From the ECS State Policy Database High School--Advanced Placement

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 LA Adopted 07/2012 P-12 From July 2012 Louisiana Register: Revises LAC 28:CXV §2318, "The College and Career Diploma" and §2325, "Advanced Placement and International Baccalaureate." These revisions add some Advanced Placement (AP) courses to the list of courses that can be taken for the 4th science and 4th social studies requirements for the LA Core 4 curriculum (required for students who will be attending a four-year university in Louisiana). The revisions will allow these more rigorous courses to count for graduation requirements. Pages 116-117 of 411: http://www.doa.louisiana.gov/osr/reg/1207/1207.pdf Title: LAC 28:CXV.2318 and 2325 Source: www.doa.louisiana.gov OH Signed into law 06/2012 P-12 Permits a Technology Operations earmark for eTech Ohio to be used to cover student costs for taking Advanced Placement courses and courses that the chancellor of the board of regents has determined to be eligible for postsecondary credit through the OhioLearns Gateway. Provides that to the extent that funds remain available, students in public and nonpublic schools and homeschooled students who are taking Advanced Placement or postsecondary courses through the OhioLearns Gateway must be eligible to receive a fee waiver to cover the cost of participating in one course. Requires that the fee waivers be distributed until the funds appropriated to support the waivers have been exhausted. Page 393 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf Title: S.B. 316 - Student Fee Waivers for AP and Postsecondary Courses through OhioLearns Gateway Source: www.legislature.state.oh.us RI Signed into law 06/2012 P-12 Requires the establishment of clear training guidelines for teachers who will teach advanced placement classes in Rhode Island public schools. Defines "Vertical team" as a group of teachers and educators from different grade levels in a given discipline who work cooperatively to develop and implement a vertically aligned program aimed at helping students from diverse backgrounds acquire the academic skills necessary for success in advanced placement courses and other challenging courses. Requires that advanced placement and pre-advanced placement training to teachers do all of the following: (1) Provide teachers of advanced placement and teachers in courses that lead to advanced placement with the necessary content knowledge and instructional skills to prepare students for success in advanced placement courses and examinations and other advanced course examinations and mastery of postsecondary course content. (2) Provide administrators, including principals and counselors, with professional development that will be enable them to create strong and effective advanced placement programs in their schools. (3) Provide middle grade, junior high, and high school teachers with advanced placement vertical team training and other pre-advanced placement professional development that prepares students for success in advanced placement courses. (4) Support the implementation of an instructional program for students in grades 6-12 that provides an integrated set of instructional materials, diagnostic assessments, and teacher professional development in reading, writing, and mathematics that prepares all students for enrollment and success in advanced placement courses and in college. Requires the state board of regents to encourage districts to offer rigorous courses in grades 6-11 that prepare students for the demands of advanced placement course work. Also requires the Regents to encourage districts to make it a goal that all 10th graders take the Preliminary Scholastic Aptitude Test/National Merit Scholars Qualifying Test (PSAT/NMSQT) so that test results will provide each high school with a database of student assessment data that guidance counselors and teachers will be able to use to identify students who are prepared or who need additional work to be prepared to enroll and be successful in advanced placement courses, using a research-based advanced placement identification program provided by the college board. http://www.rilin.state.ri.us/BillText12/HouseText12/H7108A.htm Title: H.B. 7108 (S.B. 2275) Source: http://www.rilin.state.ri.us RI Signed into law 06/2012 P-12 Adds new chapter 93 designed to promote access to advanced placement courses for all students in Rhode Island public high schools by funding training in eligible schools where AP courses have not been offered in four core academic areas. Requires the department to establish rules and regulations that include but are not limited to, the following: (1) In consultation with the college board, certify those teacher-training entities that are qualified to provide training of teachers to teach advanced placement courses; (2) In certifying teacher-training entities for this program, ensure that the training times and locations will be geographically accessible for teachers from eligible school entities to attend; (3) ensure that training provided by those teacher-training entities provides teachers of advanced placement courses with the necessary content knowledge and instructional skills to prepare students for success in advanced placement courses and examinations; and (4) Starting at the end of the first year of the program, and every year thereafter, report to the general assembly on the advanced placement teacher-training program. Such reports must include, but not be limited to: (i) The number of teachers receiving training in advanced placement instructions in school entities, school districts and high schools in each of the 4 core academic areas; (ii) The number of students taking advanced placement courses at school entities in each of the 4 core academic areas; (iii) The number of students scoring a 3 or more on an advanced placement examination at school entities in each of the four (4) core academic areas; (iv) The remaining unmet need for trained teachers in school entities that do not offer advanced placement courses. http://www.rilin.state.ri.us/BillText12/SenateText12/S2356.htm Title: S.B. 2356 Source: http://www.rilin.state.ri.us OK Signed into law 05/2012 P-12 Specifies that participation and scores in Advanced Placement courses whether taught at a high school, technology center or regional site of the Oklahoma School of Science and Mathematics will be used to help determine the letter grade a school will receive through the state's letter grades for schools system. It also specifies that technology center courses granted college alliance credit and science, technology, engineering and mathematics courses taken at regional sites of the Oklahoma School of Science and Mathematics also will be used to determine letter grades for schools. http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB2494%20ENR.DOC Title: H.B. 2494 Source: http://webserver1.lsb.state.ok.us/ MS Signed into law 04/2012 P-12 Amends Mississippi code to delete the requirement that the state department of education must approve all high school pre-advanced placement courses. http://billstatus.ls.state.ms.us/documents/2012/pdf/SB/2400-2499/SB2450SG.pdf Title: S.B. 2450 Source: http://billstatus.ls.state.ms.us/ TN Signed into law 04/2012 P-12 Postsec. Expresses need to expand postsecondary credit-earning opportunities for high school students and urges state education agencies to provide assistance to any organizations conducting a statewide study of the issue. http://www.capitol.tn.gov/Bills/107/Bill/HJR0602.pdf Title: H.J.R. 602 Source: http://www.capitol.tn.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 IA Signed into law 07/2011 P-12 Establishes the Iowa online advanced placement academy science, technology, engineering, and mathematics initiative within the international center for talented and gifted education at the state university of Iowa, to deliver, with an emphasis on science, technology, engineering, and mathematics coursework, preadvanced placement and advanced placement courses to high school students throughout the state, provide training opportunities for teachers to learn how to teach advanced placement courses in Iowa's high schools, and provide preparation for middle school students to ensure success in high school. http://coolice.legis.state.ia.us/linc/84/external/govbills/HF645.pdf Title: H.F. 645 - Multiple Sections Source: http://coolice.legis.state.ia.us CT Signed into law 07/2011 P-12 Clarifies that an "advanced placement course program" is a program approved by the State Board of Education that provides college or university-level instruction as part of a course for which credit is earned at the high school level. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00136-R00HB-06499-PA.pdf Title: H.B. 6499 - Sec. 21 Source: http://www.cga.ct.