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 | Adopted 08/2012 | P-12 | Provides that the commissioner of education is responsible for determining the level of performance considered to be satisfactory on the assessment instruments. Identifies the performance standards established by the commissioner for state-developed assessments, as required by statute, for all grades, assessments, and subjects. Provides a figure http://ritter.tea.state.tx.us/rules/tac/chapter101/19_0101_3041-1.pdf that identifies, for students first enrolled in Grade 9 or below in the 2011-2012 school year, the performance standards for the STAAR end-of-course (EOC) assessments. Clarifies the standard in place when a student first takes an EOC assessment in a particular content area is the standard that will be maintained in that content area throughout the student's high school career. Also provides, for students first enrolled in Grade 9 prior to the 2011-2012 school year or enrolled in Grade 10 or above in the 2011-2012 school year, a figure http://ritter.tea.state.tx.us/rules/tac/chapter101/19_0101_3041-2.pdf that identifies the performance standards for the TAKS for Grade 10 and exit level. Adopted as published in the June 15, 2012 Texas Register (pages 8-10 of 112): http://www.sos.state.tx.us/texreg/pdf/backview/0615/0615prop.pdf
Title: 19 TAC 101.3004, 3041
Source: www.sos.state.tx.us
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| PA | Signed into law 06/2012 | P-12 | Defines "Keystone Exam" as "An assessment developed or caused to be developed by the Department of Education pursuant to 22 Pa. Code § 4.51(f) (relating to State assessment system)." Requires that, subject to annual appropriation and by the 2020-2021 school year, the department must develop Keystone Exams in algebra I& II, literature, biology, English composition, geometry, United States and world history, chemistry, and civics and government.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=DOC&sessYr=2011&sessInd=0&billBody=H&billTyp=B&billNbr=1901&pn=3885
Title: H.B. 1901- Sections 102, 121
Source: http://www.legis.state.pa.us
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| TX | Adopted 05/2012 | P-12 | From Texas Register: Repeals §101.3001 and §101.3003 and adopts new §§101.3011 and 101.3021-101.3024, concerning implementation of testing program.
Adopted new 101.3011, Implementation and Administration of Academic Content Area Assessment Instruments, retains provisions from repealed rule, §101.3001, for the implementation of the Texas Education Code (TEC), §39.023(a), (b), (c), (l), and any further testing required due to federal law. Also includes provisions that allow the continued use of the Texas Assessment of Knowledge and Skills (TAKS) in Grades 10 and 11 and provisions for making available certain assessments in an alternative form. Specifies that the implementation date for the 15% course grade requirement begins in the 2012-2013 school year.
Adopted new §101.3021, Required Participation in Academic Content Area Assessments and Course Grading, stipulates that a student first entering Grade 9 in the 2011-2012 school year or thereafter is required to meet the end-of-course (EOC) requirements in the TEC, §39.025. Districts are required to institute a policy where a result on the applicable EOC assessment accounts for 15% of a student's final course grade beginning in the 2012-2013 school year. Also addresses the following requirements:
--To receive a diploma, a student receiving high school course credit through credit by examination or by participating in a dual-credit course or distance-learning course must still meet the EOC assessment requirements for the student's high school graduation program.
--A student receiving course credit by participation in a dual-credit or distance-learning course, or through an advanced placement or International Baccalaureate course, is subject to the 15% course grade requirement beginning in the 2012-2013 school year.
--Students are not subject to the 15% course grade requirement if course credit is received through credit by examination. The 15% course grade requirement does not apply for certain eligible English language learners and students receiving special education services who take an alternate or modified form of an EOC assessment.
Also specifies those students who are not required to take certain EOC assessments due to completion of a course for high school credit prior to the 2011-2012 spring administration for a course for which an EOC assessment would normally apply.
Adopted new §101.3022, Assessment and Cumulative Score Requirements for the Minimum, Recommended, and Distinguished Achievement High School Programs, specifies the assessment and cumulative score requirements for the minimum high school program (MHSP), the recommended high school program (RHSP), and the distinguished achievement high school program (DAP). If a student on the MHSP is enrolled in a course that is not specified by the curriculum requirements as listed in 19 TAC Chapter 74 for the MHSP program, the student's score on the EOC assessment for that course may count toward the cumulative score requirement for the content area at the student's discretion. Students on the RHSP and DAP must take all 12 EOC assessments to receive a Texas diploma. Further, students on the RHSP must also achieve satisfactory performance on Algebra II and English III EOC assessments, and students on the DAP must achieve the advanced standard on Algebra II and English III EOC assessments. The standard in place when a student first takes an EOC assessment is the standard that will be maintained throughout the student's school career for that content area.
Adopted new §101.3023, Participation, Graduation Assessment, and Cumulative Score Requirements for Students Receiving Special Education Services, specifies:
--The admission, review, and dismissal (ARD) committee determines if a student receiving special education services will need to meet satisfactory performance on an EOC assessment and the cumulative score requirements for purposes of graduation. Beginning with the 2011-2012 school year, all Grades 9-12 students with significant cognitive disabilities who are assessed with an alternate assessment as specified in the student's individualized education program (IEP) will be assessed using alternate versions of EOC assessments.
--A student receiving special education services and who is first enrolled in Grade 9 or below in the 2011-2012 school year will be administered a modified version of an EOC assessment instrument as required by the student's IEP.
--If a student receiving special education services is administered an alternate or modified form of an EOC assessment, the 15% course grade requirement of the TEC, §39.023(c), will not apply and a cumulative score will not be reported for alternative or modified assessments.
--If a student receiving special education services is enrolled in a course for which there is an EOC assessment but no corresponding modified or alternate version of that assessment, the student is not required to take an assessment for that course. However, if a student who is receiving special education services is administered a general education EOC assessment as listed in the TEC, §39.023(c), the 15% course grade requirement will apply beginning in the 2012-2013 school year and a cumulative score will be reported for the student.
