From the ECS State Policy Database High School--College Readiness

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 CA Signed into law 09/2012 P-12 From bill summary: Authorizes the superintendent of public instruction to develop and implement a specified program of school quality review to complement the Academic Performance Index (API), if an appropriation for this purpose is made in the annual budget act. Requires the state superintendent to annually provide to local educational agencies and the public an explanation of the individual components of the API and their relative values, and prohibits an additional element from being incorporated into the API until at least one full school year after the state board's decision to include the element into the API. Requires the state superintendent to annually determine the accuracy of graduation rate data, and deletes the requirement that the state superintendent report annually to the legislature on graduation and dropout rates. Authorizes the state superintendent to incorporate into the API the rates at which pupils successfully promote from one grade to the next in middle school and high school and matriculate from middle school to high school, as well as pupil preparedness for postsecondary education and career. Deletes the requirement that the API be used to measure the progress of specified schools and to rank all public schools for the purpose of the High Achieving/Improving Schools Program. Requires that results from certain standards-based achievement tests and the high school exit examination constitute no more than 60% of the value of the index for secondary schools, commencing with the baseline API calculation in 2016 (currently these test results constitute at least 60% of the value of the index). Requires the state superintendent, on or before October 1, 2013, to report to the legislature a method for increasing emphasis on pupil mastery of standards in science and social science through the system of public school accountability or by other means and an alternative method or methods, in place of decile rank, for determining eligibility, preferences, or priorities for any statutory program that uses decile rank as a determining factor. Incorporates additional changes in Section 52052 of the Education Code, proposed by AB 1668 (http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1651-1700/ab_1668_bill_20120921_chaptered.pdf, chaptered 9/21/12), to be operative only if AB 1668 and this bill are both chaptered and become effective January 1, 2013, and this bill is chaptered last. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1451-1500/sb_1458_bill_20120926_chaptered.pdf Title: S.B. 1458 Source: www.leginfo.ca.gov 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 CO Signed into law 05/2012 P-12 The state board of education must require schools and charter schools to assist students and their parents/gardians to develop and maintain the student's Individual Career and Academic Plan (ICAP) no later than the beginning of 9th grade. The board may require schools to help students develop ICAPs in earlier grades. Schools must assist students to use the plan effectively to direct course selection and performance expectations in at least grades 9-12; assist students with meeting their career goals; and enable students to demonstrate postsecondary and workforce readiness at a level that allows them to progress toward their postsecondary goals without the need for remediation.The same requirements apply to institute charter schools. http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/CD3C8673214EEF8C872579CD00625FE2?Open&file=1345_enr.pdf Title: H.B. 1345 (sections 12 and 15) Source: http://www.leg.state.co.us CT Signed into law 05/2012 P-12 Requires that by Fall semester 2016, each public high school and public institution of higher education complete curricular alignment to enable the successful completion of the high school mathematics and language arts curricula, as described in Connecticut's Common Core State Standards, to be the indicator of readiness for college level work. Permits a public institution of higher education to use available evaluation instruments to assess adults, who are returning to or first enrolling in a higher education program at a public institution of higher education after spending time in the workforce, for readiness for college level work. Requires the Board of Regents for Higher Education to ensure that each public institution of higher education works with the Department of Education and the local and regional school districts to use available evaluation methods for early assessment of the potential for college readiness of each student enrolled in the eighth and tenth grades in a public school and to share the results of the assessment with the student, the student's parents or legal guardian and the public school in which the student is enrolled. http://www.cga.ct.gov/2012/ACT/PA/2012PA-00040-R00SB-00040-PA.htm Title: S.B. 40 Source: cga.ct.gov CO Signed into law 05/2012 P-12 Postsec. Allows districts and charter schools to administer to 9th-12th-grade students the basic skills placement or assessment tests that are used for first-time college freshmen. Districts can administer the test as often as necessary, but the state education department will offset the costs for administrating each exam only once per student. Districts that administer the tests will inlcude the results and college/workforce readiness level in students' individual career and academic plan (ICAP). Intervention plans will be developed for students with scores that indicate a lack of readiness to help prepare them for postsecondary education without the need for remediation. If appropriate, students can enroll in one or more basic skills courses at a higher education institution through the state's concurrent/dual enrollment program. http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/CD3C8673214EEF8C872579CD00625FE2?Open&file=1345_enr.pdf Title: H.B. 1345 (sections 13 to 15) Source: http://www.leg.state.co.us GA Signed into law 05/2012 P-12 Section 4: Requires that transitional courses for 11th and 12th graders in reading, writing and math be offered by all local boards, and requires all students identified in grade 10 as in need of postsecondary readiness assistance to take such courses. Requires the state board of education, board of regents of the University System of Georgia, and state board of the Technical College System of Georgia to establish a statewide process for determining how successful completion of such courses will guarantee students meet college readiness standards. Pages 2-3 of 4: http://www.legis.ga.gov/Legislation/20112012/127601.pdf Title: H.B. 713 - Transitional Courses for 11th and 12th Graders Not College-Ready Source: www.legis.ga.gov KY Signed into law 04/2012 P-12 Section 3: Directs the department of education, by January 2013, to communicate to all districts the minimum core content standards for postsecondary education introductory courses and career-readiness standards. Before the start of the 2013-14 school year, directs the department to assist districts in analyzing assessment data to identify students who are academically behind, who have higher than normal absentee rates, or who have a record of discipline problems at the end of any of grades 6, 8, 9, 10, or 11. Requires the department to develop enhanced courses in English, reading, and math for students in grades 6 or 9-12 for students who are academically behind to help them meet the college and career-readiness standards. Pages 4-5 of 16: http://www.lrc.ky.gov/record/12RS/SB38/bill.doc Title: S.B. 38 - Helping Students Meet College/Career-Readiness Standards Source: www.lrc.ky.gov ME Became law without governor's signature 04/2012 P-12 Postsec. Requires the Maine Community College System, the University of Maine System and the Maine Maritime Academy to report annually on the number of traditional students who attended high school in the State and who are enrolled in remedial courses at each campus within their respective systems. Beginning with the 2012-2013 academic year, the President of the Maine Community College System, the Chancellor of the University of Maine System and the President of the Maine Maritime Academy shall also make recommendations for strategies that may result in fewer students enrolling in remedial courses at postsecondary educational institutions and strategies for improving the retention and graduation rates for students who were enrolled in remedial courses. http://www.mainelegislature.org/legis/bills/bills_125th/chappdfs/PUBLIC615.pdf Title: S.P. 544 Source: www.mainelegislature.org DC To mayor 04/2012 P-12 Establishes a pilot early warning and support system to track how individual students in grades 4 through 9 in 4 feeder school groups are performing on certain indicators of high school and college readiness. The system is supposed to identify students who are at risk of leaving school prior to graduation and develop initiatives to support high school and college readiness and increase high school graduation rates. The initiatives may include:(A) College and career awareness; (B) Parent outreach and engagement; (C) Tutoring and mentoring for struggling learners, including the use of technology-based programs;(D) Transition programs for middle and high school; (E) Individualized learning plans; and (F) Data coaches. Schools within each feeder school group are required to collaborate with each other and with the Mayor's office to ensure alignment of data collection. Requires the Mayor to survey a sample of schools to identify existing initiatives used to support high school and college readiness and increase graduation rates. Requires the Mayor to create a report that includes: (1) School-level data collected through the early warning and support system ; (2) Recommendations highlighting best practices to improve high school and college readiness and increase graduation rates; and (3) A plan to expand the early warning and support system to all schools. http://dcclims1.dccouncil.us/images/00001/20120405113239.pdf Title: Bill 19-648 Source: http://dcclims1.dccouncil.us AZ Signed into law 03/2012 P-12 Directs the State Board of Education to adopt rules to define competency-based educatational pathways for college and career readiness. Establishes competency-based college-ready educational pathways for students eligible for a high school diploma through their fulfillment of a competency-based program. Pathways include 1) enroll in a community college; 2) remain in high school and enroll in AP programs available through the school district or charter school; 3) enroll in a full-time career and technical education program; or 4) if accepted for admission, enroll in a postsecondary institution that offers baccalaureate degrees. Each option includes a provision that directs per-pupil funding to continue to be provided to the school district or charter school from which the students earned the high school diploma until that student would otherwise have graduated at the end of grade 12 or as long as that student is enrolled in a full-time alternative program and designates where those funds should be distributed. http://www.azleg.gov/legtext/50leg/2r/laws/0149.pdf Title: S.B. 1255 Source: azleg.gov AZ Signed into law 03/2012 P-12 Adds an additional pathway for students eligible for a Grand Canyon Diploma (allows students who perform at a higher academic level than currently required to graduate to pursue one of several options, including early graduation), whereby the student, if accepted, can enroll in a university after the completion of additional high school coursework designed to prepare students for admission to selective postsecondary institutions that offer baccalaureate degrees. Provides that the school district or charter school where the student earned the diploma continue to receive per pupil funding until that student would otherwise have graduated at the end of grade twelve, for as long as that student is enrolled in the university. Designates one-third of the per pupil funding to be retained by the school district or charter school operator, one-third to be retained for the school site, and one-third to be split between a scholarship fund for a student who qualifies for a Grand Canyon Diploma and the University where the student is enrolled. http://www.azleg.gov/legtext/50leg/2r/bills/sb1254s.pdf Title: S.B. 1254 Source: azleg.gov AK Adopted 03/2012 P-12 Postsec. Revises the math and science curriculum and the social studies and language curriculum requirements for all levels of Alaska Performance Scholarships after 2015. Course options are specified for each area of study. Requires that each course is a college or industry preparatory course and meets or exceeds the standards and grade-level expectation for a high school course established in the Department's publication of Alaska's Content Standards: Standards for Alaska Students. Clarifies that Advanced Placement courses meet the curriculum requirements for this section. Permits the department to conduct desk audits of the curriculum of a district that determines that students are eligible for a scholarship award. Encourages a district offering a course of study that meets the requirements but does not clearly fall within the course names listed in this section to request approval from the department. http://eed.alaska.gov/tls/CTE/docs/conferences/APS2012-january-4_AAC_43_030_final.pdf Title: 4 AAC 43.030 Source: eed.alaska.gov WI Issued 01/2012 P-12 Creates the 15-member College and Workforce Readiness Council. Tasks the council with recommending policies and programs to improve student readiness for college or career. Identifies specific areas in which the council must prioritize improvement: (1) Reducing dropout and remediation rates as well as income and racial achievement gaps therein; (2) Increasing the overall number of degrees and certificates awarded; (3) Expanding dual enrollment and dual credit opportunities to middle and high school students statewide; (4) Designing shorter, less costly degree programs aimed at filling high-need positions while promoting and supporting technical career pathways for students beginning at a young age; (5) Easing transitions between systems and institutions, specifically through the transfer of credits and the awarding of credit for prior learning, including on-the-job training and other experience; and (6) Any other issues the council deems vital to improving career and college readiness for Wisconsin's students. Directs the council to provide the governor with a strategic plan detailing progress toward goals by December 31, 2012. http://dwd.wisconsin.gov/dwd/newsreleases/2012/120113_readiness_council_eo_56.pdf Title: E.O. #56 Source: dwd.wisconsin.gov CA Signed into law 10/2011 Community College Postsec. From bill summary: Requires the Board of Governors of the California Community Colleges to establish a common assessment system with specified objectives, including selection of an existing commercially available and centrally delivered system of student assessment, to be used as one of multiple measures, consistent with specified law, for the purposes of community college placement and advisement. Requires the Office of the Chancellor of the California Community Colleges to work in collaboration with the state department of education and the California State University when developing a common college-readiness standard that will be reflected in the creation of assessment instruments. Requires the Office of the Chancellor of the California Community Colleges to submit a report to the legislature and the governor on the progress of implementation of the common assessment system by December 31, 2012, and requires the above provisions to become operative upon the receipt of state, federal or philanthropic funds to cover the costs of the common assessment system. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0701-0750/ab_743_bill_20111008_chaptered.pdf Title: A.B. 743 Source: www.leginfo.ca.gov LA Signed into law 06/2011 P-12 Changes the name of the High School Redesign Commission to the College and Career Readiness Commission and changes its membership. http://www.legis.state.la.us/billdata/streamdocument.asp?did=760066 Title: H.B. 79 Source: http://www.legis.state.la.us SC Signed into law 06/2011 P-12 Postsec. Extends the date by which the Education and Economic Development Act, now called Personal Pathways to Success, must be implemented fully (the primary goals of Personal Pathways to Success are to increase high school completion rates, better prepare students for work and college, increase parental involvement, and increase options for students at risk of dropping out of school). Provides that Personal Pathways to Success must be implemented fully by July 1, 2012 (was July 1, 2011). http://www.scstatehouse.gov/sess119_2011-2012/bills/3748.htm Title: H.B. 3748 Source: http://www.scstatehouse.gov TX Signed into law 06/2011 P-12 Renames "Education: Go Get It Week" as "Generation Texas Week." Adds that the information provided to students during this week must include the college readiness standards and expectations as determined under Section 28.008. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02909F.pdf#navpanes=0 Title: H.B. 2909 - Generation Texas Week Source: www.capitol.state.tx.us TX Signed into law 06/2011 P-12 Directs the Texas Education Agency, in consultation with the Texas Higher Education Coordinating Board, to conduct a study of best practices for and existing programs offering early assessments of high school students to determine college readiness, identify any deficiencies in college readiness, and provide intervention to address any deficiencies before high school graduation. In conducting the study, requires the agency to review various assessments, including (1) the state's end-of-course assessments, each assessment used as a placement exam in public postsecondary institutions, and any assessment being proposed as a statewide model by the coordinating board; (2) various early intervention models; (3) the costs associated with different assessments and early intervention models; and (4) the effectiveness of different assessments and early intervention models in preparing students for credit-bearing college coursework. Directs the agency, by December 2012, to submit a report with recommendations for promoting and implementing early assessments of college readiness that are of a diagnostic nature and early intervention models for preparing high school students for credit-bearing college coursework. Pages 1-2 of 8: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB03468F.pdf#navpanes=0 Title: H.B. 3468 - College Readiness Source: www.capitol.state.tx.us CO Final Regulations 06/2011 P-12 Establishes Standards for Individual Career and Academic Plans ('ICAP') for students enrolled in public schools.Each ICAP shall include a career planning, guidance and tracking component and a portfolio that inlcudes, among other items: (a)  Documentation of the student's efforts in exploring careers, including: a written postsecondary and workforce goal for the student; yearly benchmarks for reaching that goal; interest surveys that the student completes; and anticipated postsecondary studies; (b)  The student's academic progress including the courses taken, any remediation or credit recovery and any concurrent enrollment credits earned; (c)  Relevant assessment scores; (d)  Student's postsecondary studies as the student progresses through high school; (e) Data reflecting student progress toward postsecondary and  workforce readiness, including the student's understanding of the financial impact of postsecondary education. The rules also address district responsibilities and evaluation of the ICAP program. Title: 1 CO ADC 301-81:1.00; 1 CO ADC 301-81:2.00, 01, 02, 03 Source: http://www.sos.state.co.us/ , Department of FL Signed into law 06/2011 P-12 Postsec. Allows a principal to waive the civics end-of-course (EOC) assessment requirement for a transfer student who already completed a civics course (Sec. 25). Establishes an exemption from the intensive reading course requirement for certain students (Sec. 16, 18). Provides the commissioner limited flexibility in reporting student results on statewide assessments and eliminates the 3-week EOC administration window (Sec.25). Requires high schools to evaluate the college readiness of each student who scores a certain level on statewide assessments (Sec. 26). http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011 Title: H.B. 1255 - Sec. 16, 18, 25, 26 Source: http://www.myfloridahouse.gov NV Signed into law 05/2011 P-12 Postsec. Authorizes the Department of Education to work in consultation with the Nevada System of Higher Education to establish clearly defined goals and benchmarks for pupils enrolled in public high schools to ensure that those pupils are adequately prepared for the educational requirements of postsecondary education and for success in the workplace. http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB138_EN.pdf Title: A.B. 138--Readiness Source: http://www.leg.state.nv.us AK Adopted 05/2011 P-12 The Department of Education & Early Development proposes to adopt regulation changes in Title 4 of the Alaska Administrative Code, 4 AAC 06.717 (b) - (f), Work Ready/College Ready Transitional Skills Assessment, which may include issues such as the following: Requirements for the administration of the Work Keys assessment. ALASKA REG 243855 http://wwwjnu01.legis.state.ak.us/cgi-bin/folioisa.dll/aac/query=[JUMP:'4+aac+06!2E717']/doc/{@1}?firsthit Title: 4 AAC 06.717 Source: http://wwwjnu01.legis.state.ak.us CO Signed into law 05/2011 P-12 Postsec. Community College Creates the Task Force on Student Academic Success. The overall charge of the task force is to identify the junctures at which grade-level performance are critical to student progress and to ensuring they are college and career ready upon graduation. More specifically, the task force will examine best practices and strategies for providing intervention services in K-12 and postsecondary remedial education; review the use of individual student career and academic plans; and review social promotion practices and recommend alternative strategies to ensure students are making sufficient progress. The task force also will examine and recommend potential policy changes to ensure high school graduates can demonstrate postsecondary and workforce readiness, and to assist postsecondary institutions in providing remedial education. http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/0216DB5B1A8D04D9872578250057DEF1?Open&file=111_enr.pdf Title: S.B. 111 Source: http://www.leg.state.co.us GA Signed into law 05/2011 P-12 Postsec. Directs the state board, working with the board of regents of the University System of Georgia and the board of technical and adult education, to develop college and career readiness competency standards in reading, writing and math. Provides these standards must be aligned with the board-adopted core curriculum and at a level of performance necessary to meet college-readiness standards in the state's public two- and four-year postsecondary institutions. Requires the board of technical and adult education to require its institutions, beginning in fall 2012, to accept core curriculum coursework completed by high school students for purposes of admission. Directs the state board, the board of regents of the University System of Georgia, and the board of technical and adult education to: (1) Develop policies to ensure that students who complete the state board-approved core curriculum will meet admission requirements to a postsecondary institution without need for remedial coursework. Requires that such policies (a) establish college readiness benchmarks and the means students can demonstrate postsecondary readiness in reading, writing and math upon completing the core curriculum, and (b) set the conditions for ensuring college readiness. (2) Define college-readiness standards in reading, writing and math needed for success in certificate programs and programs leading to a two- or four-year degree (3) Identify one or more statewide postsecondary readiness assessments in reading, writing and math and inform students of their college readiness by the end of the 10th grade (4) Develop transitional courses in reading, writing and math for 11th and 12th grade students who do not meet readiness standards (5) Ensure dual credit courses reflect postsecondary coursework. Page 3 and 5 of 14: http://www.legis.ga.gov/Legislation/20112012/116702.pdf Title: H.B. 186 - College and Career Readiness Source: www.legis.ga.gov GA Signed into law 05/2011 P-12 Amends provisions related to career academies. Defines "college and career academy" as a specialized charter school established by a partnership that demonstrates a collaboration to advance workforce development between one or more local boards of education, a private individual, a private organization, or a state or local public entity in cooperation with one or more postsecondary institutions. Establishes the Office of College and Career Transitions in the Technical College System of Georgia to coordinate efforts across agencies in the professional development, curriculum support, and development and establishment of college and career academies. Provides for start-up funds for a college and career academy. Establishes procedures for the approval of a college and career academy. Authorizes the state board to disburse supplemental funding to existing or new college and career academies that demonstrate a need for such funding. Directs the office to establish a certification process for college and career academies, for approval by the state board of education. Provides that the certification process must require the applicant to: --Demonstrate how the academy will increase student achievement, provide for dual credit and dual enrollment opportunities, increase work based learning opportunities, and address workforce development needs; --Articulate how the collaboration between business, industry, and community stakeholders will advance workforce development --Demonstrate local governance and autonomy --Show other benefits that meet the needs of the students and community. Directs the office to collect and analyze data from and about college and career academies, including on academy effectiveness, in coordination with the Office of Charter School Compliance. Directs the board to establish eligibility criteria, requirements, and procedures for the disbursement of funding to college and career academies. Directs a college and career academy receiving state funds to submit an annual report to the board regarding the performance of such academy and the expenditure of funds received. Requires that representatives from business, industry, civic and governmental agencies and educational organizations advise the board on certification and governance of college and career academies. http://www.legis.ga.gov/Legislation/20112012/116852.pdf Title: S.B. 161 Source: www.legis.ga.gov ND Signed into law 05/2011 P-12 Eleventh graders in both public and nonpublic schools were required in the past to take the ACT, but this bill adds a requirement that students take the writing portion of the ACT or the WorkKeys assessments. Provides that the cost is to be borne by the state. Each district superintendent and each nonpublic school administrator is required to report the number of 11th graders who took the ACT, including the writing test; too the three WorkKeys assessments; and the number of students who were exempted from these requirements. http://www.legis.nd.gov/assembly/62-2011/documents/11-0208-12000.pdf Title: S.B. 2150 - Multiple Provisions Source: http://www.legis.nd.gov AR Signed into law 04/2011 P-12 Includes information in the department of education's school performance report about the number of districts providing remediation and college preparation for high school students who take the ACT before their senior year. http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/SB352.pdf Title: S.B. 352 Source: http://www.arkleg.state.ar.us UT Signed into law 03/2011 P-12 Requires the state board of education to establish a school grading system in which a school receives a grade of A, B, C, D, or F based on the performance of the school's students on statewide assessments, and, for a high school, the graduation rate and measures that indicate college and career readiness. Directs the state board to model the school grading system using school performance data for the 2010-11 school year. Outlines method of calculating points for students' proficiency in language arts, math, science and writing, and for student learning gains in language arts, math and science. Requires that the school grading system take effect in the 2011-12 school year and replace the U-PASS accountability system. Imposes requirements for the reporting of a school's grade. Directs the state board of education to make rules to implement the school grading system, and make reports and recommendations for proposed legislation to the education interim committee. http://le.utah.gov/~2011/bills/sbillenr/sb0059.pdf Title: S.B. 59 Source: le.utah.gov AR Signed into law 03/2011 P-12 Postsec. Community College Establishes the Arkansas College and Career Readiness standards. Develops criteria to evaluate, support, promote and fund career and technical education programs. Directs the Department of Career Education to work in collaboration with the Department of Education and the Department of Higher Education to develop college and career readiness program standards for career and technical education program of study courses. Students may earn postsecondary credits for career and technical education program of study courses that lead to a postsecondary credential, certificate, or degree. 