This database is made possible by your state's fiscal support of the Education Commission of the States (ECS). Most entries are legislative, although rules/regulations and executive orders that make substantive changes are included. Every effort is made to collect the latest available version of policies; in some instances, recent changes might not be reflected. For expediency purposes minimal attention has been paid to style (capitalization, punctuation) and format.
Please cite use of the database as: Education Commission of the States (ECS) State Policy Database, retrieved [date].
| State |
Status/Date |
Level |
Summary |
|
 TX | Signed into law | P-12 | Existing law permitted the commissioner of education to enter into agreements with the College Board and the International Baccalaureate Organization (IBO) to pay for all exams taken by eligible public school students. New provision adds that an eligible student must demonstrate financial need as determined in accordance with board guidelines consistent with the definition of "financial need" adopted by the College Board or IBO. Page 125 of 263: http://www.capitol.state.tx.us/tlodocs/821/billtext/pdf/SB00001F.pdf#navpanes=0
Title: S.B. 1
Source: www.capitol.state.tx.us
| |
| LA | Adopted 09/2012 | P-12 | Increases the number of Advanced Placement (AP) or International Baccalaureate (IB) courses that must be made available to students at each public high school. The number of courses increases by one
each year from 2012-2013 to 2015-2016, such that at least one AP or IB course in each of four core content areas and one additional AP or IB course must be made available to students during the 2015-2016 school year. Pages 66-67 of 153: http://www.doa.louisiana.gov/osr/reg/1209/1209.pdf
Title: LAC 28:CXV.2325
Source: www.doa.louisiana.gov
| |
| CA | Signed into law 09/2011 | P-12
Postsec. | From bill summary: Requires the superintendent of public instruction to annually update the information on Advanced Placement on the department Web site to include current information on the various means by which districts may offer or access Advanced Placement courses, including online courses, and to annually communicate with high schools offering Advanced Placement courses in fewer than 5 subjects and inform them of the various options for making Advanced Placement courses and other rigorous courses available to pupils who may benefit from them. Also requires the superintendent of public instruction to to annually update information on the International Baccalaureate Diploma Program on the department's Web site and to provide support to high schools offering International Baccalaureate courses. Encourages the Academic Senate for the California Community Colleges, the Academic Senate of the California State University, and the Academic Senate of the University of California to continue their efforts to adopt consistent systemwide guidelines for the acceptance and granting of credit for International Baccalaureate Diploma Program courses taken by students while they are in high school. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0501-0550/sb_532_bill_20110906_chaptered.pdf
Title: S.B. 532
Source: www.leginfo.ca.gov
| |
| OR | Signed into law 06/2011 | P-12
Postsec. | Defines "accelerated college credit programs" to include dual credit, two-plus-two, advanced placement and International Baccalaureate programs. Directs the department of education to administer a grant program to provide grants to districts, community college districts, or state institutions of higher education for teacher training, books, materials and other costs other than exam fees, and classroom supplies related to offering accelerated college credit programs. Establishes parameters on grant amounts. Directs each district to provide students in grades 9-12 with accelerated college credit programs including accelerated college credit programs related to English, math and science, or ensure that students in grades 9-12 have online access to such accelerated college credit programs. Directs every community college district to implement a dual credit, two-plus-two or another accelerated college credit program. Amends provisions districts must meet to obtain certain waivers. Establishes the Accelerated College Credit Account in the state treasury. Makes an appropriation into this account.
Directs the joint boards of education to develop statewide standards for dual credit programs, and requires that these standards be implemented by all high schools, community colleges and institutions in the Oregon University System providing a dual credit program. Requires each district, community college and state institution of higher education within the Oregon University System providing a dual credit program to submit an annual report to the joint boards of education on the academic performance of dual credit students.
http://www.leg.state.or.us/11reg/measpdf/sb0200.dir/sb0254.en.pdf
Title: S.B. 254
Source: http://www.leg.state.or.us
| |
| TX | Signed into law 06/2011 | P-12
Postsec. | Authorizes the commissioner of education to adopt rules as necessary concerning the duties of a school district under the college credit program (under which students may earn the equivalent of at least 12 semester credit hours of college credit through International Baccalaureate, Advanced Placement, dual credit, or articulated postsecondary technical credit courses). Authorizes the Texas Higher Education Coordinating Board to adopt rules as necessary concerning the duties of a public institution of higher education under the college credit program. Simplifies program participation reporting requirements for districts. Authorizes the commissioner and the Texas Higher Education Coordinating Board to share data as necessary to enable school districts to comply with reporting requirements under the college credit program. Directs the Texas Higher Education Coordinating Board to collect student course credit data from public institutions of higher education as necessary for purposes of district reporting requirements under the college credit program. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00149F.pdf#navpanes=0
Title: S.B. 149
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2011 | P-12 | Extends to 2013 a provision that a district is not required to pay a student's tuition or other associated costs for taking a course through the college credit program (under which districts must make available the opportunity for students to earn the equivalent of at least 12 semester hours through Advanced Placement, International Baccalaurate, dual credit, and/or articulated postsecondary courses). Clarifies that the time during which students are participating in the college credit program must be counted as part of the minimum number of instructional hours required for a student to be considered a full-time student in average daily attendance. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB01619F.pdf#navpanes=0
Title: S.B. 1619
Source: www.legis.state.tx.us
| |
| AL | Adopted 04/2011 | P-12 | Amends rule 290-3-1-.02(8) (g)6 which will allow any Alabama public school system to substitute the IB Diploma Program courses for required Alabama High School Diploma with Advanced Academic Endorsement core courses, including the arts.