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 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 RI Signed into law 06/2010 P-12 Postsec. Moves from February 2010 to February 2011 date by which the board of governors for higher education must present to the general assembly an initial report, recommendations and timeline on the "Bachelors Degree in Three" program. Delays start of pilot "Bachelors Degree in Three" program to fall 2011. http://www.rilin.state.ri.us/PublicLaws/law10/law10075.htm Title: H.B. 7342, S.B. 2124 Source: www.rilin.state.ri.us TN Signed into law 05/2010 P-12 Allows a school to establish an International Baccalaureate Programme fund or an Advanced Placement fund to receive donations or grants from individuals or from private corporations, associations or other artificial entities, both nonprofit and for profit, who desire to help support an International Baccalaureate Programme or an Advanced Placement program offered or attempted to be established by the school. Monies in such fund are to be used solely for academic enhancement in support of the program for which the fund was created. The principal of each school establishing a fund is required to appoint a committee that is responsible for the determination of the use of funds for the program for which the fund was created. Amends § 49-2-1 http://state.tn.us/sos/acts/106/pub/pc0931.pdf Title: S.B. 3304 Source: http://state.tn.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 CT Signed into law 05/2010 P-12 Effective with the 2011-12 school year, requires every district to offer advanced placement courses. Requires the state board of education to develop guidelines to aid local/regional boards in training teachers for teaching advanced placement courses to a diverse student body. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm Title: S.B. 438 - Sec. 31 Source: http://www.cga.ct.gov KY Signed into law 04/2010 Postsec. Community College Encourages postsecondary institutions to limit bachelor degree programs to 120 credit hours and associate degree programs to 60 credit hours beginning with the 2012-13 academic year; provides exceptions. [OF NOTE: Creates a comprehensive approach to improving student transfer/articulation, especially from two-year to four-year institutions. Directs the council on postsecondary education to: (1) Develop and implement a statewide agreement that the state community and technical college system's two-year degree coursework be accepted and fully credited to related bachelor's degree programs by all public universities (2) Develop and maintain a statewide common-course numbering system for lower-division general education and program-specific prerequisite courses in the Kentucky Community and Technical College System (3) Establish a statewide course classification system and procedures to monitor the transfer and crediting of lower-division coursework, including a system of ongoing assessment that ensures comparability for transfer purposes (4) Establish a procedure for approval of changes in learning outcomes at public universities (definition of "learning outcomes" below) (5) Standardize credit-by-exam equivalencies and passing scores for national exams transferable for general education courses and program-specific prerequisite courses [i.e., Advanced Placement] (6) Develop policies to align transfer and articulation procedures statewide, including admissions criteria, student declaration of major, and student guidance and counseling policies to ensure that students pursuing a two-year degree provide timely notification of their intent to transfer to a four-year institution (7) Develop uniform data collection and reporting methods to ensure statewide and institutional compliance with course transfer and credit requirements (8) Guarantee that, upon admission to a four-year institution, graduates of an approved two-year degree program have met all general education requirements (9) Provide that graduates of approved two-year degree programs at public postsecondary institutions who complete the prerequisite learning outcomes for a four-year degree program while fulfilling the requirements for two-year degree, are not required to repeat or take any additional lower-level courses to fulfill bachelor degree requirements in the same major, and that these students be granted admission to related upper-division bachelor's degree programs on the same criteria as students earning lower-division credits at the university to which the student transferred (10) Provide that graduates of two-year degree programs receive priority for admission over out-of-state students at a public four-year institution if they meet the same admission criteria (11) Establish commonality in public college transcripts to facilitate transfer of credits from two-year institutions (12) Encourage private postsecondary institutions to collaborate with public postsecondary institutions in developing programs and agreements to expedite the transfer of students and credits between institutions (13) Establish an appeals process to resolve disagreements between transferring students and receiving educational institutions regarding the transfer and acceptance of credits earned at another institution (14) Ensure that all transfer and articulation policies are consistent with the rules and regulations established by all appropriate discipline-specific accrediting bodies and institutional accrediting agencies as recognized by the U.S. Department of Education. Defines "learning outcomes" as the knowledge, skills and abilities that students have attained as a result of their involvement in a particular set of educational experiences. Requires that when an institution seeks to change learning outcomes for a four-year degree program that affect lower-division courses, the university must notify the council of postsecondary education and the state community and technical college system of the proposed changes at the same time as the initiation of the university's approval process. If it is determined that the proposed change will have an adverse effect on transferability, requires the university proposing the change to enter into discussion with the council and the Kentucky Community and Technical College System to verify that there remains a clearly defined path to a bachelor's degree for those students who plan to transfer from the Kentucky Community and Technical College System to the public university.] http://www.lrc.ky.gov/record/10RS/HB160/bill.doc Title: H.B. 160 Source: www.lrc.ky.gov OH Signed into law 03/2010 P-12 Amends 371.50.90 of Am. Sub. H.B. 1 of the 128th General Assembly (enacted July 2009). Clarifies that from an appropriation item in 2009 H.B. 1, eTech Ohio must use up to $1 million in FY 2010 to maintain the clearinghouse of distance learning courses called for in section 3333.82, up to $1 million in FY 2011 to contract with an entity to provide online Advanced Placement (AP) courses, and up to $1 million in FY 2011 for the continued maintenance of the clearinghouse established under section 3333.82. A provision in H.B. 1 barred students from being charged a fee for clearinghouse courses in FY 2010 but permitted a student fee in FY 2011; new provision extends fee waiver through FY 2011. Adds provision that in choosing a vendor to provide AP courses, eTech may require that the courses be provided through the clearinghouse established under section 3333.82. Pages 31-32 http://www.legislature.state.oh.us/BillText128/128_SB_155_EN_N.pdf Title: S.B. 155 - Section 6 Source: www.legislature.state.oh.us UT Signed into law 03/2010 P-12 Adds Section 53A-17a-105.5. Defines "qualifying program" as (1) the at-risk flow through program; (2) the homeless and disadvantaged minority students program [both created in 53A-17a-121]; (3) the gifted and talented program; (4) the advanced placement program; (5) the concurrent enrollment program. Allows a district or charter school that receives a state allocation of less than $10,000 for a qualifying program to either (1) combine the funds with certain other program funds and use the combined funds in accordance with the program requirements for any of the qualifying programs that are combined; or (2) transfer the funds to a qualifying program for which the district or charter school received an allocation of funds that is greater than or equal to $10,000; and use the combined funds in accordance with the program requirements for the qualifying program to which the funds are transferred. Pages 5-6 of 6: http://le.utah.gov/~2010/bills/hbillenr/hb0149.pdf Title: H.B. 149 - Section 3 Source: le.utah.gov IN Signed into law 03/2010 P-12 Postsec. Relates to advanced placement exams; requires state educational institutions to grant postsecondary level academic credit to students who receive a satisfactory score on an advanced placement examination; requires the state department of education to develop a uniform job description for school counselors. Public Law 91 http://www.in.gov/legislative/bills/2010/PDF/HE/HE1135.1.pdf Title: H.B. 1135 Source: Lexis-Nexis/StateNet KY Signed into law 01/2010 P-12 Amends accountability provisions in KRS 160.346. Defines "persistently low-achieving school". Defines "school intervention" as a process chosen by a school council, a superintendent and a local board, or the commissioner of education or designee with state board approval, to turn around a persistently low-achieving school. Repeals certain language regarding actions of an audit team in relation to a school under accountability sanctions. Directs an audit team auditing a persistently low-achieving school to include in its review and report (1) a determination of the school council and principal's ability to lead the intervention in the persistently low-achieving school and (2) a recommendation to the