Adopted new §101.3024, Assessment Requirements for Students First Enrolled in Grade 9 Prior to 2011-2012 School Year or First Enrolled in Grade 10 or Above in 2011-2012 School Year, retains provisions from repealed rule, §101.3003, to specify the assessment graduation requirements needed to achieve a Texas high school diploma. The new rule also specifies that the TAKS-Modified assessments will continue to be the assessment requirement for a student receiving special education services who is enrolled above Grade 9 in the 2011-2012 school year and for whom an IEP specifies that the student will take a modified version of an assessment.
Adopted as published in the March 2, 2012 Texas Register (pages 22-25 of 40): http://www.sos.state.tx.us/texreg/pdf/backview/0302/0302prop.pdf
Title: 19 TAC 101.3001, 3003, 3011, 3021, 3022, 3023, 3024
Source: www.sos.state.tx.us
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| MD | Signed into law 05/2012 | P-12 | Requires the county board to include in its master plan to improve student achievement a description of how it plans to ensure and measure academic proficiency in specified core academic subjects for students. Adds social studies and science to list of core academic subjects. Requires that the state board and state superintendent implement assessment programs in core academic subjects that provide information needed to improve public schools; inform the public annually of the educational progress made at each school; and provide timely feedback to schools and teachers. Requires that by the beginning of 2014-2015 a grade-band assessment is administered annually to middle school students and an end-of-course assessment of administered annually to high school students each aligned to the Common Core curricula or the state adopted curricula in the core content areas. Removes the requirement that a grade-band assessment be administered at the elementary level. Requires that the State Board make a determination after the 2014-2015 school year whether the assessments accurately measure the curricula and in the event that it does not, the Department is required to develop a state-level assessment to be administered in the 2016-2017 school year. http://mlis.state.md.us/2012rs/bills/hb/hb1227t.pdf
Title: H.B. 1227
Source: mlis.state.md.us
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| GA | Signed into law 05/2012 | P-12 | Directs the state board to establish rules and regulations to maximize the number of students, beginning with students entering ninth grade in the 2014-2015 school year (Class of 2018), who complete at least one course containing online learning through (1) an online course offered by the Georgia Virtual School, (2) an online dual enrollment course offered by a postsecondary institution, or (3) an approved provider. Directs the state board to make all end-of-course tests available online, and to establish rules and regulations to maximize the number of students and school systems using such online assessments. Repeals provision that gave public school students priority for enrollment in the Georgia Virtual School. Bars a local school system from prohibiting a student from taking a Georgia Virtual School course, regardless of whether the student's school offers the same course. Permits students enrolled in the Georgia Virtual School to be counted by a district for state funding purposes. Repeals certain provision relating to fund requests by the state board for the Georgia Virtual School grant account. Provides that funds from the account are to be used to cover department costs associated with the maintenance of the Georgia Virtual School, such as new course development, credit recovery, blended learning training, and operating a clearinghouse. Removes provision requiring state board to adopt provisions allowing students to participate in Georgia Virtual School courses in excess of any annual maximum number of courses at a tuition rate to be established by the state board. Requires local school systems to pay tuition, materials, and fees for student participation in Georgia Virtual School
Beginning with the 2013-14 school year, requires each local school system to provide opportunities for all public school students in grades 3-12 to participate in part-time and full-time virtual instruction program options. Requires local school systems to notify parents of such opportunities, and identifies mechanisms by which local school systems may facilitate virtual instruction program participation. Requires a local school system's virtual instruction program to provide for at least two full-time options and one part-time option for students enrolled in dropout prevention and academic intervention programs or Department of Juvenile Justice education programs. Directs the department to annually provide local school systems with a list of providers approved to offer virtual instruction programs, and establishes quality and accountability indicators providers must meet to be approved by the department. Requires each contract with an approved provider to set forth a detailed curriculum plan that illustrates how students will be provided services for, and be measured for attainment of, proficiency in state curriculum requirements for each grade level and subject. Directs the department, by December 2012, to submit a report to the governor and legislative leadership that (1) includes a plan under which local boards may voluntarily pool their bids for acquiring digital learning, and (2) identifies criteria to enable local boards to differentiate between the level of service as well as pricing based on specified criteria. Also requires that the report examine ways to increase student access to digital learning. Pages 1-6 of 7: http://www.legis.ga.gov/Legislation/20112012/127888.pdf
Title: S.B. 289 - Online Learning
Source:
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| FL | Signed into law 04/2012 | P-12 | Provides that students enrolled in an Algebra I, geometry, or Biology I course or an equivalent course with a statewide, standardized end-of-course assessment are not required to take the corresponding grade-level FCAT assessment. Pages 12-13 of 48: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7127er.docx&DocumentType=Bill&BillNumber=7127&Session=2012
Title: H.B. 7127 - End-of-Course Assessments
Source: myfloridahouse.gov
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| MD | Signed into law 04/2012 | P-12 | Requires that the county board include in its goals to improve student academic achievement a description of how it plans to ensure and measure academic proficiency of students in core academic subjects at various points during the elementary and secondary education of students.
Adds requirements that The State Board, the State Superintendent, each county board, and each public school must include in its program of education accountability for the operation and management of the public schools: (1) establish educational goals and objectives and survey current student achievement in science and social studies; (2) implement assessment programs in reading, language, math, science, and social studies that include written responses and specifies that the assessment program must be able to provide information needed to improve public schools, inform the public, and provide timely feedback to schools and teachers; (3) implement and administer middle-school and high-school assessments annually beginning in 2014-2015 school year that measure student's mastery of core academic standards; (4) determine if assessments are truly measuring students mastery of core academic standards following 2014-2015 school year and for those that do not adequately measure, replace with a state-specific assessment by the 2016-2017 school year.
Requires that the Department survey a statewide representative sample of public schools and public school teacher annually on the amount of instructional time spent on, the availability and use of instructional resource for, and the professional development available to social studies and science instruction, as well as, the number of certified and non-certified teachers teaching social studies and science. Results are to be published on Department's website.
http://mlis.state.md.us/2012rs/bills/sb/sb0293e.pdf
Title: S.B. 293
Source: mlis.state.md.us
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| AR | Adopted 02/2012 | P-12 | Requires all public school students to participate in the statewide program of educational assessments, including general end-of-course assessments. Provides that students may not get credit for courses with end-of-course exams without obtaining the requisite score on the exam, until the student is identified as having participated in remediation through an individual academic improvement plan (IAIP).
