 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| 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 |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
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| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Truancy |
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| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Choice of Schools--Vouchers--Privately Funded |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--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 |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| 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 |
| |
| Leadership--Principal/School Leadership--Preparation--Alternative |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| 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 |
| |
| 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 |
| |
| P-3 Preschool |
| |
| P-3 Special Ed./Inclusion |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Student Learning |
| |
| Postsecondary Affordability |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Textbooks |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Finance--Revenue and Expenditures |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Governance and Structures--Administrative/Leadership Issues |
| |
| Postsecondary Governance and Structures--State Executives/State Agencies |
| |
| Postsecondary Institutions |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Four-Year Baccalaureate |
| |
| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Enrollments (Statistics) |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Adults |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--International |
| |
| Postsecondary Students--Low-Income |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
 | Postsecondary Success--Developmental/Remediation |
| |
| CA | Signed into law 10/2011 | Community College
Postsec. | From bill summary: Requires the Board of Governors of the California Community Colleges to establish a common assessment system with specified objectives, including selection of an existing commercially available and centrally delivered system of student assessment, to be used as one of multiple measures, consistent with specified law, for the purposes of community college placement and advisement.
Requires the Office of the Chancellor of the California Community Colleges to work in collaboration with the state department of education and the California State University when developing a common college-readiness standard that will be reflected in the creation of assessment instruments. Requires the Office of the Chancellor of the California Community Colleges to submit a report to the legislature and the governor on the progress of implementation of the common assessment system by December 31, 2012, and requires the above provisions to become operative upon the receipt of state, federal or philanthropic funds to cover the costs of the common assessment system. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0701-0750/ab_743_bill_20111008_chaptered.pdf
Title: A.B. 743
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 06/2011 | Postsec. | Provides relative to the administration of standardized tests for purposes of postsecondary education.
From bill summary: Requires a test sponsor to provide alternative methods to verify a test subject's identity and to clearly post on the test sponsor's Web site contact information for test subjects who cannot provide the required identification and need further assistance. Allows a test sponsor to require test subjects to obtain approval from the test sponsor in advance of the registration test deadline in order to be admitted to the test with an alternative form of identification. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_176_bill_20110701_chaptered.pdf
Title: A.B. 176
Source: www.leginfo.ca.gov
| |
| FL | Signed into law 06/2011 | Postsec. | Establishes the Higher Education Coordinating Council and directs the council to make recommendations on: (1) The primary core mission of public and nonpublic postsecondary education institutions in the context of state access demands and economic development goals; (2) Performance outputs and outcomes designed to meet annual and long-term state goals, including, but not limited to, increased student access, preparedness, retention, transfer, and completion; (3) The state's articulation policies and practices to ensure that cost benefits to the state are maximized without jeopardizing quality; and (4) A plan for workforce development education.
Directs the Commissioner of Education, in consultation with the Chancellor of the State University System, to establish the Articulation Coordinating Committee which will make recommendations related to statewide articulation policies to the Higher Education Coordination Council, the State Board of Education, and the Board of Governors. Details the duties of the committee.
Requires Department of Education to utilize student performance data in subsequent coursework to determine appropriate Advanced Placement, Advanced International Certificate of Education examination, and International Baccalaureate examination scores for the receipt of college credit. Repeals the exemption from the state university system summer term enrollment requirement for students who have earned 9 or more credits through acceleration mechanisms. Requires the State Board of Education to specify by rule provisions for alternative remediation opportunities and retesting policies. Provides access to postsecondary education for individuals with intellectual disabilities, by allowing for reasonable substitution for admission and graduation requirements. Repeals the Florida Business and Education Collaborative and the University Concurrency Trust Fund.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7151er.docx&DocumentType=Bill&BillNumber=7151&Session=2011
Title: H.B. 7151
Source: http://www.myfloridahouse.gov
| |
| LA | Signed into law 06/2011 | P-12
Postsec. | Creates the Remedial Education Commission to review the relevant data and recommend best practices and strategies for identifying and assisting K-12 and postsecondary students to ensure that they are successful throughout their academic careers. Outlines the purpose, membership, duties, reporting requirements and responsibilities of the commission.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760096
Title: H.B. 419
Source: http://www.legis.state.la.us
| |
| LA | Signed into law 06/2011 | Postsec. | Requires audits of information submitted by such Board of Regents institutions as indication of achievement of performance objectives under the LA GRAD Act; addressesto provide the timing and costs of such audits.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760744
Title: H.B. 560
Source: http://www.legis.state.la.us
| |
| MI | Signed into law 06/2011 | Postsec.
