 |
State |
Status/Date |
Level |
Summary |
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 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--No Pass No Play |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
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| Assessment |
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| Assessment--Accommodations |
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| Assessment--College Entrance Exams |
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| Assessment--Computer Based |
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| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Business Involvement |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Innovation Schools |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Choice of Schools--Vouchers--Privately Funded |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Civic Knowledge and Literacy |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
| |
| Curriculum |
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| Curriculum--Arts Education |
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| Curriculum--Drivers Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Language Arts |
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| Curriculum--Mathematics |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Data-Driven Improvement |
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| Demographics--Enrollments |
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| Desegregation |
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| Economic/Workforce Development |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Aid to Private Schools |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Performance Funding |
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| Finance--Private Giving |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--Mandates |
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| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Mental Health |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
| |
 | High School--Graduation Requirements |
| |
| NV | Adopted 12/2011 | P-12 | Amends provisions relating to credit for certain courses without attending class. Specifies that each district's board of trustees must make available to school counselors, students and parents a list of the courses of study for which a student may be granted credit without having attended the regularly scheduled course. Directs each board of trustees to (1) review and approve the exam developed by the principal and the pupil's teacher who provides instruction in the course in which credit is being sought, (2) review and approve any exam the principal determines to be more rigorous than that selected by a committee of teachers and administrators. Sets timelines for a pupil who wishes to receive credit by exam and who is deficient in an area of study to submit an application for such credit by exam. Permits the state board to review any exam for which a pupil may be awarded credit without having attended the course. http://www.leg.state.nv.us/register/RegsReviewed/$R041-11_ADOPTED.pdf
Title: NAC 389.670
Source: www.leg.state.nv.us
| |
| CA | Signed into law 10/2011 | P-12 | From bill summary: Requires a school district and county office of education to accept coursework satisfactorily completed by a pupil in foster care while attending another public school, a juvenile court school, or a nonpublic, nonsectarian school or agency even if the pupil did not complete the entire course and to award that pupil full or partial credit for the coursework completed. Prohibits a pupil in foster care from being required to retake a course if the pupil satisfactorily completed the entire course in a public school, a juvenile court school, or a nonpublic, nonsectarian school or agency. If the pupil did not complete the
entire course, prohibits the district or county office of education from requiring the pupil to retake the portion of the course the pupil completed unless the district or county office of education, in consultation with the holder of educational rights for the pupil, finds that the pupil is reasonably able to complete the requirements in time to graduate from high school. Prohibits a pupil in foster care from being prevented from retaking or taking a course to meet the eligibility requirements for admission to the California State University or the University of California. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0551-0600/sb_578_bill_20111004_chaptered.pdf
Title: S.B. 578
Source: www.leginfo.ca.gov
| |
| 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
| |
| 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
| |
| 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
| |
| MN | Signed into law 07/2011 | P-12
Postsec. | Redirects early graduation savings from a school district to the early graduation achievement scholarship program for participating students (current law allows a school district to continue to count a student who graduates early in its enrollment for the full school year). Creates the early graduation achievement scholarship program. Qualifies a student who graduates early for a scholarship of up to $7,500. Allows the student to use the scholarship at any accredited higher education institution. Creates a process for the Commissioner of Education to verify the student's enrollment in a higher education institution. Creates the early graduation military service award program. Qualifies a student who graduates early and enters the military to receive a cash award not to exceed the scholarship amounts listed in section 6. (Article 1, Secs 4-6)