Requires initial high-stakes end-of-course assessments for Algebra I and English II (2014-2015 school year) be administered by grade 10. Outlines regulations and exemptions from this rule. Requires students who do not pass to participate in an IAIP including research-based remediation activities and multiple opportunities for the student to take and pass subsequent high-stakes end-of-course assessments. Outlines remediation and monitoring requirements. Provides that a student failing to meet the requisite scale score on an end-of-course assessment and not satisfying the remedial requirements not be entitled to graduate with a high school diploma.
Requires the Department of Education to make public at least fifty percent (50%) of the test questions on the most recent initial end-of-course assessments. Requires the Department of Education to annually publish an end-of-course assessment cycle for general and high-stakes end-of-course assessments. Outlines protocol for preparing and administering end-of-course assessments. Requires the Department of Education to ensure end-of-course assessments are aligned with state standards and that professional development training is available for teachers teaching courses for which an end-of-course assessment is required.
http://170.94.37.152/REGS/005.15.11-002F-12842.pdf
Title: AR ADC 005.15.21-1.0 to AR ADC 005.15.21-8.0
Source: http://www.sos.arkansas.gov/rules_and_regs/
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| TX | Signed into law 06/2011 | P-12
Community College | Specifies this applies to (1) a public junior college in a county with a population of 750,000 or more, and with less than 65% of the population 25 years and older having graduated from high school, according to the
most recent American Community Survey 5-year estimates compiled by the U.S. Census Bureau, and (2) a district with a dropout rate above 15%. Provides the application of these provisions is not affected if after the public junior college begins providing a dropout recovery program, the county's demographics change and no longer meet the aforementioned requirements. Provides that beginning September 2012, a public junior college may enter into a partnership with one or more districts in the public junior college district to provide a dropout recovery program on the public junior college campus, allowing students to receive a diploma from a high school of the partnering school district. Provides an eligible participant must be under 26 years old, and either need to complete not more than three course credits for high school graduation, or have failed to perform satisfactorily on an end-of-course assessment or the predecessor assessment as it existed before the 2007 legislature (TAKS). Requires the public junior college to (1) design a dropout recovery curriculum that includes career and technology education courses that lead to industry or career certification; (2) integrate into the curriculum specified research-based strategies to help students become academically able to pursue postsecondary education; (3) offer advanced academic and transition opportunities, including dual credit courses and college preparatory courses, such as advanced placement courses; and (4) coordinate with each partnering district that the district retains accountability for student attendance, student completion of high school course requirements, and student performance on assessment instruments as necessary for the student to receive a diploma from a high school of the partnering school district. Permits a public junior college to receive from each partnering district for each student an amount to be negotiated between the junior college district and that partnering district and that may not exceed a specified amount. Provides a participating student is included in the participating district's average daily attendance. Provides for other funding that the public junior college is eligible to receive. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00975F.pdf#navpanes=0
Title: S.B. 975
Source: www.legis.state.tx.us
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| GA | Signed into law 05/2011 | P-12 | By July 2012, directs the state board to approve department-developed models and curriculum frameworks for 16 areas of career/technical education study.
Requires that the competencies and curricula for career, technical and agricultural courses include state standards in academic core subject areas, as appropriate. Requires that in establishing such competencies and curricula, the state board work to ensure such courses meet postsecondary requirements for acceptance of credit for such coursework. Requires that career, technical and agricultural courses be taught by either (1) a highly qualified teacher in the academic content and trained or experienced in contextualized learning using project based methods; (2) by a highly qualified career, technical and agricultural education teacher who has completed a state-approved training program to strengthen academic content and has passed a state-approved exam for demonstrating mastery of academic content; or (3) by a team made up of a highly qualified teacher in the academic content and a highly qualified career, technical and agricultural education teacher working together to teach the course.
Permits local districts or charter schools to develop career, technical and agricultural courses with embedded academic standards in areas such as English, language arts, science, social studies and math. Provides that for an academic core subject for which an end-of-course exam is given, students must be provided the opportunity to take such end-of-course assessment upon completion of the career, technical or agricultural course that includes embedded standards in such academic core subject area, unless the student has already passed such end-of-course assessment. Provides that a student who completes a career, technical or agricultural course that includes embedded academic core subject area standards must receive credit for both the CTE course and the academic course, for up to three academic courses. Provides such courses must be accepted for purposes of admission into a postsecondary institution.
Pages 4-6 of 14: http://www.legis.ga.gov/Legislation/20112012/116702.pdf
Title: H.B. 186 - Career, Technical and Agricultural Courses
Source: www.legis.ga.gov
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| FL | Signed into law 05/2011 | P-12
Postsec. | Repeals provisions relating to programs that were never implemented or are no longer funded. The programs are: Digital Divide Council and the associated Pilot Project for Discounted Computers and Internet Access for Low-Income Students; the Institute on Urban Policy and Commerce; the Community and Faith-based Organizations Initiative; the Community and Library Technology Access Partnership; the Community computer access grant program; Adult Literacy Centers; the Florida Literacy Corps; Preteacher and Teacher Education Pilot programs, the Teacher Education Pilot Programs for High-Achieving Students; the Merit Award Program; the Critical Teacher Shortage Program, which includes: the Florida Teacher Scholarship and Forgivable Loan Program, the Critical Teacher Shortage Tuition Reimbursement Program, and the Critical Teacher Shortage Student Loan Forgiveness Program.
The legislation also repeals professional service contracts for instructional staff and the requirement for students who took Algebra I in the middle grades from 2007-2008 through 2009-2010 to take the Algebra I end-of-course assessment in the 2010-2011 school year.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.docx&DocumentType=Bill&BillNumber=7087&Session=2011
Title: H.B. 7087
Source: http://www.myfloridahouse.gov
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| OH | Signed into law 07/2009 | P-12 | Replaces all references to "tests" to "assessments".
Section 3301.079: Existing law requires the state board to inform all districts when any achievement test has been completed; new provision extends this notification requirement to community schools, STEM schools, and nonpublic schools required to administer the assessment. Combines grades K-2 diagnostic assessments in reading and writing and grade 3 diagnostic assessment in writing into English language arts diagnostic assessment in those grades.