Title: AL ADC 290-3-1-.02
Source:
| |
| WA | Signed into law 04/2011 | P-12 | Relating to recognizing the international baccalaureate diploma; amending RCW 28A.230.170; reenacting and amending RCW 28A.230.090; and adding a new section (Section 1) to chapter 28A.230 RCW which indicates that to receive a high school diploma under this section, a student must complete and pass all required international baccalaureate diploma programme courses as scored at the local level; pass all internal assessments as scored at the local level; successfully complete all required projects and products as scored at the local level; and complete the final examinations administered by the international baccalaureate organization in each of the required subjects under the diploma programme. Provisions regarding study of the U.S. Constitution and the Washington state constitution apply to students under this section.
School districts may require students under this section to complete local graduation requirements that are in addition to state minimum requirements before issuing a high school diploma under RCW 28A.230.120. However, school districts are encouraged to waive local requirements as necessary to encourage students to pursue an international baccalaureate diploma. The superintendent of public instruction may adopt a rule permitting students who meet the criteria in Section 1 of this act to meet the prerequisites through noncredit-based study.
http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/House%20Passed%20Legislature/1524-S.PL.pdf
Title: H.B. 1524
Source: http://apps.leg.wa.gov
| |
| VA | Signed into law 03/2011 | P-12 | Clarifies that students should be eligible for credit for International Baccalaureate and Advanced Placement examinations, not the courses.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0157+pdf
Title: S.B. 1077
Source: http://lis.virginia.gov
| |
| VA | Signed into law 03/2011 | P-12
Postsec.
Community College | Requires the governing boards of each public institution of higher education to implement policies regarding the granting of credit for Cambridge Advanced (A/AS) examinations. Also provides that each institution's policy for course credit for Cambridge Advanced (A/AS) courses must be comparable to its policies for granting course credit for Advanced Placement courses. Clarifies that students may be awarded credit for AP and IB exam scores, rather than completion of AP and IB courses.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+HB1910ER+pdf
Title: H.B. 1910/S.B. 1448
Source: Westlaw/StateNet
| |
| UT | Signed into law 02/2011 | P-12 | Repeals references to the gifted and talented program and the Advanced Placement program; creates new Enhancement for Accelerated Students Program. Directs the state board of education to distribute funds appropriated for the Enhancement for Accelerated Students Program according to a formula adopted by the state board, after consultation with districts and charter schools. Permits a distribution formula for the Enhancement for Accelerated Students Program to include an allocation of funds for Advanced Placement courses, gifted and talented programs, including professional development for teachers of high-ability students, and International Baccalaureate programs. Provides that no more than 1.5% of the appropriation for the Enhancement for Accelerated Students Program may be allowed for International Baccalaureate programs. Directs the state board to develop performance criteria to measure the effectiveness of the Enhancement for Accelerated Students Program and make an annual report to the Public Education Appropriations Subcommittee on the effectiveness of the program. http://le.utah.gov/~2011/bills/sbillenr/sb0001.pdf
Companion to H.B. 2 http://le.utah.gov/~2011/bills/hbillenr/hb0002.pdf
Title: S.B. 1 - Section 53A-17a-165
Source: le.utah.gov
| |
| TX | Adopted 08/2010 | P-12 | Section 74.23: Correspondence Courses and Distance Learning: Updates section to make clear that students may earn course credit via online courses and the Texas Virtual School Network (TxVSN).
Section 74.29: Texas Advanced Placement Incentive Program: Clarifies a provision that a school participating in the program is eligible for an award of up to $450 to reimburse a teacher or pay for a teacher to complete approved College Board Advanced Placement or International Baccalaureate training. Adds a provision that the principal of each participating school must convene a team of 3-5 teachers at least annually to the use of funds awarded through the program.
Adopts provisions as proposed in the June 18, 2010 Texas Register (beginning p. 5 of 52): http://www.sos.state.tx.us/texreg/pdf/backview/0618/0618prop.pdf
Title: 19 TAC 74.23, 29
Source: www.sos.state.tx.us
| |
| AZ | Signed into law 05/2010 | P-12
Postsec. | Exempts private schools approved by the department of education's division of special education prescribed in the pupil's individualized education program from rules adopted by the state board of education prior to 11/24/09.
