| State |
Status/Date |
Level |
Summary |
|
 LA | Signed into law 05/2012 | P-12 | Relates to the Louisiana Competency-Based Education Program and the Louisiana Educational Assessment Program. Provides greater clarity to the definition of state content standards. Indicates that criterion-referenced tests will be replaced by standards-based assessments and that the exams will be used for language arts and math, and adds that the exams will be for science and social studies, and extends the grades they will be administered from 4-8 (pilot program) to 3-11. Beginning with the 2014-2015 school year, standards-based assessments implemented by the state board in English/language arts and math will be based on the Common Core Standards. The department will establish the level of achievement on certain tests in 4-8th grades that indicate proficiency. Students must demonstrate proficiency to advance to grades 5 and 9.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=802824
Title: H.B. 707
Source: http://www.legis.state.la.us
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| AZ | Signed into law 08/2008 | P-12 | Creates a seven-member Task Force on the Arizona Assessment of Achievements Test with members drawn from diverse urban and rural areas who are to be appointed by the State Board of Education. Requires the Task Force to (a) examine the experiences and outcomes of other states with tests required for high school graduation that incorporate a national college admission and placement examination; (b) develop methodologies, models and other recommendations for the initial Arizona Assessment of Achievements Test; (c) examine whether the test should be a high-stakes test for high school graduation; and (d) submit a written report of the Task Force's findings and recommendations by June 30, 2009 to the State Board of Education, the Governor and the Legislature. Repeals the Task Force on September 16, 2009. Instructs the legislative council staff to prepare proposed legislation conforming state statutes to the Task Force recommendations for consideration in the 2010 legislative session. Chapter 287
http://www.azleg.gov/legtext/48leg/2r/bills/hb2211.asp
Title: H.B. 2211
Source: http://www.azleg.gov/
| |
| CA | Proposed Rule COMMENT DEADLINE: 05/07/2007 Rule Adoption 12/2007 | P-12 | Introduces a fee for local educational agencies (LEA) that order excessive test materials, requires LEAs to submit unlisted accommodations and modifications to Department of Education (CDE) for review and approval, requires charter schools to annually designate whether they will test as part of their chartering district or county office of education, clarifies number of times students may take the exit exam in each grade, permits grade 11 students to take the exit exam in successive administrations, adds demographic data elements collected for each student, and specifies data reporting requirements and deadlines for exemption and local waiver. CALIFORNIA 17777
Title: Title 5 CCR Sec(s) 1200, 1202, 1204, 1204.5, 1205, 1207, 1207.1,1207.2, 1207.5, 1209, 1210, 1211, 1211.5, 1215, 1215.5, 1216, 1217, 1218, 1219,1225
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 10/2007 | P-12 | Requires a school district or state special school to grant a diploma to a pupil with a disability who is scheduled to graduate in a specified year, that has not passed the high school exit examination, has not received a exam waiver, and meets specified criteria. Requires the district or school to provide certain documentation to the State Board of Education for a pupil that fails to meet the criteria. Requires the development and administration of a standards-based assessment for such pupils.
http://info.sen.ca.gov/pub/07-08/bill/sen/sb_0101-0150/sb_123_bill_20070914_enrolled.pdf
Veto message: http://info.sen.ca.gov/pub/07-08/bill/sen/sb_0101-0150/sb_123_vt_20071014.html
Title: S.B. 123
Source: http://info.sen.ca.gov
| |
| CA | Vetoed 10/2007 | P-12 | Requires the Department of Education to provide the mathematics portion of the high school exit examination to the Franklin-McKinley School District for administration to pupils enrolled in grade 8 on the dated designated for the administration of that portion of the examination to pupils in grade 10. Prohibits the district from administering the mathematics portion of the examination to a pupil in grade 8 more than one time during a school year. Eliminates certain high school exit exam requirements.
http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0101-0150/ab_144_bill_20070917_enrolled.pdf
Veto message: http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0101-0150/ab_144_vt_20071014.html
Title: A.B. 144
Source: http://info.sen.ca.gov/
| |
| MN | Signed into law 05/2007 | P-12 | Amends state's high school assessment system. Phases out MCA II's and phases in Graduation Required Assessment for Diploma (GRAD) exam. Establishes achievement levels necessary for passge of exam. (Sections 10 + 36)
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [High School Assessment]
Source: http://www.revisor.leg.state.mn.us
| |
| VA | Signed into law 03/2007 | P-12 | Provides for the phasing out of the eighth grade cumulative history test in the 2007-2008 school year, and the implementation of the United States History to 1877, United States History: 1877 to the Present, and Civics and Economics tests in the 2008-2009 school year; clarifies that a career and technical education course may be used as an option to fulfill credit requirements for graduation; adds effective classroom management to the listing of professional development programs to be provided to teachers and principals; emphasizes that student improvement efforts should focus particularly on educationally at-risk students; requires local school divisions to post a current copy of the school division policies, including the Student Conduct Policy, on the local division's website while ensuring that printed copies of such policies are available, as needed, to citizens who do not have Internet access; makes technical changes to standards 1, 3, 4, 5, 6, and 7 of the Standards of Quality. http://leg1.state.va.us/cgi-bin/legp504.exe?071+ful+SB795ER
Title: S.B. 795
Source: http://legis.state.va.us/
| |
| AK | Adopted 12/2006 | P-12 | Amend rules to the Department of Education and Early Development,dealing with 10th grade standards based assessments. Repeals and readopts new 10th grade proficiency scores in reading, writing and mathematics. Establishes new cut scores for the High School Graduation Qualifying Exam.