Community College | From Legislative Staff Summary: Creates a committee to develop a common set of scores using the ACT assessment to determine placement in developmental courses. Requires the senate and house appropriations subcommittees on community colleges to review the estimated costs and benefits of each statutory mandate imposed on community colleges and report their findings. Provides that it is the intent of the Legislature that the Performance Indicators Task Force review and implement one or more measurable data items. http://www.legislature.mi.gov/documents/2011-2012/publicact/htm/2011-PA-0062.htm
Title: H.B. 4325 - Postsecondary Provisions
Source: http://www.legislature.mi.gov
| |
| 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
| |
| NC | Veto overridden: legislature has overridden governor's veto 06/2011 | Postsec. | Articulates legislative priority that high school graduates enter the workforce or higher education fully prepared. To implement this priority, directs the joint education oversight committee to study and report to the 2012 regular session with a comprehensive plan that addresses, among other issues, (1) Ways to hold high schools accountable for the higher education performance of their students, including requiring funding for developmental education to come from high schools; and (2) The most cost-effective way to provide remedial education in higher education, including funding summer term developmental courses at community colleges based on successful course completions, focusing remediation at the community colleges, and redirecting university appropriations for remedial education to the community colleges. Provides that any program implemented needs to be structured so that ongoing, evaluable performance and outcome data is available.
Bill (page 37 of 342): http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H200v9.pdf
Committee recommendations (pages 24-25 of 27): http://www.ncleg.net/documentsites/committees/JLEOC/Report%20to%20the%20General%20Assembly%20Session/2012%20Ed%20Oversight%20Final%20Report.pdf
Title: H.B. 200 - Postsecondary Remediation
Source: www.ncleg.net
| |
| NV | Signed into law 06/2011 | Postsec. | This bill creates the Committee to Study the Funding of Higher Education. Establishes the composition of the committee. Directs the committee to study specified issues, including: (1) Compare the method of funding higher education in Nevada with the methods used in other states, and determine whether other states' funding systems would be appropriate in Nevada; (2) Review the funding of remediation in the context of instructional delivery methods; (3) Consider funding institutions based on course completion rather than enrollment; and (4) Consider rewarding institutions for achieving defined graduation goals.
http://www.leg.state.nv.us/Session/76th2011/Bills/SB/SB374_EN.pdf
Title: S.B. 374
Source: http://www.leg.state.nv.us
| |
| OH | Signed into law 06/2011 | P-12
Postsec. | By December 31, 2012, requires the presidents of all state institutions of higher education, or their designees, to jointly establish uniform statewide standards in mathematics, science, reading and writing that each student in a state institution of higher education must meet to be considered in remediation-free status. Requires the presidents to also establish assessments, if deemed necessary, to determine if a student meets the standards. Directs the chancellor to assist in coordinating the work of the presidents. Directs each state institution of higher education to annually report the following to the governor, the general assembly, the chancellor and the superintendent of public instruction: (1) The institution's aggregate costs for providing academic remedial or developmental courses; (2) The amount of those costs disaggregated according to the city, local, or exempted village school districts from which the students taking those courses received their high school diplomas; and (3) Any other information with respect to academic remedial and developmental courses that the chancellor considers appropriate. Directs the chancellor and the superintendent of public instruction to annually issue a report recommending policies and strategies for reducing the need for academic remediation and developmental courses at state institutions of higher education. Pages 452-453 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Postsecondary Remediation
Source: www.legislature.state.oh.us
| |
| TX | Signed into law 06/2011 | Postsec. | Defines "program evaluation" as related to developmental evaluation courses; provides that program evaluation provides a particular focus on their effectiveness and cost-efficiency. Requires that the higher education coordinating board prescribe a single standard or set of standards for each assessment instrument intended to diagnose a student's need for remediation, and that such instruments effectively
measure student readiness as demonstrated by current research. Provides that an institution that requires a student to enroll in developmental coursework must offer a range of developmental coursework, including online coursework, or instructional support that includes the integration of technology to efficiently address the student's particular developmental needs. Requires that an institution of higher education base developmental coursework on research-based best practices that include specified components. Directs the board of higher education to develop and provide professional development programs, including instruction in differentiated instruction methods designed to address students' diverse learning needs, to faculty/staff who provide developmental coursework. Requires that an institution determine when a student is ready to perform freshman-level coursework using learning outcomes for developmental education based on established college and career readiness standards and student performance on one or more appropriate assessments.