Changes the office of the county school superintendent from a local education service agency to a local education agency.
Removes requirement that district open enrollment policies be filed with the department of education and requires district policies for open enrollment to be posted on the district's website and available to the public upon request.
Reduces the amount of time pupils in grades seven and eight must be enrolled in an instructional program from 1068 hours to at least 1000 hours beginning in fiscal year 2010-2011.
Requires the board of regents, in consultation with the community college districts in Arizona, to develop and implement common equivalencies for specific levels of achievement on advanced placement examinations and international baccalaureate examinations offered in the state's high schools in order to award commensurate postsecondary academic credits at community colleges and public universities in the state.
Repeals the College and Career Readiness Task Force enacted last year. Chapter 332
http://www.azleg.gov/legtext/49leg/2r/bills/hb2725s.pdf
Title: H.B. 2725--Multiple Provisions
Source: http://www.azleg.gov/legtext/49leg/2r/bills/hb2725s.pdf
| |
| FL | Signed into law 04/2010 | P-12 | Requires each high school to advise each student of programs through which a high school student can earn college credit, including Advanced Placement (AP), International Baccalaureate (IB), Advanced International Certificate of Education, dual enrollment courses, career academy courses, and courses that lead to national industry certification, as well as the availability of course offerings through virtual instruction. Beginning with the 2011-2012 school year, each high school must offer an IB Program, an Advanced International Certificate of Education Program, or a combination of at least 4 courses in dual enrollment or AP (including one course each in English, mathematics, science, and social studies. To meet this requirement, school districts may provide courses through virtual instruction, if the virtual course significantly integrates postsecondary level content for which a student may earn college credit, as determined by the state department of education, and for which a standardized EOC assessment, as approved by the department, is administered.
Creates The Credit Acceleration Program (CAP) for the purpose of allowing a secondary student to earn high school credit in a course that requires a statewide, standardized EOC assessment if the student attains a specified score on the assessment. Notwithstanding other relevant statues, a school district must award course credit to a student who is not enrolled in the course, or who has not completed the course, if the student attains a score indicating satisfactory performance, on the corresponding statewide, standardized EOC assessment. The school district must permit a student who is not enrolled in the course, or who has not completed the course, to take the standardized EOC assessment during the regular administration of the assessment.
http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0004er.html&Directory=session/2010/Senate/bills/billtext/html/
Title: S.B. 4 - Sec. 5
Source: http://www.flsenate.gov
| |
| VA | Signed into law 03/2010 | P-12
Postsec. | Requires the governing boards of each public institution of higher education to implement policies to grant a minimum of 24 undergraduate semester credit hours to entering freshman students who have successfully completed the International Baccalaureate diploma program.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB209ER+pdf
Title: S.B. 209
Source: http://leg1.state.va.us
| |
| UT | Adopted 05/2009 | P-12 | Amends rule on administration and funding of International Baccalaureate (IB) programs. Adds eligibility of charter schools to operate IB programs and receive state IB program funds. Amends funding language to designate that 50% of the total IB program funds must be distributed equally among all authorized IB programs in the state, and the remaining 50% must be distributed to IB high schools schools where students scored a grade of 4 or higher on IB exams. http://www.rules.utah.gov/publicat/bulletin/2009/20090315/32419.htm
Title: R277-710
Source: www.rules.utah.gov
| |
| UT | Adopted 09/2008 | P-12 | Creates R277-710 regarding International Baccalaureate (IB) programs. Specifies the procedures and standards schools and districts must follow to qualify for state funds for the IB Program. Provides that funds are available to support the Diploma Program, Middle Years Program and Primary Years Program. Specifies acceptable uses of state IB program funds. Provides that 50% of the total funds designated for the IB must be distributed according to the number of IB semester hours successfully completed by district students in the prior year compared to the state total of completed IB credits, and that the remaining 50% allocation must be distributed equally to schools where students scored a grade of 4 or higher on IB exams. Establishes reporting requirements.
Title: R277-710
Source: www.lexis.com
| |
| KY | Signed into law 04/2008 | P-12
Postsec. | Defines "Advanced science and mathematics" as Advanced Placement (AP) biology, calculus, chemistry, computer science, environmental science, and physics, and International Baccalaureate (IB) biology, chemistry, computer science, environmental systems, mathematical studies, further mathematics and physics.
Creates the science and mathematics advancement fund, to be administered by the department of education. Provides that funds may be used to provide:
1. Payment of student fees for AP and IB exams
2. Scholarships for high school students to take advanced science and mathematics courses through the Kentucky Virtual High School when those courses are not offered at the school in which they are enrolled
3. Two-year grants to high schools to support the start-up of advanced science and mathematics courses
4. Two-year renewable grants to middle schools to support accelerated student learning in science and mathematics
5. Grants to districts to develop and implement an energy technology engineering career track
6. Professional development opportunities, and payment of expenses and stipends for participation, for elementary school teachers to deepen their content knowledge and improve instructional practice in science and mathematics.