Section 3301.0710: Replaces grades 4, 5, 6 and 8 reading assessments with assessments in English language arts; replaces separate reading and writing assessments in grades 4 and 7 with single English language arts assessment (reducing from three to two the number of assessments administered in grades 4 and 7). Reduces the number of score designations on the state assessments from 5 to 3 (eliminating second-lowest "basic" and second-highest "accelerated" levels). Eliminates provisions establishing testing dates for grades 3-7 achievement tests and graduation tests; replaces with provision directing the state superintendent to designate dates and times for the administration of grades 3-8 assessments and Ohio graduation tests. In setting administration dates, directs the state superintendent to allow a reasonable length of time between the state assessments and the NAEP given in the same grade level. Eliminates provisions (1) directing the state board to require an alternate assessment to be submitted for scoring by a certain date, (2) allowing the state board to administer a state assessment to English language learners a week earlier than the date the instrument is administered to other students, and (3) requiring the state board to administer tests for each grade level over a two-week period.
Section 3301.0711: Specifies that once the new high school assessment system is implemented, the old Ohio graduation tests will not be administered to a person who has fulfilled the curriculum requirements for a high school diploma but who has not passed one or more of the old Ohio graduation tests.
3301.0712: Directs the state board, state superintendent and chancellor of the board of regents to develop a system of college and work ready assessments [OF NOTE: (the "college and work ready assessment system")] to assess whether students upon high school graduation are ready to enter college or the workforce. Provides that these assessments will replace the existing Ohio graduation tests as a prerequisite for a high school diploma. Provides that the system consists of three components:
(1) A nationally-standardized assessment measuring English language arts, math and science competencies, jointly selected by the state superintendent and chancellor
(2) A series of end-of-course exams in English language arts, math, science and social studies, [OF NOTE: jointly selected by the state superintendent and chancellor in consultation with subject area faculty] at University System of Ohio institutions]
[OF NOTE: (3) A senior project completed by a student or group of students. Specifies the purpose of the senior project is to assess the student's
(a) Mastery of core knowledge in a subject area chosen by the student
(b) Written and verbal communication skills
(c) Critical thinking and problem-solving skills
(d) Real-world and interdisciplinary learning
(e) Creative and innovative thinking
(f) Acquired technology, information and media skills
(g) Personal management skills such as self-direction, time management, work ethic, enthusiasm, and the desire to produce a high-quality product.]
[OF NOTE: Directs the state superintendent and chancellor to jointly develop standards for the senior project for students participating in dual enrollment programs. Also directs the state superintendent and chancellor to jointly designate the scoring rubrics and required overall composite score for the assessment system to assess whether each student is college or work ready. Requires that each senior project be judged by the student's high school in accordance with the rubrics designated by the state superintendent and chancellor.]
[OF NOTE: Requires the state board, within 30 days of adoption of the model curricula in English language arts, math, science and social studies (curricula must be adopted by March 31, 2011), to convene a group of national and state experts and local practitioners to provide advice, guidance and recommendations for the alignment of standards and model curricula to the assessments and in the design of the end-of-course exams and scoring rubrics.]
Directs the state board, upon completion of the assessment system, to adopt rules prescribing:
(1) A timeline and plan for implementing the assessment system, including a phased implementation if such is deemed warranted by the state board
(2) The date after which a person entering grade 9 must earn at least the composite score for the assessment system as a prerequisite for the high school diploma
(3) The date after which a person must attain the composite score for the entire assessment system as a prerequisite for an adult education diploma
(4) Whether and the extent to which a person may be excused from a social studies end-of-course exam (certain students are exempt from earning a minimum score on the social studies assessment under the current system)
(5) The date after which a person who has fulfilled the curriculum requirement for a diploma but has not passed one or more of the required assessments must attain at least the composite score for the entire assessment system as a prerequisite for a high school diploma
(6) The extent to which the assessment system applies to students enrolled in a dropout recovery and prevention program.
Requires the state superintendent, at least 45 days before the state board adopts a resolution to adopt the aforementioned rules, to present the assessment system to the house and senate education committees.
Pages 987-1003 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.079, 3301.0710, 3301.0711, 3301.0712
Source: www.legislature.state.oh.us
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| TX | Signed into law 06/2009 | P-12 | Directs the state education agency, in developing state assessments for math, reading, writing, social studies and science for grades 3-8, to allow student scores to provide reliable information relating to a student's satisfactory performance for each performance standard under Section 39.0241, and an appropriate range of performances to serve as a valid indication of growth in student achievement. Amends language in 39.023(b) regarding the assessment of students with disabilities. Eliminates provision allowing a student with disabilities to be exempted from an end-of-course assessment. Excludes assessments that students may retake (i.e., an end-of-course assessment) from those whose questions and answer keys are released to the public every third year. Makes grade 5 final grade in which limited-English proficient students may take statewide assessments in reading, writing, math and science in Spanish (previous provision extended such assessments to students in grade 6.)
Directs the commissioner of education and commissioner of higher education to study the feasibility of allowing students to satisfy end-of-course requirements by successfully completing a dual credit course through an institution of higher education. Requires the commissioner of education and commissioner of higher education to make recommendations based on the study to the legislature by December 2010.
By September 1 of each year, requires the state education agency Web site to report the following information for state assessments in grades 3-8 and end-of-course assessments:
(1) The number of questions on the assessment
(2) The number of questions that must be answered correctly to achieve satisfactory performance
(3) The number of questions that must be answered correctly to achieve satisfactory performance under the college readiness performance standard
(4) The corresponding scale scores.
Previous law required questions indicating college readiness in end-of-course assessments to be administered in a separate section of the assessment. New enactment bars these items from being included in a separate section of the assessment.
Provides the commissioner may not require a school district or charter school to administer an assessment instrument by computer.