commissioner of education as to whether the council should be replaced, and whether the current principal should remain as principal in the school. Repeals language allowing authority for a low-performing school to be transferred to a "highly skilled educator"; adds new language providing that if the audit team recommends transferring the school council's authority, the team may recommend that (1) such authority be transferred to the commissioner of education, who must designate staff to manage the school, and/or (2) the council members be replaced by the commissioner of education. Requires an audit team auditing the district of a persistently low-achieving school to include in its review and report a determination of the district's ability to manage the intervention in the persistently low-achieving school. Requires the commissioner of education, within 30 days of receiving the reports of the school and district audits, to act on the recommendations in the reports and other relevant data. Existing law permits the school council of a low-performing school to appeal the commissioner's action on the audit team' recommendations; new provision additionally allows the local board to appeal the commissioner's action, and requires the state board to hold a special meeting for action on the appeal if the state board is not scheduled to meet within 30 days of receipt of an appeal of the commissioner's decision. Existing legislation allows powers, duties and authority for an underperforming school to be transferred to the local superintendent or a highly skilled educator; new provisions replace such language with references to transfer of powers, duties and authority to local superintendent, commissioner of education, or his/her designee. Requires persistently low-achieving schools to select one of five intervention options: (1) "external management option" (day-to-day operations transferred to a for-profit or nonprofit education management organization (EMO); provides the EMO may make personnel decisions; (2) "restaffing option" (replacement of principal and school-based decision making council unless recommended otherwise, retention of no more than 50% of school staff, development and implementation of an action plan using research-based school improvement initiatives to improve student performance); (3) "school closure option" (transfer of students to district schools meeting accountability measures, reassignment of school staff, potential nonrenewal of contracts, dismissal, demotion, or a combination of such personnel actions); (4) "transformation option" (replacement of principal and of school council unless the audit report recommends otherwise, institution of an extensive set of specified strategies designed to turn around the identified school); (5) any other model recognized by the federal No Child Left Behind Act or its successor. Directs the state board to adopt rules establishing the process and procedures for implementing the enumerated intervention options. Specifies that professionally negotiated contracts by a local board of education shall not take precedence over the requirements of the "restaffing", "school closure" and "transformation" options. Directs the state department of education to provide services and support to assist persistently low-achieving schools. Directs the state department of education, based on the 2009 Advanced Placement results of schools participating in the "Advance Kentucky" initiative http://www.advancekentucky.com/Default.aspx, to include in the state's Race to the Top application a description of the intent to expand Advance Kentucky schools by 20 schools a year over a four-year period. Directs the state department of education to provide 50% of all program costs, with all additional costs to be covered by grants from philanthropy, local district funding, and other sources of funding, including legislative appropriation. http://www.lrc.ky.gov/record/10RS/HB176/bill.doc Title: H.B. 176 Source: www.lrc.ky.gov RI Signed into law 11/2009 Postsec. Community College Authorizes the Bachelors Degree in Three program, a new educational initiative designed to expedite the process so that students can earn a bachelor's degree at a state college or university within 3 years; requires the establishment of a credit transfer policy at the University of Rhode Island, Rhode Island College and the Community College of Rhode Island to ensure greater opportunities; requires the identification of potential related costs, including costs to students, and to school districts. http://www.rilin.state.ri.us/billtext09/housetext09/h5286.pdf Title: H.B. 5286 Source: http://www.rilin.state.ri.us OH Signed into law 07/2009 P-12 Postsec. By January 2010, directs the eTech Ohio commission to develop and implement a plan to create an aligned educational technology system that spans preschool to postsecondary education (P-20). Directs the commission to consult with the state board of education in the development and modification of the state technology plan. Directs the eTech Ohio commission to develop and implement an interactive distance learning pilot project to provide participating high schools each school year with access to at least three interactive distance learning courses free of charge. Provides such courses must include two Advanced Placement courses and one foreign language course. Provides duties of the commission, which include, among others: (1) Providing the funds for schools to purchase video conferencing telecommunications equipment and connectivity devices, as necessary, to allow schools to participate in the pilot project (2) Assisting schools in arranging for the purchase and installation of telecommunications equipment and connectivity devices, as necessary, to schools to participate in the pilot project (3) Paying, for up to one school year, the cost of upgrading internet service for schools with Internet connections slower than a speed specified in state policy (4) Offering training in the use of the telecommunications equipment necessary to participate in the pilot project. Directs the department of education, in consultation with the chancellor of the board of regents, to select courses to be offered by the pilot project and to develop the standards for the curriculum of each course selected. Directs the commission and department to jointly select the teachers to develop and teach the courses offered by the pilot project, and directs the commission, department and the chancellor to jointly notify schools of and promote participation in the pilot project. Not later than December 31, 2010, directs the state superintendent, chancellor and the commission to submit to the governor and the general assembly a formative evaluation of the implementation and results of and legislative recommendations for changes in the pilot project. Section 265.30.83: Establishes parameters for the department of education and eTech Ohio Commission in administering the pilot program, including schools and districts to which the commission must give priority in awarding grants. Requires 25% of any grant award to be used for professional development, which must include at least one component of training in the classroom, plus any training the commission deems necessary to participate in the program. Provides that any student, teacher or employee of a school that does not receive a pilot program grant may participate in the interactive distance learning pilot project, as logn as such participation does not impose an additional cost to the state or diminish the quality of project outcomes for those entities awarded grants, and aligns with federal guidelines. Pages 1496-1497 and 2819-2821 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf Title: H.B. 1 - Section 3353.09, 3353.20, and 265.30.83 Source: www.legislature.state.oh.us ND Signed into law 05/2009 P-12 Requires all high schools to offer one dual enrollment course or one Advanced Placement course. Increases total number of Carnegie units for high school graduation from 21 to 22 units. These must include: 1. Four units of English language arts from a sequence that includes literature, composition, and speech; 2. Three units of mathematics; 3. Three units of science, including: a. One unit of physical science; H. B. No. 1400 - Page 10 b. One unit of biology; and c. (1) One unit of any other science; or (2) Two one-half units of any other science; 4. Three units of social studies, including: a. One unit of United States history; b. (1) One-half unit of United States government and one-half unit of economics; or (2) One unit of problems of democracy; and c. One unit or two one-half units of any other social studies, which may include civics, civilization, geography and history, multicultural studies, North Dakota studies, psychology, sociology, and world history; 5. a. One unit of physical education; or b. One-half unit of physical education and one-half unit of health; 6. Three units of: a. Foreign languages; b. Native American languages; c. Fine arts; or d. Career and technical education courses; and 7. Any five additional units. If after completing at least two years of high school a student has failed to pass at least one-half unit from three of these areas or has a grade point average at or below the twenty-fifth percentile of other students in the district who