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
| |
| 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
| |
| 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
| |
| 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
| |
| 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
| |
| NV | Vetoed 06/2011 | P-12 | Bill provides that a pupil who has failed to pass the same subject area of the high school proficiency examination each time the pupil took the examination, including the final administration of the examination to the pupil before the date on which he or she is otherwise regularly
scheduled to graduate, may receive a standard high school diploma if the pupil obtained a cumulative score that meets the required cumulative score prescribed by the State Board and also satisfies certain additional conditions. The bill also removes the satisfaction of the existing alternative criteria as a means by which a pupil may receive a standard high school diploma. The bill requires the board of trustees of each school district, on or before December 31, 2012, to submit to the Director of the Legislative Counsel Bureau for transmittal to the next
regular session of the Legislature a report on the number of pupils who were awarded a standard high school diploma pursuant to the criteria prescribed by this bill. The bill authorizes school districts to adopt a policy that allows a high school pupil who has failed to comply with minimum attendance requirements the opportunity to make up the credits which the pupil missed during his or her absence. Existing law prescribes the actions which must be taken by a juvenile court against a child who has been adjudicated in need of supervision because the child is a habitual truant. This bill authorizes a juvenile court to order the parent or legal guardian of such a child to attend conferences with the
child's teacher and appropriate school administrators to address the status of the child as a habitual truant and to develop a plan to ensure that the child attends school. The bill authorizes the parent or legal guardian of a child between the ages of 16 and 18 years to indicate on a work permit that is issued to the child by the county, if any, the maximum number of hours that his or her child may work and the particular hours in which that work may occur during the week or on the weekend. Existing law provides that a child under the age of 16 years may be employed in certain occupations for not more than 48 hours in any 1 week and 8 hours in any 1 day. Section 9 of this bill revises the hours that a child may be employed to 20 hours in any 1 week when school is in session and 48 hours in any 1 week when school is not in session.authorizing certain pupils to receive a standard high school diploma without passing all subject areas of the high school proficiency examination under certain circumstances; authorizing the board of trustees of a school district to adopt a policy that allows certain pupils enrolled in high school the opportunity to make up credit; authorizing a juvenile court to impose certain orders against the parent or legal guardian of a child who is adjudicated in need of supervision because the child is a habitual truant; revising provisions governing employment of minors.
Title: A.B. 456
Source: Westlaw/StateNet
| |
| OH | Signed into law 06/2011 | P-12 | Removes "whenever praticable" from provisions directing school districts, community schools, and chartered nonpublic schools to integrate technology into learning experiences, and directing districts and schools to utilize technology access and electronic learning opportunities provided by the eTech Ohio commission, the Ohio learning network, education technology centers, public television stations, and other public and private providers. Makes mandatory the provision that districts and schools use distance and web-based course delivery as a method of providing or augmenting all instruction required for high school graduation. Removes nonpublic schools from the provision requiring districts and community schools to comply with the state board plan for awarding credit for a demonstration of subject area competency.
Pages 131-136 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Technology and Competency-Based Credit in Graduation Requirements
Source: www.legislature.state.oh.us
| |
| OR | Signed into law 06/2011 | P-12 | Specifies that students receiving a modified diploma, extended diploma or alternative certificate have access to instructional hours and transitional hours equal to at least the total provided students attending public high school. Authorizes student's individualized education program (IEP) team to decide that student will not access total number of hours. Provides notice to parents regarding educational, service options, design and implementation of student's IEP. Effective July 1, 2011.
http://www.leg.state.or.us/11reg/measpdf/hb2200.dir/hb2283.en.pdf
Title: H.B. 2283
Source: http://www.leg.state.or.us/
| |
| OR | Signed into law 06/2011 | P-12 | Requires students to complete at least 24 total-credits, three credits of mathematics, and four credits of English in order to graduate. Repeals the right of a school district or public charter school to award a high school diploma to a student who has met or exceeded the academic content standards for math and English or display proficiency in those subject as established by the board.