Pages 45-50 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 50 through 52
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Creates new Subchapter J, "Parent and Educator Reports." Provides that in addition to the indicators adopted under Section 39.053, the commissioner must adopt indicators of the quality of learning for the purpose of preparing parent and educator reports, and review these indicators for possible revisions every other year. Provides performance on such adopted indicators must be evaluated in the same manner provided for evaluation of the student achievement indicators under Section 39.053(c). Requires indicators to include:
(1) Percentage of high school graduates who complete the minimum, recommended or advanced high school programs
(2) Results of the SAT, ACT, articulated postsecondary degree programs described by Section 61.852, and certified workforce training programs described by Chapter 311, Labor Code
(3) Subsequent state assessment scores of students who do not meet performance standards as established by Section 39.0241 or who do not pass state-level assessments
(4) Number of students at each campus who choose to complete the minimum high school program, disaggregated by major student subpopulations
(5) Specified remediation and student promotion indicators
(6) Percentage of limited English-proficient students exempted from the administration of an assessment instrument under Sections 39.027(a)(1) and (2)
(7) Percentage of students with disabilities assessed through assessment instruments developed or adopted under Section 39.023(b)
(8) Percentage of students who satisfy the college readiness measure
(9) Progress toward dual language proficiency under Section 39.034(b) for limited English-proficient students
(10) Percentage of students who are not educationally disadvantaged
(11) Percentage of students who enter an institute of higher education the year after high school graduation
(12) Percentage of students who complete the first year of postsecondary education without needing a developmental education course.
Specifies that performance on the indicators described by Section 39.053(c) and items (3), (4) and (9) above must be based on longitudinal student data that is disaggregated by the bilingual education or special language program that current or former limited English-proficient students are/were enrolled in.
Adds Section 39.302, which directs the state education agency to report to each district the comparisons of student performance made under Section 39.034 (annual improvement needed for a student to perform satisfactorily on grade 5 and 8 assessments and end-of-course assessments, page 67 of 180 of 2009 H.B. 3). Adds Section 39.303, which requires districts to provide each student's parent with a record of the comparisons made under Sections 39.302 and 39.034. Provides that for a student who did not perform satisfactorily on a state assessment, the district must include specific information in the notice about access to online educational resources at the appropriate assessment instrument content level, including educational resources described by Section 32.252(b)(2) and assessment instrument questions and answers released under Section 39.023(e).
Adds Section 39.304, which requires districts to provide teachers at the beginning of the school year with a record of the comparisons made under Sections 39.302 and 39.034. Requires report to go to each teacher for all students, including incoming students, who were assessed on a grades 3-8 assessment or high school end-of-course exam, and all students who took a grades 3-8 assessment or high school end-of-course exam the previous year. Provides the report must indicate whether the student performed satisfactorily or, if the student did not perform satisfactorily, whether the student met the standard for annual improvement.
Amends campus report card content. Repeals provision requiring campus performance to be compared to comparable campus group performance. Requires campus report cards to include the student achievement
indicators described by Section 39.053(c) and the reporting indicators described by Sections 39.301(c)(1) through (5). Requires district report cards to include information indicating the district's accreditation status and identifying each district campus awarded a distinction designation under Subchapter G or considered an unacceptable campus under Subchapter E
Pages 137-142 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part VIII (Parent and Educator Reports, Campus and District Report Cards)
Source: www.legis.state.tx.us
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| KY | Signed into law 03/2009 | P-12 | Repeals language referring to the Commonwealth Accountability Testing System (CATS). Directs the state board, using the revised content standards to be approved by December 15, 2010, to implement an annual statewide assessment system for implementation in the 2011-12 school year. Requires the board, in developing the assessment system, to also seek the advice of the Education Assessment and Accountability Review Subcommittee within the Legislative Research Commission. Calls for the implementation of:
(1) Grades 3-8 criterion-referenced assessments in reading and math, augmented with a customized or commercially available norm-referenced test to provide national profiles
(2) Criterion-referenced assessments in science and social studies, to be administered once each in the elementary and middle grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(3) An on-demand writing assessment to be administered once in the elementary grades, twice in the middle grades, and twice in the high school grades
(4) An editing and mechanics test for writing, using multiple choice and constructed response items, to be administered once each in the elementary and middle grades, and twice in the high school grades
(5) A grade 8 high school readiness exam in English, reading, math and science; except the readiness assessment may be administered in grade 9 if the state board determines moving the test would be in students' best interest
(6) A criterion-referenced test in math, reading and science administered once during high school grades, that measures the depth and breadth of the academic content standards that are not covered in the ACT administered to all juniors
(7) A criterion-referenced social studies test administered once during high school grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(8) A grade 10 college-readiness test in English, reading, math and science
(9) The ACT, testing English, reading, math and science, administered in grade 11.
Adds that student scores on the grade 8 high school readiness or grade 10 college-readiness test indicate advanced work is required in English, reading or math must have intervention strategies for accelerated learning incorporated into his or her learning plan.
Provides the criterion-referenced assessments must have constructed response and multiple choice items, and that the nationally normed assessments must be multiple-choice. Permits the state board to adopt end-of-course exams in lieu of criterion-referenced tests. Provides that assessment results must be used to determine appropriate instructional modifications to allow all students to make continuous progress, including students who are advanced learners. Requires the state board to conduct periodic alignment studies that compare the norm-referenced tests with the breadth and depth of the standards. Authorizes the state board, based on the findings of these studies, to decrease the number of criterion-referenced items.
Beginning in the 2011-12 school year, requires all districts to administer the statewide assessments during the last 14 days of school. Provides testing may take no more than five days. Directs the state board to adopt regulations on the procedures to be used during the testing process to ensure test security, including procedures for testing makeup days. Requires the state board, in revising the assessment system for implementation in 2011-12, to ensure that a technically sound longitudinal comparison of the assessment results for the same students be made available.
New KRS 158.6453(1)(e) defines formative assessment as a process used by teachers and students during instruction to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. Specifies formative assessments may be commercial assessments, classroom observations, teacher-designed classroom tests and assessments, and other processes and assignments to gain information about individual student learning.
Provides the assessment program may include formative and summative (i.e., semester- or year-end) assessments that:
(1) Measure student achievement in language, reading, English, mathematics, science and social studies
(2) Provide diagnostic information identifying individual students' strengths and academic deficiencies in the content areas
(3) Provide comparisons with national norms for math, reading, social studies, and science, and where available, comparisons to other states
(4) Provide teachers with information that can enable them to improve instruction for current and future students
(5) Provide longitudinal profiles for students
(6) Ensure school and district accountability for meeting state education goals.