are enrolled in the same grade, the student may request that the student's career advisor, guidance counselor, or principal meet with the student and the student's parent to determine if the student should be permitted to pursue an optional high school curriculum. If a student's parent consents in writing to the student pursuing the optional high school curriculum, the student is eligible to receive a high school diploma upon completing the following requirements: 1. Four units of English language arts from a sequence that includes literature, composition, and speech; 2. Two units of mathematics; 3. Two units of science; 4. Three units of social studies, which may include up to one-half unit of North Dakota studies and one-half unit of multicultural studies; 5. a. One unit of physical education; or b. One-half unit of physical education and one-half unit of health; 6. Two units of: a. Foreign languages; b. Native American languages; c. Fine arts; or d. Career and technical education courses; and 7. Any seven additional units. http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf Title: H.B. 1400 - Sections 15 and 16 Source: http://www.legis.nd.gov LA Adopted 10/2008 P-12 Amends rules to allow students who are repeating the eighth grade because they have scored Unsatisfactory on the Mathematics and/or English Language Arts components of LEAP to earn Carnegie credit in elective courses. Adds a list of Advanced Placement courses which can be taught in high schools to the Advanced Placement policy. Awards two units of elective credit toward high school graduation to individuals who have provided military service. http://doa.louisiana.gov/osr/lac/28v115/28v115.doc Title: LAC 28:CXV.2321, .2325 Source: http://doa.louisiana.gov/osr/ LA Signed into law 07/2008 P-12 Provides that before a student between the ages of 17 and 18 may drop out, the student and student's parent must attend an exit interview, in which the student and parent provide written acknowledgement that withdrawal from school will likely reduce the student's future earning potential and increase the student's likelihood of being unemployed. During the exit interview, requires the student to be provided information supplied by the Louisiana Workforce Commission regarding available training and employment opportunity programs, provided such information is available. Creates the state High School Dropout Prevention Act of 2008. Directs the state board to work with the school districts that have the lowest four-year cohort graduation rates. Directs the state board to incorporate specific dropout prevention strategies, target resources, and gather data that will improve graduation rates and educational outcomes in all grades in all schools. Directs the state board to develop specific methods of targeted intervention or identify appropriate existing methods for districts with a four-year cohort graduation rate below 70%. Provides that these intervention methods may include: (a) Early intervention for students who are at risk of failing Algebra I or any 9th grade math class (b) Alternative programs designed to reengage dropouts (c) Increased availability of advanced placement courses (d) Comprehensive coaching for middle school students who are below grade level in reading and math (e) Teacher advisories such as the use of graduation coaches and other supports designed to specifically address the needs of youth most at risk of dropping out of school (f) Strategies specifically designed to improve the high school graduation rate of students at highest risk for dropping out, including youth in the foster care system, pregnant and parenting youth, Limited English Proficient students, and students with special education needs (g) Communicating with students and their parents or legal guardians about the availability of local after school programs and the academic enrichment and other activities the programs offered (h) Opportunities for credit recovery (i) Opportunities to participate in the Jobs for America's Graduates program. Directs the state board to gather the following data to ensure that all programs are research-based and data-driven, and to use such data for continuous program improvement: (a) Total number of high school suspensions and expulsions (b) Total number of students enrolled in alternative schools (c) Total number of students who have failed Algebra I or English I (d) Total number of students who are repeating the ninth grade (e) Total number of students required to repeat a ninth grade course. Directs school districts failing to show a decline in their annual dropout rates to annually submit to the state board a written report that documents: (a) The outcomes of the dropout prevention strategies to date at the school system level (b) How the school system dropout prevention strategies and activities will be modified, based on the data. http://www.legis.state.la.us/billdata/streamdocument.asp?did=502007 Title: H.B. 1091 Source: www.legis.state.la.us KS Signed into law 05/2008 P-12 Establishes the virtual school act. Authorizes districts to operate virtual schools. Provides for requirements for virtual schools. Requires districts to provide adequate training to teachers who teach in virtual schools. Requires districts to annually submit a report to the state board on training programs the district provided to virtual school teachers. Provides for counting of students attending a virtual school, and for counting a student attending a non-virtual school and a virtual school. Provides for funds for virtual schools. Provides that if a student is enrolled in at least one Advanced Placement course provided by a virtual school, the school district offering the virtual school must be paid 8% of the amount of base state aid per pupil for such student as additional virtual school state aid. http://www.kslegislature.org/bills/2008/669.pdf Title: S.B. 669 Source: www.kslegislature.org IA Signed into law 05/2008 P-12 Selected provisions: • Creates the Senior Year Plus Program to increase access of high school students to college credit and advanced placement coursework. (Page 40, Line 23 through Page 64, Line 10) • Requires postsecondary institutions providing Senior Year Plus programming to supply data concerning the proportion of women and minorities enrolled in Science, Technology, Engineering, and Mathematics (STEM) programs. The Department of Education is to annually report its findings and recommendations to the General Assembly by January 15. (Page 50, Line 7) • Permits preschool programs to receive supplemental aid or modified allowable growth if approved by the School Budget Review Committee. (Page 64, Line 23) • Requires program approval by the Department of Education to receive preschool aid funding in a program's second and subsequent years. (Page 64, Line 34) • Requires nonreversion of Preschool Program funds appropriated to the Department of Education. (Page 65, Line 30) • Provides that it is the intent of the General Assembly that if funding is made available for implementing a Statewide Early Childhood Professional Development System in FY 2008 or FY 2009, the System will be implemented by the Department with the collaboration of Area Education Agencies. (Page 66, Line 13) • Requires the Iowa Empowerment Board to conduct a study of the role the Empowerment Program can play in strengthening child care provided voluntarily and at no cost by family members, friends, and neighbors. The Board must convene a working group to provide advice and must submit a report to the From fiscal analysis: Significant changes to Iowa Code: • Prohibits local Community Empowerment boards from carrying forward more than 20.0% of their annual allocation to the following fiscal year. (Page 26, Line 12) • Requires local Community Empowerment boards to consider whether support services for children's health needs are being provided to child care facilities in their communities. (Page 27, Line 17) • Requires grant awards in the Before and After School Grant Program to be at least $30,000 and not more than $50,000. Increases the required local match funding for Before and After School Grants from 20.0% to a dollar-for-dollar match. Requires the local match to be cash or in-kind contributions. Eliminates an allocation of $100,000 from the Before and After School Grant Program for employment of a contractor for long-term planning and development. Specifies that programs serving middle and high school youth are eligible for the Program. Permits grants to be used for multiple fiscal years. (Page 27, Line 26 through Page 28, Line 16) • Requires Area Education Agencies (AEAs) to transfer 84.0% of Medicaid payments received to the Department of Education, with the exception of reimbursements for services provided under Part C of the federal Individuals with Disabilities Education Act (IDEA). (Page 28, Line 17) • Shifts funding for the Reading Recovery Program to the University of Northern Iowa, where the Program is now centered. (Page 29, Line 7) For other details, see full text section of this database record. Title: H.F. 2679 Source: http://www3.legis.state.ia.us 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 WI Signed into law 12/2007 P-12 Relates to payment of the costs of advanced placement examinations taken by certain pupils. Allows the use of federal, state, local, or