Title: 4 AAC 06.739, .755
Source: Lexis-Nexis/StateNet
| |
| MI | Signed into law 05/2005 | P-12 | AN ACT to amend 1970 PA 38, entitled "An act to provide for assessment and remedial assistance programs of students in reading, mathematics and vocational education," by amending section 2 (MCL 388.1082)
http://www.legislature.mi.gov/documents/2005-2006/billenrolled/house/pdf/2005-HNB-4142.pdf
Title: H.B. 4142
Source: StateNet
| |
| NV | Adopted 05/2005 | P-12 | Amends provisions governing high school proficiency examinations. NEVADA REG 3705 (SN)
Title: NAC 389.027, .051, .056, .058, .061, .071
Source: StateNet
| |
| OK | Signed into law 05/2005 | P-12 | Section 4 creates the Achieving Classroom Excellence Task Force. The purpose of the task force is to study the testing requirements for eighth-grade students and high school students. The task force is to study, hold public hearings, and make recommendations regarding eighth grade and high school students on:
1. Subjects to be included for demonstration of mastery;
2. Additional end-of-instruction tests to be developed;
3. Benchmarks and cut scores for assessments;
4. Optional methods to demonstrate subject matter mastery;
5. Alternatives for English language learners and special needs students;
6. Exceptions that may be needed;
7. Intervention strategies;
8. Remediation options;
9. Consequences for students;
10. Review of other states' experiences;
11. Development of an action plan to implement recommendations;
12. Information to provide to teachers, parents and students, that will emphasize this initiative as a tool to improve student success; and
13. Funding necessary to implement recommendations.
http://www2.lsb.state.ok.us/2005-06SB/sb982_enr.rtf
Title: S.B. 982, Section 4
Source:
| |
| MI | Signed into law 12/2004 | P-12 | Amends the State School Aid Act of 1979; provides that the Michigan Education Assessment Program tests shall be administered during the last 90 school days, instead of the last 30 school days, of grade 11.
http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=2004-HB-6230
Title: H.B. 6230
Source: StateNet
| |
| MI | Signed into law 10/2004 | P-12 | Revises the School Code; provides that the Michigan Education Assessment Program tests be administered to pupils during the last 90 days, other than the las 30 days, of grade 11.
http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=2004-HB-6231
Title: H.B. 6231
Source: StateNet
| |
| CA | Vetoed 09/2004 | P-12 | Establishes the High School Remediation Funding Flexibility Program for the purpose of providing funding flexibility for remediation instruction for high school pupils in grades 9 to 12 who are at risk of not passing the high school exit examination. Provides for remediation instruction class size. Requires such instruction to be in the core subject areas that are tested, and to be provided by a certificated employee who is highly qualified, as defined by the state board of education for purposes of the federal No Child Left Behind Act of 2001. Authorizes a school district to participate in the program only if it received funding pursuant to the Morgan-Hart Class Size Reduction Act of 1989 continuously since the 2001-02 fiscal year, in which case, the bill would authorize the school district to use any available funds from that act for purposes of the program. http://www.leginfo.ca.gov/pub/bill/asm/ab_2601-2650/ab_2647_bill_20040825_enrolled.html
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2647_veto.pdf
Title: A.B. 2647
Source: California Legislative Web site
| |
| NY | Vetoed 09/2004 | Postsec. | Precludes the use of a minimum standardized test cut-off score for student admission to or rejection by the State University of New York and City University of New York; permits overall assessment of student qualifications for admission, including consideration of such scores together with academic course grades, classroom performance, community service, and extracurricular activities. http://assembly.state.ny.us/leg/?bn=a7143
Title: A.B. 7143
Source: StateNet
| |
| IL | Signed into law 08/2004 | P-12 | Amends the School Code. Provides that no student shall receive a regular diploma without taking the Prairie State Achievement Exam. Provides exceptions. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0857
Title: S.B. 2769
Source: Illinois Legislative Web site
| |
| TX | Rule Adoption 07/2004 | P-12 | Amends rules concerning exemption from the requirements of the Texas Success Initiative. Exempts high school students who achieve certain standards on the Mathematics and/or English/Language Arts sections of the exit-level Texas Assessment of Knowledge and Skills from state mandated testing for college readiness for the corresponding sections. Allows students who achieve certain standards on certain sections of the SAT and ACT to be exempt from the assessment required under this title for those corresponding sections. TEXAS REG 95579 (SN)
Title: 19 TAC 1.4.C.4.54
Source: StateNet
| |
| LA | Vetoed 07/2004 | P-12 | Provides for the awarding of certificates of attendance by the board of elementary and secondary education to any public high school student who fails to pass the graduation exit exam but has completed all required coursework and all other graduation requirements. Such a student would not be barred from receiving a diploma if he or she later passed the exit exam.