6-5-903. College and career readiness program standards. 34 http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act743.pdf Title: H.B. 1620 Source: http://www.arkleg.state.ar.us AR Signed into law 03/2011 P-12 Postsec. Community College Requires each public school administering the college readiness assessment to provide the basis for the counseling concerning postsecondary preparatory programs. Requires development of postsecondary prep programs, reporting on effectiveness of postsecondary preparation programs, progress on development of such programs, and defines college-readiness assessments and benchmarks. Requires that programs provide remediation to eligible students, form remediation must take and hours/days it may take place. Requires school counselors to encourage particicipation of certain students. Defines eligibility and priority for students. Enables students to take placement test at no cost to themselves. http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/HB1617.pdf Title: H.B. 1617 Source: http://www.arkleg.state.ar.us/ WY Signed into law 03/2011 P-12 Wyoming Accountability in Education Act--Established through legislation and implemented by Department of Education. PHASE 1 --Establishes "core indicators of student performance" at the school level: Reading measured by proficiency assessment of Wyoming students (PAWS )in grades 3-8 and 11; 8th grade standardized, curriculum based college readiness test (ACT Explore) measured by percentage of students meeting or exceeding college benchmark readiness score for each subject area (English, reading, math and science); 11th grade standardized, curriculum based readiness test (ACT) measured by percentage of students meeting or exceeding college benchmark readiness score for each subject area (English, reading, math, science). -- Uses school year 2010-11 statewide summative assessment data as baseline--PAWS--to be compared to 2011-2012 results --Department of Education to compute combined school score for each core indicator and measure improvement from year to year, beginning with school year 2011-2012 --Improvement target for each core indicator is "positive progress" at the school-level (1) "Positive progress" equals a better score than year before (positive score) (2) "Performance level unchanged" equals no change occurred (zero score) (3) "Negative progress" equals score is worse than year before (negative score) --Department of Eduction to adopt rules and regulations establishing a matrix for reporting --Commencing school year 2013-2014 (1) Schools must show "positive progress", failure to do so, a school is subject to the following --For first year of failure to meet target improvement level, districts required to report to Department of Education a performance acceleration plan, no later than August 1 of applicable school year --For second and subsequent years of failure to meet target improvement level, Department of Education technical assistance team assists district develo turn-around strategy and may impose criteria on district allocation of resources PHASE 2--Creation of Select Committee on Accountability and advisory committee during the 2011 interim --Select Committee review of Phase 1 of statewide education accountability system (1) Appropriateness and rigor of core indicators (2) Review of necessary modifications to the statewide assessment and the statewide growth assessment and use of assessments administered locally, including consideration of end-of-course student assessments (3) Review and improve reporting scale for measured achievement for core indicators (4) Prescribe procedures for computing scores for students for which an achievement gap may occur (5) Review of methodology for measuring student growth --Select Committee will (1) Establish components of effective teaching and administration (2) Structure a statewide system for measuring teacher and administrator effectiveness, measured in part by student achievement (3) Apply measured performance to evaluation consequences and incentives (4) Provide recommendations on student and parental accountability (5) Develop procedures for: (a) Identifying and assisting underperforming schools; (b) Time schedules within which underperforming schools should reasonably be expected to achieve improvement targets; (c) consequences to districts which fail to meet school improvement targets (6) Review merit pay methodologies related to teacher performance measures, including merit-based salary schedules, bonuses, incentive pay and differential staffing practices (7) Review school district board of trustees training needs (8) Review current laws impacting student performance --Report recommendations back to legislature for 2012 budget session. http://legisweb.state.wy.us/2011/Engross/SF0070.pdf Title: S.F. 70--Indicators Source: http://legisweb.state.wy.us CA Vetoed 09/2010 Community College Postsec. Requires the board of governors of the California Community Colleges to establish a pilot project that seeks to create a centrally delivered system of student assessment to be used as one of multiple measures for community college placement and advisement. Provides that the pilot must include creation of: (1) A single assessment instrument in English, math and English as a second language ("the California Community Colleges Common Assessment") (2) A secure, centrally housed data warehouse to collect (a) all available assessment scores generated by assessed students at all participating community colleges, and (b) all available K–12 assessment data and transcript information for students at all participating community colleges. Requires that use of this data be limited to placing and advising community college students to enhance their success with and completion of their postsecondary education objectives. (3) A Web portal accessible to community college personnel and students and that provides: (a) An assessment profile, generated for each student upon request, that includes all assessment information in the data warehouse, for purposes of counseling, matriculation and course placement; (b) A pretest application that emulates the structure of the centrally delivered student assessment that students can practice on and familiarize themselves with before taking future assessments; (c) An advisement tool that provides students with information on historical success rates of remedial courses for students at various levels of academic remediation. Requires the board to convene an advisory committee for the pilot project and report on specified progress by February 28, 2011. Requires that the report include estimated costs for full implementation of the centralized delivery and warehousing of assessment instruments, as well as the technical feasibility of expanding the pilot project, legislative changes needed, and the best model for providing ongoing funding for the pilot project. Requires the office of the Chancellor of the California Community Colleges, in developing the California Community Colleges Common Assessment, to use the existing test item banks created by the California State University and the K-12 system as part of the state's college readiness assessment. Requires the office of the chancellor of the California Community Colleges to work with the California State University to align and leverage the state's college readiness assessment to facilitate the implementation of the California Community Colleges Common Assessment. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2651-2700/ab_2682_bill_20100908_enrolled.pdf Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5yw8s8x3up0x3?&_c=d|yvcee9xanplikz|z5yxksmilkmaj8&_ce=1289861485.234b57d44a3ea07ba24a86f8c3de5d17 Title: A.B. 2682 Source: www.leginfo.ca.gov NC Issued 09/2010 P-12 Creates the Governor's Education Transformation Commission. Charges the commission with: (A) (1) Making recommendations on the strategic direction of all aspects of the Race to the Top (RttT) to support the implementation of the Career and College - Ready, Set, Go! Initiative (CC-RSG) (which focuses on the governor's goal of every student's graduating ready for a career, college or technical training); (2) Communication and marketing for the RttT and CC-RSG in local communities and across the state; (3) Ensuring continuous alignment between the governor's CC-RSG initiative and other state transformational plans; and (4) the revision of existing state policies, rules or regulations that may inhibit the state from achieving the targets outlined in the CC-RSG. (B) Participating with the RTTT coordinators and partners to develop and implement programs. (C) Advising the governor regarding other issues, changes or modifications needed to help the governor reach her goal that every student will graduate ready for a career, college or technical training. Provides the executive order remains in effect until September 27, 2014, unless rescinded earlier. http://www.governor.state.nc.us/NewsItems/UploadedFiles/91987489-2f25-4cfe-a2a0-96cf33935c64.pdf Title: E.O. 65 Source: www.governor.state.nc.us AK Adopted 08/2010 P-12 Amends the Alaska Administrative Code, 4 AAC 06. 715(b), regarding Work Ready/College Ready transitional skills curriculum and benchmark assessments. Provides that in each school year that the state obtains the license to allow districts to administer the WorkKeys curriculum and assessments, a district may provide students in grade 6 and 8 with the opportunity to take, or require those students to take, the WorkKeys assessments in (1) applied mathematics; (2) reading for information; and (3) locating information. Title: 4 AAC 06.715 Source: IL Signed into law 07/2010 P-12 Community College On July 1, 2010, subject to appropriation, directs the state community college board to extend the College and Career Readiness Pilot Program for an additional 3 years and to include an additional 7 sites (or as many as are allowed by available funding), as evidenced by the effectiveness of the current program. Provides that if funds are not appropriated for the program in any of these 3 additional years, the community college board must extend the program for an additional year. Two of the existing goals of the program are to (1) diagnose college readiness by developing a system to align ACT scores to specific community college courses in developmental and freshman curricula, and (2) provide resources and academic support to high school students to enrich the senior year through remedial or advanced coursework, and other interventions. Adds new provisions requiring that college placement exams also be aligned to developmental and freshman community college courses/curricula, and calling for enrichment of the junior year of high school (in addition to the senior year). Provides that the 1st year of the extended program begins with the high school classes of 2011 and 2012, the 2nd year with the high school classes of 2012 and 2013, and the 3rd year with the high school classes of 2013 and 2014 (or with later classes if funds are not appropriated for the program in a given fiscal year.) Removes as a criterion for program participation a community college's willingness to submit developmental and introductory courses to ACT for analysis of college placement. Removes a provision directing the state board to work with ACT to analyze up to 10 courses at each participating community college to determine student placement and college readiness. Specifies that the "college readiness team" at each site must include, among other roleplayers, the chief academic officer, the chief student services officer, an institutional researcher, faculty, and counselors or advisers from the community college and high school. Clarifies that one means of evaluating program effectiveness is a comparison of college entrance exams or college placement scores, or both, within each group of students. Repeals provision directing the state community college 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. Directs the state community college board to report its findings and recommendations to the senate and house by December 31, 2013. