifies legislative intent to require that alternative and charter schools take notice of these provisions in light of existing provisions that prohibit discrimination in any aspect of their operation. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0001-0050/sb_48_bill_20110714_chaptered.pdf
Title: S.B. 48
Source: www.leginfo.ca.gov
| |
| ME | Signed into law 06/2011 | P-12 | Requires a secondary student to satisfactorily complete at least one course in civics and government to receive a high school diploma. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC294.asp
Title: H.P. 902 (L.D. 1211)
Source: http://www.mainelegislature.org
| |
| NC | Signed into law 06/2011 | P-12 | Amends civic literacy curriculum requirements related to the founding of the United States. Deletes the requirements that high school students learn and be required to demonstrate understanding of the found of the U.S. and replaces with a specific requirement that high school students take a semester-long course entitled "American History I – The Founding Principles." Details specific ideas, philosophies, and rights that must be taught as part of the course and stablishes that a passing grade in the course will be a high school graduation requirement beginning with the 2014-2015 school year. Requires the state department of education to report by October 15 of each odd-numbered year to the Legislature covering the implementation of the new curriculum.
http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H588v6.pdf
Title: H.B. 588
Source: http://www.ncga.state.nc.us
| |
| RI | Signed into law 06/2011 | P-12 | Defines genocide and requires the state department of education to make available on its website curriculum materials and such other materials as may assist local and regional school committees in developing instructional programs. Specifies that the curriculum materials may include information on relevant genocides, including the Holocaust, Armenia, Cambodia, Iraq, Rwanda, and Darfur. http://www.rilin.state.ri.us
Title: H.B. 5732, S.B. 290
Source: http://www.rilin.state.ri.us
| |
| TN | Signed into law 06/2011 | P-12 | Requires the state board of education, in consultation with the department of education, to review the current elementary and secondary curriculum standards for the subject of United States and Tennessee government. - Amends TCA Title 49.
http://state.tn.us/sos/acts/107/pub/pc0372.pdf
Title: H.B. 1625
Source: http://state.tn.us/
| |
| TN | to governor 05/2011 | P-12 | Specifies that each student must be taught the foundational instruments, mechanisms and values of American government and that no teacher or administrator in an LEA may be prohibited from using or reading from the United States Constitution during the course of educational instruction or from posting the Constitution in a public school building, classroom or at an event. Adds that students must be informed of the nature of America which makes it an exception, differentiated by its behavior, influence and contributions, from the other nations of the world and shown why America is a positive difference, that has led the world to improvements in science, agriculture, economics, education, justice, human rights, the standard of living, and liberty not only within our borders, but across the world. Students must also be informed of the characteristics of the United States government, to include:
(1) The Declaration of Independence separated our people from our former government. It explains why we were willing to war against our own king, what our values were, and how his tyranny had tried to take those values away; (2) The Constitution is the "rule book" for how the federal government works. No action is permitted unless permission for it can be found in the Constitution; (3) The Declaration of Independence and the Constitution, with the Bill of Rights, are available for all to read today, and still apply in exactly the words they originally contained in simple English; and (4) The Constitution created a Republic, not a Democracy. The difference is that we do not directly choose our laws; we choose wise people from among us who will represent our interests, and who will honor the limitations we have put on them, to form our laws. Whatever needs our representatives may see, and whatever urges we as a people may feel from time to time, the government is only empowered to address certain listed issues. It is our duty to use prudence and understanding when we choose these representatives. Amends TCA Title 49.
http://www.capitol.tn.gov/Bills/107/Bill/HB1625.pdf
Title: H.B. 1625
Source: http://www.capitol.tn.gov/Bills
| |
| UT | Signed into law 03/2011 | P-12 | Requires instruction in American history and government to include a study of:
(i) forms of government, such as a republic, a pure democracy, a monarchy, and an oligarchy
(ii) political philosophies and economic systems, such as socialism, individualism and free market capitalism
(iii) the United States' form of government, a compound constitutional republic.
Replaces requirement for an "appropriate" study of certain historical documents with requirement for a "thorough" study of such documents. http://le.utah.gov/~2011/bills/hbillenr/hb0220.pdf
Title: H.B. 220
Source: le.utah.gov
| |
| Data-Driven Improvement |
| |
| MI | Signed into law 12/2011 | P-12 | Requires a bipartisan workgroup to be convened and recommend measures to improve educational quality in all public schools. The group must focus on student growth and submit its
recommendations by March 30, 2012. Sec. 1277b
http://www.legislature.mi.gov/documents/2011-2012/billanalysis/Senate/pdf/2011-SFA-0618-N.pdf
Title: S.B. 618
Source: legislature.mi.gov
| |
| OH | Signed into law 06/2011 | P-12 | Provides that of a specified department of education appropriation, a portion in each fiscal year may be used to train district and regional specialists and district educators in the use of the value-added progress
dimension and in the use of data as it relates to improving student achievement. This training may include teacher and administrator professional development in the use of data to improve instruction and student learning, and teacher and administrator training in understanding teacher value-added reports and how they can be used as a component in measuring teacher and administrator effectiveness. A portion of this funding may be provided to a credible nonprofit organization with expertise in value-added progress dimensions. Requires that the remainder of the appropriation be used by the department to incorporate a statewide
value-added progress dimension into performance ratings for school districts and for the development of an accountability system that includes the preparation and distribution of school report cards and funding and
expenditure accountability reports. Page 982 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part3.pdf
Title: H.B. 153 - Using Data to Improve Student Achievement
Source: www.legislature.state.oh.us
| |
| FL | Signed into law 05/2011 | P-12 | Defines "local instructional improvement system" as a system that uses electronic and digital tools that provide teachers, administrators, students, and parents with data and resources to systematically manage continuous instructional improvement. The system supports relevant activities such as instructional planning, information gathering and analysis, rapid-time reporting, decisionmaking on appropriate instructional sequence, and evaluating the effectiveness of instruction. Requires the system to integrate instructional information with student-level data to provide predictions of future student achievement. Requires that each school district provide teachers, administrators, students, and parents with access to such information. Added provision that requires system to including the ability to connect student assessment data with electronic and digital instructional materials, to enable district staff to plan, create, and manage professional development and to connect professional development with staff information
and student performance data, and to provide the ability to seamlessly connect the local instructional improvement system to
electronic and digital content. Requires the state board to adopt rules to administer this section.
http://laws.flrules.org/2011/55
Title: S.B. 2150 - Sec. 19
Source: http://laws.flrules.org
| |
| Demographics--Enrollments |
| |
| AZ | Signed into law 04/2011 | P-12 | Requires public schools to obtain documentation of Arizona residency for pupils enrolled in their schools. Chapter 205
http://www.azleg.gov/legtext/50leg/1r/bills/sb1141s.pdf
Title: S.B. 1141
Source: http://www.azleg.gov
| |
| Desegregation |
| |
| MN | Signed into law 07/2011 | P-12 | Stipulates that students should not be separated by socioeconomic, demographic, ethnic or racial differences. States that Minnesota will offer a diverse and nondiscriminatory educational experience.(Article 2, Sec 42)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
| |
| AR | Signed into law 03/2011 | P-12 | Provides oversight of and accountability for state desegregation funding received and expended by the Pulaski County School Districts.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act701.pdf
Title: H.B. 1878
Source: http://www.arkleg.state.ar.us
| |
| Economic/Workforce Development |
| |
| CA | Vetoed 10/2011 | P-12
Postsec. | Partially from bill summary: Requires the Secretary of Labor and Workforce Development, in conjunction with the California Workforce Investment Board, the Office of the Chancellor of the California Community Colleges, the state department of education, and the California Postsecondary Education Commission, to develop a strategic plan for connecting the delivery of education and workforce development. Require that the plan include the following provisions: (1) How the state determines appropriate measures for evaluating and collecting data on future workforce needs; (2) The alignment of workforce needs with future postsecondary education programs and capacity at both the state and regional levels; (3) Strategies for fostering long-term improvements in workers' skills and knowledge; (4) Methods for closing the skills gap and strengthening the nexus between education and the workforce; and (5) Appropriate measures for improving data collection on future workforce needs. Establishes legislative intent that the secretary solicit input from K–12 and postsecondary education institutions, local workforce investment boards, regional occupational centers and programs, adult school programs, and other appropriate governmental entities in developing recommendations for the strategic plan. Authorizes the Secretary of Labor and Workforce Development to commence the strategic plan only upon a determination by the Director of Finance that sufficient federal
funds or private donations are available to the state to fully support the activities required for development of the strategic plan.
Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1301-1350/ab_1310_bill_20110912_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/AB_1310_Veto_Message.pdf
Title: A.B. 1310
Source: www.leginfo.ca.gov
| |
| NY | Vetoed 09/2011 | P-12 | Creates the Green Jobs Workforce Subcommittee ("subcommittee") under the State Workforce Investment Board. Directs the subcommittee to work with specified public and private stakeholders in developing and carrying out its tasks, including, among others, the department of education and representatives from K-12 educational institutions, secondary educational institutions, trade schools, and the New York state and regional boards of cooperative education services (BOCES). Makes the subcommittee responsible for collecting, developing and analyzing statewide and regional labor market and industry data, and identifying existing and emerging businesses in the green economy and workforce skills needed to match existing and/or growing demand. Identifies specific sectors the subcommittee should focus on for the purpose of collecting industry data. Requires the subcommittee's analysis to identify job opportunities in the green economy and determine the potential for each industry sector to create new jobs in the state, taking into account the availability of existing housing and public transportation near these job sites.
Directs the subcommittee to conduct an inventory of specified existing job training and educational programs related to clean technology, renewable energy and energy efficiency technologies at the K-12 level and at public and private postsecondary institutions, and referral, career counseling and case management services linking job seekers to openings and training programs related to clean technology, renewable energy and energy efficiency. Identifies areas for the subcommittee to conduct analysis, including current barriers and opportunities for specified targeted populations to participate, and recommended actions to promote job training and education programs. Directs the subcommittee, based on the results of the labor market/industry data analysis, to develop strategies for job training programs that match the needs of the state's growing green economy. Directs the subcommittee to expand on existing job training programs and develop new programs to fill skills gaps. Identifies criteria that new programs must meet. Directs the subcommittee to build on the successes of existing education programs at colleges and universities. Directs the subcommittee to work wtih local and regional governments to facilitate the creation of local green jobs corps in municipalities throughout the state. Directs the subcommittee to explore all public and private funding mechanisms to implement these provisions. Directs the subcommittee to prepare an annual report on green labor market outcomes and workforce trends, to be submitted to the governor and the legislature. Requires the report to include specified information, and to make narrowly tailored recommendations based on its data and findings, including specific and targeted requirements for actions to be completed within pre-determined timeframes.
http://assembly.state.ny.us/leg/?default_fld=&bn=A00241&term=&Summary=Y&Actions=Y&Text=Y
Title: A.B. 241
Source: assembly.state.ny.us
| |
| IL | Signed into law 08/2011 | Postsec. | Creates the Higher Education Green Jobs and Technology Act. Permits representatives from each state university and community college, in conjunction with research centers on these campuses focused on clean or sustainable energy, to meet annually to develop collaborative efforts with regard to the green technology industry. Directs the board of higher education and the Illinois community college board to publish on their Web sites information on efforts by these institutions to promote the green technology industry, including the development of new academic degree and certificate programs, courses of instruction, and
initiatives made to align green jobs programs with employer needs. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0241.pdf
Title: H.B. 166
Source: www.ilga.gov
| |
| IL | Signed into law 08/2011 | P-12
Postsec. | Creates the Comprehensive Healthcare Workforce Planning Act. Establishes the State Healthcare Workforce Council to provide an ongoing assessment of health care workforce trends, training issues, and financing policies and to recommend appropriate state government and private sector efforts to address identified needs. Provides that the Council's work must focus on health care workforce supply and distribution; cultural competence and minority participation in health professions education; primary care training and practice; and data evaluation and analysis. Establishes the membership of the State Healthcare Workforce Council, including the state superintendent of education, the executive director of the Illinois Board of Higher Education, and the president of the Illinois Community College Board. Directs the department of public health to prepare a comprehensive healthcare workforce plan. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0424.pdf
Title: S.B. 1945
Source: www.ilga.gov
| |
| CT | Signed into law 07/2011 | Postsec. | Requires the Office of Workforce Competitiveness, every two years, to identify and report on the sectors or subsectors in which workforce shortages exist, the workforce skills needed in those sectors or subsectors, and which career pathways should be established. Requires the Department of Education to electronically distribute information on teacher shortage areas for at least the previous five-year period. Provides that this information must be distributed annually, by March 1, to the president of every higher education institution in Connecticut that offers teacher preparation programs. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00133-R00HB-06485-PA.pdf
Title: H.B. 6485
Source: http://www.cga.ct.gov
| |
| IA | Signed into law 07/2011 | P-12
Community College | "Pathways for Academic Career and Employment Act" . Establishes a pathways for academic career and employment program to provide funding to community colleges for the development of projects in coordination with the department of economic development, the department of education, Iowa workforce development, regional advisory boards and community partners to implement a simplified, streamlined, and comprehensive process, along with customized support services, to enable eligible participants to acquire effective academic and employment training to secure gainful, quality, in-state employment. Sets eligibility criteria: Projects that further the ability of members of target populations to secure gainful, quality employment. The "target population" includes: a. Persons deemed low skilled for the purposes of attaining gainful, quality, in-state employment; b. Persons earning incomes at or below 200% of the federal poverty level; c. Unemployed persons; d. Underemployed persons; e. Dislocated workers.