Beginning with the 2011-12 school year, requires every school serving primary-level students to use developmentally appropriate diagnostic assessments and prompts to measure readiness in reading and mathematics. Provides the results must be used to inform teachers and parents of each student's skill level.
Adds that one use of Commonwealth school improvement grant funds may be to help teachers and administrators make better use of formative and summative, performance-based assessments.
Requires the assessment program to include state and local program reviews and audits in selected content areas. Provides that state and local program reviews and audits must provide schools with annual feedback on selected programs and serve as indicators of the quality of students' educational experiences. Requires program reviews and audits to provide recommendations for improving teaching and assessment, and to ensure school and district accountability for student achievement. Beginning in the 2011-12 school year, the state assessment program must include program reviews and program audits for arts and humanities, practical living skills and career studies, and the writing programs, the results of which to be included in the state accountability system.
Directs the department of eductation to provide guidelines for (1) arts and humanities programs, (2) practical living skills and career studies, and (3) effective writing programs, and for the integration of the arts and humanities and practical living skills and career studies guidelines into every school's curriculum. Also requires (1) practical living skills and career studies and (2) effective writing program guidelines to be integrated into the curriculum of all teacher preparation programs. Directs the department of education to establish (1) arts and humanities program, (2) practical living skills and career studies and (3) effective writing program criteria for use in program review and audit processes, along with the procedures recommended for local district and department program reviews and program audits. Requires the department to distribute the criteria and procedures for program reviews and audits to all schools and teacher preparation programs. Directs every district to conduct an annual program review, and the department of education to review every school's programs in these three areas within a two-year period. Requires every school-based decision making council to analyze its school's program review findings and determine how it will address program recommendations to improve the program for students. Requires the department to ensure that all schools and districts understand how the program review and audit results will be included in the accountability system, and to provide assistance to improve the quality of such programs.
Specifies that the writing program must incorporate a variety of language resources, technological tools and multiple opportunities for students to develop complex communication skills for a variety of purposes. Provides that writing portfolios must be part of any K-12 writing program, must be part of the required criteria for the writing program review and audit process, and must be maintained for each student, following the student from grade to grade and to any school the student may enroll in.
Requires the state board to adopt rules that prohibit inappropriate test preparation activities by district employees charged with test administration and oversight, including the issue of teachers being required to do test practice in lieu of regular classroom instruction and test practice outside the normal work day. Provides the revisions must include disciplinary sanctions that may be taken toward a school or individuals.
Amends KRS 158.816 to replace CATS with reference to revised assessment system (in provision requiring annual analysis of and report on achievement of technical education students who have completed or are enrolled in an at least 3-credit sequence of a technical program.
Pages 6-23 [Section 2(3)], 31-32 [Section 6], 40-42 [Section 9], and 44-45 [Section 11] of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 2(3), 6, 9 and 11
Source: www.lrc.ky.gov
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| IA | Signed into law 05/2008 | P-12 | Amends previous language to remove "voluntary model" from the establishment of core curriculum for grades 9-12, beginning with students graduating in the 2010-2011 class. Prohibits the state board from requiring specific textbooks. Requires core curriculum technical assistance and implementation strategies for districts and accredited nonpublic schools, including assistance with the development of formative and end-of-course assessments that teachers can use to measure student progress. Requires an annual report to the general assembly regarding activities, findings and student progress under the core curriculum. For the school year beginning July 1, 2008 and thereafter, district board plans must include a timeline for each student to successfully complete, prior to graduation, all components of the state-designated career information and decision-making system administered by the department in accordance with federal law (Perkins Act). Boards are required to adopt an implementation plan for the full implementation of the core curriculum established for kindergarten through grade 8 by the 2015-2015 school year. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?category=billinfo&service=billbook&GA=82&hbill=S
Title: S.F. 2216 - Core Curriculum
Source: http://coolice.legis.state.ia.us
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| WA | Signed into law 04/2007 | P-12 | A conditional delay of the Washington Assessment of Student Learning (WASL) as a graduation requirement in mathematics is created for the graduating classes of 2008 through 2012, to graduate without a Certificate of Academic Achievement (CAA) or Certificate of Individual Achievement (CIA). Students who meet all the state and school district graduation requirements and do not meet the state standard on the mathematics WASL, or an approved alternative assessment, are required to earn one or two additional mathematics credits or career and technical course equivalents as specified for the graduating class. Additionally, the students must continue to take the appropriate mathematics assessment until graduation. The governor vetoed sections pertaining to the state board implementing end-of-course exams instead of the current exit exam and pertaining to the appeals process by which students would demonstrate proficiency.
http://www.leg.wa.gov/pub/billinfo/2007-08/Pdf/Bills/Session%20Law%202007/6023-S.SL.pdf
Title: S.B. 6023
Source: http://www.leg.wa.gov
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| LA | Adopted 02/2007 | P-12 | Makes various changes to state assessment system. Creates end-of-course tests, to be phased in over a period of six years starting in fall 2007, in the following:
1. Algebra I;
2. Geometry;
3. English I;
4. English II;
5. Biology;
6. American History;
7. Civics; and
8. Free Enterprise.
Sets limitations on the public release of assessment data when such a release might compromise student confidentiality. Amends test security policies. Amends policies related to erasure analysis on state assessments. Also amends policies to address suspected violations of test security and troubling content in written assessment responses. Adds provision regarding administrative errors by school personnel that result in a question regarding the security of the test or the accuracy of the test data.
Amends provisions related to English language development assessments for English language learners (ELLs) and assessment of students with disabilities, including assessment accommodations for ELLs and students with disabilities.
Provides that if a student is expelled from school and is not enrolled in any type of alternative program or receiving any services from the district, the parent may make a timely request that the student be tested and the district must make arrangements to test the student.