http://www.leg.state.or.us/11reg/measures/sb0001.dir/sb0024.en.html
Title: S.B. 24
Source: leg.state.or.us
| |
| TX | Signed into law 06/2011 | P-12 | Requires the state board of education to allow a student who is unable to participate in physical activity due to disability or illness to substitute one credit in English language arts, mathematics, science or social studies or one academic elective credit for the required physical education credit. Prohibits a credit allowed to be substituted in this manner from also being used by the student to satisfy a graduation requirement other than completion of the physical education credit. Specifies who must determine whether a student is able to participate in physical activity. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB00692F.pdf#navpanes=0
Title: H.B. 692
Source: www.capitol.state.tx.us
| |
| 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
| |
| GA | Signed into law 05/2011 | P-12 | Directs the state board, in consultation with the board of regents of the University System of Georgia and the board of technical and adult education, to establish guidelines for awarding high school credit based on demonstration of subject area competency, instead of or in combination with classroom instruction. Provides such policies must be applicable beginning with the 2012-13 school year. Directs the state board to identify commercial assessments for students to use to demonstrate competency, including industry-specific certificates and credentials for career, technical and agricultural education courses, among others. Directs the state board to establish a process for approving commercial, state- or locally-developed performance assessments. Limits the number of credits students may earn via demonstration of competency to three credits per student until the practice is proven to yield student outcomes at least equivalent to those found in standard seat-time courses. Directs the state board to review such policy after three years to determine if student outcomes from these options is equivalent to or better than student outcomes in traditional courses. Requires all districts to provide access to credit based on demonstration of subject area competency. Pages 6-7 of 14: http://www.legis.ga.gov/Legislation/20112012/116702.pdf
Title: H.B. 186 - Credit Based on Demonstration of Competency
Source: www.legis.ga.gov
| |
| ND | Signed into law 05/2011 | P-12 | Clarifies that in order to obtain a high school diploma, a student must have successfully completed 22 units of high school coursework and any additional units required by the entity issuing the diploma. Articulates the 22 units of high school coursework that constitute the minimum requirement for high school graduation: 4 units English Language Arts (lit., composition and speech); 3 units math; 3 units science, including 1 physical science, 1 biology and 1 of any other science or 2 half-units of any other science; 3 units social studies, including 1 U.S. history, 1/2 unit of U.S. government and 1/2 unit of economics or 1 unit or 2 half-units of any other social studies; 1 physical education or 1/2 physical education and 1/2 health; 3 units of foreign languages, Native American languages, fine arts or career and technical education; and any 5 additional units. Another bill, S.B. 2317, added the option of 2 units of theological studies as a portion of the additional 5 units.
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
| |
| NV | Signed into law 05/2011 | P-12 | Revises provisions granting credit for a course of study without attending the classes for the course if the pupil passes an examination prescribed by the State Board of Education and thereby demonstrates competency in the area of the course. This bill provides that a pupil may also be granted credit in lieu of course attendance if the pupil: (1) demonstrates proficiency on an examination developed by the principal and the pupil's teacher who provides instruction in the course; or (2) passes an examination that the principal determines is as rigorous or more rigrous than the examination prescribed by the State Board. Chapter 127
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB233_EN.pdf
Title: A.B. 233
Source: http://www.leg.state.nv.us
| |
| 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
| |
| AL | Adopted 04/2011 | P-12 | Amends rule 290-3-1-.02(8) (g)6 which will allow any Alabama public school system to substitute the IB Diploma Program courses for required Alabama High School Diploma with Advanced Academic Endorsement core courses, including the arts.
Title: AL ADC 290-3-1-.02
Source:
| |
| AR | Signed into law 04/2011 | P-12 | Allows public school student to recieve high school graduation credit participation in Jr. ROTC. A student who completes two semesters of a Junior Reserve Officer Training Corps program may receive credit for both of the following requirements for graduation from high school under the rules of the State Board of Education: (1) One-half unit of physical education; and One-half (1/2) unit of health and safety education.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act1231.pdf
Title: H.B. 2205
Source: http://www.arkleg.state.ar.us/
| |
| AZ | Signed into law 04/2011 | P-12
Community College | Makes various clarifying, technical and conforming changes related to the implementation of the Grand Canyon Diploma (GCD).
Requires the governing body or a charter school and school district governing boards to collaborate with the organization approved by the state board of education to provide board examination systems. Changes references to a student's status with regard to the GCD from "earn a GCD" to "be eligible for a GCD". Clarifies that students cannot be prevented from enrolling in a high school after becoming eligible for the GCD. Instructs the approved provider of board examinations to "contract", rather than "collaborate" with a national organization selected by the state board of education to provide technical services to develop an interstate system of board examination systems. Mandates the periodic evaluation of the board examination systems to ensure alignment with internationally benchmarked standards selected by an interstate compact on board examination systems. Modifies the passing score requirement for the board examination systems to reflect the level of skills and knowledge needed, rather than literacy required, to succeed in college-level courses. Clarifies that community colleges are not prohibited from requiring qualified recipients of the GCD to enroll in remedial courses. States that a student who earns a GCD is responsible for tuition at a community college. Clarifies that students who choose to remain in high school without completing the next level of board examination systems may participate in extracurricular activities.