private funds to pay the costs of advanced placement examinations taken by pupils enrolled in the school district who are eligible for free or reduced-price lunches in the federal school lunch program. http://www.legis.state.wi.us/2007/data/acts/07Act40.pdf Title: S.B. 249 Source: http://www.legis.state.wi.us MI Enacted 11/2007 P-12 Revises high school personal curriculum requirements for transfer pupils; relates to advanced placement, diplomas and merit standards requirements; includes nonpublic schools and out-of-state transfers; provides for the presence of counselors and a school psychologist for special education students. http://www.legislature.mi.gov/documents/2007-2008/publicact/pdf/2007-PA-0141.pdf Title: S.B. 403 Source: Michigan Legislature IL Signed into law 11/2007 P-12 Community College Postsec. Requires the state community college board to create a 3-year college and career readiness pilot program, beginning with the high school class of 2008, to meet the following goals: (1) To diagnose college readiness by developing a system to align ACT scores to specific community college courses in developmental and freshman curriculums. (2) To reduce remediation by decreasing the need for remedial coursework in mathematics, reading, and writing at the college level by (i) increasing the number of students enrolled in a college-prep core curriculum, (ii) assisting students in improving college readiness skills, and (iii) increasing successful student transitions into postsecondary education. (3) To align high school and college curriculums. (4) To provide resources and academic support to students to enrich the senior year of high school through remedial or advanced coursework and other interventions. (5) To develop an appropriate evaluation process to measure the effectiveness of readiness intervention strategies. Directs the state board to select four community colleges to participate in the program, based on the number of students in developmental courses, student demographics, geographic diversity, the college's willingness to submit developmental and introductory courses to ACT for analysis of college placement, and the college's ability to partner with local high schools to develop college and career readiness strategies and college readiness teams. Directs the state board to work with ACT to analyze up to 10 courses at each college to determine student placement and college readiness. Directs each participating community college to establish an agreement with one or more high schools to: (A) Create a data-sharing agreement. (B) Create a Readiness Prescription for each student, showing all of the following: (i) The readiness status for college-level work. (ii) Course recommendations for remediation or for advanced coursework in Advanced Placement classes or dual credit and dual enrollment programs. (iii) Additional academic support services, including tutoring, mentoring, and college application assistance. (C) Create college and career readiness teams of faculty and counselors or advisers from the community college and high school, the college and career readiness coordinator from the community college, and other members as determined by the high school and community college. Provides the the teams may include local business or civic leaders. Directs the teams to develop intervention strategies by: (i) Using the Readiness Prescription to develop a contract with each student for remedial or advanced coursework to be taken during the senior year. (ii) Monitor student progress. (iii) Provide readiness support services. (D) Retest students in the spring of 2008 to assess progress and college readiness. Directs the state board to work with participating community colleges and high schools to develop an evaluation process that includes specified criteria, including student enrollment in college in fall 2008, placement of college and career readiness students in developmental and regular courses in the fall of 2008, and retention of college and career readiness students in spring semester 2009. Directs the state board to work with participating community colleges and high schools to establish operational processes and a budget for college and career readiness pilot programs, including employment of a college and career readiness coordinator at each community college site. Provides that in year two of the program, beginning with the Class of 2009, the state board must additionally: (1) Analyze courses at 3 new community college sites. (2) Undertake intervention strategies through college and career readiness teams with students in the class of 2009. (3) Monitor and assist college and career readiness graduates from the class of 2008 in college. Provides that in year three of the program, beginning with the Class of 2010, the state board must: (1) Analyze courses at 5 additional community college sites. (2) Add college and career readiness teams at 3 new sites (from year 2 of the program). (3) Undertake intervention strategies through college and career readiness teams with students of the class of 2010 at 7 sites. (4) Monitor and assist students from the classes of 2008 and 2009 in college. Adds an immediate effective date. http://www.ilga.gov/legislation/publicacts/95/PDF/095-0694.pdf Title: S.B. 858 Source: www.ilga.gov/legislation IL Signed into law 08/2007 P-12 Requires the state board of education to create, under the College and Career Success for All Students program, a program in public schools in which at least 40% of students qualify for free or reduced-price lunches whereby fees charged by the College Board for Advanced Placement exams are waived by the school, but paid for by the state, for those students who do not qualify for a fee waiver provided by federal funds or the College Board. http://www.ilga.gov/legislation/95/SB/PDF/09500SB0841lv.pdf Title: S.B. 841 Source: www.ilga.gov/legislation FL Signed into law 04/2007 P-12 Postsec. Community College The Florida Partnership for Minority and Underrepresented Student Achievement must cooperate with school districts to identify minority & underrepresented students for participation in AP or other advanced courses and provide information regarding these courses to students and parents. The partnership must provide information regarding Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) or Preliminary ACT (PLAN) administration. http://www.flsenate.gov/data/session/2007/Senate/bills/billtext/pdf/s0108er.pdf Title: S.B. 108 Source: Florida Legislature IN Signed into law 04/2007 P-12 Provides that for a teacher to be eligible for a stipend to cover expenses related to a summer training institute, the training must: (1) Provide AP and pre-AP with the necessary content knowledge and instructional skills to prepare students for success in AP courses and exams and other advanced courses. (2) Provide administrators, including principals and counselors, with professional development to create strong and effective AP programs. (3) Provide middle school, junior high school, and high school teachers with AP vertical team training and other pre-AP professional development that prepares students for success in AP. (4) Support the implementation of an instructional program for students in grades 6-12 that provides an integrated set of instructional materials, diagnostic assessments, and teacher professional development in reading, writing, and mathematics that prepares all students for enrollment and success in AP courses and in college. Authorizes the state department of education to seek federal funding through the Advanced Placement Incentive Program and the Math-Science Partnership Program. Requires the state department of education to develop middle and junior high school curriculum guidelines that include a plan to increase the availability of the AP program in schools with a high concentration of low-income students, as well as the participation of low-income students in AP programs. Requires the plan to work toward these participation goals via information dissemination through various media that informs parents and students of the importance of AP and pre-AP courses to a student's ability to gain access to and to succeed in postsecondary education. http://www.in.gov/legislative/bills/2007/PDF/HE/HE1300.1.pdf Title: H.B. 1300 Source: www.in.gov AR Signed into law 04/2007 P-12 Ensures a rigorous and efficient curriculum for high school students; assist small, rural public schools in providing students access to the most rigorous courses available if it is the desire of students to take Advanced Placement courses in the place of regular courses and, in doing so, to meet the requirements of the Standards for Accreditation of Arkansas Public Schools and School Districts. (Act No. 1015) http://www.arkleg.state.ar.us/ftproot/bills/2007/public/HB2734.pdf Title: H.B. 2734 Source: http://www.arkleg.state.ar.