 |
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 |
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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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| TX | Adopted 12/2011 | P-12 | Repeals and readopts numerous sections concerning the participation of limited English proficient students in state assessments, to reflect changes to the state assessment program beginning with the implementation of the State of Texas Assessments of Academic Readiness (STAAR) in the 2011-12 school year. From Texas Register: In the 2011-2012 school year, STAAR will be administered statewide to students in Grades 3-8 and to students first entering Grade 9. §§101.1001, 101.1003, 101.1007, 101.1021, 101.1023, and 101.1025 are adopted as published in the September 30, 2011 Texas Register (pp. 64-67 of 149: http://www.sos.state.tx.us/texreg/pdf/backview/0930/0930prop.pdf). 101.1005 adopted as published in the December 16, 2011 Texas Register (pp. 27-28 of 63: http://www.sos.state.tx.us/texreg/pdf/backview/1216/1216adop.pdf).
New Division 1, Assessments of English Language Proficiency and Academic Content for English Language Learners, includes English language learner (ELL) assessment provisions for the new STAAR program and retains provisions from current rules for the ongoing state-administered English language proficiency assessments, the Texas English Language Proficiency Assessment System (TELPAS).
New §101.1001, Scope of Rules, defines which students are impacted by the provisions of Division 1.
New §101.1003, English Language Proficiency Assessments, specifies testing requirements for TELPAS. Continues current TELPAS participation provisions for ELLs, including ELLs who receive special education services, and outlines the roles of the language proficiency assessment committee (LPAC) and admission, review and dismissal (ARD) committee in making TELPAS participation and accommodation decisions.
New §101.1005, Assessments of Achievement in Academic Content Areas and Courses, outlines the roles of the LPAC and ARD committees in making ELL participation and accommodation decisions for the STAAR program. Delineates provisions for the participation of ELLs in STAAR assessments in English, STAAR assessments in Spanish, linguistically accommodated English versions of STAAR, and alternative STAAR assessments designed for eligible students who receive special education services. Does not provide for exempting ELLs from STAAR assessments, but ensures that academic performance data are available to evaluate the achievement, progress and needs of all ELL students. New §101.1005(h) specifies that separate policies for including the academic performance of ELLs in state and federal accountability measures will take into account the unique second language acquisition developmental needs of this student population.
New §101.1007, Assessment Provisions for Graduation, makes allowances for eligible ELLs related to the use of English I and II STAAR end-of-course assessment scores in meeting high school graduation requirements. New §101.1007(b) specifies that an ELL enrolled in an English I or II course or an English for Speakers of Other Languages I or II course who meets specific eligibility criteria related to time in U.S. schools and level of English language proficiency is not required to use the score on the applicable English I or II assessment as part of the cumulative score for graduation; have the assessment score count as 15% of the student's final grade in the course; or retake the assessment if the student passes the course but fails to achieve the minimum score on the assessment. The provisions of adopted new §101.1007 acknowledge the unique circumstances of a specific group of second language learners whose engagement with high school English I and II course material, due to their limited time in the U.S., depends on instructional scaffolding and linguistic accommodations and adaptations that cannot be provided during standardized English I and II end-of-course assessment administrations. Specifies that these students will not be permitted exemptions from the English I and II assessments, as participation in these assessments gives them experience and provides information to educators that can be used to guide their instruction and ultimately prepare them for the English III end-of-course assessment. Prevents eligible ELLs from retaking English I and II assessments repeatedly and from the consequences of inappropriately applying standardized test scores to their course grades. During the time these students are taking English I and English II and functioning at the inherent stages of learning a new language, they can be expected to perform unsatisfactorily on standardized tests though they may meet course requirements with appropriately scaffolded and accommodated instruction. For this unique group of students, the provisions in new §101.1007 enable determinations about readiness to graduate from Texas high schools to be based, with regard to the English language arts discipline, on the level of English acquisition and associated language arts knowledge and skills the students demonstrate on the culminating English III assessment.
New Division 2 (§101.1021, .1023, .1025), Grade 10 and Exit-Level Assessments for Certain English Language Learners, addresses the participation of ELLs in the Texas Assessment of Knowledge and Skills (TAKS) tests that remain in effect for high school students who entered Grade 9 prior to the 2011-12 school year. Specifies the ELLs for whom TAKS is the required assessment program and reinstates the applicable provisions from repealed rules. New rules in Division 2 apply only to students for whom TAKS is the graduation requirement and only to the administration of Grade 10 and exit-level TAKS assessments. (No substantive changes were made to provisions retained in new §101.1023, English Language Learners at the Exit Level, and §101.1025, English Language Learners in Grade 10.)
Title: 19 TAC 101.1001, 1003, 1005, 1007, 1009, 1010, 1011, 1021, 1023, 1025
Source: www.sos.state.tx.us
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| CA | Vetoed 10/2011 | P-12 | From bill summary: Requires California's assessments to be valid, reliable, and comparable for pupils who are limited English proficient and for pupils with developmental disabilities. Requires any primary language assessment developed by the state department of education and administered to limited-English-proficient pupils, as identified pursuant to existing law, to be considered for inclusion in the state's assessment system, or in any successor system, and in any measure or index developed or used for the state's federal and state accountability system and any successor system. Requires any successor system to the state's assessment system adopted on or after the effective date of this act to include accommodations and variations for limited-English-proficient pupils, as determined by the superintendent of public instruction. Requires any existing advisory committee, work group, task force, or technical assistance group operating on or after July 1, 2012, and that is either required by the legislature or governor, or established by the superintendent or the state board of education, to provide recommendations to the superintendent and the state board on state or federal assessment or accountability systems, to provide to the superintendent and the state board additional recommendations relating to systems of assessment and accountability. Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0501-0550/ab_532_bill_20110909_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/AB_532_Veto_Message.pdf
Title: A.B. 532
Source: www.leginfo.ca.gov
| |
| WA | Signed into law 04/2011 | P-12 | Requires the office of the superintendent of public instruction to continue to actively collaborate with teachers
and directors of special education programs in the development and implementation of a process to transition from the current
portfolio system of assessment of students with significant cognitive challenges to a performance task-based alternative
assessment system based on state standards.Effective 90 days after 2011 legislative adjournment. Effective 07/22/2011.
http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202011/1519-S2.SL.pdf
Title: H.B. 1519
Source: http://apps.leg.wa.gov
| |
| 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 |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
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| Equity |
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| Federal |
| |
| Finance |
| |
| 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 |
| |
| Finance--Performance Funding |
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| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
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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 |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
| |
| 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 |
| |
| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Ensuring Quality |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Preschool |
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| P-3 Special Ed./Inclusion |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| 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 |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| 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 |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Staffing Ratios |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Placement |
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| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| 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 |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Supports |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Student Surveys |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Incentives |
| |
| Students--Records/Rights |
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| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| 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 |
| |
| Teaching Quality--Teacher Attitudes |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Unions/Collective Bargaining--Strikes |
| |
| Technology |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban--Change/Improvements |
| |