Program outcomes. Projects eligible for funding are expected to enable target populations to: a. Acquire and demonstrate competency in basic skills. b. Acquire and demonstrate competency in a specified technical field. c. Complete a specified level of postsecondary education. d. Earn a national career readiness certificate. e. Obtain employer-validated credentials. f. Secure gainful employment in high-quality, local jobs. Satisfaction of economic and employment goals include but are not limited to: a. Economic and workforce development requirements in each region served by the community colleges. b. Needs of industry partners in areas including but not limited to: (1) Information technology. (2) Health care. (3) Advanced manufacturing. (4) Transportation and logistics. Sets program component requirements: 1. Include measurable and effective recruitment, assessment, and referral activities designed for the target populations. 2. Integrate basics skills and work-readiness training with occupational skills training. 3. Combine customized supportive and case management services with training services to help participants overcome barriers to employment. 4. Provide training services at times, locations, and through multiple, flexible modalities that are easily understood and readily accessible to the target populations. Such modalities shall support timeless entry, individualized learning, and flexible scheduling, and may include online remediation, learning lab and cohort learning communities, tutoring, and modularization.
Requires each community college receiving funding for the program to develop a pipeline program that has the following goals: 1. To strengthen partnerships with community-based organizations and industry representatives. 2. To improve and simplify the identification, recruitment, and assessment of qualified participants. 3. To conduct and manage an outreach, recruitment, and intake process, along with accompanying support services, reflecting sensitivity to the time and financial constraints and remediation needs of the target populations. 4. To conduct orientations for qualified participants to describe regional labor market opportunities, employer partners, and program requirements and expectations. 5. To describe the concepts of the project implemented with funds from the pathways for academic career and employment program and the embedded educational and support resources available through such project. 6. To outline the basic skills participants will learn and describe the credentials participants will earn. 7. To describe success milestones and ways in which temporal and instructional barriers have been minimized or eliminated. 8. To review how individualized and customized service strategies for participants will be developed and provided.
Requires each community college receiving funding for the pathways for academic career and employment program to develop a career pathways and bridge curriculum development program with the following goals: 1. The articulation of courses and modules, the mapping of programs within career pathways, and establishment of bridges between credit and noncredit programs. 2. The integration and contextualization of basic skills education and skills training. Requires that the process provide for seamless progressions between adult basic education and general education development programs and continuing education and credit certificate, diploma, and degree programs. 3. The development of career pathways that support the attainment of industry-recognized credentials, diplomas, and degrees through stackable, modularized program delivery.
Establishes the "Gap Tuition Assistance Act" to provide funding to community colleges for need-based tuition assistance to applicants to enable completion of continuing education certificate training programs for in-demand occupations. Sets eligibility criteria for tuition assistance: 1. The program is not offered for credit, but is aligned with a certificate, diploma, or degree for credit, and does any of the following: a. Offers a state, national, or locally recognized certificate. b. Offers preparation for a professional examination or licensure. c. Provides endorsement for an existing credential or license. d. Represents recognized skill standards defined by an industrial sector. e. Offers a similar credential or training. 2. The program offers training or a credential in an in-demand occupation. For the purposes of this chapter, "in-demand occupation" includes occupations in the following industries: a. Information technology. b. Health care. c. Advanced manufacturing. d. Transportation and logistics. e. Any other industry designated as in-demand by a regional advisory board.
http://coolice.legis.state.ia.us/linc/84/external/govbills/HF645.pdf
Title: H.F. 645 - Multiple Provisions
Source: http://coolice.legis.state.ia.us
| |
| IL | Signed into law 07/2011 | Postsec. | Creates the Higher Education Technology Entrepreneur Center Act. Authorizes the board of trustees of each public university and community college district to to create a technology entrepreneur center for each campus of the university or each community college. Requires a center to provide material and personal infrastructure to selected innovators who possess an inventive concept that has not yet been offered for sale in the private-sector market, with the goal being to develop a concept to the point where it can become a business venture. Provides that a center may offer mentors, workshops, contacts with potential private-sector investors, and a structured course or courses of work-study to bring an innovation from conception to market. Provides that the work-study program, if offered, may offer business instruction, engineering instruction, or a structured combination of both forms of knowledge. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0196.pdf
Title: H.B. 1876
Source: www.ilga.gov
| |
| CT | Signed into law 06/2011 | Postsec. | Requires the state Department of Education to annually, by March first, electronically distribute to the president of every institution of higher education in this state offering a teacher preparatory program
information concerning teacher shortage areas, for at least the prior five years. Requires the Office of Workforce Competitiveness, in consultation with the Connecticut Employment and Training Commission, the Departments of Education, Higher Education and Economic and Community Development and the Labor Department, to biennially submit to the Board of Governors of Higher Education a report identifying the sectors or subsectors in which workforce shortages exist, the types of workforce skills needed in such sectors or subsectors to address workforce shortages and which career pathways should be established. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00133-R00HB-06485-PA.pdf
Title: H.B. 6485
Source: http://www.cga.ct.gov
| |
| FL | Signed into law 06/2011 | P-12 | Creates the Department of Economic Opportunity. Transfers the functions and trust funds of the Agency for Workforce Innovation to other agencies. Transfers the Ready to Work program from the Department of Education (DOE) to the Department of Economic Opportunity. Transfers the Office of Early Learning Services to the DOE and provides that the DOE may not impose requirements or standards on early learning programs beyond those authorized in law for voluntary prekindergarten (Sec. 12). Consolidates public-private economic development partnerships. http://laws.flrules.org/files/Ch_2011-142.pdf
Title: S.B. 2156
Source: http://laws.flrules.org
| |
| FL | Signed into law 06/2011 | Postsec. | Establishes the Higher Education Coordinating Council and directs the council to make recommendations on: (1) The primary core mission of public and nonpublic postsecondary education institutions in the context of state access demands and economic development goals; (2) Performance outputs and outcomes designed to meet annual and long-term state goals, including, but not limited to, increased student access, preparedness, retention, transfer, and completion; (3) The state's articulation policies and practices to ensure that cost benefits to the state are maximized without jeopardizing quality; and (4) A plan for workforce development education.
Directs the Commissioner of Education, in consultation with the Chancellor of the State University System, to establish the Articulation Coordinating Committee which will make recommendations related to statewide articulation policies to the Higher Education Coordination Council, the State Board of Education, and the Board of Governors. Details the duties of the committee.
Requires Department of Education to utilize student performance data in subsequent coursework to determine appropriate Advanced Placement, Advanced International Certificate of Education examination, and International Baccalaureate examination scores for the receipt of college credit. Repeals the exemption from the state university system summer term enrollment requirement for students who have earned 9 or more credits through acceleration mechanisms. Requires the State Board of Education to specify by rule provisions for alternative remediation opportunities and retesting policies. Provides access to postsecondary education for individuals with intellectual disabilities, by allowing for reasonable substitution for admission and graduation requirements. Repeals the Florida Business and Education Collaborative and the University Concurrency Trust Fund.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7151er.docx&DocumentType=Bill&BillNumber=7151&Session=2011
Title: H.B. 7151
Source: http://www.myfloridahouse.gov
| |
| LA | Adopted 06/2011 | Postsec. | Urges and requests the Board of Regents to work with the Board of Supervisors of Community and Technical Colleges to study the two-year college services offered to the greater northeast Louisiana area, and to determine how the state can best meet the educational needs of students and the economic and workforce development needs of this region of the state.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=753429
Title: S.C.R. 61
Source: http://www.legis.state.la.us
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| LA | Adopted 06/2011 | Postsec. | Urges and requests the Board of Regents, the Department of Revenue, and the Louisiana Workforce Commission to report and share information and data, including the success of Louisiana's postsecondary graduates in the workforce, and to submit a report of further progress and recommendations for related legislation to the education committees not later than sixty days prior to the beginning of the 2012 session.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=753817
Title: H.C.R. 66
Source: http://www.legis.state.la.us
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| LA | Adopted 06/2011 | Postsec. | Urges the Louisiana Board of Regents to aggressively and fully implement its previously established admission standards, those standards the board set for implementation in 2012 and 2014, and additional admission standards as warranted; that the board continue to ensure that developmental education and associate degree programs be delivered by the two-year
institutions unless there is a lack of capacity in a region to do so. Requests that the board include in its Master Plan the concepts outlined in the Resolution, and that the board track the data requested by the legislature. The Master Plan will outline the long-term goals for institutions through 2025 and focus more on student succes than access, including increasing completion rates. The resolution also mentions the need for postsecondary education to play a role in advancing the workforce and economic development needs of Louisiana. The Board of Regents is required to submit a written report of its progress to the legislature not later than March 1, 2012.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=758634
Title: H.C.R. 121
Source: http://www.legis.state.la.us
| |
| NC | Signed into law 06/2011 | Postsec. | Requires the Commission on Workforce Development, acting as the lead agency, with the cooperation of other participating agencies, including but not limited to, the North Carolina Community College System, The University of North Carolina, and the North Carolina Independent Colleges and Universities to initiate the "No Adult Left Behind" Initiative (Initiative) geared toward achievement of major statewide workforce development goals. Provides that the Initiative may also include community-based nonprofit organizations that provide services or assistance in the areas of worker training, workforce development, and transitioning North Carolinians between industries in the current global labor market. Provides that the first goal of the Initiative is to increase dramatically to forty percent (40%) the percentage of North Carolinians who earn associate degrees, other two-year educational credentials, and baccalaureate degrees. Permits specific fields of study may be selected for the most intense efforts. Directs the Commission on Workforce Development to, as the lead agency along with the North Carolina Community College System and The University of North Carolina as key cooperating institutions: (1) Collaborate to provide model evening-weekend certificate and degree programs designed specifically for working adults and other nontraditional students; (2) Work together to promote systemic changes designed to increase access and foster success among adult workers and other nontraditional students; and (3) Make it a priority to provide model evening-weekend certificate and degree programs in high-demand disciplines, occupations, and fields closely linked to economic development or that are the focus of public initiatives. http://www.ncga.state.nc.us/Sessions/2011/Bills/Senate/HTML/S166v5.html
Title: S.B. 166
Source: http://www.ncga.state.nc.us
| |
| NV | Signed into law 06/2011 | Postsec.