Directs the department to use funds from the science and mathematics advancement fund to establish the High School Advanced Science and Mathematics Course Start-up Program, the Middle School Mathematics and Science Scholars Program, and the District Energy Technology Career Track Program for schools.
Provides that the purpose of the High School Advanced Science and Mathematics Course Start-up Program is to provide two-year grants to high schools to initiate at least one advanced math and science course. Provides that funds may be used to cover the costs of additional training for an advanced science and mathematics teacher and the purchase of classroom supplies, textbooks, laboratory equipment, and other instructional materials. Provides that schools receiving a grant must provide assurances that teachers of AP or IB courses supported by the grant participate in College Board-endorsed AP summer training institutes or International Baccalaureate-sponsored IB summer workshops, as available, and that all students taking AP and IB courses supported by the grant take the related AP or IB exam.
Provides that the purpose of the Middle School Mathematics and Science Scholars Program is to provide two-year renewable grants to middle schools to support intensive, accelerated student learning in mathematics and the sciences, through activities including to programs during the school day, after-school programs, Saturday programs, or multiweek summer sessions. Provides that the grant application must ensure that teachers participating in the grant have the skills to provide intensive, accelerated student learning in mathematics or the sciences and that they will receive ongoing, relevant professional development. Requires a middle school receiving a grant to collaborate with feeder elementary and high schools to share information on grant activities; strengthen alignment of curricula, content-knowledge expectations, and instructional practice between schools; and provide relevant professional development opportunities. Requires the accelerated learning program to include strategies to improve the math and science academic skills for all students for whom significant academic achievement gaps have been identified and to attract them into higher level mathematics and science courses. Requires that specific activities to recruit and enroll students from all racial and income groups in the school be conducted. Requires each grant applicant to provide assurances that the necessary resources will be allocated to help students in all subpopulations academically succeed in the accelerated learning program and to meet the enrollment goal that the number of students representing each racial and income group enrolled in the program not be less than or limited to the percentage of each group in the total school population. Provides that funds from the teachers' professional growth fund may provide moneys to teachers for professional development for teachers participating in grants awarded by the Middle School Mathematics and Science Scholars Program. Directs the Center for Middle School Academic Achievement to assist grant recipients of the Middle School Mathematics and Science Scholars Program with professional development for participating teachers. Requires the Center for Mathematics to advise the department and the state board on the establishment and implementation of the Middle School Mathematics and Science Scholars Program.
Provides that the purpose of the District Energy Technology Career Track Program is to provide grants to school districts to develop and implement an energy technology engineering career track across middle and high schools within the district as described in KRS 158.808.
Requires the state board to establish long-term and annual goals for increasing:
(a) The number of high schools providing rigorous curricula and making available accelerated classes and college credit for students
(b) The number and percentage of students enrolled in and completing AP and IB courses by content area
(c) The number and percentage of students taking the AP and IB exams in advanced science and math
(d) The number and percentage of students receiving a score of 3 or better on AP exams or 5 or better on IB exams in advanced science and math
(e) The number and percentage of free/reduced lunch students receiving a score of 3 or better on AP exams or 5 or better on IB exams
(f) The number of teachers successfully completing a College Board-endorsed AP or IB summer training institute
(g) The number of teachers with the knowledge and training needed to prepare students for high achievement on AP and IB exams in advanced science and math
(h) Other criteria determined by the board.
Requires the department of education to develop a program evaluation framework on the use of the science and mathematics advancement fund for the purposes set forth in statute. Requires the program evaluation framework to address the use of funds, the number of grants and awards, student achievement outcomes, and trends over time on the indicators established to measure progress against the statewide goals. Beginning in 2008, requires the department to submit an annual report to the state board and the interim joint committee on education.
By July 1, 2009, requires the department, in cooperation with teacher education institutions, to develop a training program for certified personnel to become on-line coaches to provide effective support to students enrolled in Kentucky Virtual High School courses. By July 1, 2010, requires at least one employee in each middle and high school to have successfully completed the on-line coaches training, with the cost of acquiring the training borne by the local district.
Directs the council on postsecondary education to create a STEM Initiative Task Force to provide leadership and strategic direction on a comprehensive, statewide STEM initiative to improve Kentucky's position for success in the knowledge-based economy by expanding and strengthening educational and economic development opportunities in science, technology, engineering, and mathematics. Provides the task force must be composed of representatives from the executive and legislative branches of government, K-12 and postsecondary education, professionals within the STEM disciplines, and the business community. Authorizes the task force to create a public or nonprofit corporation or contract with an existing nonprofit corporation to facilitate the public-private collaboration in the development and implementation of the STEM Initiative. Directs the task force to explore the critical relationship between STEM degree production and the state's knowledge-based economy and make recommendations to accelerate Kentucky's performance in the STEM disciplines.