Permits an institution to exempt from the payment of tuition a student participating in an approved non-semester-length developmental education intervention (including course-based, non-course-based, alternative-entry/exit, and other intensive developmental education activities). Provides all provisions effective with the 2012-13 academic year. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB01244F.pdf#navpanes=0
Title: H.B. 1244
Source: www.capitol.state.tx.us
| |
| TX | Signed into law 06/2011 | P-12
Postsec. | Directs the Texas Education Agency, in consultation with the Texas Higher Education Coordinating Board, to (1) review the standardized assessment mechanism for assessing all adult education program participants who need literacy instruction, adult basic education (ABE), or secondary education leading to an adult high school diploma or the equivalent and (2) recommend any changes necessary to align the assessment with college placement exams, to allow for a student's proper placement in an ABE course or to provide the student with the proper developmental or English as a second language coursework, as appropriate. Pages 2-3 of 8: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB03468F.pdf#navpanes=0
Title: H.B. 3468 - Placement in Adult Education Programs
Source: www.capitol.state.tx.us
| |
| TX | Signed into law 06/2011 | Postsec. | Directs the higher education coordinating board to develop a statewide plan for developmental education, so as to serve students who require developmental education in an effective and cost-effective manner. Requires that the plan assign primary responsibility for developmental education to public junior colleges, public state colleges, and public technical institutes, and provide for using technology, to the greatest
extent practicable consistent with best practices, to provide developmental education to students. Directs the board to take certain actions in developing the plan, including studying and developing best practices for successful developmental education programs, including through use of pilot programs. Requires that developmental education under the plan include technological delivery, diagnostic assessments to determine specific student needs, modular developmental education course materials, use of tutors and instructional aides to supplement developmental course instruction as needed for particular students, an internal monitoring mechanism to identify a student's area of academic difficulty, periodic updates of developmental education course materials, and assessments after completion of a developmental education course to determine a student's readiness to enroll in freshman-level academic courses. Requires that the plan provide for ongoing training for developmental education program faculty members, tutors and instructional aides; adn ongoing research and improvement of appropriate developmental education programs, including participation by select faculty members to monitor program results, identify successful and unsuccessful components, and identify possible solutions to program problems. By December 2012, directs the board to submit a report to the governor, lieutenant governor and specified legislative leaders initial development of the developmental education plan, including any recommendations for redesign or reassignment of existing programs among institutions of higher education or implementation of new programs and, if appropriate, recommendations for legislation. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00162F.pdf#navpanes=0
Title: S.B. 162
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2011 | P-12
Postsec. | Directs the higher education coordinating board to encourage institutions of higher education to offer various types of developmental coursework that address various levels of deficiency in readiness for credit-bearing college coursework. Provides such developmental coursework may include course-based programs; non-course-based programs, such as advising programs; module format programs; competency-based programs; and programs under which the student is pairing or taking concurrently a developmental education course and another course in the same subject area for which course credit may be earned. Directs the board, in consultation with institutions of higher education, to use evidence-based studies and existing data to analyze (1) assessments in use or for potential use to comply with these provisions; (2) differentiated placements for developmental coursework based on student proficiencies or deficiencies; (3) whether certain funding formulas result in efficient and cost-effective implementation of
successful developmental education; and (4) whether certain provisions allowing students to forego taking placement exams should be retained. Requires the board to submit a report by December 2012 recommending, to the extent practicable, a statewide diagnostic standard assessment instrument that allows for specified outcomes, including the most effective use of formula funding with regard to developmental coursework targeted to students' needs.