Schools granting GCDs are to include in their student count, and receive per pupil funding for, those students who receive GCDs until they would have graduated at the end of grade 12 as long as the students are enrolled full-time in an Arizona community college. Directs schools to subtract 20% of their average daily membership amount and reimburse the community college if the student earned a GCD and is enrolled full-time in a community college. Allocates one half of the student funding that remains after reimbursement of the community college for offsetting the costs of board examinations and providing customized programs of assistance for students who failed the board examinations. (Note: This allocation is in addition to the current requirement that this portion of the funding also cover teacher and pupil incentives. The other half of the funding is to be used for maintenance and operations, including capital.) Directs school districts and charter schools to determine, by agreement with a community college, the funding and implementation mechanics of enrollment in a community college by recipients of the GCD. Specifies, if instruction is provided by a Joint Techical Education District (JTED) in a full-time career and technical education program that leads to a certificate awarded by an industry or recognized as meeting industry standards. ADM for that student cannot exceed 1.25, and ADM must be 1.0 for the JTED and 0.25 for the school district. Allows schools to receive per pupil funding for students who elect to remain in high school without completing the next level of board examination systems.
Title: S.B. 1451
Source: Westlaw/StateNet
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| IA | Signed into law 04/2011 | P-12 | Requires that the rules establishing high school graduation requirements authorize issuance of high school credit for a high school-level unit of satisfactorily-completed English/language arts, mathematics, science or social studies.
http://search.legis.state.ia.us/NXT/gateway.dll?f=xhitlist$xhitlist_sel=title;path;content-type;home-title;item-bookmark;hit-context$xhitlist_hc=[XML][Kwic,5]#
Title: S.F. 453
Source: .legis.state.ia.us
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| RI | Adopted 04/2011 | P-12 | Changes the date for implementation of the graduation requirements from the class of 2012 to the class of 2014. The tiered diploma structure was replaced with a Regents' commendation to recognize students achieving beyond minimum expectations. The system of student supports was modified by moving the requirement for an early warning system from Grade 8 to Grade 6, clarifying the supports and sequence of activities for students not meeting Regents-specified levels of academic readiness on the state assessments, requiring a progress plan for such students, and adding more specific language to provide support for English-language learners. A section on waivers from the state assessment requirement, along with criteria and the process of granting and receiving waivers, was added. Increased detail and specificity was added to the provision concerning the level of proficiency on state assessments and the definition and application of the term "progress toward proficiency," The term "common planning time" was further clarified in the Definitions section.
http://sos.ri.gov/rules/index.php?page=details&erlid=6433
Full text: http://sos.ri.gov/documents/archives/regdocs/released/pdf/DESE/6433.pdf
Title: RI ADC 21-2-46:L-6-1.0 through 6-4.0
Source: http://sos.ri.gov/rules
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| ID | Signed into law 03/2011 | P-12
Postsec. | Amends existing law on the Mastery Advancement Pilot Program (MAPP), which provides students with the opportunity and incentive to move more rapidly through the curriculum and earn a scholarship for completing all graduation requirements at least one year in advance of their traditional graduation date. Repeals provisions that required certain numbers of districts of varying sizes and charter schools to be selected from each of three regions in the state (however, no change to original provision that up to 21 districts and 3 charter schools may participate in the program).
http://www.legislature.idaho.gov/legislation/2011/H0078.pdf
Title: H.B. 78
Source: http://www.legislature.idaho.gov
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| TX | Adopted 01/2011 | P-12 | Specifies graduation requirements for students receiving special education services. Reflects changes to assessment and curriculum requirements for graduation for students receiving special education services as required by House Bill (HB) 3, 81st Texas Legislature, 2009. Provides that students must complete the state's or district's (whichever is greater) required standards through courses that may contain modified content aligned to the standards required under the minimum high school program and the minimum high school program course requirements, including participation in required state assessments. Requires that the student also successfully complete the student's individualized education program (IEP) and meet one of several specified conditions, consistent with the IEP.
Repeals existing language providing that a student receiving special education services may receive a regular high school diploma when the student's ARD committee determines the student has met any of specified criteria, including simply completing the student's individualized education program (IEP).
Adopted as proposed in the October 15, 2010 Texas Register (pp 29-31): http://www.sos.state.tx.us/texreg/pdf/backview/1015/1015prop.pdf.
Title: 19 TAC 89.1070
Source: www.sos.state.tx.us
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