Community College | Creates an Advisory Council on Economic Development and prescribes its duties. Creates the Board of Economic Development, consisting of the governor or his or her designee, the lieutenant governor or his or her designee, the secretary of state or his or her designee, the chancellor of the Nevada System of Higher Education or his or her designee and seven persons appointed by the governor, the speaker of the assembly, the majority leader of the senate, the minority leaders of the assembly and senate and the department of employment, training and rehabilitation. Creates the Office of Economic Development with the office of the governor and the position of executive director of that office, who must be appointed by the governor from a list of three persons recommended by the Board. Establishes a fund to provide grants and loans to regional development authorities for the purpose of economic development. Establishes a fund to provide financial assistant to certain institutions within the Nevada System of Higher Education for the development and comercialization of new technologies. Amends provisions relation to the Commission on Economic Develop[ment, the Govrenor's Workforce Investment Board and the Secretary of State's business portal. Transfers the duties and powers of the Commission on Economic Development to the Office of Economic Development.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB449_EN.pdf
Title: A.B. 449
Source: http://www.leg.state.nv.us
| |
| OR | Signed into law 06/2011 | P-12
Community College | Creates Oregon Employer Workforce Training Program and Oregon Youth Employment Program in Department of Community Colleges and Workforce Development (CCWD) subject to availability of funds. Charges local workforce investment boards with local management of programs created. Requires private sector funding equal to state funding for the Oregon Employer Workforce Training Fund. Establishes the Oregon Employer Workforce Training Fund and the Oregon Youth Employment Fund in the State Treasury.
http://www.leg.state.or.us/11reg/measpdf/sb0100.dir/sb0175.en.pdf
Title: S.B. 175
Source: http://www.leg.state.or.us
| |
| SC | Signed into law 06/2011 | P-12
Postsec. | Extends the date by which the Education and Economic Development Act, now called Personal Pathways to Success, must be implemented fully (the primary goals of Personal Pathways to Success are to increase high school completion rates, better prepare students for work and college, increase parental involvement, and increase options for students at risk of dropping out of school). Provides that Personal Pathways to Success must be implemented fully by July 1, 2012 (was July 1, 2011). http://www.scstatehouse.gov/sess119_2011-2012/bills/3748.htm
Title: H.B. 3748
Source: http://www.scstatehouse.gov
| |
| TX | Signed into law 06/2011 | Postsec. | Renames the advanced research program the Norman Hackerman advanced research program. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02631F.pdf#navpanes=0
Title: H.B. 2631
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | Postsec. | Creates a 9-member cybersecurity, education and economic development council, including two representatives from institutions of higher education with cybersecurity-related programs and one representative from a public junior college with a cybersecurity-related program. Directs the council to conduct an interim study and make recommendations to the executive director of the department of information resources on (1) improving the infrastructure of the state's cybersecurity operations with existing resources and through partnerships between government, business and institutions of higher education; and (2) examining specific actions to accelerate the growth of cybersecurity as an industry in the state. Directs the council to submit a report of its findings to specified stakeholders. Provides these provisions expire and the council is abolished September 1, 2013. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00988F.pdf#navpanes=0
Title: S.B. 988
Source: www.legis.state.tx.us
| |
| WA | Partial Veto http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Vetoes/5764.VTO.pdf 06/2011 | Postsec. | Creates innovate Washington as a state agency. Abolishes the Spokane intercollegiate research and technology institute and the Washington technology center and transfers the powers, duties, and functions to innovate Washington. Creates the investing in innovation account. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Senate%20Passed%20Legislature/5764.PL.pdf
Title: S.B. 5764
Source: apps.leg.wa.gov
| |
| CO | Signed into law 05/2011 | Postsec. | Directs the commission on higher education to design a master plan that achieves the following goals: increasing the overall number of degrees and certificates awarded in a year by 30% in a decade to provide support for economic development; renegotiating performance contracts with individual postsecondary institutions; and creating a performance-based funding plan that will make 25% of institutional funding based on student success metrics.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/63B087D7A1DC83D687257801006051AC?Open&file=052_enr.pdf
Title: S.B. 52
Source: http://www.leg.state.co.us
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| MD | Signed into law 05/2011 | Postsec.
Community College | Clarifies and amends the requirements for obtaining an exemption from the payment of tuition at community colleges for specified disabled individuals. Allows an individual who is out of work due to a disability to obtain a tuition waiver at a community college (previous law provided this excemption only for someone who is retired). Provides that the tuition waiver is limited to 6 credits per semester or to 12 credits per semester if the individual is enrolled in classes as part of a degree or a certificate program designed to lead to employment. http://mlis.state.md.us/2011rs/bills/hb/hb0104t.pdf
Title: H.B. 104
Source: http://mlis.state.md.us
| |
| NC | Signed into law 05/2011 | P-12 | Directs local boards of education to adopt and implement policies that encourage high school to work partnerships. http://www.ncga.state.nc.us/Sessions/2011/Bills/House/HTML/H769v4.html
Title: H.B. 769
Source: http://www.ncga.state.nc.us
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| ND | Signed into law 05/2011 | Postsec.
Community College | Clarify that one of the four institutions of higher education that is assigned primary responsibility for workforce training qualifies as a "community" under the program and to provide that the institutions of higher education assigned primary responsibility for workforce training are required to use state funds the institutions receive under the program for business and customized training
activities.
http://www.legis.nd.gov/assembly/62-2011/bill-actions/ba2056.html
Title: S.B. 2056 (H.B. 1016)
Source: http://www.legis.nd.gov/assembly
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| WV | Signed into law 05/2011 | P-12
Postsec.
Community College | Establishes the Learn and Earn Cooperative Education Program to provide opportunities for students in technical and community colleges to work with West Virginia companies while in college, thus increasing the likelihood that they will complete the program, find gainful employment and choose to remain in West Virginia upon graduation. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=sb538%20ENR.htm&yr=2011&sesstype=RS&i=538
Title: S.B. 538
Source: http://www.legis.state.wv.us
| |
| AZ | Signed into law 04/2011 | Community College
Postsec. | Outlines an alternative process to convert a provisional community college district to an independent community college district. Allows a county to organize an independent community college district if the following requirements are met: (1) The county has operated a provisional community college for at least five years; (2) the provisional community college has an enrollment of at least 900 full-time equivalent student enrollment (FTSE) according to the latest audited student count; (3) the provisional community college holds a public meeting to discuss and hear testimony on the conversion to an independent community college district; (4) the board adopta s resultion to form a community college district; (5) the proposed community college district is seeking accreditation; and (5) the provisional community college district has maintained a regional accreditation and oversight relationship with another community college district until it is converted from a provisional district to an independent district. After the resolution to convert to an independent district is adopted, the board is permitted to call an election on a general election date to seek voter approval to increase the property tax levy. Once the voters approve the proposed tax levy, the board cannot submit another proposal in subsequent years. Requires the new alternatively-formed community college district to maintain a regional accreditation and oversight relationship with another community college district until it has reached the initial candidacy state of the accreditation process. Prohibits the community college districts formed by this resolution from receiving state equalization aid and specifies these districts should not be considered when calculating the base used to determine equalization aid to the other community college districts.
Outlines the distribution of Proposition 301 Workforce Development monies for alternatively formed community college districts as follows:
(1) For a new alternatively-formed district required to contract with another district for the purpose of accreditation, the FTSE of the new district is included in the FTSE of the contracting district. Monies generated from the additional FTSE must be used to provide services to students in the new district as approved by the district's governing board through its annual budget process; (2) foran alternatively-formed district that obtains initial candidacy status in its accreditation process, monies distributed based on FTSE will go directly to the alternatively-formed district. Contains a delayed effective date of October 1, 2011 related to Proposition 301 Workforce Development monies. Chapter 248
http://www.azleg.gov/legtext/50leg/1r/bills/sb1213s.pdf
Title: S.B. 1213
Source: http://www.azleg.gov/
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| VA | Signed into law 04/2011 | Postsec. | Expands the Commonwealth Research Commercialization Fund to allow for awards from the fund to be used to encourage commercialization and to attract research talent at state institutions of higher education.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+SB1485ER+pdf
Title: S.B. 1485/H.B. 2324
Source: http://lis.virginia.gov
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| ME | Signed into law 03/2011 | P-12 | Establishes the Governor's Business Advisory Council tasked with advising on ways to improve the state's business climate.
http://www.maine.gov/tools/whatsnew/attach.php?id=205612&an=1
Title: 12 FY 11/12
Source: http://www.maine.gov
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| MS | Signed into law 03/2011 | P-12 | Provides for the development of a state longitudinal data system (SLDS) to establish a multi-agency database to track educational and student outcomes in the workforce. Provides for interagency cooperation with the SLDS. Provides for an SLDS governing board.
http://billstatus.ls.state.ms.us/documents/2011/pdf/SB/2300-2399/SB2371SG.pdf
Title: S.B. 2371
Source: Westlaw/StateNet
| |
| UT | Vetoed 03/2011 | P-12
Postsec. | Statutorily creates "Utah Futures" https://utahfutures.org/, a web-based education and career counseling program. Provides that Utah Futures should include proven technologies in enterprise portal, social media and collaboration, video streaming, education and career planning applications to:
--Act as a one-stop exploration and planning system for career, high school courses, college major, financial aid and other related transitions
--Provide a streamlined process for completing a college admission application
--Provide national and local information to allow a user to make informed decisions on the user's education plans and ultimate career goals
--Provide multiple assessments to determine a user's best education and career options.
Requires Utah Futures to develop a plan--within existing revenues and future appropriations--to include analytics measuring the site's effectiveness and include dashboard analytics to measure specified key indicators of economic development and education achievement.
Creates the 9-member Utah Futures Steering Committee, including the state superintendent of schools and the commissioner of higher education (or their designees). Directs the steering committee to:
--More dynamically present and push the Utah Futures database and information to users
--Strategically engage industry and business entities more fully within the Utah Futures system
--Create a more enticing interface for the Utah Futures user.
Directs the steering committee to report specified data on program users three times a year to either the Education Interim Committee or the Public Education Appropriations Committee.
http://le.utah.gov/~2011/bills/sbillenr/sb0305.pdf
Governor's veto message (from http://www.utah.gov/governor/news_media/article.html?article=4567):
S.B. 305:
UtahFutures.org is a web-based advisement tool launched by a number of State agencies, including the State Office of Education, the State Board of Regents, the Utah State Library, and the Division of Workforce Services. I applaud the efforts of S.B. 305 to better align education with the business community. Indeed, my Education Excellence Commission has recommended Utah align education with economic development and workforce needs.
S.B. 305, however, raises the possibility of legislators performing executive branch functions in violation of Article V, Section 1 of the Utah Constitution. While this prevents me from signing S.B. 305, I will work with our state agencies to implement the intent of the bill by strengthening the education career alignment in UtahFutures.org.
Title: S.B. 305
Source: le.utah.gov
| |
| VA | Signed into law 03/2011 | Postsec.
