 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
 | 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
| |
| 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/
| |
| 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
| |
| 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
| |
| 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
| |
| 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/
| |
| 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/
| |
| 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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| Assessment--College Entrance Exams |
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| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| Assessment--Formative/Interim |
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| 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 |
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| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--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 |
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| 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) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Integrated Services/Full-Service Schools |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--District Superintendent--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Preparation--Alternative |
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| Leadership--Principal/School Leadership--Professional Development |
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| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--African American |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Ensuring Quality |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Health and Mental Health |
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| P-3 Kindergarten |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Preschool |
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| P-3 Special Ed./Inclusion |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Student Learning |
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| Postsecondary Affordability |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Faculty--Tenure |
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| Postsecondary Finance |
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| Postsecondary Finance--Efficiency/Performance-Based Funding |
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| Postsecondary Finance--Facilities |
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| Postsecondary Finance--Revenue and Expenditures |
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| Postsecondary Governance and Structures |
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| Postsecondary Governance and Structures--Administrative/Leadership Issues |
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| Postsecondary Governance and Structures--State Executives/State Agencies |
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| Postsecondary Institutions |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Four-Year Baccalaureate |
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| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Enrollments (Statistics) |
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| Postsecondary Students |
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| Postsecondary Students--Adults |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--International |
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| Postsecondary Students--Low-Income |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Promising Practices |
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| Promotion/Retention |
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| Public Involvement |
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| Reading/Literacy |
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| Reading/Literacy--Adult Literacy |
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| Religion |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| Scheduling/School Calendar--Year Round |
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| School Climate/Culture |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--District Size |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Staffing Ratios |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
| |
| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Immigrant Education |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
| |
| Standards--Common Core State Standards |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
| |
| Student Supports |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Incentives |
| |
| Students--Records/Rights |
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| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
| |
| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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| Technology |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban--Change/Improvements |
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