Directs the higher education coordinating board to include in its periodic review of formulas recommendations for changes in funding formulas for developmental education programs based on the results of the aforementioned evidence-based studies and report. Pages 3-6 of 8: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB03468F.pdf#navpanes=0
Title: H.B. 3468 - Developmental Coursework and Statewide Diagnostic Assessment
Source: www.capitol.state.tx.us
| |
| CO | Signed into law 05/2011 | P-12
Postsec.
Community College | Creates the Task Force on Student Academic Success. The overall charge of the task force is to identify the junctures at which grade-level performance are critical to student progress and to ensuring they are college and career ready upon graduation. More specifically, the task force will examine best practices and strategies for providing intervention services in K-12 and postsecondary remedial education; review the use of individual student career and academic plans; and review social promotion practices and recommend alternative strategies to ensure students are making sufficient progress. The task force also will examine and recommend potential policy changes to ensure high school graduates can demonstrate postsecondary and workforce readiness, and to assist postsecondary institutions in providing remedial education.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/0216DB5B1A8D04D9872578250057DEF1?Open&file=111_enr.pdf
Title: S.B. 111
Source: http://www.leg.state.co.us
| |
| ND | Signed into law 04/2011 | P-12
Postsec. | AN ACT to provide for a legislative management interim study (2011-12) of developmental education issues affecting higher education. Requires the study to include a review with the department of public instruction and the North Dakota university system of the secondary schools attended by students requiring developmental education, the reasons students need developmental education, efforts to reduce the number of developmental education students at higher education institutions, the alignment of elementary and secondary education standards, curriculum, and textbooks with higher education admissions standards, and the best practices for alleviating developmental education at higher education institutions.Findings and recommendations, together with any legislation required to implement the recommendations, are to be provided to the sixty-third legislative assembly.
http://www.legis.nd.gov/assembly/62-2011/documents/11-0245-03000.pdf
Title: H.B. 1036
Source: http://www.legis.nd.gov
| |
| AR | Signed into law 03/2011 | Postsec.
Community College | Clarifies what information specific to higher education-related reports should contain, including information on affirmitive action programs. Additionally, reports must state: (A) The amount of institutional revenue spent on remediation; (B) The total general revenue subsidy spent on remediation; (C) The total institutional expenditure for remediation; and (D) The general revenue percentage of total expenditures for remediation. . Requires some higher education related reports to be updated annually.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act696.pdf
Title: H.B. 1454
Source: http://www.arkleg.state.ar.us
| |
| AR | Signed into law 03/2011 | Postsec.
Community College | Directs the Arkansas Higher Education Coordinating Board to determine the minimum scores or criteria to allow simultaneous enrollment in college-level credit and remedial courses.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/HB2032.pdf
Title: H.B. 2032
Source: Westlaw/StateNet
| |
| AR | Signed into law 03/2011 | Postsec.
Community College | Beginning with the 2012-13 academic year, using one of the federally approved ability to benefit assessments, authorizes use of reassessment of a student's ability to benefit who scores below 15 on an ACT or below a comparable score on a comparable exam
Beginning with the 2012-13 academic year, a student who scores below the acceptable federally determined ability-to-benefit assessment score, but has a high school diploma or GED, may only be enrolled by a two-year or four-year institution of higher education in a specific program approved by the Arkansas Higher Education Coordinating Board, in collaboration with the institutions of higher education until the student can demonstrate academic proficiency that would predict success in a degree program.