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1300.pdf Title: S.B. 3705 Source: www.ilga.gov GA Signed into law 05/2010 P-12 Provides that student performance at the advanced proficiency/honors level on any tests required for high school graduation must be recognized as (1) meeting postsecondary entrance test requirements and (2) qualifying students to enroll in credit-bearing postsecondary courses in accordance with policies established by the state board of education, Board of Regents of the University System of Georgia, and the state board of technical and adult education. Requires that secondary and postsecondary credit be awarded upon successful completion of any articulated or dual enrollment course in accordance with policies established by these three entities. Beginning with the 2010-11 school year, requires that students in grades 6-8 be provided counseling, advisement, career awareness, career interest inventories and information to help them assess their academic skills and career interests. Requires students, before the end of grade 8, to develop an individual graduation plan. Requires that high school students annually be provided guidance that will enable them to successfully complete their individual graduation plans, preparing them for a seamless transition to postsecondary study, further training or employment. Requires that an individual graduation plan contain specified components, e.g., that it include experience-based, career-oriented learning experiences such as internships, apprenticeships, mentoring, co-op eduation and service-learning, and include opportunities for postsecondary studies (for example, dual enrollment). Clarifies that an individual graduation plan may be changed at any time during a student's high school career with approval from the student and student's parent, with guidance from the student's school counselor or teacher advisor. http://www.legis.state.ga.us/legis/2009_10/pdf/hb400.pdf Title: H.B. 400 - New Section 20-2-327 Source: www.legis.state.ga.us CO Signed into law 05/2010 P-12 Postsec. Community College Amends several provisions of the Preschool to Postsecondary Education Alignment Act to specifically incorporate visual arts and performing arts education into the standards, assessments, and postsecondary and workforce readiness program that the state board of education and local education providers adopt. http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/177FD55E4CCFB7F6872576B00057D6E7?open&file=1273_enr.pdf Title: H.B. 1273 Source: http://www.leg.state.co.us AZ Signed into law 05/2010 P-12 Creates the Grand Canyon Diploma (GCD) offered to students who demonstrate readiness for college level mathematics and English according to standards prescribed by an interstate compact on board examination systems and who has passing grades on a set of required core courses. Allows school districts and charter schools to choose to offer a GCD beginning in the 2012-13 school year. States that the GCD may be awarded at the end of grade 10 or during or at the end of grades eleven or twelve to students who meet the criteria. Specifies that students who elect to pursue the GCD must participate in a board examination system that consists of internationally benchmarked instructional programs of study chosen by an interstate compact on board examination systems. Students who earn a GCD must have multiple pathways available to them and may: (1) Enroll the following fall semester in a community college under the jurisdiction of a community college district in Arizona; (2) remain in high school and enroll in additional advanced preparation board examination programs designed to prepare those students for admission to high quality postsecondary instutitons that offer baccalaureate degree programs and requires these board examination programs to be selected from a list approved by an interstate compact for board examination systems; (3) enroll in a full-time career and technical education program offered on a community college campus, a high school campus, a joint technological education district campus or any combination of these campuses; and (4) return to a traditional academic program without completing the next level of board examination systems curriculum. Specifies that students who pursue but do not earn a GCD at the end of grade ten or eleven must receive a customized program of assistance during the next school year that addresses areas in which the student demonstrated deficiencies in the approved board examinations and allows these students to retake the board examinations at the next available examination administration or choose to return to a traditional academic program without completing the board examination system curriculum. Requires the State Board of Charter Schools to modify previously approved curriculum requirements for charter schools that wish to participate in the board examination system. Allows school district governing board or charter school governing body to contract with the private organization approved by the State Board of Education to provide approved board examination systems for the school or charter school. Requires the State Board of Education to select and enter into a five-year agreement with a private organization to operate and administer the board examination system prescribed in this act and sets out the requirements on the selected private organization including the development of the GCD as a high school diploma to be approved and adopted by the State Board of Education. Makes requirements of the board examination system. Requires the State Board of Education to adopt rules to carry out the purposes of this act. Requires the Arizona Department of Education, pursuant to rules adopted by the State Board of Education, to develop a system to track the academic progress of pupils who participate in the board examination system. Chapter 333 http://www.azleg.gov/legtext/49leg/2r/bills/hb2731s.pdf Title: H.B. 2731 Source: http://www.azleg.gov 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 CA Signed into law 10/2009 P-12 Postsec. Community College Expresses legislative intent to refine higher education reporting requirements to provide for more effective, manageable and transparent reporting by the higher education segments. Requests that the University of California notify each high school's governing board of (1) the number of graduates who enrolled in the university in the previous year and the number of graduates who were required to take the entry level writing requirement and (2) the comparable numbers of all California high school graduates who enrolled in the university. Requests that the university of California report such information to the department of finance and the joint legislative budget committee. Establishes legislative intent that California State University (CSU) assess and report the entry-level proficiency of all first-time freshmen. Requires the CSU system to annually report to the legislature, by campus: (1) The total number of regularly admitted and specially admitted first-time freshmen (2) The proportion of regularly admitted and specially admitted first-time freshmen that are exempt from entry-level proficiency exams (3) The proportion of regularly admitted and specially admitted first-time freshmen that become exempt through each of the approved alternatives (4) The entry-level proficiency exam pass rates of regularly admitted and specially admitted first-time freshmen. Directs the California State University to and requests that the University of California report annually to the legislature on specified components of their institutional financial aid programs for undergraduate, graduate and professional degree students, including the typical financial aid package for a typical dependent undergraduate student with a parent income of $20,000, $40,000, $60,000, $80,000 and $100,000. Amends Section 66057 by establishing legislative intent that the University of California and the California State University accommodate enrollment growth by maximizing the utilization of existing instructional facilities during the summer term before building new classrooms and teaching laboratories. Also establishes legislative intent that the University of California and the California State University make requests for capital outlay funding for space for classrooms and class laboratories justified using legislatively approved utilization standards and a reasonable assumption of summer-term enrollment. Adds provisions related to five-year capital outlay for UC and CSU systems. Requests that the University of California and requires that California State University report annually to the legislature on summer enrollment counts and on efforts undertaken to increase summer enrollment. Repeals 66352, "Task force on instruction in business ethics." Eliminates provision in 67312(b) that the California State University must and the University of California system may report on its efforts to serve students with disabilities (requirement that California Community Colleges submit such reports remains in place). Adds Section 67501, which directs the California State University and California Community Colleges, and permits the University of California, to annually submit to the legislature a comprehensive five-year capital outlay plan that includes specifeid components. Requires five-year plans to be updated annually. Adds Section 67502, which requests that the the Regents of the University of California provide the joint legislative budget committee and the department of finance with a summary of all instructional and research space in the university system. Specifies elements the summary must address. Requires the California State University to provide the joint legislative budget committee and the department of finance with a summary of all instructional and faculty office space in the university system. Adds Section 67503, which requests that the Regents of the University of California, and requires California Community Colleges and the California State University, to annually report on the utilization of classrooms and teaching laboratories. Adds Section 67504, which relates to the Long Range Development Plans (LRDPs) that each University of California campus and medical center periodically develops to guide physical development. Repeals 71020, requiring the California Community Colleges Board of Governors every three years to develop and submit a diversity paper concerning its own membership. Adds 92611.9, establishing legislative intent that the University of California carefully monitor the use and effects of the contracting of services at newly developed facilities. Requests that the UC system annually report to the fiscal committees of the legislature on specified provisions related to hiring and contracting. Adds Chapter 10.5. University of California-Mexico Research Programs and Section 92830 under that chapter, requesting the University of California to report annually until 2013 to the legislature on specified components regarding the facility for University of California-Mexico research and academic programs in Mexico City. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1151-1200/ab_1182_bill_20091011_chaptered.pdf Title: A.B. 1182 Source: www.leginfo.ca.gov CA Signed into law 10/2009 P-12 Requires the department to ensure that a California Standards Test that is augmented for the purpose of determining readiness for college-level coursework inform a pupil in grade 11 that he or she may request that results from that assessment be released to a postsecondary educational institution. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0501-0550/sb_511_bill_20091011_chaptered.pdf Title: S.B. 511 Source: www.leginfo.ca.gov IL Signed into law 07/2009 P-12 Postsec. Creates the P-20 Longitudinal Education Data System Act. Requires the state board of education, the community college board, and the board of higher education to jointly establish and maintain a longitudinal data system by entering into one or more agreements that link early learning and K-12 student unit records with institution of higher learning student unit records. Identifies the types of data each entity is responsible for collecting and maintaining. Requires the entities, by June 30, 2013, to improve and expand the longitudinal data system to enable all three entities to: (1) Reduce the data collection burden on school districts and postsecondary institutions (2) Provide authorized officials of early learning programs, schools and districts, and institutions of higher learning with access to their own student-level data and summary reports to inform decisionmaking (3) Link data to instructional management tools that support instruction and assist collaboration among teachers and postsecondary instructors (4) Enhance existing high school-to-postsecondary reporting systems to inform school and district officials, education policymakers, and members of the public about public school students' performance in postsecondary education (5) Provide data reporting, analysis, and planning tools that assist with financial oversight, human resource management and other support functions (6) Improve student access to educational opportunities by linking data to college and career planning portals, facilitating the submission of electronic transcripts and scholarship and financial aid applications, and transfer of student records to K-12 and postsecondary officials (7) Establish a public Internet web interface that provides non-confidential data reports and permits members of the public to more easily access information on school performance (8) Provide the general assembly with research to help legislators evaluate the effectiveness of specific programs and analyze educational performance within their legislative districts (9) Allow the three entities to meet federal and state reporting requirements (10) Establish a system to evaluate