Community College | Establishes the Virginia Higher Education Opportunity Act of 2011 for the purpose of fueling strong economic growth in the Commonwealth and preparing Virginians for the top job opportunities in the knowledge-driven economy of the 21st century. The bill provides for (i) a new higher education funding policy; (ii) the calculation of the state general fund share of an institution's basic operations and instruction funding need; (iii) per student enrollment-based funding; (iv) targeted economic and innovation incentives; (v) the creation of a STEM Public-Private Partnership; and (vi) the creation of a Higher Education Advisory Committee. The bill also makes technical amendments. This bill is a recommendation of the Governor's Commission on Higher Education Reform, Innovation and Investment.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+HB2510ER+pdf
Title: H.B. 2510/S.B. 1459
Source: http://lis.virginia.gov/
| |
| Equity |
| |
| CA | Signed into law 10/2011 | P-12
Postsec. | Creates definition of "gender expression" in the Education Code. Adds that a public education is to be offered to all, regardless of gender identity and gender expression; prohibits discrimination in public schools and charter schools based on gender identity or gender expression in any program or activity conducted by an educational institution that receives, or benefits from, state financial assistance or enrolls pupils who
receive state student financial aid. Adds that gender identity and gender expression includes a perception that the person has any of those characteristics or that the person is associated with a person who has, or is perceived to have, any of those characteristics. Adds gender identity and gender expression to characteristics that supplemental resources to combat bias should be available in the public schools. Also prohibits discrimination on the basis of gender expression and gender identity in the Government Code. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0851-0900/ab_887_bill_20111009_chaptered.pdf
Title: A.B. 887
Source: www.leginfo.ca.gov
| |
| Federal |
| |
| AZ | Signed into law 04/2011 | P-12 | Allows charter schools and small school districts, if permitted by federal law, to opt out of federal grant opportunities if they would impose unduly burdensome reporting requirements.
http://www.azleg.gov/legtest/50leg/1r/bills/sb1263h.pdf
Title: S.B. 1263--Federal Grants and Reporting Requirements
Source: http://www.azleg.gov
| |
| Finance |
| |
| MI | Signed into law 12/2011 | P-12 | Amends Section 25 of the State School Aid Act, which provides for adjustments in foundation allowance funding for pupils enrolled in alternative education programs or strict discipline academies, when those pupils are enrolled after the count date after having been counted in membership by another district. The bill requires that: the Department of Education to automatically adjust the pupil counts of the
enrolling and educating districts to reflect the portion of school year spent in each by pupils in strict discipline academies, for those pupils counted by the resident district and
subsequently enrolled in a strict discipline academy after the count day; that the Department of Education to include in the calculation of State aid payments to districts or intermediate districts operating strict discipline academies the portion of a school year a student was enrolled, for the purpose of foundation allowance or categorical payments; that the adjustments in funding to occur upon the student's enrollment in a strict discipline academy; and that a strict discipline academy, for which adjustments in pupil counts and State aid payments were made pursuant to this legislation, to notify the Department if a pupil ceased to be enrolled and the last date of the pupil's enrollment in the academy. [Taken directly from bill summary] Assigned PA 0322
http://www.legislature.mi.gov/documents/2011-2012/billconcurred/Senate/pdf/2011-SCB-0691.pdf
Title: S.B. 691
Source: legislature.mi.gov
| |
| AK | Signed into law 08/2011 | P-12 | An Act amending the funding for statewide residential educational programs; relating to funding for high school vocational and technical instruction as a component of funding for public schools; allows taxpayers a credit against the tax due for cash contributions to include: (1) a facility or an annual intercollegiate sports tournament; (2) Alaska Native cultural or heritage programs including mentoring and tutoring; (3) for education, research, rehabilitation and facilities by an institution located in the state that qualifies as a coastal ecosystem learning center; creating a pilot project in the Iditarod Area School District; providing for an effective date by amending the effective date in sec. 57, ch. 92, SLA 2010. Effective 07/01/2011. MANIFEST ERRORS ON BILL.
http://www.legis.state.ak.us/basis/get_bill_text.asp?hsid=SB0084Z&session=27
Title: S.B. 84
Source: http://www.legis.state.ak.us
| |
| MN | Signed into law 07/2011 | P-12 | (a) Directs the education commissioner to convene a 12-member advisory task force to develop recommendations for repurposing integration revenue funds to create and sustain opportunities for students to achieve improved educational outcomes. Requires the task force to consider how to effectively narrow and close the academic achievement gap and foster students' academic success, among other things.
(b) Suggests that the funding allocation for the new program ensure funding stability for districts receiving revenue under the current integration program. Requires revenue under the new program to be used for purposes recommended by the task force and approved by the legislature.
(c) Includes on the task force six members appointed by the education commissioner, three members appointed by the house speaker, and three members appointed by the senate. Directs the commissioner to convene the first task force meeting and to provide assistance upon request. Directs task force members to seek input from experts and to develop recommendations to improve students' academic achievement.
(d) Requires the commissioner to submit a task force report to the legislature by February 15, 2012, recommending how best to allocate funds previously allocated as integration revenue funds in order to achieve improved educational outcomes for students.
(e) Establishes the base appropriation for the new program in fiscal years 2014 and 2015.
(f) For taxes payable in 2013, allows districts to certify a levy in an amount equal to the district's certified levy for taxes payable in 2012.(Article 13, Sec 49)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
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| AL | To governor 06/2011 | P-12 | Requires the Department of Finance to produce monthly reports on the condition of the Education Trust Fund. Provides legislative intent that such reports increase the transparency of state finances and, when conditions emerge that make budget proration likely, provide advance notice to the affected agencies of government so that they can prepare as much as possible for its impact on their operations.
Title: H.B. 25
Source: Westlaw/StateNet
| |
| MN | Vetoed 06/2011 | P-12 | Omnibus Education Policy Bill
https://www.revisor.mn.gov/bin/bldbill.php?bill=H1381.5.html&session=ls87
Title: H.F. 1381
Source: https://www.revisor.mn.gov
| |
| NC | Veto overridden: legislature has overridden governor's veto 06/2011 | P-12 | Permits local school administrative units to transfer funds for school building administration for any purpose not otherwise prohibited by the state board's ABC transfer policy, by submitting an ABC Transfer Form to the department of public instruction. For funds related to principal positions, requires that the salary transferred be based on the first step of the principal III salary schedule. Requires that, for funds related to assistant principal months of employment, the salary transferred must be based on the first step of the assistant principal salary schedule. Prohibits a local school administrative unit from converting certified position allotments to dollars in order to hire the same type of position. Page 52 of 342: http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H200v9.pdf
Title: H.B. 200 - Transferring Funds for School Building Administration
Source: www.ncleg.net
| |
| OR | Signed into law 06/2011 | P-12
Postsec. | Establishes the Oregon Education Investment Board to oversee a unified public education system that begins with early childhood services and continues K-20. Identifies the duties of the board, including: (1) Ensuring that early childhood services are streamlined and connected to K-12 education; (2) Recommend strategic investments to ensure the public education budget is integrated and targeted to achieving education outcomes; and (3) Providing an integrated, statewide, student-based data system that monitors expenditures and outcomes to determine return on statewide education investments. Directs the Oregon Education Investment Board to appoint a chief education officer to serve at the pleasure of the board. Establishes the Oregon Education Investment Fund. Directs the board to submit a report to the interim legislative committees on education by December 15, 2011 to describe legislative measures to provide for any of 6 specified approaches.
Establishes the Early Learning Council to assist the board in overseeing a unified system of early childhood services, including the funding and administration of those services. Directs the board to conduct an analysis of plans to merge, redesign or improve the coordination of early childhood services and to align early childhood services with child-centered outcomes. Directs the council to establish a plan to implement early childhood services that could be implemented by June 30, 2012 to achieve specified goals.
Repeals these provisions effective March 15, 2016. Describes processes for the transfer on that date of records and property of the Chief Education Officer and Early Learning Council to the Chancellor of the Oregon University System and Superintendent of Public Instruction, respectively. http://www.leg.state.or.us/11reg/measures/sb0900.dir/sb0909.en.html
Title: S.B. 909
Source: http://www.leg.state.or.us
| |
| PA | Signed into law 06/2011 | P-12 | Section 907-A requires the posting of financial and contract information for Intermediate Units. Section 921-A brings the intermediate units in line with other education agencies with regard to posting of financial reports.
http://www.legis.state.pa.us/WU01/LI/BI/FN/2011/0/HB1352P2227.pdf
Title: H.B. 1352
Source: http://www.legis.state.pa.us
| |
| WA | Signed into law 06/2011 | P-12 | Modifies provisions relating to the student achievement program general fund allocation.
http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202011/1131.SL.pdf
Title: H.B. 1131
Source: http://apps.leg.wa.gov
| |
| MN | Vetoed 05/2011 | P-12 | Omnibus K-12 Finance Bill
https://www.revisor.mn.gov/bin/bldbill.php?bill=H0934.4.html&session=ls87
Title: H.F. 934
Source: https://www.revisor.mn.gov
| |
| MN | Vetoed 05/2011 | P-12 | Contains conference committee recommendations for the funding of K-12 education in Minnesota.
https://www.revisor.mn.gov/bin/showPDF.php
Title: H.F. 934
Source: http://www.house.leg.state.mn.us/
| |
| OR | Signed into law 05/2011 | P-12 | Limits biennial expenditures from fees, moneys or otherrevenues, including Miscellaneous Receipts, but excluding lottery
funds and federal funds, collected or received by Teacher Standards and Practices Commission.
http://www.leg.state.or.us/11reg/measures/sb5500.dir/sb5545.a.html
Title: S.B. 5545
Source: http://www.leg.state.or.us
| |
| AR | Signed into law 04/2011 | P-12 | Requires school district board members to obtain professional development concerning audit procedures. Defines scope and content of training and when a school board member must undergo training.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act1213.pdf
Title: H.B. 1708
Source: http://www.arkleg.state.ar.us/
| |
| AZ | Signed into law 04/2011 | P-12 | Establishes the 13-member Joint Legislative Study Committee on Outcome-Based Education Funding (Committee). Instructs the Committee to develop legislation to transition public school funding from a system based on instructional hours to a system based on student achievement and specifies the legislation must include the following considerations: (1) How the current voter-approved revenue sources and spending requirements will interact with the new proposed system, and (2) the entities that will be responsible for determining the appropriate student outcomes on which the new proposed system will be based. Committee is to submit a report of its activities and recommendations for legislative action to the governor, president of the senate and speaker of the house, and provide a copy to the secretary of state by December 31, 2011. Chapter 80
http://www.azleg.gov/legtext/50leg/1r/bills/hb2710h.pdf
Title: H.B. 2710
Source: http://www.azleg.gov
| |
| ID | Signed into law 04/2011 | P-12 | Creates a new section which will provide provisions in the event of an unanticipated public charter school closure. The provisions require school districts or public charter schools to report students newly enrolled who were enrolled from a public charter that has closed during that school year. The state department of education will use the reported enrollment information to calculate funding that the district or public charter schoolwould have received had the enrollees been enrolled in such districts for the entire school year. Such funding shall be prorated based on the number of days left in the school year and will be included in the next scheduled payment to the district or public charter school.
http://legislature.idaho.gov/legislation/2011/S1149.pdf
Title: S.B. 1149
Source: http://legislature.idaho.gov
| |
| MS | Signed into law 04/2011 | P-12 | Authorizes the Mississippi Department of Education to develop and promulgate policies and procedures regarding financial reimbursements to the sponsoring school district from school districts that have students of record or compulsory-school-age residing in said districts placed in a youth detention center.
http://billstatus.ls.state.ms.us/documents/2011/pdf/SB/2300-2399/SB2388SG.pdf
Title: S.B. 2388
Source: http://billstatus.ls.state.ms.us/
| |
| OK | Signed into law 04/2011 | P-12 | Each month the State Department of Education is required to transfer the monies apportioned to the Teachers' Retirement System Dedicated Revenue Revolving Fund to the Teachers' Retirement System of Oklahoma to be used by the System, for the benefit of that system. The revolving fund is to be administered by the State Department of Education
http://webserver1.lsb.state.ok.us/2011-12bills/HB/HB1007_ENR.RTF
Title: H.B. 1007
Source: http://webserver1.lsb.state.ok.us
| |
| AR | Signed into law 03/2011 | P-12 | Clarifies the definition of revenue receipts of a school district.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/HB1296.pdf
Title: H.B. 1296
Source: http://www.arkleg.state.ar.us
| |
| AR | Signed into law 03/2011 | P-12 | Provides oversight of and accountability for state desegregation funding received and expended by the Pulaski County School Districts.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act701.pdf
Title: H.B. 1878
Source: http://www.arkleg.state.ar.us
| |
| KS | Adopted 03/2011 | P-12 | Resolution would create a statewide vote on a constitutional amendment to clarify that it is the Kansas Legislation that has the authority to "make suitable provision for finance of the educational interests of the state in an equitable manner in in such amounts as may be determined by the legislature." Resolution would change the wording in the exp[lanatory statement printed on the ballot to: "A vote against this amendment would retain the current provision of the Kansas Constitution which has been interpreted by the Kansas Supreme Court as requiring the Kansas Supreme Court as requiring the Kansas Legislature to provide funding for public schools in amounts that may be directed by the Court." To amend section 6 of article 6 of the constitution of the state of Kansas relating to school finance.
http://kslegislature.org/li/b2011_12/year1/measures/documents/hcr5010_02_0000.pdf
Title: H.C.R. 5010
Source: http://kslegislature.org
| |
| MS | Signed into law 03/2011 | P-12 | Authorizes local school boards to disburse funds to a nonprofit foundation that exists to enhance the public educational experience and quailty of instruction for studnets in that district. Defines conditions that must be met prior to disbursement of furnds.
http://billstatus.ls.state.ms.us/documents/2011/pdf/HB/1200-1299/HB1227SG.pdf
Title: H.B. 1227
Source: http://billstatus.ls.state.ms.us/
| |
| MS | Signed into law 03/2011 | P-12 | Authorizes local school boards to purchase easements for access to 16th section lands. Prohibits the use of eminent domain by any local school board or governing authority to acquire easement access to 16th section lands or lieu lands.
http://billstatus.ls.state.ms.us/documents/2011/pdf/HB/1100-1199/HB1126SG.pdf
Title: H.B. 1126
Source: http://billstatus.ls.state.ms.us
| |
| VA | Signed into law 03/2011 | P-12 | Codifies in the Standards of Quality the flexibility to use funds provided in the appropriation act and provided to local school divisions for certain staffing standards related to instructional staff in mathematics, limited English proficiency, reading, technology, and assistant principals. Additionally, amends the definition of ''support services."