Directs the Arkansas Higher Education Coordinating Board to provide approved assessment tools and acceptable scores through Arkansas Higher Education Coordinating Board policy. Does not prevent an institution of higher education from setting higher admissions standards for enrolling freshmen
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/HB2050.pdf
Title: H.B. 2050
Source: http://www.arkleg.state.ar.us/
| |
| NY | Signed into law 03/2011 | Postsec. | Part E: Amends language related to tuition assistance program awards. Permits a $4,000 award to students for each year of undergraduate study for students enrolled at a non-public degree-granting institution that does not offer a bachelor's degree, or at a registered not-for-profit, tax-exempt business school that does not offer a bachelor's degree. Provides this does not apply to a program of study leading to a certificate or degree in nursing. Chapter 58 http://assembly.state.ny.us/leg/?default_fld=&bn=S02808&Summary=Y&Memo=Y&Text=Y
Part F: Provides that "income" for purposes of determining aid include any tax-free pension and annuity income.
Part G: Rewrites section 661(6)(b) and (c) relating to consequences for a student who defaults on a student loan. Provides any student who defaults on any state or federal student loan, or who fails to comply with the terms of a tuition assistance program award, or fails to repay an award, is ineligible until the student is no longer in default status or noncompliance or nonpayment is reconciled.
Part H: Creates a new tuition assistance program award eligibility schedule for students who have been granted exclusion of parental income who have a spouse but no other dependent.
Part I: For students first receiving aid in 2010-11 and thereafter: Increases number of credits and minimum grade point average earned for a student to be eligible/maintain eligibility for state financial aid; clarifies that students enrolled in remedial programs are no longer eligible for tuition assistance grant program awards.
Part J: Removes graduate student eligibility for tuition assistance program awards.
Part Z: Extends eligibility for tuition assistance program awards to full-time resident undergraduate students attending certain institutions that were previously ineligible. Provides such eligible students must be attending an institution that:
--Is 501(c)(3) tax-exempt
--Is accredited by an agency recognized by the U.S. Department of Education
--Has its headquarters and main campus located in the state and is eligible for funds under Title IV of the Higher Education Act of 1965
--Enrollment in such institution would render the student eligible for a federal Pell grant
--Provides a program of instruction lasting at least three years, for which the student is enrolled.
Provides such a student is ineligible if the applicant:
--Does not meet citizenship requirements
--Does not meet specified income requirements
--Does not maintain good academic standing
--Is in default in the repayment of any state or federal student loan, has failed to comply with the terms of any service condition imposed by an academic performance award or has failed to make a refund of any award
--Is incarcerated in a federal, state or other penal institution.
Chapter 58 http://assembly.state.ny.us/leg/?default_fld=&bn=S02808&Summary=Y&Memo=Y&Text=Y
Title: S.B. 2808 - Part E, F, G, H, I, J, Z
Source: assembly.state.ny.us
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| WY | Signed into law 03/2011 | Community College
Postsec. | Extends Hathaway scholarship eligibility for students attending a community college in Wyoming. Increases the semesters of Hathaway Scholarship--opportunity, performance and honor--availability from 4 semesters to 8 semesters for students attending Wyoming community colleges that have received a degree or certificate from a community college or have successfully completed coursework that enables the student to enroll in a program that will result in a professional degree offred by a community college. This change is available for students that received the scholarship prior to the fall semester of 2011-2012 so long as scholarship eligibility is otherwise maintained. The University of Wyoming and the Wyoming community college are required to report to the Joint Education Committee and Joint Appropriations Committee by November 1, 2011 in relation to implementation of standardized remediation efforts and recommendations that will improve retention rates for students that receive a Hathaway Scholarship. Chapter 00085
http://legisweb.state.wy.us/2011/engross/sf0101.pdf
Title: S.F. 101
Source: http://legisweb.state.wy.us
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