Bill text: http://www.legis.state.la.us/leg_docs/04RS/CVT1/OUT/VETHB740.PDF
Veto message: http://www.legis.state.la.us/archive/04RS/veto/HB740v.pdf
Title: H.B. 740
Source: www.legis.state.la.us
| |
| DE | Signed into law 05/2004 | P-12 | Requires the Department of Education to award diplomas based on current rules and regulations for students who graduate in 2004; allows the national panel of experts to examine the performance levels and math cut scores of the Student Testing Program and determine whether changes are necessary; provides that students may request recalculation of test scores to determine their eligibility for the Distinguished Achievement Diploma. http://www.legis.state.de.us/Legislature.nsf/fsLIS?openframeset&Frame=Main&Src=/LIS/LIS142.NSF/Home?Openform
Title: S.B. 285
Source: Delaware Legislative Web site
| |
| FL | Signed by Governor 05/2004 | P-12
Postsec. | Revises course requirements in college & career preparatory accelerated high school graduation program; amends requirements for grade point average that must be earned; establishes requirements for selection of accelerated graduation options; authorizes SAT & ACT as alternative assessments to grade 10 FCAT required for high school graduation if students have attempted to pass grade 10 FCAT at least 3 times; provides rights for K-3 students with reading deficiencies; establishes a Reading Enhancement and Acceleration Development (READ) Initiative to prevent the retention of grade 3 students and to offer intensive reading instruction to students with reading deficiencies. http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0364er.html&Directory=session/2004/Senate/bills/billtext/html/
Title: S.B. 364
Source: Florida Legislative Web site
| |
| WA | Signed into law 03/2004 | P-12 | 1) The high school assessment system shall include but need not be limited to the Washington assessment of student learning, opportunities for a student to retake the content areas of the assessment in which the student was not successful, and if approved by the legislature pursuant to subsection (11) of this section, one or more objective alternative assessments for a student to demonstrate achievement of state academic standards. The objective alternative assessments for each content area shall be comparable in rigor to the skills and knowledge that the student must demonstrate on the Washington assessment of student learning for each content area.
(2) Subject to the conditions in this section, a certificate of academic achievement shall be obtained by most students at about the age of sixteen, and is evidence that the students have successfully met the state standard in the content areas included in the certificate. With the exception of students satisfying the provisions of section 104 of this act, acquisition of the certificate is required for graduation from a public high school but is not the only requirement for graduation.
(3) Beginning with the graduating class of 2008, with the exception of students satisfying the provisions of section 104 of this act, a student who meets the state standards on the reading, writing, and mathematics content areas of the high school Washington assessment of student learning shall earn a certificate of academic achievement. If a student does not successfully meet the state standards in one or more content areas required for the certificate of academic achievement, then the student may retake the assessment in the content area up to four times at no cost to the student. If the student successfully meets the state standards on a retake of the assessment then the student shall earn a certificate of academic achievement. Once objective alternative assessments are authorized pursuant to subsection (11) of this section, a student may use the objective alternative assessments to demonstrate that the student successfully meets the state standards for that content area if the student has retaken the Washington assessment of student learning at least once. If the student successfully meets the state standards on the objective alternative assessments then the student shall earn a certificate of academic achievement. The student's transcript shall note whether the certificate of academic achievement was acquired by means of the Washington assessment of student learning or by an alternative assessment.
(4) Beginning with the graduating class of 2010, a student must meet the state standards in science in addition to the other content areas required under subsection (3) of this section on the Washington assessment of student learning or the objective alternative assessments in order to earn a certificate of academic achievement.
(5) The state board of education may not require the acquisition of the certificate of academic achievement for students in home-based instruction under chapter 28A.200 RCW, for students enrolled in private schools under chapter 28A.195 RCW, or for students satisfying the provisions of section 104 of this act.