Requires the task force to develop a comprehensive, statewide strategic plan and a business plan to improve STEM performance in government, business, and K-12 and postsecondary education. Requires that the strategic plan include:
(a) Energizing a statewide public awareness campaign to help Kentuckians understand the critical importance of STEM to their own economic competitiveness and that of the Commonwealth
(b) Creating incentives and a supportive environment for students, teachers, and institutions that pursue, succeed, and excel in the STEM disciplines throughout the P-20 educational pipeline
(c) Implementing international best practices in professional development programs for P-16 STEM teachers to increase the intensity, duration, and rigor of professional development
(d) Improving teacher preparation programs and encouraging people with undergraduate and graduate degrees in the STEM disciplines to enter the teaching profession
(e) Revolutionizing how STEM subjects are taught, learned, and assessed and implementing a statewide, research-based STEM curriculum that is aligned with global workforce and academic standards
(f) Engaging business, industry, and civic leaders to improve STEM education and skills in the Commonwealth and creating incentives for Kentucky businesses that employ and invest in STEM-educated students
(g) Developing an ongoing, coordinated, statewide STEM initiative that maximizes the impact of resources among government agencies, schools, colleges and universities, and businesses, and which is focused on developing and attracting STEM-related jobs in Kentucky
(h) Targeting energy sustainability problems and opportunities in Kentucky and the nation as a primary objective of statewide STEM enhancements
(i) Developing STEM mentoring programs that partner students in grades 5-12, their teachers, or both, with engineers, business professionals, college or university professors, university students, or others with expertise in the STEM disciplines to link academic coursework with the real world, underscoring the importance of rigorous academic preparation and encouraging pursuit of careers in the STEM disciplines
(j) Creating recognition awards and activities and financial support for individuals, businesses, or organizations that exhibit excellence in mentoring within the STEM disciplines.
Directs the STEM Task Force to develop a business plan aligned with the strategic plan which includes measurable benchmarks for progress in achieving the goals within the strategic plan for 1-, 3-, and 5-year time periods. Requires the initial business plan to be presented to the interim joint committees on appropriations and revenue and education by December 30, 2008. Requires the task force to review and revise the business plan as needed in subsequent years to further the purposes of the STEM Initiative. Establishes the Kentucky STEM Initiative fund to support the work of the STEM Initiative Task Force. Provides the department of education and the council on postsecondary education may expend available funds from other sources on the STEM Initiative.
Directs the state board to promulgate regulations on courses of study or educational experiences available to students in all middle and high schools to fulfill the prerequisites for courses in advanced science and mathematics. Specifies that every school must offer an AP, IB or dual enrollment course in both math and science. Provides that if funds are available, the department must provide an ACT preparation program to all public high school juniors. Requires each school report card to parents and the public to indicate for AP and IB, the courses offered, the number of students enrolled, completing, and taking the examination for each course, and the percentage of test-takers receiving a score of 3 or better on AP exams or a score of 5 or better on IB examinations. Requires the data to be disaggregated by gender, race, students with disabilities, and economic status, and to be included in the report card beginning with the 2009-2010 school year.
Requires the department to make available to middle and high schools information on the prerequisite content necessary for success in secondary courses, AP courses, and IB courses. Requires the department to provide sample syllabi, instructional resources and instructional supports for teachers that will assist in preparing students for more rigorous coursework. Provides instructional supports must include professional development for assisting students enrolled in the Kentucky Virtual High School or other virtual learning settings.
Provides that all students willing to accept the challenge of a rigorous academic curriculum must be admitted to AP courses, including AP courses offered through the Kentucky Virtual High School, IB courses, dual enrollment courses, and dual credit courses, if they have successfully completed the prerequisite coursework or have otherwise demonstrated mastery of the prerequisite content knowledge and skills as determined by measurable standards. Provides that if a school does not offer an AP course in a particular subject area, the school must permit a qualified student to enroll in the AP course offered by the Kentucky Virtual High School and receive credit toward graduation. Provides that effective with the 2008-2009 school year, students enrolled in AP or IB courses in the public schools must have the cost of the examinations paid by the department.
Includes participation in the Gatton Academy of Mathematics and Science in Kentucky at Western Kentucky University as a dual credit option, and specifies that students who attended the academy are eligible for a Kentucky educational excellence scholarship (KEES) award. Authorizes the Gatton Academy of Mathematics and Science in Kentucky to award a diploma to any student who completes his or her high school program at the academy. Provides that if the academy issues a diploma, the board of regents of the university must provide to the commissioner of education a letter of assurance that the program of study completed by its students, in combination with previously earned secondary credits, meets the minimum high school graduation requirements established by the state board. Authorizes a local district to award a joint diploma with the Gatton Academy of Mathematics and Science in Kentucky to any student who was enrolled in a district high school and completed his or her high school program at the academy. Requires the academy and the home school district to ensure that student transcripts from each institution accurately reflect the dual credit coursework.
