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 |
|
 PA | Veto overridden: legislature has overridden governor's veto 11/2010 | P-12 | Section 221 requires the state department fo publish specific value-added assessment data (statistical analysis of test results) on its website for both the district and individual school levels, along with instruction to assist the public in understanding and interpreting the data.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2009&sessInd=0&billBody=H&billTyp=B&billNbr=0101&pn=4389
Title: H.B. 101
Source: http://www.legis.state.pa.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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| OH | Adopted 05/2007 | P-12 | Regarding the implementation of the value-added progress dimension. Relates to levels of academic progress in reading and mathematics relative to a standard year of academic growth; confidentiality of student test scores and individual student reports; and incorporation of the value-added progress dimension into the accountability system.
http://www.registerofohio.state.oh.us/pdfs/3301/0/58/3301-58-03_PH_FF_N_RU_20070516_0829.pdf
Title: OAC 3301-58-01 thru -03
Source: http://www.registerofohio.state.oh.us
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| CO | Signed into law 02/2007 | P-12 | Requires the convening of a technical advisory panel to assist in the development of a longitudinal growth model to measure the academic growth of students; requires the panel to develop a new method to identify schools that demonstrate the highest rate of academic growth for the Governor's distinguished improvement awards; requires the Department of Education to calculate adequate longitudianal growth for each student and each school every year.
http://www.leg.state.co.us/Clics/Clics2007A/csl.nsf/fsbillcont3/A7771383FCF31AFB87257251007D6668?Open&file=1048_enr.pdf
Title: H.B. 1048
Source: Colorado Legislature
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| IN | Signed into law 03/2006 | P-12 | Mandates that the department and the state board review the current statewide testing program and develop a long term plan that is subject to the approval of the state board for the transition to a testing program with the following objectives:
(1) To provide a long term plan for student assessments.
(2) To review the existing annual tests for students in grades 3 through 10.
(3) To develop a testing program that:
(A) reflects a student's proficiency in and mastery of the state's academic standards;
(B) is, to the greatest extent possible, more concise, less time consuming, and less expensive to administer than the current tests while maintaining the current level of rigor of the tests;
(C) provides prompt results to students, parents, and teachers;
(D) explores all options for timing and use of summative tests, including giving a summative test in the fall or the spring;
(E) measures individual student growth from school year to school year;
(F) explores all options for diagnostic tests for use by teachers to support ongoing remediation;
(G) is compatible with a transition to the use of online testing; and
(H) assesses student proficiency in written communication.
(4) To move to the use of online assessments for Core 40 subjects.
In developing the plan for the testing program, requires the state board and the department to:
(1) solicit information from educators, administrators, parents, and the public concerning the program;
(2) look at tests and testing practices in use by or in development by other states;
(3) solicit information from testing companies concerning:
(A) parameters and costs of tests;
(B) steps to be taken to ensure the validity and reliability of the tests;
(C) steps to move the longitudinal data from the current testing program to the new testing program; and
(D) any other information the department or the state board considers useful in developing the testing program;
(4) develop a plan to move to online tests;
(5) determine the most effective means to assess student proficiency in written communication; and
(6) include specifications for diagnostic tests for use by teachers during the school year.
Requires the state board, before November 2006, to submit a report on the testing program to the budget committee, the legislative council, and the office of management and budget. Specifies that the report must provide the estimated costs for the program beginning with tests given during the 2007-2008 school year.
Allows a contract for testing students during the 2006-2007 school year to be issued, but requires testing contracts for any subsequent school year to follow the state board's approval of the testing plan.
http://www.in.gov/legislative/bills/2006/HE/HE1240.1.html
Title: H.B. 1240
Source: www.in.gov/legislative
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| CO | Vetoed 06/2005 | P-12 | Section 7: Encourages the state board to establish accreditation indicators based in part on the diagnostic academic growth calculation added by paragraph (d), section 22-7-604.3.
Section 8: Creates new paragraph (d) in section 22-7-604.3. States that a diagnostic academic growth calculation showing each student's improvement from year to year might more accurately reflect a school's performance. Encourages the department to extend the use of the diagnostic academic growth calculation to the school level, and to use this method to evaluate schools for the state and federal accountability systems.
http://www.leg.state.co.us/clics2005a/csl.nsf/fsbillcont3/489B14D223FBDD2087256F5D006BE665?open&file=214_enr.pdf
Title: S.B. 214 (Section 7-8)
Source: www.leg.state.co.us
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| TN | Signed into law 06/2004 | P-12 | Deletes several sections of 49-1-601 and and substitutes new language. Relates to educational performance goals and measures;changes from dropout rates to graduation rates; provides for testing; requires all public schools and local education agencies to make adequate yearly progress in achieving proficiency for all student subgroups in core academic subjects; each school and local education agency is expected to make statistically significant progress toward that goal. The rate of progress within each grade and academic course, necessary to maintain compliance with this part, will be established after two (2) years of consecutive testing with tests adopted for each grade and subject; provides that tests must have fresh, nonredundant items that did not appear on that test in previous years. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0928.pdf
Title: H.B. 3511
Source: http://www.legislature.state.tn.us
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| CO | Signed by Governor 06/2004 | P-12 | Requires the Department of Education, no later than 15 days after the effective date of the act, to choose a public or private entity to develop a model to calculate students' annual academic growth for diagnostic purposes; directs the department to calculate annually the amount of each student's and each school's academic growth in reading, writing, and mathematics over the periods between the administration of the CSAP assessments. http://www.leg.state.co.us/clics2004a/csl.nsf/fsbillcont3/F4561E2B63FB898087256DEF00574D0F?Open&file=1433_enr.pdf
Title: H.B. 1433
Source: Colorado Legislative Web site
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