Title: H.B. 2195
Source: http://www.leg.wa.gov
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| AL | Adopted 03/2004 | P-12 | Allows high schools to confer the High School Diploma on students with disabilities who have failed a subject area test of the Graduation Exam in the area in which they have a disability(s), using alternate requirements for/instead of assessment in conjunction with the attainment of required course credits and all other requirements for graduation. http://www.alabamaadministrativecode.state.al.us/UpdatedMonthly/VolXXIIN6/p188.htm#T1
Title: AAC 290-3-1-.02
Source: Alabama State Web site
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| AL | Emergency Rule Adoption 03/2004 | P-12 | Allows students with disabilities who fail one portion of the Alabama High School Graduation Exam and meet certain other criteria to receive the Alabama High School Diploma. http://www.alabamaadministrativecode.state.al.us/UpdatedMonthly/VolXXIIN6/p189.htm#T1
Title: AAC 290-4-2-.02
Source: Alabama State Web site
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| MS | Rule Adoption 03/2004 | P-12 | Revises rules regarding graduation requirements and exit examinations. MISSISSIPPI REG 9026 (SN)
Title: THF-1
Source: StateNet
| |
| TX | Rule Adoption 11/2003 | P-12 | Amends rules relating to basic education. Clarifies that commission youth are administered state educational assessments required to complete a high school diploma. TEXAS REG 90170 (SN)
Title: 37 TAC 3.91.B.91.41, 91.43
Source: StateNet
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| CA | Signed into law 10/2003 | P-12 | Requires the superintendent of public instruction to develop a request for a proposal for an independent consultant to assess options and provide recommendations for alternatives to the high school exit examination for pupils with disabilities to be eligible for a high school diploma. Requires the establishment of an advisory panel for the purpose of advising the independent consultant. Provides for funding. http://www.leginfo.ca.gov/pub/bill/sen/sb_0951-1000/sb_964_bill_20031011_chaptered.html
Title: S.B. 964
Source: California Legislative Web site
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| TX | Adopted 09/2003 | P-12 | Requires the state board to determine the level of performance considered to be satisfactory on the assessment instruments. Sets the "commended" and "met" standards based on spring 2003 operational test forms. The adopted amendment to §101.23 incorporates into rule a table depicting the performance standards established by the board for every grade and subject area and maintains equivalent test forms in the future. Future forms will be equated by the Texas Education Agency to the 2003 assessments in order to ensure that equivalent standards are maintained. The exit-level standard in place when a student enters Grade 10 is the standard that will be maintained throughout the student's high school career. For example, a student in Grade 12 during the 2004-2005 school year will be allowed to graduate under the TAKS exit-level standard that was in place at the time the student entered Grade 10 in the 2002-2003 school year. The alternative assessment of academic skills will measure annual growth based on appropriate expectations for each student receiving special education services, as determined by the student's admission, review, and dismissal (ARD) committee. The adopted amendment to §101.33 revises language to reflect the statutory change requiring a reduction in the frequency of releasing assessments to the public to only every other year.
Title: 19TAC §101.23 & 101.33
Source: TEA.state.tx.us
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| TX | Rule Adoption 09/2003 | P-12 | §101.23. Performance Standards. (a) Except as otherwise provided by the Texas Education Code (TEC), Chapter 39, Subchapter B, the State Board of Education (SBOE) shall determine the level of performance considered to be satisfactory on the assessment instruments. The table in this subsection identifies the performance standards established by the SBOE for the Texas Assessment of Knowledge and Skills (TAKS). The "commended" and "met" standards are based on spring 2003 operational test forms. Future forms will be equated by the Texas Education Agency to the 2003 assessments in order to ensure that equivalent standards are maintained. The exit-level standard in place when a student enters Grade 10 is the standard that will be maintained throughout the student's high school career. For example, a student in Grade 12 during the 2004-2005 school year will be allowed to graduate under the TAKS exit-level standard that was in place at the time the student entered Grade 10 in the 2002-2003 school year.
(b) The alternative assessment of academic skills will measure annual growth based on appropriate expectations for each student receiving special education services, as determined by the student's admission, review, and dismissal (ARD) committee in accordance with criteria established by the commissioner of education as required by the TEC, §39.024(a).Amends rules concerning development and administration of tests. Relates to performance standards and release of tests. TEXAS REG 86271 (SN) http://www.tea.state.tx.us/rules/board/adopted/0903/101-023a-two.html
http://www.tea.state.tx.us/rules/board/adopted/0903/101-023a.pdf
Title: 19 TAC 101.23, .33
Source: http://www.tea.state.tx.us
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| IL | Signed into law 08/2003 | P-12 | Makes provisions regarding state goals and assessments. Provides for student testing and limits maximum time allowed for all state testing in grades 3 through 8 not to exceed 38 (instead of 40) hours across those grades.Makes changes regarding testing time and transitional bilingual educational programs. Provides that additional tests and assessment resources may be used by school districts for local diagnostic purposes. Includes students enrolled in a public university laboratory school, Department of Corrections, residential school, or academy. http://www.legis.state.il.us/legislation/billstatus.asp?DocNum=2352&GAID=3&DocTypeID=HB&LegID=3626&SessionID=3
Title: H.B. 2352
Source: Illinois Legislative Web site
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| MA | Rule Adoption 07/2003 | P-12 | Students in the graduating class of 2003 shall meet or exceed the Needs Improvement threshold scaled score of 220 on both the English Language Arts and the Mathematics MCAS grade 10 tests in order to satisfy the requirements of the Competency Determination. The Board intends to raise the threshold scaled score required for the Competency Determination in future years.