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0055+pdf
Title: H.B. 1792/S.B. 1270
Source: http://lis.virginia.gov/
| |
| VA | Signed into law 03/2011 | P-12 | Deletes references to educational programs that have not been funded and do not exist and updates language in other sections to conform to current practice.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0216+pdf
Title: H.B. 1885
Source: http://lis.virginia.gov
| |
| DE | Signed into law 02/2011 | P-12 | Allows services for children with disabilities to be funded based on identified individual needs rather than on their classification or placement. The "needs-based" funding system provides more flexibility to districts and charter schools in the provision of special education services and is intended to be more equitable in ensuring that resources are distributed based on the specific needs of students receiving special education services.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/HB+1/$file/legis.html?open
Title: H.B. 1
Source: http://legis.delaware.gov/
| |
| Finance--Adequacy/Core Cost |
| |
| IN | Signed into law 04/2011 | P-12 | Prohibits the governing body of a school corporation from using funds received from the state to bring or join in an action against the state unless the school corporation is challenging an adverse decision by a state agency, board, or commission.
http://www.in.gov/legislative/bills/2011/SE/SE0495.1.html
Title: S.B. 495
Source: http://www.in.gov
| |
| AR | Signed into law 03/2011 | P-12 | Changes the foundation funding level for students. Includes students in regular settings, alternative settings, English-language learners and students in low-income districts.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/HB1901.pdf
Title: H.B. 1901
Source: http://www.arkleg.state.ar.us
| |
| Finance--Aid to Private Schools |
| |
| OH | Signed into law 06/2011 | P-12 | Repeals existing definition of "electronic textbook". Establishes new defintion of electronic textbook as any book or book substitute accessed via a computer or other electronic medium or that is available through an Internet-based provider of course content, or any other material that contributes to the learning process through electronic means. Clarifies that monies paid to districts via section 3317.024 may also be used to purchase (1) "computer hardware and related equipment", including computer tablets, and other mobile handheld devices; and their operating systems and accessories and (2) life-saving medical or other emergency equipment for placement in nonpublic schools within the district or to maintain such equipment.
Page 300-302 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Definitions for Purposes of District Purchases
Source: www.legislature.state.oh.us
| |
| ME | Signed into law 05/2011 | P-12 | Exempts certain reformulated school administrative districts that did not operate a K-12 program from the requirement to maintain such a program. Clarifies that the vote regarding the closure of an elementary or secondary school in a regional school unit is required only when the school is closed for lack of need. Repeals the annual audit requirement for the purpose of approving private schools for tuition purposes. Clarifies that elementary school and secondary school closures for regional school units that have more than one secondary school must be in accordance with the procedures in state law (Me. Rev. State. Ann. tit. 20A, § 1512). Amends the language on annual student counts for school administrative units and publicly funded students in private schools or programs for reporting dates to the Department of Education according to time schedules that the Commissioner of Education established. Amends the laws governing student counts to require that student counts are based on the number of students in attendance on October 1st and April 1st. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC171.asp
Title: H.P. 959
Source: http://www.mainelegislature.org
| |
| Finance--Bonds |
| |
| OR | Signed into law 07/2011 | Postsec. | Limits for six-year period beginning July 1, 2011, payment of expenses from other funds collected or received by various state agencies for capital construction. Limits expenditures from federal funds collected or received by Oregon Department of Aviation and Oregon Military Department for capital construction for six-year period beginning July 1, 2011. Increases expenditure limitations for certain previously authorized projects. Limits for six-year period beginning July 1, 2011, payment of expenses from bond proceeds and other revenues, including federal funds, collected or received by Oregon University System for capital construction within Oregon University System. Authorizes sale of bonds under Article XI-G of Oregon Constitution for previously approved projects. Specifies that Legislative Assembly determines that projects financed by bonds issued under Article XI-F(1) of Oregon Constitution benefit higher education institutions or activities. Sets expiration date on project approvals and expenditure limitations. Extends expiration dates for certain projects. Approves proposed sale of certain armories and facilities. Declares emergency, effective on passage.
http://www.leg.state.or.us/11reg/measpdf/hb5000.dir/hb5006.en.pdf
Title: H.B. 5006
Source: http://www.leg.state.or.us
| |
| OH | Signed into law 06/2011 | P-12 | From bill analysis: Authorizes transfers from a bond fund or bond retirement fund to a permanent improvement fund, even if all of the obligations payable from the fund have not been retired. Limits the availability of this new option to school districts that receive approval for such a transfer from the county budget commission. When approving such transfers, requires a county budget commission to determine that the
money to be transferred will not be necessary to meet any outstanding obligations of the fund after considering the amount of outstanding obligations, the balance of the fund, and the fund's revenue sources.
Page 475 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part3.pdf
Bill analysis (page 696): http://www.lsc.state.oh.us/analyses129/11-hb153-129.pdf
Title: H.B. 153 - Transfers from School District Bond Fund or Bond Retirement Fund
Source: www.legislature.state.oh.us
| |
| OR | Signed into law 06/2011 | P-12 | Establishes statutory provisions required for Superintendent of Public Instruction to borrow money pursuant to Article XI-P of Oregon Constitution for capital costs of school districts. Establishes School Capital Matching Fund to replace school capital matching subaccount. Establishes Article XI-P Bond Fund and Article XI-P Bond Administration Fund. Continuously appropriates moneys from funds. Makes statutory changes related to implementation of Article XI-P of Oregon Constitution.
http://www.leg.state.or.us/11reg/measpdf/sb0001.dir/sb0018.en.pdf
Title: S.B. 18
Source: http://www.leg.state.or.us
| |
| NV | Signed into law 05/2011 | Postsec. | Existing law authorizes the Board of Regents of the University of Nevada to issue bonds and other securities to finance certain projects at the University of Nevada, Reno, in a total principal amount not exceeding $312,695,000. This bill increases the authorized amount of such bonds to $348,360,000.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB478_EN.pdf
Title: A.B. 478
Source: http://www.leg.state.nv.us
| |
| AR | Signed into law 03/2011 | P-12 | Clarifies definitions related to bonded debt assistance for school districts.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act266.pdf
Title: H.B. 1527
Source: http://www.arkleg.state.ar.us
| |
| MT | Signed into law 03/2011 | P-12 | From the fiscal note: HB 182 extends the debt repayment period for Montana school districts to borrow funds through the Board of Investments from 10 to 15 fiscal years at no cost to the state. The bill allows local governments to issue bonds or notes, without a vote of the electorate, to finance energy conservation measures.
http://data.opi.mt.gov/bills/2011/billpdf/HB0182.pdf
Title: H.B. 182
Source: http://data.opi.mt.gov
| |
| NV | Vetoed 03/2011 | P-12 | Revises the provisions regarding the establishment and maintenance of a reserve account for payment of the outstanding bonds of a school district.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB183_EN.pdf
Title: A.B. 183
Source: http://www.leg.state.nv.us
| |
| SD | Signed into law 03/2011 | Community College | An act to increase the bonding limit of the four technical institutes.
1-16A-77. The aggregate outstanding principal amount of bonds, notes, or other obligations of the authority which are payable out of receipts, rentals, and other payments made pursuant to lease purchase agreements with an LEA or the South Dakota Board of Education under the authority of chapter 13-39, may not exceed one hundred five million dollars for obligations issued by the authority in connection with any lease-purchase agreement with the Western Dakota Technical Institute, the Southeast Technical Institute, the Lake Area Technical Institute or the Mitchell Technical Institute. However, at the option of the authority to be expressed in a resolution or an indenture which authorizes or authorized any refunding bonds, the principal amount of the bonds, notes, or other obligations which are issued to refund, pay, discharge, or defease any outstanding bonds, notes, or other obligations or which are, as a result of issuance of any such refunding obligations, deemed to be paid, discharged, or defeased by reason of an irrevocable deposit of cash or securities, may be excluded from the total principal amount of obligations of the authority for the purpose of determining compliance with the limitation of this section.
http://legis.state.sd.us/sessions/2011/Bills/HB1228ENR.pdf
Title: H.B. 1228
Source: http://legis.state.sd.us
| |
| Finance--District |
| |
| PA | Signed into law 11/2011 | P-12
Postsec. | Increases the maximum amount of a contract before it must be put out for bids. Under current law, a district must seek written or phone price quotes from at least three contractors or suppliers for contracts over $4,000 but not more than $10,000. This increases those limits to $10,000 and $18,500, respectively. Increases point at which a district must advertise for bidders in a newspaper to $18,500. For projects costing $10,000 or less, districts could use their own maintenance staff. Provides that all these limits in the future increase based on the Consumer Price Index for All Urban Consumers, with an annual cap of 3 percent. Applies to all publc school entities, the Thaddeus Stevens College of Technology, and the universitites of the Pennsylvania State Sytstem of Higher Education.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2011&sessInd=0&billBody=S&billTyp=B&billNbr=0296&pn=1597
Title: S.B. 296
Source: http://www.legis.state.pa.us
| |
| CA | Signed into law 10/2011 | P-12 | From bill summary: Requires a public hearing to be held prior to and independent of a meeting where the governing board of a school district or county office of education adopts a budget. Also requires the governing board to identify the program or programs to be closed before the public hearing.
http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_189_bill_20111008_chaptered.pdf
Title: A.B. 189 - Hearing Before Adoption of Local Budget
Source: www.leginfo.ca.gov
| |
| IL | Signed into law 08/2011 | P-12 | Encourages each regional superintendent of schools to offer districts the opportunity to share in joint educational or operational programs, and to urge school districts to participate in such programs when the
school district determines that such participation is fiscally prudent. Permits a regional superintendent of schools to present to a district possible services and functions that multiple schools may share or consolidate. Permits regional superintendents to share best practices with districts exploring new methods to become more financially efficient.
Directs each school district to annually complete a report, to be published on the state board Web site and district Web site, summarizing district attempts to improve fiscal efficiency through shared services
or outsourcing in the prior fiscal year. Requires that the report include the incidence of numerous specified shared service options related to both operations and instruction, and a list of potential shared services or outsourcing the district may consider or investigate for the next fiscal year, along with any anticipated barriers to implementation. Based on data supplied by districts, requires regional superintendents to annually publish a regional report summarizing district attempts to improve fiscal efficiency through shared services or outsourcing within the educational service region. Requires that this report include a list of all joint purchasing initiatives, joint agreements between districts, attempts to reduce or eliminate duplication of services and duplicative expenditures, and identification of any overlapping regional service delivery systems. Provides that for school districts required to develop and submit a deficit reduction plan to the state board, the regional superintendent of schools and the school district must jointly prepare a shared services and outsourcing plan that considers actions that may improve the district's fiscal efficiency and how future savings associated with shared services or outsourcing are to be utilized. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0357.pdf
Title: S.B. 2134
Source: /www.ilga.gov
| |
| IL | Signed into law 08/2011 | P-12 | Requires that if an Annual Financial Report resulting from a mandated audit reflects a deficit, the district must, within 30 days after acceptance of such audit report, submit a deficit reduction plan.