teacher and administrator preparation programs using student academic growth as one component of evaluation (11) In accordance with a data sharing agreement entered into between the three entities and the Illinois Student Assistance Commission, establish procedures and systems to evaluate the relationship between need-based financial aid and postsecondary enrollment and success (12) In accordance with data sharing agreements entered into between the three entities and health and human service agencies, establish procedures and systems to evaluate the relationship between education and other student and family support systems (13) In accordance with data sharing agreements entered into between the three entities and employment and workforce development agencies, establish procedures and systems to evaluate the relationship between education programs and outcomes and employment fields, employment locations and employment outcomes. Directs the state board, in collaboration with the other two entities and subject to the availability of funding, to establish by June 30, 2013 a data warehouse that integrates data from multiple student unit record systems and supports all of the uses and functions set forth in the Act. Specifies that the data warehouse must include: (1) A unique student identifier not derived from a student's social security number (2) Student-level enrollment, demographic, and program participation information, including information on participation in dual credit programs (3) The ability to match individual students' K-12 test records from year to year to measure academic growth (4) Information on untested K-12 students, and the reasons they were not tested (5) A teacher and administrator identifier system with the ability to match students to early learning and K-12 teachers and administrators. Provides that a district may not use such data for teacher pay or benefits decisions unless the district and the exclusive bargaining representative of the district's teachers, if any, have agreed to this use. Also bars districts from using such data for evaluation decisions unless, in good faith cooperation with the district's teachers or, where applicable, the exclusive bargaining representative of the district's teachers, the district has developed an evaluation plan that specifically describes the district's rationale for using this information for evaluations, how this information will be used as part of the evaluation process, and how this information will relate to evaluation standards. Provides that nothing limits a charter school's use of any local or state data in connection with teacher pay, benefits or evaluations. (6) Student-level transcript information, including information on middle and high school courses completed and grades earned. Requires the state board to establish a statewide course classification system, and for all districts and charter schools to map its course descriptions to the statewide course classification system for purposes of state reporting. (7) Student-level college readiness test scores (8) Student-level graduation and dropout data (9) The ability to match P-12 student unit records with institution of higher learning student unit record systems (10) A state data audit system assessing data quality, validity and reliability. Identifies additional purposes for which the three entities may use data provided to and maintained by the longitudinal data system. Requires the entities, in the development of the data system, to convene stakeholders and create opportunities for input in the areas of data ownership and use, research priorities, data management, confidentiality, data access and reporting. Requires representatives of the entities to report to and advise the Illinois P-20 Council on the implementation, operation, and expansion of the longitudinal data system. Requires the state board to collect data from charter schools with more than one campus in a manner that can be disaggregated by campus site. Requires the state board to establish procedures through which state-recognized, nonpublic schools may elect to disclose data to the state board for inclusion in the longitudinal data system. Provides that beginning on July 1, 2012, the board of higher education is authorized to collect and maintain data from any nonpublic institution of higher learning enrolling students receiving Monetary Award Program grants, and disclose this data to the longitudinal data system. Authorizes the board of higher education to contract with one or more voluntary consortiums of nonpublic institutions of higher learning established for the purpose of data sharing, research and analysis. Requires the entities to establish data submission procedures and requirements. Establishes provisions related to data sharing. Authorizes any state agency, board, authority or commission to enter into a data sharing arrangement with one or more of the three entities to share data to support the research and evaluation activities authorized by this Act. Also authorizes the entities to enter into data sharing arrangements with other governmental entities, institutions of higher learning, and research organizations that support the research and evaluation activities authorized by this Act. Establishes criteria that data sharing agreements must meet. Subject to the availability of funding, requires the three entities to contract with an independent outside evaluator for oversight of the development and operation of the longitudinal data system. Requires the evaluator to submit an annual report to the three entities, the Illinois P-20 Council, and specified legislative leaders. Specifies areas that must be included in the annual evaluation. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1828lv.pdf Title: S.B. 1828 Source: www.ilga.gov/legislation OH Signed into law 07/2009 P-12 Section 3301.079(A)(2). Requires the state board to adopt K-12 standards for instruction in financial literacy and entrepreneurship, which must meet the same requirements as standards in the core areas of English, math, science and social studies (i.e., the standards must specify: (1) The content and skills at each grade level that will allow students to be prepared for postsecondary instruction and the workplace for success in the 21st century; (2) The development of skill sets as they relate to creativity and innovation, critical thinking and problem solving, and communication and collaboration; (3) The development of skill sets that promote information, media and technological literacy; and (4) The development of skill sets that promote personal management, productivity and accountability, and leadership and responsibility (5) Interdisciplinary, project-based, real-world learning opportunities.) Creates new Section 3301.0721. Directs the superintendent of public instruction to develop a model curriculum for instruction in college and career readiness and financial literacy. Provides the curriculum must focus on grades 7-12 but may include other grades. Directs the department, once the curriculum is developed, to notify all school districts, community schools and STEM schools. Authorizes all such schools to use the model curriculum. Creates new Section 3313.6015. Directs every district board to adopt a resolution describing how the district will address college and career readiness and financial literacy in its curriculum for grades 7 or 8 and for any other grades in which the board determines that those subjects should be addressed. Directs the board to submit a copy of the resolution to the department of education. Section 3313.603: Requires academic content standards for financial literacy and entrepreneurship to be integrated into one or more social studies classes required for high school graduation or into another course. Requires a high school that permits a student below grade 9 to take a high school-level course to award high school credit for successful completion of the course. Pages 986 (Section 3301.079), 1016-1017 (Section 3301.0721), 1160-1167 (Section 3313.603) and 1173 (Section 3313.6015) of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf Title: H.B. 1 - Section 3301.0721, 3301.079(A)(2) and 3313.601, 3313.603 Source: www.legislature.state.oh.us OH Signed into law 07/2009 P-12 Repeals 3302.032, which directed the state board, by June 30, 2012, to select one or more methods of measuring high school graduates' preparedness for higher education and the workforce. Required district and building performance on each college-/work-ready measure to be included on district and building accountability report cards. Page 2725 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf Title: H.B. 1 - Section 105.01/3302.032 Source: www.legislature.state.oh.us OH Signed into law 07/2009 P-12 Replaces all references to "tests" to "assessments". Section 3301.079: Existing law requires the state board to inform all districts when any achievement test has been completed; new provision extends this notification requirement to community schools, STEM schools, and nonpublic schools required to administer the assessment. Combines grades K-2 diagnostic assessments in reading and writing and grade 3 diagnostic assessment in writing into English language arts diagnostic assessment in those grades. Section 3301.0710: Replaces grades 4, 5, 6 and 8 reading assessments with assessments in English language arts; replaces separate reading and writing assessments in grades 4 and 7 with single English language arts assessment (reducing from three to two the number of assessments administered in grades 4 and 7). Reduces the number of score designations on the state assessments from 5 to 3 (eliminating second-lowest "basic" and second-highest "accelerated" levels). Eliminates provisions establishing testing dates for grades 3-7 achievement tests and graduation tests; replaces with provision directing the state superintendent to designate dates and times for the administration of grades 3-8 assessments and Ohio graduation tests. In setting administration dates, directs the state superintendent to allow a reasonable length of time between the state assessments and the NAEP given in the same grade level. Eliminates provisions (1) directing the state board to require an alternate assessment to be submitted for scoring by a certain date, (2) allowing the state board to administer a state assessment to English language learners a week earlier than the date the instrument is administered to other students, and (3) requiring the state board to administer tests for each grade level over a two-week period. Section 3301.0711: Specifies that once the new high school assessment system is implemented, the old Ohio graduation tests will not be administered to a person who has fulfilled the curriculum requirements for a high school diploma but who has not passed one or more of the old Ohio graduation tests. 3301.0712: Directs the state board, state superintendent and chancellor of the board of regents to develop a system of college and work ready assessments [OF NOTE: (the "college and work ready assessment system")] to assess whether students upon high school graduation are ready to enter college or the workforce. Provides that these assessments will replace the existing Ohio graduation tests as a prerequisite for a high school diploma. Provides that the system consists of three components: (1) A nationally-standardized assessment measuring English language arts, math and science competencies, jointly selected by the state superintendent and chancellor (2) A series of end-of-course exams in English language arts, math, science and social studies, [OF NOTE: jointly selected by the state superintendent and chancellor in consultation with subject area faculty] at University System of Ohio institutions] [OF NOTE: (3) A senior project completed by a student or group of students. Specifies the purpose of the senior project is to assess the student's (a) Mastery of core knowledge in a subject area chosen by the student (b) Written and verbal communication skills (c) Critical thinking and problem-solving skills (d) Real-world and interdisciplinary learning (e) Creative and innovative thinking (f) Acquired technology, information and media skills (g) Personal management skills such as self-direction, time management, work ethic, enthusiasm, and the desire to produce a high-quality product.] [OF NOTE: Directs the state superintendent and chancellor to jointly develop standards for the senior project for students participating in dual enrollment programs. Also directs the state superintendent and chancellor to jointly designate the scoring rubrics and required overall composite score for the assessment system to assess whether each student is college or work ready. Requires that each senior project be judged by the student's high school in accordance with the rubrics designated by the state superintendent and chancellor.] [OF NOTE: Requires the state board, within 30 days of adoption of the model curricula in English language arts, math, science and social studies (curricula must be adopted by March 31, 2011), to convene a group of national and state experts and local practitioners to provide advice, guidance and recommendations for the alignment of standards and model curricula to the assessments and in the design of the end-of-course exams and scoring rubrics.] Directs the state board, upon completion of the assessment system, to adopt rules prescribing: (1) A timeline and plan for implementing the assessment system, including a phased implementation if such is deemed warranted by the state board (2) The date after which a person entering grade 9 must earn at least the composite score for the assessment system as a prerequisite for the high school diploma (3) The date after which a person must attain the composite score for the entire assessment system as a prerequisite for an adult education diploma (4) Whether and the extent to which a person may be excused from a social studies end-of-course exam (certain students are exempt from earning a minimum score on the social studies assessment under the current system) (5) The date after which a person who has fulfilled the curriculum requirement for a diploma but has not passed one or more of the required assessments must attain at least the composite score for the entire assessment system as a prerequisite for a high school diploma (6) The extent to which the assessment system applies to students enrolled in a dropout recovery and prevention program. Requires the state superintendent, at least 45 days before the state board adopts a resolution to adopt the aforementioned rules, to present the assessment system to the house and senate education committees. Pages 987-1003 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf Title: H.B. 1 - Section 3301.079, 3301.0710, 3301.0711, 3301.0712 Source: www.legislature.state.oh.us TX Signed into law 06/2009 P-12 Community College Postsec. Exempts Lamar State College--Orange and Lamar State College--Port Arthur from the requirement that an applicant for admission to a general academic teaching institution complete the recommended or advanced high school curriculum. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02424F.pdf Title: H.B. 2424 Source: Lexis-Nexis/StateNet TX Signed into law 06/2009 P-12 Postsec. Community College Defines open-source textbooks as textbooks downloadable from the Internet at no cost to the student. Requires districts and charter schools to annually certify that, for each subject in the required curriculum and all grade levels, the district provides every student with textbooks, electronic textbooks or instructional materials that cover all elements of the state board-adopted essential knowledge and skills for that subject and grade level. Establishes provisions allowing institutions of higher education to place open-source textbooks on the secondary-level textbook adoption list. Provides that one criterion for adoption is that, for a textbook for a senior-level course, a student who successfully completes a course based on the textbook will be prepared, without remediation, for entry into the eligible institution's freshman-level course in that subject, and that, for a textbook for a junior-level and senior-level course, a student who successfully completes the junior-level course based on the textbook will be prepared for entry into the senior-level course. Adds new section 31.0261 allowing the state board to execute a contract for the printing of an open-source textbook listed on the state textbook adoption list. Establishes provisions for the purchase of open-source textbooks by the commissioner of education. Requires that a state-developed open-source textbook be irrevocably owned by or licensed to the state. Authorizes the commissioner of education to issue a request for proposals for a state-developed open-source textbook. Establishes prerequisites for the approval of an open-source textbook, and establishes provisions for the revision of open-source textbooks. Requires the commissioner to provide for special and bilingual state-developed open-source textbooks in the same manner as non-open-source textbooks for these populations. Provides for costs and distribution of open-source textbooks. Directs the commissioner to develop a schedule for the adoption of state-developed open-source textbooks. Requires a district or charter school that selects an open-source textbook to requisition a sufficient number of printed copies for use by students unable to access the textbook electronically, unless the district prints copies or provides electronic access to the textbook at no cost to the student. Permits printed copies of open-source textbooks that a district does not intend to use for another student to become the property of the student. Requires textbook publishers to deliver open-source textbooks at no charge to districts or the state. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02488F.pdf Title: H.B. 2488 Source: www.legis.state.tx.us TX Signed into law 06/2009 P-12 Postsec. Amends various provisions in Section 29.098 related to intensive summer programs for public school students and to college readiness programs at public institutions of higher education. Adds provisions in 61.0762 that allow the higher education coordinating board to develop summer bridge programs in social sciences; clarifies that the goal of all such such summer bridge programs (including those in English language arts, science and math) is to reduce the need for developmental education. Eliminates provision requiring the board by rule to develop financial assistance programs for educationally disadvantaged students who take college entrance and college readiness exams. Requires the board to develop a pilot program to award grants to postsecondary institutions for intensive programs to address the needs of students at risk of dropping out of college; specifies that an institution may be awarded a grant only if at least 50% of the students in the program demonstrate certain indicators. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB02258F.pdf Title: S.B. 2258 Source: www.legis.state.tx.us TX Signed into law 06/2009 P-12 Eliminates provision that a student's performance on a college-ready question on an end-of-course assessment may not be used to determine the student's performance on the assessment. Pages 25-26 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf Title: H.B. 3 - Section 27 Source: www.legis.state.tx.us TX Signed into law 06/2009 P-12 Requires any research university that chooses to participate in the pilot program to: (1) Post on its Web site the benchmarks students must meet (1) in subject areas for which the higher education coordinating board has adopted college readiness standards, (2) to demonstrate mastery of a language other than English, and (3) assessments or other means by which a student may demonstrate early readiness for college in each subject area. Assessments or other means must be equivalent to those used by the institution to place students in credit-bearing courses. (2) Partner with at least 10 school districts whose location and student compositions reflect the geographic and socioeconomic diversity of the state (3) Help school administrators, counselors and other educators in each of those school districts design the specific requirements of and implement the program. Requires a research university that partners with a school district to enter into an agreement that the district will assess a student's mastery of the subject areas for which the higher education coordinating board has adopted college readiness standards, and a language other than English. Authorizes the district to award a high school diploma if the student demonstrates mastery of and early readiness for college in each of those subject areas and in a language other than English, notwithstanding any other local or state requirements. Provides that such a student is considered to have completed the recommended high school program, and clarifies that such a student is not guaranteed admission to any institution of higher education or to any academic program at an institution of higher education solely on the basis of having received the diploma through the program. Requires a participating research university to enter into an agreement with an education research center (established by the commissioner of education and the higher education coordinating board) to evaluate the program.By January 2013, directs the education research center to provide the commissioner and the commissioner of higher education with a copy of the report and to post the report to the center's Web site. Provides the report may include an analysis of the effects of the program on the university's admissions review process. Pages 32-35 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf Title: H.B. 3 - Section 32 Source: www.legis.state.tx.us TX Signed into law 06/2009 P-12 Defines "college-readiness" as the level of preparation a student must attain in English language arts and math to enroll and succeed, without remediation, in an entry-level general education course in that subject at a general academic teaching institution, as defined by Section 61.003, other than a research institution as defined by the higher education coordinating board, or a postsecondary institution that primarily offers associate degrees or certificates or credentials other than baccalaureate or advanced degrees. Directs the state education agency and higher education coordinating board to ensure that the Algebra II and English III end-of-course assessment instruments are developed to measure college readiness by the 2011-12 school year. Before the beginning of the 2011-2012 school year, directs the agency, in collaboration with the higher education coordinating board, to gather data and conduct research studies to substantiate the correlation between a certain level of performance by students on the Algebra II and English III end-of-course assessments and college readiness. Requires such study to include an evaluation of any need for remediation courses to facilitate college readiness. Based on the results of the study, directs the commissioner of education and the commissioner of higher education to set college-ready benchmarks on the Algebra II and English III end-of-course assessments. Directs the agency, in collaboration with the higher education coordinating board, to conduct a similar study for the appropriate science and social studies end-of-course assessments. Provides that if the commissioner of education, in collaboration with the commissioner of higher education, determines that the research studies substantiate a correlation between a certain level of performance on science and social studies end-of-course assessment instruments and college readiness, the commissioner of education, in collaboration with the commissioner of higher education, may establish college-ready benchmarks for science and social studies end-of-course assessments. Directs the agency and the higher education coordinating board, by December 2012, to deliver to the lieutenant governor, the speaker of the house of representatives, and the clerks of the standing committees of the senate and the house K-12 and higher education committees an analysis of the feasibility of establishing college readiness performance standards for science and social studies end-of-course assessments, and a summary of any implementation procedures adopted for each standard. Directs the agency, in collaboration with the higher education coordinating board, to continue to gather data to perform correlation studies on Algebra II, English III and science and social studies end-of-course assessments at least every three years. Directs the agency and the higher education coordinating board to periodically review the college readiness performance standards and compare the performance standards to performance standards established nationally and internationally for comparable assessment instruments. Following each review, directs the agency and the higher education coordinating board to deliver to the lieutenant governor, the speaker of the house, and the clerks of the standing committees of the senate and the house of representatives K-12 and higher education committees a report on the results of the review indicating whether the college readiness performance standards are sufficiently rigorous to prepare students to compete academically with students nationally and internationally. Provides that if the agency and the higher education coordinating board determine that the college readiness performance standards are not sufficiently rigorous, the agency and the coordinating board must recommend changes to the college readiness performance standards. Directs the agency to gather data and conduct research to substantiate any correlation between a certain level of performance by students on end-of-course assessments and success in military service or a workforce training, certification, or other credential program at a postsecondary educational institution that primarily offers associate degrees or certificates or credentials other than baccalaureate or advanced degrees. Pages 50-54 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf Title: H.B. 3 - Section 53, Part I Source: www.legis.state.tx.us TX Signed into law 06/2009 P-12 Directs the state education agency, in developing state assessments for math, reading, writing, social studies and science for grades 3-8, to allow student scores to provide reliable information relating to a student's satisfactory performance for each performance standard under Section 39.0241, and an appropriate range of performances to serve as a valid indication of growth in student achievement. Amends language in 39.023(b) regarding the assessment of students with disabilities. Eliminates provision allowing a student with disabilities to be exempted from an end-of-course assessment. Excludes assessments that students may retake (i.e., an end-of-course assessment) from those whose questions and answer keys are released to the public every third year. Makes grade 5 final grade in which limited-English proficient students may take statewide assessments in reading, writing, math and science in Spanish (previous provision extended such assessments to students in grade 6.) Directs the commissioner of education and commissioner of higher education to study the feasibility of allowing students to satisfy end-of-course requirements by successfully completing a dual credit course through an institution of higher education. Requires the commissioner of education and commissioner of higher education to make recommendations based on the study to the legislature by December 2010. By September 1 of each year, requires the state education agency Web site to report the following information for state assessments in grades 3-8 and end-of-course assessments: (1) The number of questions on the assessment (2) The number of