Pages 7- of 50: http://www.doa.louisiana.gov/osr/reg/0702/0702rul.pdf
Title: LAC 28:CXI.Chapters 1, 3, 5, 18, 23, 27, 33, and 35
Source: www.doa.louisiana.gov
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| OK | Signed into law 05/2006 | P-12 | Clarifies that 2 of the 6 end-of-course exams all students must pass effective with the Class of 2012 are Algebra I and English II. Provides that students must pass 2 additional end-of-course exams chosen from Algebra II, Biology I, English III, geometry and U.S. history. Clarifies that remediation must be provided students who fail any end-of-course exam, and that a student must have the opportunity to retake an exam until at least a satisfactory score is attained on the Algebra I, English II and two of the other 5 end-of-course exams, or an approved alternate test. Provides that technology center schools are authorized to provide intervention and remediation in Algebra I and Biology I to students enrolled in technology center schools.
Gives state board authority for determining alternate methods by which students who do not pass end-of-course exams may demonstrate mastery of state academic content standards, and for determining exceptions/exemptions to the end-of-course exam requirements. Requires the board to collect data by school and district on the number of students provided and categories of exceptions and exemptions granted. Beginning October 1, 2012, requires the board to provide an annual report of this data.
Clarifies that a student with disabilities must have an appropriate statement on the student's individualized education program (IEP) requiring administration of the end-of-course assessment with or without accommodations or an alternate assessment. Provides that any accommodations normally employed for the assessment must be approved by the state board and be provided for in the IEP. Requires all documentation for each student to be on file in the school prior to administration of the assessment.
Provides that English language learners must be assessed in a valid and reliable manner with the state academic assessments with acceptable accommodations as necessary or, to the extent practicable, with alternate assessments aligned to the state assessment provided by the school district in the language and form most likely to yield accurate data of the student's knowledge of the content areas.
Authorizes the state board to contract with an entity to develop and advise on the implementation of a communications campaign to build public understanding of and support for the testing requirements of this section.
Deletes obsolete language. http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF
Title: S.B. 1792 - Section 6
Source: webserver1.lsb.state.ok.us
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| SC | Signed into law 03/2006 | P-12 | Existing provision provides for the Budget and Control Board to issue a request for proposals for the purpose of conducting a study to determine the feasibility and cost of converting the state assessment program to a computer-based or computer-adaptive format. New provisions states that tests must include a writing assessment and multiple-choice questions designed to reflect a range of cognitive abilities beyond the knowledge level. Constructive response questions may be included as a component of the writing assessment.Adds purpose of state assessment to promote student learning. The statewide assessment program in the four academic areas must include grades three through eight, an exit examination in English/language arts and mathematics, which is to be first administered in a student's second year of high school enrollment beginning with grade nine, and end-of-course tests for gateway courses awarded Carnegie units of credit in English/language arts, mathematics, science, and social studies. Beginning with the graduating class of 2010, students are required to pass a high school credit course in science and a course in United States history in which end-of-course examinations are administered to receive the state high-school diploma. By March 31, 2007, the state board is to create a statewide adoption list of formative assessments aligned with the state content standards and satisfying professional measurement standards in accordance with criteria jointly determined by the Education Oversight Committee and the State Department of Education. The formative assessments must provide diagnostic information in a timely manner to all school districts for each student during the course of the school year. For use beginning with the 2007-08 school year, with funds appropriated by the General Assembly, local districts must be allocated resources to select and administer formative assessments from the statewide adoption list to use to improve student performance in accordance with district improvement plans. However, if a local district already administers formative assessments, the district may continue to use the assessments if they meet the state standards and criteria pursuant to this subsection. Requires the state board to adopt a developmentally appropriate formative reading assessment for use in first and second grades to be administered initially in the 2007-08 school year. The assessment must provide opportunities for periodic formative assessment during the school year, reports that are useful for informing classroom instruction, strand, or significant groupings of standards level information about individual students, and must be compatible with best practices in reading instruction and reading research. The state department is to provide appropriate and on-going professional development to support appropriate use of the assessment. Reqiores the state department to provide on-going professional development in the development and use of classroom assessments, the use of formative assessments and the use of the end-of-year state assessments so that teaching and learning activities are focused on student needs and lead to higher levels of student performance.
To reduce the number of days of testing, to the extent possible, field test items must be embedded with the annual assessments. In accordance with the requirements of the federal No Child Left Behind Act, science assessments must be administered annually to all students in one elementary and one middle school grade. The state department is required to develop a sampling plan to administer science and social studies assessments to all other elementary and middle school students. The plan shall provide for all students and both content areas to be assessed annually; however, individual students, except in census testing grades, are not required to take both tests. In the sampling plan, approximately half of the assessments must be administered in science and the other half in social studies in each class. To ensure that school districts maintain the high standard of accountability established in the Education Accountability Act, performance level results reported on school and district report cards must meet consistently high levels in all four core content areas. Beginning with the 2007 report card, the core areas must remain consistent with the following percentage weightings established and approved by the Education Oversight Committee: in grades three through five, thirty percent each for English/language arts and math, and twenty percent each for science and social studies; and in grades six through eight, twenty-five percent each for English/language arts and math, and twenty-five percent each for science and social studies. The state board is to establish a task force to recommend alternative evidence and procedures that may be used to allow students to meet graduation requirements even if they have failed the exit examination. The alternative evidence only may be used in the rare instances where there is compelling evidence that a student is well qualified for graduation, but extreme circumstances have interfered with passage of the exit examination and, for that reason alone, the student would be denied a state high school diploma. The state department is required annually to convene a team of curriculum experts to analyze the results of the assessments, including performance item by item.
http://www.scstatehouse.net/sess116_2005-2006/prever/4328_20060315a.htm
Title: H.B. 4328
Source: http://www.scstatehouse.net/
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| OK | Signed into law 05/2005 | P-12 | Creates new section. Beginning with students entering the ninth grade in the 2008-2009 school year, every student must demonstrate mastery of the state academic content standards in a minimum of four out of six selected subject areas in order to receive a high school diploma from a public school in this state. To demonstrate mastery, the student must attain a satisfactory or advanced score on the end-of-instruction criterion-referenced tests. Requires that each of the six tests assess core academic subjects and that two of the four required end-of-instruction tests include Algebra I, or the additional mathematics test developed based upon the recommendation of the Achieving Classroom Excellence Task Force and English II. Students who do not attain a satisfactory or advanced score on any required test must be provided remediation and the opportunity to retake the test until a satisfactory or advanced score is attained. Determination of the two additional end-of-instruction tests to be developed is to be made by the Legislature upon receipt of recommendations of the Achieving Classroom Excellence Task Force.