Beginning with the 2008-2009 academic year, requires the higher education assistance authority to commit to provide a supplemental KEES award for achievement on AP and IB exams to an eligible high school student whose family was eligible for free or reduced-price lunch for any year during high school enrollment. Awards range between $200-$300 for AP exam scores between 3 and 5 and IB exam scores between 5 and 7. Requires every high school and the Gatton Academy of Mathematics and Science in Kentucky to submit to the higher education assistance authority each student's family eligibility status f | |
| UT | Signed into law 03/2008 | P-12 | Makes International Baccalaureate programs eligible for the accelerated learning programs funds for which Advanced Placement programs are already eligible.
Page 23 of 43: http://le.utah.gov/~2008/bills/sbillenr/sb0002.pdf
Title: S.B. 2 - Section 15
Source: le.utah.gov
| |
| CA | Signed into law 09/2007 | P-12 | Amends law relating to the International Baccalaureate Program for high school and middle school pupils. Repeals provision regarding startup grants and an obsolete limitation on the amount of grants for middle school programs. Appropriates funds to the Superintendent of Public Instruction for the purpose of funding all eligible schools that offer an International Baccalaureate Program. Assigns funding priority if funds are insufficient to fully fund all authorized grants. Chapter 220.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 556
Source: http://www.assembly.ca.gov
| |
| GA | Vetoed 05/2007 | P-12
Postsec. | Directs each public institution of higher education, by December 31, 2007, to adopt a policy to award undergraduate course credit to entering freshmen who have completed the international baccalaureate (IB) diploma program, beginning with the entering freshmen of the 2008-2009 academic year. Provides that at least 24 semester credit hours must be awarded unless a student received a score of less than 4 on an IB diploma program exam.
Bill: http://www.legis.state.ga.us/legis/2007_08/pdf/hb467.pdf
Veto message (scroll halfway down page): http://www.gov.state.ga.us/press/2007/press1441.shtml
Title: H.B. 467
Source: www.legis.state.ga.us
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| MN | Signed into law 05/2007 | P-12 | Makes International Baccalaureate (IB) programs eligible to apply for competitive grants to improve access to and success in such programs. Specifies that a school or charter school applying for funds to enhance IB offerings must have a three-year plan approved by the local board to establish or expand an existing IB program leading to IB authorization, or expand an existing authorized IB program.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [International Baccalaureate]
Source: www.revisor.leg.state.mn.us
| |
| ID | Signed into law 04/2007 | P-12
Postsec.
Community College | Strikes existing provision that funding for the Idaho Digital Learning Academy be provided from an annual budget request to the legislature from the superintendent of public instruction. Creates new section providing that a portion of the annual legislative appropriation be distributed to support the Idaho Digital Learning Academy. Provides that "enrollment" for purposes of the academy be counted each time an Idaho student enrolls in an academy class, and that an individual student enrolled in multiple classes must count as multiple enrollments.
Directs the Idaho Digital Learning Academy (IDLA) to use state funds to achieve the following:
(1) No increase in tuition charged by IDLA to Idaho students.
(2) Provide remedial coursework for students failing to achieve proficiency in one or more areas of the Idaho Standards Achievement Test.
(3) Pursuant to state board rule, IDAPA 08.02.03.106 http://adm.idaho.gov/adminrules/rules/idapa08/0203.pdf, provide advanced opportunities for students (defined as Advanced Placement courses, dual credit courses, tech prep, or International Baccalaureate programs.
(4) Pursuant to state board rule, IDAPA 08.02.03.106, work with institutions of higher education to provide dual credit coursework.
Provides that the preceding list must not be construed as excluding other instruction and training that may be provided by the Idaho Digital Learning Academy.
Session Law Chapter 352
http://www3.state.id.us/oasis/S1237.html
Title: S.B. 1237 (Sections 12-14)
Source: www3.state.id.us
| |
| HI | Adopted 04/2007 | P-12 | Asks the Hawaii Department of Education to develop a comprehensive plan to promote opportunities for high achievement with the goal of 20% of public school students enrolling in gifted and talented programs, honors classes, advanced placement courses, International Baccalaureate programs, or other similar programs designed to provide rigorous and challenging curricula. Provides that the department plan include:
(1) The number of students currently enrolled in gifted and talented programs or similar programs with highly challenging academic curricula
(2) Recommendations on ways to increase the number of enrolled students in gifted and talented programs or similar programs with highly challenging academic curricula, in order to reach the goal of 20% of public school students enrolled in such programs
(3) Recommendations on methods to include students in the gifted and talented programs who may not exhibit the traditional qualifications for acceptance into such programs, but who demonstrate a high aptitude for achievement by other performance measures
(4) Program recommendations to provide opportunities for potentially high achieving students
(5) Program recommendations in the areas of language arts, social studies, math, science, fine arts, performing arts, and foreign languages
(6) The personnel requirements and costs associated with the comprehensive plan.