Title: 603 CMR 30.03
Source: Westlaw
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| CT | Signed into law 06/2003 | P-12 | Revises statutes to allow student scores on grade 10 mastery exams to be added to the student's permanent record and transcipt for a student who meets or exceeds the state-wide mastery goal level for any component of the exam; students passing componets of the mastery exam should be issued a certificate of mastery for each component.
http://prdbasis.cga.state.ct.us/2003/act/Pa/2003PA-00174-R00SB-01093-PA.htm
Title: S.B. 1093 § 1
Source: Connecticut Legislative Web site
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| NC | Signed into law 06/2003 | P-12 | Modifies the state competency testing program to ensure that high school students who do not pass the competency test are given an opportunity to take an alternative test. http://www.ncga.state.nc.us/Sessions/2003/Bills/House/PDF/H801v4.pdf
Title: H.B. 801
Source: http://www.ncga.state.nc.us
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| FL | Signed into law 06/2003 | P-12 | Provides learning opportunities for out-of-state and out-of- country transfer students and students needing additional instruction to meet high school graduation requirements; provides requirements for certain transfer students; provides for alternate assessments for the grade 10 Florida's Comprehensive Assessment Test and immersion English language instruction. http://www.flsenate.gov/data/session/2003B/House/bills/billtext/pdf/h0023Ber.pdf
Title: H.B. 23
Source: Florida Legislative Web site
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| NV | Signed into law 06/2003 | P-12 | Addresses the mathematics portion of the high school proficiency exam. A passing score on this exam is required for Nevada students to obtain a high school diploma. The bill requires the Department of Education to reset the passing score in accordance with a 95 percent confidence interval for the recommended passing score. This change will make the passing rate for students similar to that of the reading portion of the test. For 2003 only, students graduating in 2003 who have otherwise met all requirements for graduation must be allowed to participate in district graduation ceremonies under the presumption that they have passed the tests; however, such a student would not receive a diploma until their score was determined to meet or exceed the new passing score. The Department is directed to incrementally increase the passing score over the next several years, until it is at least the same as the current passing score for the class graduating high school in 2007. During the 2003-2005 interim period, the school districts are required to review their curriculum and the amount and type of mathematics credits they require for high school graduation, make any necessary adjustments, and submit certain information to the Superintendent of Public Instruction for report back to 2005 Legislature. Adding science to the high school proficiency test is effective July 1, 2007. (114 page bill) http://www.leg.state.nv.us/19thSpecial/bills/SB/SB1_EN.pdf
Title: S.B. 1 (Omnibus Bill)
Source: Research Division, Legislative Counsel Bureau Summary
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| TX | to governor 06/2003 | P-12 | Requires the principal or other staff to identify each student who (1) hasn't performed well on assessments; (2) is not likely to receive a diploma before the fifth year of high school and then develop a graduation plan for each student that (1) identifies educational goals; (2) includes diagnostic information, appropriate monitoring and intervention, etc.; (3) includes an intensive instruction program; (4) addresses participation of the parent or guardian; provides innovative mthods to promote the student's advancement, including flexible scheduling, alternative learning environments, on-line instruction, and other interventions that are proven to accelerate the learning process and have been scientifically validated to improve learning and cognitive ability. For a student with disabilities, this program must be designed to: (1) enable the student to attain a standard of annual growth on the basis of the student's individualized education program; and (2) if applicable, carry out the purposes of Section 28.0211.
http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM
Title: S.B. 1108 (Section 28.0212)
Source: http://www.capitol.state.tx.us
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| TX | Signed into law 05/2003 | P-12 | To facilitate the transfer of military personnel and their dependents to and from the public schools of this state, the agency is required to pursue reciprocity agreements with other states governing the terms of those transfers. Reciprocity agreement must permits a student to satisfy the requirements of Section 39.025 through successful performance on comparable exit-level assessment instruments administered in another state. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=00591&VERSION=5&TYPE=B
Title: H.B. 591
Source: http://www.capitol.state.tx.us
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| MN | Signed into law 05/2003 | P-12 | Effective the 2003-04 school year and later, bars the state education commissioner from implementing the profile of learning portion of the state's results-oriented graduation rule, or classroom assessments that schools must use. Replaces references to "results oriented graduation rule" with "academic standards." (Retains requirement that students pass basic skills test to be eligible for high school graduation.) Requires students to complete district-determined course credit requirements to be eligible for high school graduation starting with students entering the ninth grade during the 2004-05 school year.
Establishes language arts, math, science, social studies and the arts as subject areas required for statewide accountability. Requires public elementary and middle schools to offer at least three and require at least two of the following four arts areas: dance, music, theater and visual arts. Requires public high schools to offer at least three and require at least one of the following five arts areas: media arts, dance, music, theater and visual arts. Requires the commissioner to submit proposed science and social studies standards to the legislature by February 1, 2004. Requires the commissioner to consider recommendations from specified stakeholders when developing state academic standards in language arts, math, science, social studies and the arts. Specifies that standards must: (1) be clear, concise, objective, measurable, and grade-level appropriate; (2) not require a specific teaching methodology or curriculum; and (3) be consistent with the constitutions of the United States and the state of Minnesota. Requires the commissioner to adopt rules for implementing statewide rigorous core academic standards in language arts, math and the arts. Specifies that after the rules are initially adopted, the commissioner may not amend or repeal these rules nor adopt new rules on the same topic without specific legislative authorization. Requires these academic standards to be implemented for all students beginning in the 2003-2004 school year. Additionally requires the commissioner to supplement the required state academic standards with grade-level benchmarks, although high school benchmarks may cover more than one grade. Establishes other requirements regarding benchmarks.