Students who do not meet requirements may receive a high school diploma by demonstrating mastery of state academic content standards by alternative methods as recommended by the Achieving Classroom Excellence Task Force. Students who have individualized education programs pursuant to the Individuals with Disabilities Education Act (IDEA) are to be exempt from the requirements unless provided for in the student's individualized education program. http://www2.lsb.state.ok.us/2005-06SB/sb982_enr.rtf
Title: S.B. 982, Sections 6 and 8
Source: http://www2.lsb.state.ok.us
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| GA | Adopted 07/2004 | P-12 | Requires the results of core subject and end-of-course assessments to be included as a factor in a student's final grade in the core subject course for which the end-of-course assessment is given. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.13.pdf
Title: GAC 160-4-2-.13
Source: Georgia State Web site
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| GA | Signed into law 05/2004 | P-12 | Provides for the revision of certain provisions regarding education flexibility and accountability; requires the State Board of Education to create a single state-wide accountability system by December 31, 2004; amends provisions regarding school councils; amends the history curriculum requirements; amends provisions for early intervention programs; amends provisions related to effectiveness assessments, including end-of-course assessments; amends parental notification concerning compulsory attendance requirements; requires Department of Motor Vehicle notification of students 14 years of age and older who are in violation of attendance requirements; amends student discipline policies; changes the name Office of Education Accountability to Office of Student Achievement. http://www.legis.state.ga.us/legis/2003_04/search/hb1190.htm
Title: H.B. 1190
Source: Georgia Legislative Web site
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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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| NM | Signed into law 03/2003 | P-12 | Amends Section 22-13-1.1. Increases graduation requirements: 4 units of English, with major emphasis on grammar and literature; 3 units of math, at least one of which is equivalent to algebra 1 or higher; 2 units of science, one of which has a lab requirement, but for students entering 9th grade beginning in 2005-2006, 3 units of science -- one with a lab requirement; 3 units social science (including U.S. history and geography, world history and geography, and government & economics); 1 unit physical education or other physical activity; 1 unit communication skills or business education, with a major emphasis on writing and speaking and that may include a language other than English; 9 elective units and 8 elective units for students entering 9th grade in the 2005-2006 school year. Service learning must be offered as an elective. Students may not receive a diploma if they have not passed a state graduation examination in reading, English, math, writing, science and social science. Without passage of such exam, student receives an appropriate state certificate indicating the number of credits earned and the grade completed. May pass the test within 5 years and receive a diploma. Section 22-13-1.2 adds a requirement that end-of-course tests be aligned with the placement tests in two and four-year public postsecondary institutions. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| MS | Rule Adoption 12/2002 | P-12 | The section is revised to read as follows: "Policies for Subject Area Testing
• Students will not be required to pass any end-of-course Subject Area Test in a course for which the Carnegie unit was earned by the student in a Mississippi public school prior to the 2001-2002 school year.
• Students entering a Mississippi public school will not be required to pass any end-of-course Subject Area Test in a course for which the school accepts Carnegie units earned by the student in a public school of another state as fulfilling the requirements for a Mississippi high school diploma.
• Students entering a Mississippi public school will not be required to pass any end-of-course Subject Area Test in a course for which the school accepts Carnegie units earned by the student in a private school as fulfilling the requirements for a Mississippi high school diploma, provided the private school is accredited regionally or by the state of Mississippi.
• Students entering a Mississippi public school will be required to pass any end-of-course Subject Area Test in a course for which the school accepts Carnegie units earned by the student in a private school as fulfilling the requirements for a Mississippi high school diploma if the private school is not accredited regionally or by the state of Mississippi.
• Students entering a Mississippi public school will be required to pass any end-of-course Subject Area Test in a course for which the school accepts Carnegie units earned by the student through home schooling as fulfilling the requirements for a Mississippi high school diploma.
• Any Mississippi public school student who fails to pass a required Subject Area Test will be offered a chance to retake the test three times each year until a passing score is achieved:
. At or near the end of the fall semester,
. At or near the end of the spring semester, and
. At or near the end of summer school.
• Any Mississippi public school student shall not be awarded Carnegie unit credit unless the core objectives identified in the Mississippi Curriculum Framework have been mastered. Passage of the required Subject Area Test is a separate requirement towards graduation and shall not be criteria for awarding Carnegie unit credit."
Title: MS ADC 36 000 001, Graduation Requirements, Code IHF-2
Source: WestLaw
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| SC | Signed into law 05/2001 | P-12 | Amends Section 59-18-310(B). The statewide assessment program in the four academic areas shall include grades 3 through 8, an exit examination which is to be first administered in grade 10, and end-of-course tests for gateway courses in English/language arts, mathematics, science, and social studies for grades 9 through 12.
Title: H.B. 3534
Source: South Carolina Legislative Web Site
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| NM | Vetoed 04/2001 | P-12 | Creates public school reading proficiency fund to help train teachers to teach reading and writing to students below grade level; sets up "enterprise centers" to provide fee-for-service assistance to districts; creates "probationary school intervention funds" for grants to probationary schools; requires colleges of education to form a consortium to develop criterion-referenced end-of-course tests for high schools (to be administered during 2002-03); makes appropriations for professional development days for teachers, teacher mentorship programs, etc.; appropriates dollars to summer programs, bilingual, art/music, full-day kindergarten; appropriates dollars to standards/assessment alignment, development of new assessments and early literacy interventions.
Title: S.B. 307
Source: New Mexico Legislative Web Site
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| GA | Signed into law 03/2000 | P-12 | The High School Graduation Tests will be eliminated when the end of course tests are put in place. Local boards of education shall have the option of allowing scores on end-of-course assessments to be counted as part of a student's grade in the course.
Title: H.B. 1187
Source: Georgia Department of Education
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