Asks the department to submit its plan and any findings and recommendations to this body no later than twenty days prior to the convening of the 2008 regular session.
Title: S.R. 45
Source: Lexis-Nexis
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| ID | Adopted 01/2007 | P-12
Postsec. | Increases total number of credits required for high school graduation to 46 credits (23 Carnegie units) starting with the 2013 graduating class. Increases math requirements to 3 units and science requirements to 3 units. Requires students to take the ACT, SAT, or COMPASS test in the 11th grade, and to complete a senior project. Requires all school districts to provide at least one Advanced Opportunity (AP, IB, dual credit or Tech Prep) for all students.
Page 117-122 of 647: http://adm.idaho.gov/adminrules/bulletin/bul/06oct.pdf
This measure was approved by the state board of education in 2006 and received approval from the House and Senate Education Committees in January 2007 (state policy does not require board policies to be approved by the full House and Senate).
Title: IDAPA 08.02.03
Source: adm.idaho.gov
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| WV | Adopted 09/2006 | P-12 | Amends rules regarding the pre-K & K-12 program or curriculum requirements; reduces the amount of required teaching time for English Language Arts and Reading in middle school; changes pathway options to high school graduation from 3 to 2; requires a minimum number of Advanced Placement courses be offered or an International Baccalaureate program at the high school level; revises the school Breakfast and Lunch program; revises components of the Five Year School and School System Strategic Plans. http://www.wvsos.com/csrdocs/worddocs/126-042.doc
Title: Title 126, Series 42
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2006 | P-12 | Amends existing law that establishes a 5-year grant program to award grants to cover the costs of advanced placement examination fees to authorize the Department of Education to award grants to cover the costs of International Baccalaureate examination fees, in addition to the costs of advanced placement examination fees for certain eligible high school pupils. Requires funding priority be given to advanced placement examination fees. Extends the repeal date of the program. http://info.sen.ca.gov/pub/05-06/bill/sen/sb_1401-1450/sb_1442_bill_20060924_chaptered.pdf
Title: S.B. 1442
Source: California Legislature
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| OR | Adopted 05/2006 | P-12
Postsec. | Implements the Expanded Options program. Purpose of the program is to: (1) Create a seamless education system for students enrolled in grades 11 and 12 to: (a) Have additional options to continue or complete their education; (b) Earn concurrent high school and college credits; and (c) Gain early entry into post-secondary education; (2) Promote and support existing accelerated college credit programs, and support the development of new programs that are unique to a community's secondary and postsecondary relationships and resources.
(3) Allow eligible students who participate in the program to enroll full-time or part-time in an eligible post-secondary institutionl; and (4) Provide public funding to the eligible post-secondary institutions for educational services to eligible students to offset the cost of tuition, fees, textbooks, equipment and materials for students who participate in the program.
http://arcweb.sos.state.or.us/rules/0706_Bulletin/0706_ch581_bulletin.html
Title: OAR 581-022-1362, -1370
Source: http://arcweb.sos.state.or.us/
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| IN | Emergency Rule Adoption 05/2006 | P-12 | Clarifies that a student who as earned an international baccalaureate degree is eligible to receive an academic honors diploma. http://www.in.gov/legislative/iac/xml/old-ir/Vol29/10Jul/06E511060163.pdf
Title: 511 IAC 6-7-6.5
Source: www.in.gov
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| FL | Signed into law 05/2006 | P-12 | Revises access to dual enrollment policies and inclusion of IB and Advanced International Certificate of Education courses. Directs local boards to include access to dual enrollment on the high school campus whenever possible. Prohibits alternative grade calculation, weighting systems, or information regarding student education options that discriminate against dual enrollment courses. Beginning with students entering grade 9 in the 2006-2007 school year, requires school districts and community colleges to weigh International Baccalaureate and Advanced International Certificate of Education courses the same as dual enrollment and Advanced Placement courses when grade point averages are calculated. Eliminates provision allowing "honors" courses to be weighed the same as these courses when grade point averages are calculated.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 39)
Source: Florida Legislature
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| ID | Adopted 04/2006 | P-12 | Requires all high schools, effective July 1, 2007, to provide Advanced Opportunities (defined as Advanced Placement courses, dual credit courses, Tech Prep, or International Baccalaureate programs), or provide opportunities for students to take courses at the postsecondary campus. http://adm.idaho.gov/adminrules/rules/idapa08/0203.pdf
Title: IDAPA 08.02.03
Source:
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| IN | Signed into law 03/2006 | P-12 | Requires district report cards to report:
--The number and percentage of students participating in the school flex program, if offered (see IC 20-30-2-2.2 http://www.in.gov/legislative/ic/code/title20/ar30/ch2.html)
--The number of students who have dropped out of school, including the reasons for dropping out.