Requires every district to establish its own standards in the elective subject areas of health and physical education, vocational and technical education, and world languages. Requires every district to offer courses in all above elective subject areas, and to use a locally selected assessment to determine whether a student has achieved an elective standard. Additionally requires every district, by the 2007-08 school year, to adopt graduation requirements that meet or exceed state graduation requirements. Must provide students who enter grade 9 in or before the 2003-04 school year the opportunity to earn a diploma based on existing local graduation requirements in effect when student entered ninth grade.
Establishes graduation requirements based on course credits in language arts, math, science, social studies and electives, including the arts, for students entering grade 9 in the 2004-05 school year.
Beginning the 2005-06 school year and later, requires annual statewide testing in language arts and math in grades 3 through 8 and at the high school level. Also requires annual science assessments in one grade in grades 3-5 span, the grades 6-9 span, and the grades 10-12 span for the 2007-08 school year and later. Requires a state-developed test in a subject other than writing, developed after the 2002-03 school year, to include both multiple choice and constructed response questions. Requires state tests to be aligned with state academic standards, and for statewide results to be aggregated at the school and district level. Deletes language excluding test scores of students receiving limited English proficiency instruction from school and district testing results. Permits exemption of limited English proficiency students if the student has been in the United States for fewer than three years. Requires state assessments, by the 2006-07 school year to include a value-added component to measure student achievement growth over time. Requires commissioner to include alternative assessments for the very few students with disabilities for whom statewide assessments are inappropriate and for students with limited English proficiency.
Permits school, district or charter school to use a high school student's performance on a state assessment as a percentage of the student's final grade in a course or to place the student's assessment score on the student's transcript.
Requires the commissioner to develop language arts, math and science assessments aligned with state standards, which districts must use. Specifies that commissioner must not develop state assessments for academic standards in social studies and the arts.
http://www.revisor.leg.state.mn.us/cgi-bin/getbill.pl?session=ls83&version=latest&number=HF302&session_number=0&session_year=2003
Title: H.F. 302 (multiple provisions)
Source: www.revisor.leg.state.mn.us
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| MN | Signed into law 05/2003 | P-12
Postsec. | Effective the day after enactment, requires the commissioner to provide written recommendations to the committees of the legislature having jurisdiction over kindergarten through grade 12 education policy and budget issues by February 1, 2004, that: (1) identify the cut-scores on high school reading and mathematics assessments indicating that remedial instruction in the state's two-year higher education institutions is unneeded; (2) recommend alternative assessments, including student portfolios; (3) recommend whether students must pass state end-of-course examinations as a requirement for high school graduation; (4) evaluate the feasibility of including state percentile rankings and a national comparison; and (5) establish a method for using the grade 8 language arts and math tests to satisfy basic skills requirements.
See Article 2, Section 2: http://www.revisor.leg.state.mn.us/cgi-bin/getbill.pl?session=ls83&version=latest&number=HF302&session_number=0&session_year=2003
Title: H.F. 302 (multiple provisions)
Source: www.revisor.leg.state.mn.us
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| WA | Emergency Rule Adoption 04/2003 | P-12 | Establishes emergency rules to indicate notation on the high school transcript regarding the secondary Washington assessment of student learning (WASL) results. WASHINGTON REG 21518 (SN)
Title: WAC 180-51-063
Source: StateNet
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| MI | Signed into law 12/2002 | P-12 | Requires the department of treasury or any other state agency which suspects irregularities in the administration of or the preparation of pupils for, a Michigan Education Assessment Program test, not to report the irregularities to any person or entity not involved in the scoring or administration of the test before notifying the school district or public school academy of the suspected irregularities and allowing a timeframe for response. http://www.michiganlegislature.org/documents/2001-2002/publicact/pdf/2002-PA-0640.pdf
Title: H.B. 5049
Source: StateNet
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| AK | Adopted 12/2002 | P-12 | Requires every sophomore to take the high school graduation exam. Juniors who have failed must be retested at least once each school year on the portions of the exam that they have not yet passed. On their school reports, high schools must state the number and percentage of students who are "proficient" and "not proficient." Adds new subsection regarding the requirements for a student with a disability to retake a subtest of the examination. ALASKA REG 2754 (SN) http://www.eed.state.ak.us/regs/adopted/4AAC06.755_SophomoresTakeHSGQE.pdf
Title: 4 AAC 06.755
Source: Memorandum Number 2002-41 and State NEt
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| AL | Adopted 10/2002 | P-12 | Establishes rules amending the current rule by delaying implementation of the social studies subject- area test of the Alabama High School Graduation Exam by one year. ALABAMA REG 5859 (SN)
Title: AAC 290-4-2-.02
Source: StateNet
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| CA | Vetoed 09/2002 | P-12 | Requires the governing board of each school district that grants a diploma of graduation from high school annually to compile the number of pupils who participate in certain programs, by grade level, who attempted and failed any part of the high school exit examination and who meet specified criteria. Requires the board of any school district, under certain circumstances to assure the school's action plan identifies certain barriers to achievement.