Makes legislative findings relative to the need for financial oversight panels. Creates the Financial Oversight Panel Law of the School Code. Allows a school district (other than the Chicago school district) to petition the state board of education for the establishment of a Financial Oversight Panel for the district, and allows the state board to establish a Financial Oversight Panel without a petition from a district. Requires the Financial Oversight Panel, the school board and the district superintendent or chief executive officer to develop goals and objectives to help the district obtain financial stability. Contains provisions concerning duties of the district; members and meetings of a Panel; powers of a Panel; deposits and investments; and cash and bank accounts. Permits a Panel to employ a chief executive officer, a chief educational officer, a chief fiscal officer, a superintendent (who must be under the direction of the Panel or the chief executive officer employed by the Panel and must have all of the statutorily-assigned powers and duties of a school district superintendent and such other duties as may be assigned by the Panel), and a chief school business official. Permits a Panel, in its discretion, to remove the local board-appointed or -elected treasurer and appoint a new treasurer. Authorizes a Panel to negotiate collective bargaining agreements with the district's employees. Upon a Panel's direction, requires a district to reorganize the district's financial accounts, management, and budgetary systems in a manner consistent with state board rules to remedy the conditions that led the Panel to be created, to achieve greater financial responsibility and to reduce financial inefficiency. Permits a Panel to prepare and file a proposal for emergency financial assistance for the school district and for the Panel's operations budget. Permits a district to receive both a loan and a grant. Provides that if a district is unable after 3 attempts to secure short-term financing, a Panel, with state superintendent approval, must have the same power as a district to issue tax anticipation warrants, issue tax anticipation notes, issue revenue anticipation certificates or notes, issue general state aid anticipation certificates, and establish and utilize lines of credit. Authorizes certain actions if a Panel is unable to secure short-term borrowing. Requires a Panel to annually submit to the state superintendent a report that includes the audited financial statement for the preceding fiscal year, an approved financial plan and a statement of the major steps necessary to accomplish the objectives of the financial plan. Authorizes the state superintendent to require a separate audit of the Panel. Specifies that a district must render such services to and permit the use of its facilities and resources by the Panel at no charge, and permits any state agency or district to render such services to the Panel as may be requested by the Panel. Requires a Panel to be abolished 10 years after its creation. Permits the state board to abolish a panel at any time after 3 years if no obligations of the Panel are outstanding and the financial need for the Panel no longer exists. Establishes provisions for return of power to local board if financial need for the Panel no longer exists but the Panel has outstanding financial obligations.
Creates special provisions for districts subject to the authority of a Financial Oversight Panel in terms of tax levy procedures. Makes certain employees of a Financial Oversight Panel who are not superintendents or certified school business officials participants in the Illinois Municipal Retirement Fund. Provides that if the Financial Oversight Panel is unable to pay the required employer contributions to the fund, then the school districts served must make payment of required contributions. Permits monies from the School District Emergency Financial Assistance Fund to be used to provide technical assistance or consultation to Financial Oversight Panels that petition for emergency financial assistance grants. Establishes provisions related to payment of emergency state financial assistance loans by Financial Oversight Panels. Provides an emergency financial assistance loan to the Panel or district must not be considered part of the calculation of a district's debt for purposes of limitation.
http://www.ilga.gov/legislation/publicacts/97/PDF/097-0429.pdf
Title: S.B. 2149
Source: www.ilga.gov
| |
| CA | Signed into law 07/2011 | P-12 | Clarifies that for purposes of state board allocation of federal funds to districts, "districts" are defined to include school districts, county offices of education, and other educational agencies or entities deemed eligible pursuant to state and federal law. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_169_bill_20110725_chaptered.pdf
Title: A.B. 169
Source: www.leginfo.ca.gov
| |
| TX | Signed into law 07/2011 | P-12 | Authorizes a district board of trustees to implement a furlough program and reduce the number of days of service otherwise required by law by not more than 6 days of service during a school year if the commissioner certifies that the district will be provided with less state and local funding for that year than was provided to the district for the 2010-2011 school year. Authorizes the board of trustees to reduce the salary of a furloughed employee in proportion to the number of days by which service is reduced. Sets out conditions and restrictions applicable to a furlough program, including among other provisions that (1) a furlough program must subject all contract personnel to the same number of furlough days, (2) an educator may not use personal, sick or any other paid leave while on furlough, and (3) implementation of a furlough program may not result in an increase in the number of required teacher workdays. Establishes the required process for the development of a furlough program or other salary reduction proposal. In developing a furlough program, requires a district to use a process that includes the involvement of the district's professional staff, and provides employees with the opportunity to express opinions on the furlough program or salary reduction proposal at a public meeting. Pages 12-14 of 19: http://www.legis.state.tx.us/tlodocs/821/billtext/pdf/SB00008F.pdf#navpanes=0
Title: S.B. 8 - District Furloughs
Source: www.legis.state.tx.us
| |
| TX | Signed into law 07/2011 | P-12 | From bill summary: Authorizes a school district board of trustees to adopt a resolution declaring a financial exigency for the district, limited to the fiscal year during which the declaration is made unless the board adopts a resolution declaring a continuation of the exigency for the following year. The bill requires the board to notify the commissioner each time the board adopts a resolution and requires the commissioner by rule to prescribe the time and manner in which notice must be given and to adopt minimum standards concerning school district financial conditions that must exist for declaration of a financial exigency.
Bill text (pages 16-17): http://www.legis.state.tx.us/tlodocs/821/billtext/pdf/SB00008F.pdf#navpanes=0
Bill summary: http://www.legis.state.tx.us/BillLookup/BillSummary.aspx?LegSess=821&Bill=SB8
Title: S.B. 8 - District Financial Exigency
Source: www.legis.state.tx.us
| |
| FL | Signed into law 06/2011 | P-12
Postsec. | Removes the requirement that the commissioner of education review the budgets for school districts and Florida College System institutions. Removes the requirement that the state department of education approve school board budgets. Requires school districts to post certain budget information on their websites. Revises the gift ban law for school board members and relatives.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 6, 29
Source: http://www.myfloridahouse.gov
| |
| FL | Signed into law 06/2011 | P-12 | Requires the budget of each school district (and other city and county entities) to be posted on the district's website. http://laws.flrules.org/files/Ch_2011-144.pdf
Title: S.B. 224
Source: http://laws.flrules.org
| |
| NC | Veto overridden: legislature has overridden governor's veto 06/2011 | P-12 | Directs the state board to establish a school calendar pilot program in the Wilkes County Schools, the Montgomery County Schools, and the Stanly County Schools, to determine whether and to what extent a local school administrative unit can save money by consolidating the school calendar. Provides that the school calendar for the 2011-2012 calendar year for the pilot school systems must include a minimum of 185 days or 1,025 hours of instruction covering at least 9 calendar months; permits a participating school system to meet minimum 185 days of instruction by adding instructional hours to previously scheduled days. Directs the state board to report to the Joint Legislative Education Oversight Committee by March 15, 2012, on the administration of the pilot program, cost savings realized, and its impact on student achievement. Provides that if the state board finds that it will enhance student performance to do so, the state board may grant a pilot school system a waiver to use up to 5 instructional days or an equivalent number of instructional hours as teacher workdays. Bill text (page 53 of 342): http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H200v9.pdf
State board report: http://www.ncleg.net/documentsites/committees/JLEOC/Reports%20Received/2012%20Reports%20Received/School%20Calendar%20Pilot%20Program.pdf
Title: H.B. 200 - School Calendar Pilot Program
Source: www.ncleg.net
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| NH | Signed into law 06/2011 | P-12 | Authorizes a school district to call a special meeting to address changes in the amount of education funding to be received from the state. The authorization is repealed effective July 1, 2012.
http://www.gencourt.state.nh.us/legislation/2011/HB0650.html
Title: H.B. 650
Source: http://www.gencourt.state.nh.us/
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| NV | Signed into law 06/2011 | P-12 | Ensures sufficient funding for K-12 public education for the 2011-2013 biennium; apportioning the State Distributive School Account in the State General Fund for the 2011-2013 biennium; authorizing certain expenditures; making appropriations for purposes relating to basic support, class-size reduction and other educational purposes; temporarily diverting the money from the State Supplemental School Support Fund to the State Distributive School Account for use in funding operating costs and other expenditures of school districts; revising provisions governing local funds available for certain school districts for the 2011-2013 biennium.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB546_EN.pdf
Title: A.B. 579
Source: http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB579_EN.pdf
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| OH | Signed into law 06/2011 | P-12 | Provides an exception to the provision that districts must reimburse the school district solvency assistance fund no later than the end of the second fiscal year following the fiscal year in which the solvency assistance payment was made. Permits the fund to be reimbursed no later than the tenth fiscal year after the fiscal year in which the solvency assistance payment was made, with the approval of the director of budget and management and the superintendent of public instruction. Page 242: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - School District Solvency Assistance Fund
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Establishes the procedure for a district to levy a property tax or income tax. Pages 752-757 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part3.pdf
Title: H.B. 153 - Local Property Tax or Income Tax Levy
Source: www.legislature.state.oh.us
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| PA | Signed into law 06/2011 | P-12 | Section 615 gives school districts the authority to reopen their budget fue to changes in federal and state allocations. http://www.legis.state.pa.us/WU01/LI/BI/FN/2011/0/HB1352P2227.pdf
Title: H.B. 1352
Source: http://www.legis.state.pa.us
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| TN | Signed into law 06/2011 | P-12 | Requires a local board of education to allocate funding in an amount equal to the per pupil state and local funds received by the LEA to state licensed residential mental health facilities on a prorated daily basis for the student's length of stay, provided certain criteria have been met.
http://state.tn.us/sos/acts/107/pub/pc0426.pdf
Title: S.B. 1707
Source: http://state.tn.us/
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| FL | Signed into law 05/2011 | P-12
Postsec. | Requires, beginning October 1, 2011, the Chief Financial Officer to conduct workshops with state agencies, local governments, educational entities, and entities of higher education to gather information pertaining to uniform reporting requirements. Requires the Chief Financial Officer to accept comments from state agencies, local governments, educational entities, entities of higher education, and interested parties regarding proposed charts of account by a certain date. Requires, by January 15, 2014, the CFO to will present a report to the Governor, President of the Senate, and the Speaker of the House of Representatives recommending a uniform chart of accounts, which requires specific enterprise-wide information related to revenues and expenditures of state agencies, local governments, educational entities, and entities of higher education. http://laws.flrules.org/files/Ch_2011-044.pdf
Title: S.B. 1292
Source: http://laws.flrules.org
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| FL | Signed into law 05/2011 | P-12
Postsec. | Requires charter schools and charter technical career centers to post their financial information on the Transparency Florida website. Requires the Auditor General to annually submit to the Legislature a list of any school districts, charter schools, charter technical career centers, colleges, state universities, and water management districts that have failed to comply with the transparency requirements. Requires the Chief Financial Officer to make a state contract management system publically available that includes information and documentation relating to contracts procured by state governmental entities. http://laws.flrules.org/files/Ch_2011-049.pdf
Title: S.B. 2096
Source: http://laws.flrules.org
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| KS | Signed into law 05/2011 | P-12 | Enacts the uniform reporting system for receipts and expenditures for school districts. Requires the state board of education to develop and maintain the system. The system would include budgetary and proprietary accounts; allow districts to record any information required by state or federal law; provide records by fund, accounts, and other pertinent classifications; the amount appropriated, revenue estimates, actual reenues or receipts; amounts available for expenditure, total expenditures, unliquidated obligations, actual balances; and unencumbered balances of allotments or appropriations for each school district. The bill requires the department of education to annually publish a copy of school district budget form 150 for each school district, the estimated legal maximum gneeral fund budget, or any successor document containing the same information. The department of education also would be required to annually publish the following expenditures for each school district on a per pupil basis: (1) total In addition, the system must allow for data to be searched and compared on a district by district basis. The board also would be required to revise the system, direct school districts on the use of records and fiscal procedures, prescribe on Allows any school district having authority for ancillary school facilities weighting, cost of living weighting, or declining enrollment weighting to spend the motor vehicle-related revenue derived as a result of these weightings. Existing law allowed a school district to receive the revenue, but not spend the revenue.
http://www.kslegislature.org/li/b2011_12/year1/measures/documents/sb21_02_0000.pdf
Title: S.B. 21
Source: http://www.kslegislature.org
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| MT | Signed into law 05/2011 | P-12 | Excerpts from the fiscal note: SB 329, as amended, increases the basic and per-ANB entitlements for K-12 public schools by 1.1% in FY 2012 and by 0.63% in FY 2013. The bill eliminates the 0.76% growth factor on school block grants after FY 2011 and retains oil and natural gas production taxes at the state level for school districts whose tax allocation exceeds 150% of the district's maximum or adopted general fund budget. SB 329 will create increased revenue in the state general fund of $11.3 million in FY 2012 and $1.1 million in FY 2013. Section 3 of the bill allows school districts to enter into multidistrict agreements to perform any services, activities, and undertakings of the participating districts. This section also authorizes each participating district to transfer funds into the interlocal cooperative fund from the general fund or any other budgeted fund of the district. Under SB 329, there is no limit on the amount that can be transferred from budgeted funds other than the school district general fund which is limited to the amount of the district's direct state aid (DSA).