questions that must be answered correctly to achieve satisfactory performance (3) The number of questions that must be answered correctly to achieve satisfactory performance under the college readiness performance standard (4) The corresponding scale scores. Previous law required questions indicating college readiness in end-of-course assessments to be administered in a separate section of the assessment. New enactment bars these items from being included in a separate section of the assessment. Provides the commissioner may not require a school district or charter school to administer an assessment instrument by computer. Pages 45-50 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf Title: H.B. 3 - Section 50 through 52 Source: www.legis.state.tx.us TX Signed into law 06/2009 P-12 Transfers from the state board to the commissioner the duty of determining the performance level considered satisfactory on specified assessments. Directs the commissioner, in collaboration with the commissioner of higher education, to determine the level of performance on the end-of-course assessments to indicate college readiness. Requires performance standards on state assessments in grades 3-10 to be backmapped from grade 11 performance standards. Makes state education agency development of study guides for state assessments in grades 3-8 optional rather than mandatory. Creates new Section 39.0242. Directs the state education agency, during the 2009-10 and 2010-11 school years, to collect data through the administration of the annual grade 3-8 assessments and the administration of a sufficiently large statewide sample of students on end-of-course assessments to set performance standards. Directs the agency, before the beginning of the 2011-12 school year, to analyze the data to substantiate the correlation between satisfactory student performance for each performance standard on the: (1) Grade 3-7 assessments with satisfactory performance under the same performance standard on the same subject area assessment at the next grade level (2) Grade 8 assessment with satisfactory performance under the same performance standard on the Algebra I and English I end-of-course assessment (3) English I end-of-course assessment with satisfactory performance under the same performance standard on the English II end-of-course assessment (4) English II end-of-course assessment with satisfactory performance under the same performance standard on the English III end-of-course assessment (5) Algebra I end-of-course assessment with satisfactory performance under the same performance standard on the Algebra II end-of-course assessment. Provides that such correlation studies must include an evaluation of any need for remediation courses to facilitate college readiness. Directs the agency to continue to gather data and perform correlation studies at least once every three years. Provides that if the data do not support the correlation between student performance standards and college readiness, the commissioner of education, in collaboration with the commissioner of higher education, must revise the standard of performance considered to be satisfactory. Provides that, based on the data and correlation studies, the commissioner must increase the rigor of the performance standard as the commissioner determines necessary. Pages 54-58 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf Title: H.B. 3 - Section 53, Part II Source: www.legis.state.tx.us TX Signed into law 06/2009 P-12 Section 61: Provides that a student who has completed a recommended or advanced high school program and demonstrated the performance standard for college readiness on the Algebra II and English III end-of-course assessments is exempt from the placement testing requirement upon entering an institution of higher education. Section 63: Permits the commissioner of education and the commissioner of higher education, in consultation with the comptroller and the Texas Workforce Commission, to award a grant of up to $1 million to an institution of higher education to develop advanced math and science courses to prepare students for employment in a high-demand occupation, as jointly defined by the commissioner of higher education, the commissioner of education, the comptroller, and the Texas Workforce Commission. Requires an institution of higher education to work with at least one school district and a business entity in developing a course. Requires any course developed to: (1) Provide content enabling a student to develop the skills needed for employment or additional training in a high-demand occupation (2) Incorporate college and career readiness skills into the curriculum (3) Be offered for dual credit, and (4) Satisfy a math or science requirement under the recommended or advanced high school program. Requires an institution of higher education to revise the curriculum for such a course to accommodate changes in industry standards for the high-demand occupation. Requires the establishment of application criteria, which must give priority to courses that: (1) Will prepare students for high-demand, high-wage and high-skill occupations and further postsecondary study (2) May be transferred as college credit to multiple institutions of higher education, and (3) Are developed as part of a sequence of courses that includes statewide availability of the instructional materials and training for the courses at a nominal cost to public educational institutions. Identifies permissible uses of funds by postsecondary institutions. Requires courses developed through the grant to be reviewed once every four years to determine whether the course: (1) Is being used by public educational institutions (2) Prepares high school students with the skills necessary for employment in the high-demand occupation and further postsecondary study; and (3) Satisfies a math or science requirement for the recommended or advanced high school program. Requires a grant recipient to obtain matching funds, equal to the amount of the state grant, from one or more business entities in the industry for which students taking courses developed through this program are training. Limits total grant awards in any fiscal biennium to $10 million. Pages 164-168 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf Title: H.B. 3 - Section 61 and 63 (College Placement Testing and Math, Science Courses for High-Demand Occupations) Source: www.legis.state.tx.us TX Signed into law 06/2009 P-12 Establishes new Subchapter G, "Distinction Designations". Directs the commissioner at the beginning of each school year to award distinction designations to districts and campuses. Directs the commissioner by rule to establish a recognized and exemplary rating for awarding districts and campuses an academic distinction designation. Requires the commissioner's rule to include criteria for the ratings, including percentages of students who demonstrate college readiness on specified end-of-course assessments, or other factors indicating students' postsecondary readiness. Requires a campus to be awarded a distinction designation if the campus is in the top 25% of campuses statewide in annual improvement in student achievement as determined under Section 39.034. Additionally requires a campus to be awarded a distinction designation if the campus significantly diminishes or eliminates performance differentials between student subpopulations and is ranked in the top 25% of campuses statewide in annual improvement in student achievement. Directs the commissioner to adopt rules to ensure that a campus does not artificially diminish or eliminate performance differentials by inhibiting the achievement of the highest achieving student subpopulation. Additionally provides that a campus that satisfies the criteria established in new Section 39.204 must be awarded a distinction designation for programs/categories of performance, namely (1) academic achievement in English language arts, math, science, or social studies; (2) fine arts; (3) physical education; (4) 21st Century Workforce Development program; and (5) second language acquisition program. Establishes 39.204, which directs the commissioner by rule to establish standards for considering campuses for distinction designations and methods for awarding campus distinction designations. Requires establishment of a separate committee to develop criteria for the aforementioned subject area/program-specific distinction designations. Establishes criteria for membership of each such committee, and procedures for each committee to develop criteria for distinction designations. Repeals Section 39.111, "Recognition and Rewards" Amends 39.263, "Awards." Provides criteria for identifying schools in Texas Successful Schools Awards System must include consideration of performance on the student achievement indicators adopted under Section 39.053(c) and consideration of the distinction designation criteria prescribed by or developed under Subchapter G. Requires the regional and district level report developed per Section 39.333 to indicate, for each campus granted an exemption from the maximum class size in grades K-3, a statement of whether the campus has been awarded a distinction designation under Subchapter G or has been identified as an unacceptable campus under Subchapter E. Existing language requires the regional and district report to indicate a summary of district waivers granted under Section 7.056 or 39.232; new legislation additionally requires report to provide a summary of school-level exemptions permitted by these Sections. Requires the first written notice of a student 's performance that a school district gives during a school year to include a statement of whether the campus at which the student is enrolled has been awarded a distinction designation under Subchapter G or has been identified as an unacceptable campus under Subchapter E, and an explanation of the significance of this information. Pages 125-135, 155-157 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf Title: H.B. 3 - Section 59 - Part VI (Distinction Designations and Awards) Source: www.legis.state.tx.us MN Signed into law 05/2009 P-12 Postsec. Community College Establishes a program to offer research-based high school-to-college programs to prepare students for college. Requires an evaluation for participating programs with a working group to develop methods and timelines for data collection and analysis of program effectiveness. Requires a report to the legislature on the effectiveness of these programs in improving the academic performance of participating students. https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=S2083.3.html&session=ls86 Title: S.B. 2083 Source: https://www.revisor.leg.state.mn.us MN Signed into law 05/2009 P-12 Establishes a college and career-readiness workgroup headed jointly by MDE and the U of M to evaluate and make recommendations to the commissioner and the legislature on the design of the state high school assessment system, levels of and mechanisms for accountability, postsecondary uses of the assessments and an implementation timeline. https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86 Title: H.F. 2 Source: https://www.revisor.leg.state.mn.us VT Signed into law 05/2009 P-12 Postsec. Community College Strategies to expand education opportunities for high school students and others. Requires the Vermont state colleges, in consultation with various persons and organizations, to study and recommend strategies for expanding educational opportunities to prepare Vermonters to succeed in postsecondary education. Includes consideration of partnerships (higher education and K-12), a P-16 longitudinal data system (requires the commissioner of education to examine and evaluate student longitudinal data systems that are currently available and select one system to implement statewide) evidence-based models for high school improvements, etc. To the extent funds are available, requires phased implementation of the data system no later than January 1, 2010, to be complete in all districts in the state by January 1, 2017. http://www.leg.state.vt.us/docs/2010/bills/Passed/H-405.pdf Title: H.B. 405 Source: http://www.leg.state.vt.us AR Signed into law 04/2009 P-12 Creates the College and Career Readiness Planning Program Act. Defines "college and career readiness". Beginning with the 2010-11 school year, directs public schools to administer the EXPLORE to 8th graders, and either the PLAN or PSAT to 10th graders. Permits costs of these assessments to be paid using department of education at-risk funding. Requires schools to use the college readiness assessments to assist students with college and workforce readiness skills, high school course selection and improved academic achievement. By the 2011-12 school year, requires schools to fully incorporate college readiness assessment results into each student's college and career planning process. Requires the department of education to maintain data to (1) Increase college and career readiness skills; (2) Improve instruction; (3) Enhance school improvement plans; and (4) Reduce college remediation rates. Requires the department of education to annually report to the house and senate education committees on the implementation and effectiveness of the College and Career Readiness Planning Program. http://www.arkleg.state.ar.us/assembly/2009/R/Bills/HB1808.pdf Title: H.B. 1808 Source: http://www.arkleg.state.ar.us KY Signed into law 03/2009 P-12 Repeals language referring to the Commonwealth Accountability Testing System (CATS). Directs the state board, using the revised content standards to be approved by December 15, 2010, to implement an annual statewide assessment system for implementation in the 2011-12 school year. Requires the board, in developing the assessment system, to also seek the advice of the Education Assessment and Accountability Review Subcommittee within the Legislative Research Commission. Calls for the implementation of: (1) Grades 3-8 criterion-referenced assessments