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 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 OH Signed into law 12/2006 P-12 Defines "dual enrollment program" as a program that enables a student to earn credit toward a degree from an institution of higher education while enrolled in high school or that enables a student to complete coursework while enrolled in high school that may earn credit toward a degree from an institution of higher education upon the student's attainment of a specified score on an examination covering the coursework. Dual enrollment programs may include any of the following: (1) The post-secondary enrollment options program established under Chapter 3365. of the Revised Code; (2) Advanced placement courses; (3) Any similar program established pursuant to an agreement between a school district or chartered nonpublic high school and an institution of higher education. Each city, local, exempted village, and joint vocational school district and each chartered nonpublic high school must provide students enrolled in grades nine through twelve with the opportunity to participate in a dual enrollment program. For this purpose, each school district and chartered nonpublic high school is required to offer at least one dual enrollment program. The provision may be met by participation in the post-secondary enrollment options program established under Chapter 3365. Each district and chartered nonpublic high school must provide information about the dual enrollment programs offered by the district or school to al students enrolled in grades eight through eleven. Boards are required to adopt procedures for notifying parents of high school students that one consequence of not completion that curriculum is ineligibility to enroll in most state universities in Ohio without further coursework. http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311 Title: S.B. 311 -- Sec. 3313.6013 Source: http://www.legislature.state.oh.us OH Signed into law 12/2006 P-12 Postsec. This section requires that not later than April 15, 2008, the articulation and transfer advisory council of the Ohio board of regents recommend to the board standards for awarding course credit toward degree requirements at state institutions of higher education based on scores attained on advanced placement examinations. The recommended standards are to include a score on each advanced placement examination that the council considers to be a passing score for which course credit may be awarded. Upon adoption of the standards by the board of regents, each state institution of higher education must comply with the standards in awarding course credit to any student enrolled in the institution who has attained a passing score on an advanced placement examination. Sec. 3333.34 requires the Ohio board of regents, in collaboration with the state board of education, to publish an annual report describing dual enrollment programs that are offered by school districts, community schools and chartered nonpublic high schools. The report is to be submitted to the governor, the speaker and minority leader of the house of representatives, the president and minority leader of the senate, the chairpersons and ranking minority members of the standing committees of the house of representatives and the senate that consider education legislation, the superintendent of public instruction, and the president of the state board of education. The board of regents also is to post the report on its web site. http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311 Title: S.B. 311 -- Sec. 3333.163 Source: http://www.legislature.state.oh.us MS Adopted 11/2006 P-12 Proposes administrative rules regarding new endorsement codes for courses taught by Advance Placement teachers. http://www.mde.k12.ms.us/extrel/news/06Board_Oct.html Title: Uncodified Source: http://www.mde.k12.ms.us/ 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 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 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/ 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 MN Signed into law 05/2006 P-12 Establishes a program to raise K-12 academic achievement through increased student participation in pre-AP and AP programs. Participating schools must: (1) have a three-year plan approved by the local school board to create a new or expand an existing program to implement the College Board AP courses and exams or pre-AP courses; and (2) propose to further raise students' academic achievement by: (i) increasing the availability of and all students' access to AP; (ii) expanding the breadth of AP courses or programs that are available to students; (iii) increasing the number and the diversity of the students who participate in AP courses or programs and succeed; (iv) providing low-income and other disadvantaged students with increased access to AP courses and programs; or (v) increasing the number of high school students, including low-income and other disadvantaged students, who receive college credit by successfully completing AP courses or programs and achieving satisfactory scores on related exams. http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H4162.3.html&session=ls84 Title: H.B. 4162 Source: http://www.revisor.leg.state.mn.us KY Signed into law 04/2006 P-12 Postsec. Section 1: Requires the state assessment system, by the 2007-2008 school year, to include: 1. A high school readiness examination to assess English, reading, math and science in grade 8; 2. A college readiness examination to assess English, reading, math and science in grade 10; 3. The ACT college admissions and placement examination to assess English, reading, math and science, to be taken by all students in grade 11; and 4. Any other component necessary to comply with the No Child Left Behind Act of 2001. These assessments are to be administered in lieu of a customized or commercially available norm-referenced test. Provides that a student whose scores on the grade 8 high school readiness exam indicate a high degree of readiness for high school must be counseled to enroll in accelerated courses. Provides that a student whose scores on the grade 10 college readiness exam or grade 11 ACT indicate a high degree of readiness for college must be counseled to enroll in accelerated courses, with an emphasis on Advanced Placement (AP) courses. Specifies that the department will pay for the initial ACT exam, but that the student must pay for additional ACT exams. Provides that students in grades 10, 11 and 12, by the 2007-2008 school year, may take the WorkKeys assessments in reading for information, locating information, and applied mathematics, with the cost of the initial assessment paid by the department of education. Provides that a student whose scores on the WorkKeys assessments indicate that additional assistance is required in reading for information, locating information, or applied mathematics must have intervention strategies for accelerated learning incorporated into his or her learning plan. Provides that a student meeting the WorkKeys threshold established by the Cabinet for Workforce Development must be issued the appropriate Kentucky employability certificate. Provides that the high school readiness assessment in grade 8, the college readiness assessments in grades 10 and 11, and the WorkKeys assessments are to be collectively known as the "Kentucky Work and College Readiness Examination" or "Readiness Examination." Directs the department of education to conduct periodic studies comparing the standards in reading, mathematics, and science for middle and high school within the Kentucky core content for assessment and the concepts and content measured by the ACT and the high school and college readiness examinations. Provides that if the department determines that if the grade 8 high school readiness and grades 10 and 11 college readiness exams in reading, math and science are shown to provide direct measures of content standards and concepts identified in the Kentucky core content for assessment, the state board must seek the advice of the Office of Education Accountability, the School Curriculum, Assessment, and Accountability Council, and the National Technical Advisory Panel on Assessment and Accountability regarding reducing the number of questions on the Commonwealth Accountability Testing System. Directs the department to continue to include open-response or multiple-choice items, or both, that assess student knowledge and skills in reading, mathematics, and science to the degree necessary for adequate coverage of the elements of the Kentucky core content for assessment not covered by the examinations. Specifies the types of accommodations to be provided a student with a disability taking the ACT. Requires the reporting system to include: (1) An individual student report to parents for each 5th grade student summarizing the student's readiness in reading and math based on the student's 4th grade state assessment results. The school's 5th grade staff must develop a plan for accelerated learning for any student with identified deficiencies; (2) An individual report for each student who takes a high school or college readiness exam that: 1. Provides the student's test scores; 2. Provides a judgment regarding whether or not a student has met or failed to meet the expectations for each standard assessed; and 3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation; and (3) A student's scores on the ACT examination or WorkKeys assessments. Requires scores from the state-sponsored ACT exam to be recorded on the student's official high school transcript. Section 2: Mandates that a high school student whose scores on the grade 8 high school readiness exam, on the grade 10 college readiness exam, or on the WorkKeys