Section 5(2), requires the OPI to develop publicly available district educational profiles that include include school district contact information, state criterion-referenced testing results, programs and course offerings, student enrollment and demographic information by grade level, and graduation rates. Section 5(3) requires each school district to annually report to the OPI the number and type of employee positions; compensation paid to each employee; the certification held by the employee and required by the position, student-teacher ratios by grade; the amount spent by the district for operation and maintenance and for debt service; district expenditures per pupil; the total budget for all funds; the total number of students enrolled and average daily attendance; the total amount spent by the district on extracurricular activities and the number of students who participated; and the number of students who entered 9th grade but did not graduate. Requires each district to post on its website copies of collective bargaining agreements and the district costs associated with employee union representation, collective bargaining, union grievance procedures, and litigation resulting from union employee grievances. Requires oil and natural gas production taxes allocated to a district to be distributed to the district in accordance with section 7 of SB 329. Effective July 1, 2012, establishes a state school oil and natural gas impact account to help counties and school districts that are not receiving oil and natural gas production taxes, but are impacted by oil and natural gas production, defray costs associated with increased school enrollments, teacher shortages, and infrastructure. The balance in the account may not exceed $7.5 million. Any amount in excess of $7.5 million must be deposited in the state general fund.
Fiscal note: http://data.opi.mt.gov/bills/2011/FNPDF/SB0329.pdf
Full text: http://data.opi.mt.gov/bills/2011/billpdf/SB0329.pdf
Title: S.B. 329
Source: http://data.opi.mt.gov/bills/2011
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| OK | Signed into law 05/2011 | P-12 | The measure allows federal grant money applied for on behalf of a school district to be disbursed directly to an interlocal cooperative with the consent of the school districts in the cooperative.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB275%20ENR.DOC
Title: S.B. 275
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 05/2011 | P-12 | Changes the cap on school district expenditures. School districts with more than 1,500 average daily attendance must not spend more than 5% of total expenditures on administration. Districts with more than 500 but less than 1,500 average daily attendance are capped at 7%. Districts with 500 or fewer average daily attendance are capped at 8%. The measure also allows districts to count up to 40% of a superintendent's salary to nonadministrative functions if the superintendent spends part of the time performing exempted nonadministrative services such as teaching or serving as principal, counselor or library media specialist. Requires the total amount a superintendent makes for administrative and nonadministrative services to be recorded under the code for superintendent salary in the Oklahoma Cost Accounting System.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB664%20ENR.DOC
Title: S.B. 664
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 05/2011 | P-12 | The measure creates the Public School Classroom Support Revolving Fund to be used for grants to public classroom teachers. The State Board of Education will award the grants and establish the criteria for and application process for the grants. Teachers must use grants for supplies, materials or equipment for classrooms or classes taught by the teachers. Taxpayers and corporations wishing to contribute to the fund may designate the contribution on the appropriate income tax or corporate tax form after December 31, 2011. The contribution may be made by reducing the income tax refund of the taxpayer.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1852%20ENR.DOC
Title: H.B. 1852
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 05/2011 | P-12 | Allows expenditure from School Consolidation Assistance Fund to school districts that have entered into a mutual contract for a superintendent; establishes amount of assistance, including maximum. Total assistance paid over three years from the School Consolidation Assistance Fund to districts entering into a contract to share superintendents must not exceed $150,000 and no school district will be eligible to receive assistance for more than three years. Boards of education must notify the State Board of Education on or before June 30 of the year preceding the school year the mutual contract will become effective. Allows the State Board of Education to make payments of less than $400,000 to school districts from the fund and if monies in the fund are insufficient to make allocations to qualified districts, the State Board of Education will determine allocations with preference given to school district consolidation and annexation.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB2115%20ENR.DOC
Title: H.B. 2115
Source: http://webserver1.lsb.state.ok.us
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| ID | Signed into law 04/2011 | P-12 | The Students Come First legislation relates to public school modernization and reform. The legislature has a duty to ensure that state's schools are on firm financial ground. To ensure the state can educate more students at a higher level with limited resources, the state must reform and modernize the educational system. Students Come First legislation reprioritizes statutory requirements to strategically invest in Idaho's educators and technology and increases transparency for the state's public school system.
http://legislature.idaho.gov/legislation/2011/S1184.pdf
Title: S.B. 1184
Source: http://legislature.idaho.gov
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| ND | Signed into law 04/2011 | P-12 | Requires the superintendent of public instruction to develop detailed procedures for school districts (and others) to follow if there is any risk of defaulting on a fiscal oblication. Adds districts as entities that are bound by notification procedures established by law (i.e., must notify the superintendent of public instruction of potential defaults and to request payment under this section; and procedures for the state to expedite payments to prevent defaults).
http://www.legis.nd.gov/assembly/62-2011/documents/11-8216-02000.pdf
Title: H.B. 1428
Source: http://www.legis.nd.gov
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| OK | Signed into law 04/2011 | P-12 | Modifies definition of administrative services for expenditure limits. In defining "administrative services," staff for the superintendent were included. This amendment adds the staff of any elementary superintendent or any assistant superintendent to the administrative services calculations.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1372%20ENR.DOC
Title: H.B. 1372
Source: http://webserver1.lsb.state.ok.us
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| WA | Signed into law 04/2011 | P-12 | Requires the office of the superintendent of public instruction to prepare school district fiscal notes on proposed legislation
that increases or decreases school district revenues or expenditures in a manner that uniquely affects school districts.
http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202011/1703.SL.pdf
Title: H.B. 1703
Source: http://apps.leg.wa.gov
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| WA | Signed into law 04/2011 | P-12 | Section 1: Relates to addressing financial insolvency of school districts; and creating new sections. Superintendent of public instruction is to convene educational service districts to analyze options and make recommendations for a clear legal framework and process for dissolution of a school district on the basis of financial insolvency. The analysis must include, but is not limited to: (a) a definition of financial insolvency; (b) a timeframe, criteria and process for initiating a dissolution of an insolvent school district; (c) roles and responsibilities of the office of the superintendent of public instruction, educational service districts and regional committees on school district organization; and (d) recommendations for how to address such issues as: (1) limiting a school board's ability to incur additional debt during the dissolution process; (2) terminating staff contracts expeditiously; (3) liquidation of liabilities; (4) waiving requirements of the school accounting manual; (5) clarifying effective dates of transfers of property for taxation purposes; (6) dealing with bonded indebtedness; and (7) circumstances that require approval of voters in either the annexing school district or the dissolving school district, or both. Educational service districts must consult with individuals with legal and financial expertise while conducting the analysis. As part of the report, the educational service districts may recommend a financial early warning system for consistent, early identification of school districts with potential fiscal difficulties. The superintendent of public instruction must submit a final report and recommendations to the governor and the education and fiscal committees of the legislature by January 5, 2012. The recommendations must specifically address amendments to current law as well as propose new laws as necessary. Section 2: If specific funding for the purpose of this act, referencing this act by bill or chapter number, is not provided by June 30, 2011, in this omnibus appropriations act, this act is null and void.
http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202011/1431-S.SL.pdf
Title: H.B. 1431
Source: http://apps.leg.wa.gov
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| MI | Signed into law 03/2011 | P-12 | Provides that if a school included on the list of lowest-achieving 5% of public schools was operated by a district in which an emergency manager was in place under the Local Government and School District Fiscal Accountability Act, the Superintendent of Public Instruction could not place that school under the supervision of the State School Reform/Redesign Officer.
http://www.legislature.mi.gov/documents/2011-2012/publicact/htm/2011-PA-0008.htm
Title: S.B. 157
Source: http://www.legislature.mi.gov
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| MI | Signed into law 03/2011 | P-12 | Repeals the "Local Government Fiscal Responsibility Act", and creates the "Local Government and School District Fiscal Accountability Act", which similarly would provide for the review, management, and control of the financial and other operations of a local government (a municipal government or a school district). http://www.legislature.mi.gov/documents/2011-2012/publicact/htm/2011-PA-0004.htm
Title: H.B. 4214
Source: http://www.legislature.mi.gov
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| OH | Signed into law 03/2011 | P-12 | Permits the state superintendent to issue waivers from certain financial reporting standards for districts and educational service centers, and certain state board standards for the operation of K-12 programs defined in divisions (B)(2) and (D) of Section 3301.07. Directs the state board to adopt standards for the approval or disapproval of such waivers. Provides a waiver may not exceed five years, but that a district board may apply to renew a waiver. Permits the state board to revoke the charter of any school district that fails to meet the operating standards established under division (D)(3) of section 3301.07.
Pages 6-7 of 41: http://www.legislature.state.oh.us/BillText129/129_HB_30_EN_N.pdf
Full text of repealed divisions (B)(2) and (D) of Section 3301.07 on page 980 and ff. of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 30 - Financial Reporting and Certain Standards for Operation of K-12 Programs
Source:
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| SD | Signed into law 03/2011 | P-12 | Extend for two years the period of time in which school districts may expend capital outlay funds for certain transportation, insurance, energy, and utility costs.
http://legis.state.sd.us/sessions/2011/Bills/SB111ENR.pdf
Title: S.B. 111
Source: http://legis.state.sd.us
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| TX | Adopted 01/2011 | P-12 | From the January 28, 2011 Texas Register: The sections establish provisions that detail the ratings, types of ratings, criteria, reporting and sanctions for the financial accountability rating system. Amendments update the School Financial Integrity Rating System of Texas (School FIRST) by specifying new provisions for implementation beginning with fiscal year 2010-11, including the deletion of one non-critical school district indicator and the addition of 18 open-enrollment charter school indicators, along with new rating worksheets and calculations that reflect these changes. The amendments to the rating system better align School FIRST for the two types of entities and clarify certain aspects of the School FIRST calculations. Additionally, the adopted amendments establish a process for lowering a financial accountability rating after initial assignment if determined necessary by the commissioner.
109.1002: Financial Accountability Ratings. Adopted as published on pp 12-13 of the January 28, 2011 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/0128/0128adop.pdf
109.1003: Types of Financial Accountability Ratings. Adopted as published on pp. 18-19 of the October 22, 2010 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/1022/1022prop.pdf
109.1004: Criteria for Financial Accountability Ratings. Adopted as published on p. 19 of the October 22, 2010 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/1022/1022prop.pdf
109.1005: Reporting. Adopted as published on pp 13-14 of the January 28, 2011 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/0128/0128adop.pdf
Title: 19 TAC 109.1002, 1003, 1004, 1005
Source: www.sos.state.tx.us
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| Finance--Facilities |
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| OH | Signed into law 12/2011 | P-12 | Repeals provision requiring any board of trustees of a college-preparatory boarding school to secure at least $20 million dollars of private money to satisfy its share of facilities acquisition to be eligible for state assistance (under new revisions, some boards of trustees may avoid this requirement). Repeals provision requiring a board of trustees receiving assistance under the program to fund the acquisition of residential facilities and any other facilities other than classroom facilities through private means. Repeals provision requiring that lease payments made by the boards of trustees of college-preparatory boarding schools receiving assistance under the program be deposited into the state treasury and credited to the common schools capital facilities bond service fund. Establishes alternative methods for acquisition of college-preparatory boarding school facilities.