Title: S.B. 1408
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2002 | P-12 | Requires the State Department of Education to contract for the development or proposals that will provide for the retention and analysis of longitudinal pupil achievement data on the Standardized Testing and Reporting and English Language Development tests and the high school exit examination. Requires the department to convene an advisory board to establish privacy and access protocol and to contract with an oversight consultant.
Title: S.B. 1453
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 09/2002 | P-12 | Authorizes a school district that offers adult education to offer a program, course, or class of supplemental instruction in preparation for the high school exit examination exclusively to persons who complete grade 11 and fail the high school exit examination. Includes among the approved programs preparation courses for the high school exit examination and would increase the amount a school district may expend for this purpose to 10%.
Title: A.B. 1794
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 09/2002 | P-12 | Requires the Superintendent of Public Instruction and the advisory committee established by this bill to develop guidelines regarding the method and content of alternate assessments to the high school exit examination for those individuals with disabilities who cannot participate in the examination regardless of accommodation or modification. Requires the State Board of Education to adopt alternate assessments for those pupils.
Title: A.B. 2600
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2002 | P-12 | Provides that language arts, with respect to the high school exit exam, refers to English language arts. Requires a school principal, to submit a request for a waiver of the requirement to successfully pass the high school exit examination to the governing board of the school district for a pupil with a disability who has taken the examination with modifications, that alter what the test measures and has received the equivalent of a passing score.
Title: S.B. 1476
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 07/2002 | P-12 | Modifies the State System of Public Education by extending for one year the pilot status of the tenth grade basic skills competency test.
Title: H.B. 5007E
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 06/2002 | P-12 | Grandfathers in the scores of 10th-graders who took the Florida Comprehensive Assessment Test (FCAT) in spring 2001. Requires that when state board sets higher cutoff scores for 10th-grade FCAT, higher cutoff scores affect only those students who have not yet taken the 10th-grade FCAT. Forbids state board from establishing any accommodation that "negates the validity of a statewide assessment." Requires district to inform parent of student with disability when classroom accommodations may not be made on FCAT. Parent must give consent for student to be given classroom accommodations or modifications not allowable in the statewide assessment program, and must give parent information on the impact on student's capacity to attain benchmarks in reading, writing and math. http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: www.leg.state.fl.us
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| TN | Signed into law 05/2002 | P-12 | Makes the single exit exam prior to high school graduation optional instead of mandatory; requires results be shared with legislative oversight committee on education. - Amends Title 49, Chapter 6, Part 60.
Title: H.B. 2897
Source: http://www.legislature.state.tn.us
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| OH | Signed into law 11/2001 | P-12 | Delays the requirement for students to pass all five tests to receive a high school diploma from the class of 2001 to the class of 2007. Provides an alternative graduation requirement for students who pass all of the Ohio Graduation Tests (OGT) except for one and who meet the following criteria: (1) miss the passing score on the failed test by ten points or less, (2) have a 97% attendance rate in high school, (3) have not been expelled during high school, (4) have a grade point average of at least 2.5 in the subject area of the fajiled test, (5) have completed the curriculum requirements in the subject area of the failed test, (6) have taken advantage of intervention programs offered by the district in the subject area of the failed test OR have received comparable services from another source, and (7) hold letters recommending graduation from teachers in the subject area of the failed test and from the high school principal. Mandates that the state board appoint a committee to make recommendations for incorporation of end-of-program assessments into career-technical education programs.
Title: S.B. 1
Source: 2001 Digest of Enactments
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| CA | Signed into law 09/2001 | P-12 | Specifies that 2000-01 school year is the only year in which ninth-graders may take the high school exit examination. Creates new section requiring the state superintendent to contract for an independent study regarding the requirement of passage of the high school exit exam as a condition of high school graduation, to be delivered to the state board, state superintendent, governor and other interested parties by May 1, 2003. The report must include an analysis of whether the test development procedure and the implementation of standards-based instruction meet the required standards for this genre of test. Also creates new section stating that on or before August 1, 2003, the state board may delay the current 2003-04 date by which the exit exam will be required for high school graduation, if the board, in reviewing the the independent study report, deems the test development process or implementation of standards-based instruction inadequate for a test of this nature. After August 1, 2003, the state board may not change the year in which the exit exam will be required for high school graduation. http://www.leginfo.ca.gov/pub/bill/asm/ab_1601-1650/ab_1609_bill_20011011_chaptered.html
Title: A.B. 1609
Source: www.leginfo.ca.gov
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| DE | Signed into law 06/2001 | P-12 | This piece of legislation makes adjustments in the states High Stakes assessment system. These changes include looking at measures other than state test scores to determine if students are up to standards. In addition it changes the titles of the state's different diplomas.