indicate that additional assistance is required in English, reading, or math must have intervention strategies for accelerated learning incorporated into his or her learning plan. Mandates that a high school student whose score on the state-administered ACT exam in English, reading, or math is below the system-wide standard established by the Council on Postsecondary Education for entry into a credit-bearing course at a public postsecondary institution without placement in a remedial course or an entry-level course with supplementary academic support must be provided the opportunity to participate in accelerated learning designed to address his or her identified academic deficiencies prior to high school graduation. Requires a high school, in collaboration with its school district, to develop and implement accelerated learning that: (a) Allows a student's learning plan to be individualized to meet the student's academic needs based on an assessment of test results and consultation among parents, teachers, and the student; and (b) May include changes in a student's class schedule. Directs the department of education, the council on postsecondary education, and public postsecondary institutions to offer support and technical assistance to schools and school districts in the development of accelerated learning. Provides that a student who participates in accelerated learning due to inadequate scores on the grade 8 high school readiness exam, the grade 10 college readiness exam, the WorkKeys or the ACT must be allowed to take the ACT exam a second time prior to high school graduation at the expense of the Kentucky Department of Education. The cost of any subsequent administrations of the achievement test shall be the responsibility of the student. http://www.lrc.ky.gov/RECORD/06RS/SB130/bill.doc Title: S.B. 130 Source: www.lrc.ky.gov 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: ID Signed into law 04/2006 P-12 Specifies that $1,100,000 of the appropriation in section 3 of the bill be distributed to the Idaho Digital Learning Academy, as follows: (1) $200,000 shall be utilized to reduce or eliminate tuition charged by the Idaho Digital Learning Academy to Idaho students. Requires any funds remaining after the elimination of such tuition charges to be used to provide advanced placement coursework. (2) Of the remaining $900,000, the highest priority shall be to provide remedial coursework for students failing to achieve proficiency in 1 or more areas of the Idaho Standards Achievement Test. Allows funds to be used to provide basic coursework, advanced placement coursework, and other specialized coursework not available in many small school districts. http://www3.state.id.us/oasis/2006/H0847.html#billtext Title: H.B. 847 Section 9 Source: www3.state.id.us IN Signed into law 03/2006 P-12 Requires every high school to provide at least 2 of each of the following course offerings to high school students who qualify to enroll in the courses:         (1) Dual credit.         (2) Advanced placement. http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html Title: H.B. 1347 Section 9 Source: www.in.gov/legislative IN Signed into law 03/2006 P-12 Allows a student to demonstrate proficiency and receive credits in a subject area required for high school graduation or for an academic honors diploma in a manner other than by classroom work. Allows credit to be awarded through any of the following methods: (1) Receiving a score that demonstrates proficiency on a standardized assessment of academic or subject area competence that is accepted by accredited postsecondary institutions. (2) Receiving a high proficiency level score on an end of course assessment for a course without taking the course. (3) Successfully completing a similar course via dual enrollment. (4) Receiving a score of 3, 4 or 5 on an Advanced Placement exam for a course or subject area. (5) Other methods approved by the state board. Provides that a student who demonstrates proficiency in one or more courses or subject areas may not be required to complete a minimum number of semesters to graduate or to receive an academic honors diploma. http://www.in.gov/legislative/bills/2006/SE/SE0310.1.html Title: S.B. 310 Source: www.in.gov/legislative/bills MS Signed into law 03/2006 P-12 Enacts the Education Reform Act of 2006. Section 12 requires districts to offer Pre-AP courses. States that subject to appropriation, funding will be made available in the 2007-08 school year for all sophomores to take a nationally recognized aptitude test for AP classes, and requires all high schools to offer at least four AP courses – one each in English, mathematics, science and social studies – beginning in the 2007-08 school year. http://billstatus.ls.state.ms.us/documents/2006/html/SB/2600-2699/SB2602SG.htm Title: S.B. 2602 Source: http://billstatus.ls.state.ms.us/ LA Adopted 12/2005 P-12 Allows Advanced Placement (AP) European History and American Government courses to meet graduation requirements. Page 8 of 106 http://www.doa.state.la.us/osr/reg/0512/0512RUL.pdf AGENCY CONTACT: Nina A Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064 Title: LAC 28:CXV.2319 and 2363 Source: www.doa.state.la.us, WV Adopted 11/2005 P-12 Amends rules relating to acceptance of advanced placement credit at community and technical colleges. http://www.wvsos.com/csrdocs/worddocs/135-15.doc Title: Title 135, Series 15, Source: http://www.wv.gov/OffSite.aspx?u=http://www.wvsos.com/csr IL Signed into law 08/2005 P-12 Creates the College and Career Success for All Students Act. Requires a teacher of an Advanced Placement course to obtain appropriate training, subject to appropriation. Requires the State Board of Education to establish training guidelines that require teachers of Advanced Placement courses to obtain recognized Advanced Placement training endorsed by the College Board, subject to appropriation. Provides that Advanced Placement and pre-Advanced Placement training to teachers in Illinois high schools must meet certain requirements. Requires the state board to encourage school districts to offer rigorous courses in grades 6 through 11 that prepare students for the demands of Advanced Placement course work. Requires the state board to encourage school districts to make it a goal that all 10th graders take the Preliminary SAT/National Merit Scholars Qualifying Test so that test results will provide each high school with a database of student assessment data to identify students who are prepared or who need additional work to be prepared to enroll and be successful in Advanced Placement courses. Also requires the state board to: (1) Seek federal funding through the Advanced Placement Incentive Program and the Math-Science Partnership Program to support Advanced Placement and Pre-Advanced Placement professional development; (2) Focus state and federal funding with the intent to carry out activities that target school districts serving high concentrations of low-income students; (3) Subject to appropriation, develop a communications plan that includes disseminating to parents materials that emphasize the importance of Advanced Placement or other advanced courses to a student's ability to gain access to and to succeed in postsecondary education and materials that emphasize the importance of the PSAT/NMSQT. (4) Subject to appropriation, annually evaluate the impact of this Act on rates of student enrollment and success in Advanced Placement courses, on high school graduation rates, and on college enrollment rates. http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0534 Title: S.B. 574 Source: www.ilga.gov 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 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 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 TN Signed into law 05/2005 P-12 Urges adequate funding for high school advanced placement programs; urges the Governor to include an earmarked appropriation within the administration's General Appropriations Act for FY05-06. From fiscal note: Estimate assumes that if each of the 444 high schools in Tennessee offered at least one of the 35 available AP courses (444 classes), state expenditures could increase as follows: College Board or End-of-course Test (17 students x $82) = $1,394 Equipment/Supplies 5,000 Training 1,900 Total for 1 Class $8,294 Total for 444 Classes $3,682,536 Equipment/supplies include labs for chemistry and biology, books, online courses and calculators. Training is offered through Duke University (Summer Institutes for teachers). http://www.legislature.state.tn.us/bills/currentga/BILL/HJR0132.pdf Title: H.J.R. 132 Source: http://www.legislature.state.tn.us ID Signed into law 04/2005 P-12 Establishes legislative intent for the Idaho Safe and Drug-Free Schools Program. Requires program to include the following: (1) Districts will develop a policy and plan which will provide a guide for their substance abuse programs. (2) Districts will have an advisory board to assist each district in making decisions relating to the programs. (3) The districts' substance abuse programs will be comprehensive to meet the needs of all students. This will include prevention programs, student assistance programs that address early identification and referral, and aftercare. (4) Districts shall submit an annual evaluation of their