Specifies that, acting through its board of trustees, a college preparatory boarding school may sue and be sued, acquire facilities as needed, contract for any services necessary for the operation of the school, and enter into contracts with the department of education. Permits the board of trustees to carry out any act and ensure the performance of any function that is in compliance with the Ohio Constitution, chapter 3328 of the Ohio Code, other statutes applicable to college-preparatory boarding schools, and the contract entered into under chapter 3328 establishing the school. Requires that each college-preparatory boarding school have a fiscal officer who meets state board-established standards. Directs the department of education to monitor the operation, programs, and facilities of the school, including conducting on-site visits of the school. Authorizes the department to take actions, as specified in the contract, to resolve issues of noncompliance by the school of certain legislative provisions, the contract, the bylaws adopted by the board of trustees, or state board rules. Provides such specified actions must include procedures for notice of noncompliance and appeal to the state board of the decisions of the department. Repeals all provisions requiring the state board to grant a charter to each college-preparatory boarding school. Transfers certain powers from college-preparatory school operators to schools' boards of trustees. Clarifies that district responsibility to transport college-preparatory boarding school students on a weekly basis may be met by providing the transportation itself, contracting with another entity to provide the transportation, or entering into an agreement with the college-preparatory boarding school board of trustees under which the board will provide the transportation and the district will pay the board an amount specified in the agreement. Clarifies that transportation to and from college-preparatory boarding schools is subject to all school transportation requirements set forth in statute and administrative code.
Pages 7-10 and 13-19 of 22: http://www.legislature.state.oh.us/BillText129/129_HB_157_EN_N.pdf
Title: H.B. 157 - College-Preparatory Boarding School Program
Source: www.legislature.state.oh.us
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| TX | Adopted 12/2011 | P-12 | Modifies provisions related to the allotment for new instructional facilities to reflect statutory changes, implement a recent TEA policy decision to allow open-enrollment charter schools to apply for the allotment, amend the application process, and establish in rule a requirement for applicants to complete a survey after receiving funds. Adoped as published in the October 14, 2011 Texas Register (pages 19-22 of 109): http://www.sos.state.tx.us/texreg/pdf/backview/1014/1014prop.pdf
Title: 19 TAC 61.1034
Source: www.sos.state.tx.us
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| CA | Signed into law 10/2011 | P-12 | Makes specified new construction and modernization projects eligible for an incentive grant if the project meets the criteria prescribed in the 2006 Bond Act for incentive grants to high-performance schools. Provides that by allowing an existing appropriation to be spent for a new purpose, the bill makes an appropriation. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0101-0150/sb_128_bill_20111008_chaptered.pdf
Title: S.B. 128
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2011 | P-12 | Very similar to S.B. 620 (http://www.ilga.gov/legislation/97/SB/PDF/09700SB0620lv.pdf). Differs from S.B. 620 in definition of "school action" by excluding from definition reassignment due to a new
school with an attendance area boundary and that is made to relieve overcrowding. Also creates different fiscal transparency requirements than those created in S.B. 620. S.B. 630 requires that for fiscal year 2012, the chief executive officer provide the Chicago school board with an annual capital expenditure report within 90 days after the end of the fiscal year, to be posted to the district Web site. It also requires that for fiscal year 2013 and thereafter, the chief executive officer provide the board with an annual capital expenditure report with the same specifications as the one S.B. 620 calls for after the bill goes into effect (not phased in, as in S.B. 630). In section regarding contents of a school transition plan, requires that school transition plans include "informational briefings" (rather than "counseling" as in S.B. 620) to provide parents and children with pertinent information to make an informed choice. Clarifies that the chief executive officer publish notice of the proposed school actions each year, rather than by December 2011, as required in S.B. 620, though both require annual posting of proposed school actions to be taken at the close of the current academic year by December 1 of each year. Provides that no Chicago school board decision regarding a proposed school action may take place less than 60 days after the announcement of the proposed school action. Requires the chief executive officer to publish a brief summary of the proposed school actions and the date, time, and place of the hearings or meetings in a newspaper of general circulation. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0474.pdf
Title: S.B. 630
Source: www.ilga.gov
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| IL | Signed into law 08/2011 | P-12 | Creates new sections 105 ILCS 5/34-200 through -235 regarding school action and facility master planning for Chicago Public Schools. By December 31, 2011, directs the district to publish space utilization standards on the district's Web site. Requires that the standards include several specified components, including the method to determine efficient use of a school building based on educational program design capacity, and the standards for overcrowding and underutilization. Directs the chief executive officer or designee to annually publish a space utilization report for each building operated by the district. Requires the chief executive officer, by December 31, 2011, to propose minimum and optimal facility performance standards for specified facility attributes, and identifies process for eliciting public feedback before the final recommendations are developed. Requires that the final educational facility space utilization and performance standards be published on the district Web site.
Directs the chief executive officer or designee to develop a 10-year educational facility master plan every five years, with the first such master plan to be approved by July 2013. Specifies the elements that must inform the educational facility master plan. Requires that a preliminary draft of the master plan be distributed for comment by January 2013, and requires that the final approved Educational Facility Master Plan be published on the district Web site. Directs the district to develop a capital needs review process and 1-year and 5-year capital improvement plans. By January 1, 2012, requires the chief executive officer or designee to establish a capital needs review process that includes a comprehensive bi-annual assessment of the capital needs at each facility owned, leased or operated by the district. Requires that, beginning with fiscal year 2013 and each year thereafter, the chief executive officer publish a proposed one-year capital improvement plan at least 60 days before the end of the prior fiscal year. Requires that the one-year capital improvement plan include specified information for all capital projects for which funds are to be appropriated. Directs the Chicago school board to adopt a final one-year capital improvement plan within 45 days after adopting the annual budget. Beginning with fiscal year 2013, directs the chief executive officer to publish a proposed 5-year capital improvement plan with the proposed one-year capital improvement plan, and requires the 5-year capital improvement plan to be assessed annually. Requires that an annual report be published explaining differences between projected capital projects in the 5-year capital improvement plan and the capital projects authorized in the proposed one-year capital improvement plan for the following fiscal year. Requires that the 5-year plan be published on the district's Web site and distributed to all principals.
Requires the chief executive officer to provide the Chicago board with an annual capital expenditure report within 90 days after the end of the fiscal year, and for the report to be published on the district's Web site. Requires that the annual capital expenditure report include specified information. Requires that a list of all property owned by or leased to the Chicago school board be published on the district's Web site by January 1, 2012, and that the information be updated annually. Requires that all lease agreements in which the Chicago school board is a lessor or lessee be published on the district's Web site for the duration of the lease, and requires specified information about lease agreements to be published to the Web site.
Provides that if the Board approves a school action, the chief executive officer or designee must work with local school educators and families of students attending the affected school to ensure successful integration of affected students into new learning environments. Requires the chief executive officer or designee to develop a school transition plan, and to identify and commit specific resources for implementation of the plan for at least the first full academic year after the board approves a school action. Requires that a school transition plan include specified components, including options to enroll in higher performing schools, and counseling on the choice of schools, including all information a parent and child need to make an informed choice. Requires the chief academic officer to annually publish guidelines for school actions, outlining the academic and non-academic criteria for a school action. Outlines processes for providing notice of proposed school actions and providing public hearings. Provides that if the chief executive officer does not follow the statutory mandates for proposing a school action, the proposed school action cannot be approved by the Chicago school board during the school year in which the school action was proposed.
Provides that nothing in these provisions prevents the district from taking emergency action to protect the health and safety of students and staff in an attendance center.
Directs the Chicago Educational Facilities Task Force, after recommendations have been issued, to meet at least once annually to review Chicago's compliance with the aforementioned statutory provisions concerning school action and facility master planning. Directs the task force to prepare a report on how the district has met the school action and facility master planning provisions. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0473.pdf
Title: S.B. 620
Source: www.ilga.gov
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| ME | Signed into law 07/2011 | P-12 | Authorizes the approval of additional school construction projects by school districts seeking to use an alternative delivery method for a school construction project. Requires such a project to be locally funded, have a minimum total project cost of $2,500,000 and have an executed contract between the school administrative unit and the project designer dated prior to October 1, 2016.
http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PS17.asp
Title: H.P. 413
Source: http://www.mainelegislature.org
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| OR | Signed into law 07/2011 | Postsec. | Limits for six-year period beginning July 1, 2011, payment of expenses from other funds collected or received by various state agencies for capital construction. Limits expenditures from federal funds collected or received by Oregon Department of Aviation and Oregon Military Department for capital construction for six-year period beginning July 1, 2011. Increases expenditure limitations for certain previously authorized projects. Limits for six-year period beginning July 1, 2011, payment of expenses from bond proceeds and other revenues, including federal funds, collected or received by Oregon University System for capital construction within Oregon University System. Authorizes sale of bonds under Article XI-G of Oregon Constitution for previously approved projects. Specifies that Legislative Assembly determines that projects financed by bonds issued under Article XI-F(1) of Oregon Constitution benefit higher education institutions or activities. Sets expiration date on project approvals and expenditure limitations. Extends expiration dates for certain projects. Approves proposed sale of certain armories and facilities. Declares emergency, effective on passage.
http://www.leg.state.or.us/11reg/measpdf/hb5000.dir/hb5006.en.pdf
Title: H.B. 5006
Source: http://www.leg.state.or.us
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| HI | Signed into law 06/2011 | P-12 | Permits the Hawaii 3R's School Repair and Maintenance Fund to receive moneys transferred to it from the School-level Minor Repairs and Maintenance Special Fund. http://www.capitol.hawaii.gov/session2011/Bills/SB1383_CD1_.HTM
Title: S.B. 1383
Source: www.capitol.hawaii.gov
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| ME | Signed into law 06/2011 | P-12 | Changes the minimum amount of the cost of school construction, major alteration or repair requiring a competitive bid from over $100,000 to over $250,000. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC352.asp
Title: S.P. 110
Source: http://www.mainelegislature.org
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| NV | Signed into law 06/2011 | P-12 | Extends the prospective expiration of the temporary waiver from certain requirements governing expenditures of money for textbooks, instructional supplies, instructional software and instructional hardware by school districts, charter schools and university schools for profoundly gifted pupils; providing a temporary waiver from certain requirements governing expenditures of money for library books, software for computers, the purchase of equipment relating to instruction and the maintenance and repair of equipment, vehicles, and buildings and facilities by school districts.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB493_EN.pdf
Title: A.B. 493
Source: http://www.leg.state.nv.us
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| OH | Signed into law 06/2011 | P-12
Postsec. | Sections 9.33 to 9.335: Makes certain provisions related to a public authority's contracting for construction (that are already applicable to school districts) applicable to any state institution of higher education. Defines "construction manager at risk" as a person with substantial discretion and authority to plan, coordinate, manage, direct and construct all phases of a project for the construction, demolition, alteration, repair or reconstruction of any public building, structure or other improvement and who provides the public authority a guaranteed maximum price. Defines "open book pricing method" as a method in which a construction manager at risk provides the public authority, at the public authority's request, all books, records, documents, and other data in its possession pertaining to the bidding, pricing, or performance of a construction management contract awarded to the construction manager at risk.
In provisions related to negotiating with a construction manager or a construction manager at risk, specifies that nothing affects a public authority's right to accept or reject any or all proposals in whole or in part. Creates similar provisions for a public authority's selection of a construction manager at risk; requires among other provisions that the contract negotiations be directed toward agreeing upon a procedure and schedule for determining a guaranteed maximum price using an open book pricing method that must represent the total maximum amount to be paid by the public authority to the construction manager at risk for the | |