--The number of student work permits revoked.
--The number of student driver's licenses revoked.
--The number of students who have not advanced to grade 10 due to a lack of completed credits.
--The number of students suspended for any reason.
--The number of students receiving an international baccalaureate diploma.
http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 7
Source: www.in.gov/legislative
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| IN | Signed into law 03/2006 | P-12 | Requires to state board to adopt rules to amend the academic honors course requirement rules to allow for a high school student who has earned an international baccalaureate degree to be eligible to receive an academic honors diploma. Allows the board to adopt emergency rules to carry out the intent of this subsection.
http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 17
Source: www.in.gov/legislative/bills
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| MN | Signed into law 07/2005 | P-12 | The state may pay all or part of the fee for advanced placement or international baccalaureate examinations. The commissioner shall pay all examination fees for all public and nonpublic students of low-income families, as defined by the commissioner, and to the limit of the available appropriation, shall also pay a portion or all of the examination fees for other public and nonpublic students sitting for an advanced placement examination, international baccalaureate examination, or both.
The colleges and universities of the Minnesota State Colleges and Universities system must award, and the University of Minnesota and private postsecondary institutions are encouraged to award, college credit to high school students who receive a score of three or higher on an advanced placement or four or higher on the international baccalaureate program examination.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0141.1&session_year=2005&session_number=1
Title: H.F. 141 - Multiple Components
Source: http://www.revisor.leg.state.mn.us
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| CO | Signed into law 06/2005 | P-12 | Standardizes the calculation of graduation rates and dropout rates that are required to be reported by school districts for accreditation. Standardizes and requires the reporting of continuing education rates and mobility rates by school districts for accreditation. Requires one accreditation indicator to be the percentage of students enrolled in an Advanced Placement, International Baccalaureate diploma program, or institution of higher education through a dual enrollment program. Requires districts to report achievement of accreditation indicators disaggregated for student year, race, low family income, students with disabilities, and English language learners. Requires districts and the state charter school institute to annually report the status of students who have not graduated in 4 years and remain enrolled in the district or an institute charter school. Permits the state board of education to audit accreditation data.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/DFD64504612C4BC587256F5800587C38?Open&file=091_enr.pdf
Title: S.B. 91
Source: www.leg.state.co.us
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| TX | Signed into law 06/2005 | P-12 | Allows the commissioner to develop a standard method of computing a student's high school grade point average that provides for additional weight to be given to each honors course, advanced placement course, international baccalaureate course, or dual credit course completed by a student. If the commissioner develops a standard method under this section, a school district shall use the standard method to compute a student's high school grade point average, and the student's grade point average computed in that manner shall be used in determining the student's eligibility for automatic college admission. Requires each institution of higher education that offers freshman-level courses to adopt and implement a policy to grant undergraduate course credit to entering freshman students who have successfully completed the International Baccalaureate Diploma Program, who have achieved required scores on one or more examinations in the Advanced Placement Program or the College-Level Examination Program, or who have successfully completed one or more courses offered through concurrent enrollment in high school and at an institution of higher education. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=00111&VERSION=5&TYPE=B
Title: S.B. 111
Source: http://www.capitol.state.tx.us
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| AR | Signed into law 04/2005 | P-12 | Allows a high school course offered under the international baccalaureate diploma program to be treated the same as an advanced placement course in terms of the state grading scale and weighted credit, teacher licensure requirements, district reporting of courses offered and test fee reimbursement. Renames The Arkansas Advanced Placement Incentive Program Act of 1995 the Arkansas Advanced Placement and the International Baccalaureate Diploma Incentive Program Act of 1995.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1054.pdf
Title: S.B. 1054
Source: www.arkleg.state.ar.us
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| AR | Signed into law 02/2004 | P-12 | Requires that advanced placement courses be available in the four core areas (English, math, science, social studies) in high school; exempts high schools offering the International Baccalaureate Diploma Program. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/HB1154.pdf
Title: H.B. 1154
Source: Arkansas Legislative Web site
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| FL | Signed into law 05/2002 | P-12
Postsec. | Adds subsection relating to Advanced International Certificate of Education Program (AICE); sets out that public secondary school students are exempt from payment of Advanced Placement exam fees, regardless of whether or not they obtain a passing score on the exam. Exempts any student earning at least nine credits from any program included in this section (i.e., Advanced Placement, International Baccalaureate) from participating in otherwise mandatory postsecondary education program. http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: http://www.leg.state.fl.us
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