programs to the State Department of Education as to the effectiveness of their programs. Establishes legislative intent that state board and state department coordinate federally funded literacy programs with state literacy programs, resulting in well-coordinated, complementary literacy efforts. The highest priority for Idaho Digital Learning Academy funds be to provide remedial coursework for students failing to achieve proficiency in one or more areas of the Idaho Standards Achievement Test. Allows funds also to be used to provide basic coursework, Advanced Placement coursework, and other specialized coursework not available in many small school districts. http://www3.state.id.us/oasis/S1224.html Title: S.B. 1224 Source: www3.state.id.us FL Signed by Governor 05/2004 P-12 Postsec. Revises course requirements in college & career preparatory accelerated high school graduation program; amends requirements for grade point average that must be earned; establishes requirements for selection of accelerated graduation options; authorizes SAT & ACT as alternative assessments to grade 10 FCAT required for high school graduation if students have attempted to pass grade 10 FCAT at least 3 times; provides rights for K-3 students with reading deficiencies; establishes a Reading Enhancement and Acceleration Development (READ) Initiative to prevent the retention of grade 3 students and to offer intensive reading instruction to students with reading deficiencies. http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0364er.html&Directory=session/2004/Senate/bills/billtext/html/ Title: S.B. 364 Source: Florida Legislative Web site 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 CA Signed into law 10/2003 P-12 Relates to existing law that establishes a 5-year pilot grant program to school districts to cover the costs of advanced placement examination fees and authorizes school districts to apply to the department for grant funding under the program based on the number of economically disadvantaged pupils in the district who will take the next offered advanced placement examinations. Deletes the existing repeal date of January 1, 2005 and makes the new repeal date January 1, 2008. http://www.leginfo.ca.gov/pub/bill/sen/sb_0501-0550/sb_507_bill_20031003_chaptered.html Title: S.B. 507 Source: California Legislative Web site CA Signed into law 09/2003 P-12 Repeals the Golden State Examination Program that measures advanced pupil achievement on academically rigorous content standards adopted by the state board of education. http://www.leginfo.ca.gov/pub/bill/asm/ab_1251-1300/ab_1266_bill_20030929_chaptered.html Title: A.B. 1266 § 21 Source: California Legislative Web site TX Signed into law 06/2003 P-12 Relates to awards granted under the Texas Advanced Placement Incentive Program to schools for providing a college advanced placement course. Title: S.B. 578 Source: StateNet GA Signed into law 05/2003 P-12 Revises provisions relating to payment of fees for advanced placement tests; revises provision relating to the release of certain test questions; deletes provision that students with alternate assessments shall not count for accountability purposes; changes provisions regarding expenditure controls for the 2003-2004 school year; changes provisions regarding maximum class size for the 2003-2004 school year and provides for automatic repeal; changes provisions regarding funding for additional days of instruction; provides that when certain sales taxes for educational purposes are imposed, each board of education expending proceeds of the tax undergo a performance audit or performance review of the expenditures and provides for performance audit or review contracts. http://www.legis.state.ga.us/legis/2003_04/sum/sb249.htm Title: S.B. 249 Source: Georgia Legislative Web site KY Adopted 03/2003 P-12 Establishes rules regarding the criteria a school shall meet in order to designate a course an advanced placement course, including content and program standards concerning student admission criteria, data collection, and reporting. http://www.lrc.state.ky.us/kar/704/003/510.htm Title: 704 KAR 3:510 Source: StateNet SC SENATE override line item veto Nos. 2. 06/2002 P-12 Postsec. Requires funding equal to 1994-95 appropriation to be appropriated to the state department annually to offset any reduction suffered by districts due to a change in the distribution of employee contribution funds. Provides that in the event of an EIA revenue shortfall, lapsed funds remaining after EIA purposes must be distributed to districts for funding buildings and exempts EIA appropriations for teacher salaries and benefits from reductions to offset an official EIA revenue shortfall. Requires state board to establish a task force comprised of superintendents, principals, teachers, parents, school board members, and representatives of business and industry, including tourism-related industries no later than July 1, 2002. This task force to the extent possible is to be equally divided among proponents of existing or earlier starting dates for schools, proponents of later starting dates for schools, including proponents for dates after Labor Day, and persons who legitimately have no preferences. Also requires districts to provide advanced placement courses in all secondary schools which enroll an adequate number of academically talented students to support the course. Part II concerns public higher education: Each four-year campus of each state-supported public institution of higher learning must have equal representation on all formal and informal councils, advisory groups, committees, and task forces of the commission. Independent four-year colleges must have representation on all formal and informal committees and commissions dealing with higher education statewide issues. Also addresses instate tuition for certain students. Beginning with school year 2002-2003, the annual amount of a LIFE Scholarship for eligible resident students attending a four-year independent institution must be the cost of attendance up to a maximum of the average annual cost of tuition at the state's four-year public institutions of higher learning in the corresponding academic year. In addition, beginning with school year 2002-2003, eligible resident students attending two-year independent institutions may not receive an annual LIFE scholarship of more than the maximum cost of tuition at two-year regional public institutions for thirty credit hours a year or its equivalent." Title: H.B. 4879 Source: http://www.ecs.org/html/offsite.asp?document=http://www.scstatehouse.net/ 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 KY Signed into law 03/2002 P-12 Relates to college preparatory educational programs; requires the Kentucky Department of Education to develop a core advanced placement curriculum, to expand access to advanced placement courses though the Kentucky Virtual High School; requires school districts to grant credit to students for courses taken via the Kentucky Virtual High School. Title: S.B. 74 Source: Lexis-Nexis/StateNet KY Signed into law 05/2001 P-12 Directs a study of the Advanced Placement Program in Kentucky's high schools; directs the co-chairs of the Interim Joint Committee to Education to appoint a special subcommittee composed of four Senate members and four House of Representatives members to study Kentucky's Advanced Placement Program; directs the subcommittee to develop a plan that assures that every Kentucky student has access to Advanced Placement courses and report to the Interim Joint Committee on Education. Title: S.C.R. 2 Source: Lexis-Nexis/StateNet OK Signed into law 04/2001 P-12 States that on or before October 1 of each year, the state department of education must issue a report on the Advanced Placement Incentive Program for the previous school year which shall include, but is not limited to, the number of: students taking an advanced placement exam and the number of exams taken; exams that receive a score of 3 or better; school sites which have received funding and the amount of awards, by type of award; school sites offering advanced placement courses and school sites with students taking an advanced placement exam; students who receive assistance with the test fee and the average amount of assistance; and an evaluation of the cost versus the benefits of this program. This provision includes fiscal support for needy students taking the International Baccalaureate tests, as well as advanced placement. Title: S.B. 790 Source: http://www2.lsb.state.ok.us/docs/sb_enr.html AR Signed into law 02/2001 P-12 Increases the award for subsidized teacher training for advanced placement courses. The award will now increase from $450 to $650 per teacher. Title: S.B. 60 Source: Lexis-Nexis/StateNet OK Signed into law 05/2000 P-12 Modifies the Oklahoma Advanced Placement Incentive Program. Authorizes test fee assistance for students taking multiple tests in one year. Authorizes the state board to award additional grants to school sites demonstrating successful implementation of the courses for which the first grants were awarded. Modifies awards to allow for support of preadvanced placement courses, International Baccalaureate courses, and development of advanced placement vertical teams. Effective 7-1-00. Title: S.B. 1015 Source: Legislative Review, Oklahoma