Title: S.B. 106
Source: Lexis-Nexis/StateNet
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| AK | Signed into law 06/2001 | P-12 | Relates to a 2 year transition for implementation of the public high school competency examination; establishes an essential skills examination as a high school graduation requirement; provides for an effective date.
Title: S.B. 133
Source: Lexis-Nexis/StateNet
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| WA | Signed into law 06/2001 | P-12 | Delays assessments timelines in areas other than reading and math.
Title: S.B. 5686
Source: http://www.leg.wa.gov/pub/billinfo/2001-02/Senate/5675-5699/5686-s2_pl.pdf
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| NV | Signed into law 06/2001 | P-12 | Relates to achievement and proficiency examinations administered in public schools; revises provisions governing the increase of salary for a teacher who is certified by the National Board for Professional Teaching Standards; requires school districts to create and operate regional training programs for professional development of teachers and administrators; authorizes licensure and employment of teachers who are not citizens of the United States.
Title: S.B. 3A
Source: Lexis-Nexis/StateNet
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| IN | Signed into law 05/2001 | P-12 | Eliminates language that defined "expected [school] performance level" by student attendance rates, remediation rates, assessment scores and graduation rates; replaces it with definition of "student performance improvement level" which refers to "improvement in student academic achievement established by the board," which must be at least as rigorous as the performance improvement level set by state board. Changes sections relating to school performance to reflect change from school performance objectives to student improvement levels. Specifies that board assessment and evaluation of education programs offered by the district must be on annual basis, and that assessment must consider the students' status regarding achieving student performance improvement levels. Replaces language requiring board to establish annual performance objectives for each school with language requiring board to establish annual student performance improvement levels for each school that are at least as rigorous as state board student performance improvement levels.
Title: S.B. 165
Source: www.state.in.us/legislative
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| NV | Signed into law 05/2001 | P-12 | Requires the department to develop an informational pamphlet concerning the high school proficiency examination; requires boards of each school district to provide a copy to each junior high, middle school or high school within the school district for posting. The governing body of each charter school must ensure that a copy of the pamphlet is posted at the charter school. Each principal of a junior high, middle school, high school or charter school must ensure that teachers, counselors and administrators employed at the school fully understand the contents of the pamphlet.
Title: A.B. 318
Source: http://www.leg.state.nv.us
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| CO | Signed into law 03/2001 | P-12 | Allows local school districts to review the writing portion of a student's Colorado Student Assessment Program (CSAP) test in order to help improve that student's writing skills.
Title: H.B. 1196
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 05/2000 | P-12 | Modifies the Oklahoma School Testing Program by administering a norm-referenced test in the third-grade beginning with the 2000-2001 school year to continue until the third-grade criterion-referenced test (CRT) is implemented. Field testing of the third grade CRT is delayed until the 2001-2002 school year and implementation is delayed until 2002-2003. Delays implementation of the end-of-instruction tests in Biology I and Algebra I until the 2002-2003 school year. Requires test results to be disaggregated by ethnic group and gender. Declares schools sites to be low-performing if more than 30% of students score unsatisfactory in both reading/English and mathematics on the CRT or end-of-instructions tests, or if the student average score falls in the lowest quartile statewide and below the national average. School sites identified as low-performing for 3 consecutive years will be declared high challenge schools. Effective 7-01-00.
Title: S.B. 491
Source: Legislative Review, Oklahoma
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| DE | Signed into law 05/2000 | P-12 | Creates the Professional Development and Educator Accountability Act. Beginning in 2002, at least 20% of educator's performance evaluation will be tied to student improvement -- teachers and administrators who fail to measure up can be dismissed. Establishes more rigorous system of professional development, teaching standards, licensure and certification requirements; expands the salary system to include compensations for skills and knowledge. Encourages focused, career-long professional development and compensates teachers for additional responsibilities or becoming National Board certified. Ends social promotion - beginning in 2002, students reading below the standard in 3rd, 5th and 8th grades will be required to attend summer school and meet standard to move to next grade. Same provisions apply to 8th graders for math. Students not meeting standards will receive mandatory individual improvement plans (some state funds available for extra time instruction). Future students must demonstrate they meet 10th grade standards in language arts and math to receive academic diploma.
Title: S.B. 260
Source: Lexis-Nexis/StateNet
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| MN | Signed into law 05/2000 | P-12 | Amends the Profile of Learning. Highlights: Allows districts to phase in the number of content standards required of students for graduation; empowers teachers to participate in the decision about student standard requirements; allows districts to permit this year's 9th & 10th graders to be 'held harmless;' makes scoring more flexible; emphasizes that state and local performance packages are not required. Allows districts to choose whether or not to use the three additional instruction days (mandated in 1996) for staff development relating to the implementation of the Profile of Learning.
Title: S.F. 3286
Source: Minnesota Department of Children, Families and Learning
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