in reading and math, augmented with a customized or commercially available norm-referenced test to provide national profiles (2) Criterion-referenced assessments in science and social studies, to be administered once each in the elementary and middle grades, augmented with a customized or commercially available norm-referenced test to provide national profiles (3) An on-demand writing assessment to be administered once in the elementary grades, twice in the middle grades, and twice in the high school grades (4) An editing and mechanics test for writing, using multiple choice and constructed response items, to be administered once each in the elementary and middle grades, and twice in the high school grades (5) A grade 8 high school readiness exam in English, reading, math and science; except the readiness assessment may be administered in grade 9 if the state board determines moving the test would be in students' best interest (6) A criterion-referenced test in math, reading and science administered once during high school grades, that measures the depth and breadth of the academic content standards that are not covered in the ACT administered to all juniors (7) A criterion-referenced social studies test administered once during high school grades, augmented with a customized or commercially available norm-referenced test to provide national profiles (8) A grade 10 college-readiness test in English, reading, math and science (9) The ACT, testing English, reading, math and science, administered in grade 11. Adds that student scores on the grade 8 high school readiness or grade 10 college-readiness test indicate advanced work is required in English, reading or math must have intervention strategies for accelerated learning incorporated into his or her learning plan. Provides the criterion-referenced assessments must have constructed response and multiple choice items, and that the nationally normed assessments must be multiple-choice. Permits the state board to adopt end-of-course exams in lieu of criterion-referenced tests. Provides that assessment results must be used to determine appropriate instructional modifications to allow all students to make continuous progress, including students who are advanced learners. Requires the state board to conduct periodic alignment studies that compare the norm-referenced tests with the breadth and depth of the standards. Authorizes the state board, based on the findings of these studies, to decrease the number of criterion-referenced items. Beginning in the 2011-12 school year, requires all districts to administer the statewide assessments during the last 14 days of school. Provides testing may take no more than five days. Directs the state board to adopt regulations on the procedures to be used during the testing process to ensure test security, including procedures for testing makeup days. Requires the state board, in revising the assessment system for implementation in 2011-12, to ensure that a technically sound longitudinal comparison of the assessment results for the same students be made available. New KRS 158.6453(1)(e) defines formative assessment as a process used by teachers and students during instruction to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. Specifies formative assessments may be commercial assessments, classroom observations, teacher-designed classroom tests and assessments, and other processes and assignments to gain information about individual student learning. Provides the assessment program may include formative and summative (i.e., semester- or year-end) assessments that: (1) Measure student achievement in language, reading, English, mathematics, science and social studies (2) Provide diagnostic information identifying individual students' strengths and academic deficiencies in the content areas (3) Provide comparisons with national norms for math, reading, social studies, and science, and where available, comparisons to other states (4) Provide teachers with information that can enable them to improve instruction for current and future students (5) Provide longitudinal profiles for students (6) Ensure school and district accountability for meeting state education goals. Beginning with the 2011-12 school year, requires every school serving primary-level students to use developmentally appropriate diagnostic assessments and prompts to measure readiness in reading and mathematics. Provides the results must be used to inform teachers and parents of each student's skill level. Adds that one use of Commonwealth school improvement grant funds may be to help teachers and administrators make better use of formative and summative, performance-based assessments. Requires the assessment program to include state and local program reviews and audits in selected content areas. Provides that state and local program reviews and audits must provide schools with annual feedback on selected programs and serve as indicators of the quality of students' educational experiences. Requires program reviews and audits to provide recommendations for improving teaching and assessment, and to ensure school and district accountability for student achievement. Beginning in the 2011-12 school year, the state assessment program must include program reviews and program audits for arts and humanities, practical living skills and career studies, and the writing programs, the results of which to be included in the state accountability system. Directs the department of eductation to provide guidelines for (1) arts and humanities programs, (2) practical living skills and career studies, and (3) effective writing programs, and for the integration of the arts and humanities and practical living skills and career studies guidelines into every school's curriculum. Also requires (1) practical living skills and career studies and (2) effective writing program guidelines to be integrated into the curriculum of all teacher preparation programs. Directs the department of education to establish (1) arts and humanities program, (2) practical living skills and career studies and (3) effective writing program criteria for use in program review and audit processes, along with the procedures recommended for local district and department program reviews and program audits. Requires the department to distribute the criteria and procedures for program reviews and audits to all schools and teacher preparation programs. Directs every district to conduct an annual program review, and the department of education to review every school's programs in these three areas within a two-year period. Requires every school-based decision making council to analyze its school's program review findings and determine how it will address program recommendations to improve the program for students. Requires the department to ensure that all schools and districts understand how the program review and audit results will be included in the accountability system, and to provide assistance to improve the quality of such programs. Specifies that the writing program must incorporate a variety of language resources, technological tools and multiple opportunities for students to develop complex communication skills for a variety of purposes. Provides that writing portfolios must be part of any K-12 writing program, must be part of the required criteria for the writing program review and audit process, and must be maintained for each student, following the student from grade to grade and to any school the student may enroll in. Requires the state board to adopt rules that prohibit inappropriate test preparation activities by district employees charged with test administration and oversight, including the issue of teachers being required to do test practice in lieu of regular classroom instruction and test practice outside the normal work day. Provides the revisions must include disciplinary sanctions that may be taken toward a school or individuals. Amends KRS 158.816 to replace CATS with reference to revised assessment system (in provision requiring annual analysis of and report on achievement of technical education students who have completed or are enrolled in an at least 3-credit sequence of a technical program. Pages 6-23 [Section 2(3)], 31-32 [Section 6], 40-42 [Section 9], and 44-45 [Section 11] of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc Title: S.B. 1 Section 2(3), 6, 9 and 11 Source: www.lrc.ky.gov KY Signed into law 03/2009 P-12 Within 30 days from the effective date of this Act, requires each postsecondary institution in the state to plan and implement a process to develop core academic content standards for reading and mathematics for introductory courses. Specifies that the process must ensure that secondary-level educators are engaged with the postsecondary education faculty and other content specialists in order that the standards at each educational level are vertically aligned. Requires all core academic standards for mathematics and reading in introductory courses to be completed by December 15, 2010 with a target completion date of December 15, 2009 for the mathematics standards. Urges the Council on Postsecondary Education, the department of education, and the postsecondary education institutions to merge activities, resources and dissemination efforts as is practical to eliminate duplication of effort and conflicting recommendations. Page 69 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc Title: S.B. 1 Section 15 Source: www.lrc.ky.gov KY Signed into law 03/2009 P-12 Postsec. Provides that the general assembly finds the continuing high rates of postsecondary remediation totally unacceptable and an unwarranted additional expense to the state, students and parents who expect that completion of high school coursework should lead to successful entry and success in postsecondary education. Directs the council on postsecondary education, the state board and the department of education to develop a unified strategy to reduce college remediation rates by at least 50% by 2014 from what they are in 2010 and increase the college completion rates of students enrolled in 1 or more remedial classes by 3% annually from 2009 to 2014. Requires written plan to reduce college remediation rates and increase graduation rates to be prepared by May 15, 2010, and for the initial plan to be presented to the interim joint committee on education and the interim joint committee on appropriations and revenue during the 2010 interim. Requires the written plan to include: (a) Yearly goals (b) Action strategies that will be used (c) Timelines (d) Assigned responsibilities for carrying out the strategies; (e) Reporting mechanisms. Directs the agencies, during the preparation of the plan, to investigate whether the current requirements for assessing college readiness are providing needed information, whether additional diagnostic assessments are needed, particularly in high school-level math, and whether accelerated learning programs have actually been implemented as required by Section 6 of this act to address students' needs for instructional interventions in English, reading and math. Requires the agencies to annually report the results of their efforts to the interim committees, and where appropriate, for the annual reports to include recommendations for legislative actions. http://www.lrc.ky.gov/record/09RS/SB1/bill.doc Title: S.B. 1 Section 21 Source: www.lrc.ky.gov NM Signed into law 03/2009 P-12 Postsec. Community College Requires public post-secondary educational institutions to report annually to public high schools on freshman year outcomes of the students from those high schools; provides that information in the reports may be used by the high schools and public post-secondary education institutions to improve instruction, student preparation and advisement. http://nmlegis.gov/Sessions/09%20Regular/final/SB0152.pdf Title: S.B. 152 Source: http://nmlegis.gov NM Adopted 01/2009 P-12 The objective of this rule is to establish procedures for implementing the high school readiness assessment system, including: (a) the process for identifying acceptable short-cycle diagnostic type assessment instruments for grades nine and ten; (b) identification of acceptable college placement and workforce readiness assessments; and (c) specific requirements for alternate demonstration of competency in the New Mexico's academic content standards required for high school graduation. http://www.nmcpr.state.nm.us/nmac/parts/title06/06.019.0007.htm Title: NMAC 6.19.7.1, .2, .3, .4, .5, .6, .7, .8, .9, .10, .11 Source: http://www.nmcpr.state.nm.us UT Signed into law 10/2008 P-12 Allows the State Board of Education to exempt a school district or charter school from testing requirements under the Utah Performance Assessment System for Students (U-PASS) if the school district or charter school pilots an assessment system that incorporates online classroom-based assessment that utilizes adaptive testing in all grades, online writing assessment in grades 4-12, and assessments administered in grades 8, 10, and 11 to determine readiness for postsecondary education. Authorizes the state board to provide such exemptions to up to three rural districts, up to two urban districts, and up to five charter schools. Provides that a district or charter school that receives such an exemption is subject to an accountability plan and high school graduation standards based on the piloted assessment system, and that are developed and adopted by the state board of education. Directs the state board, by the November 2009 meeting of the interim education committee, to develop recommendations on the state's assessment system. Provides that a student in a district or charter school that is exempt from administering the 10th grade basic skills competency test is subject to high school graduation standards adopted by the state board. Title: S.B. 2002A Source: www.lexis.com CO Adopted 10/2008 P-12 Postsec. Community College Addresses the administration of the Postsecondary and Workforce Readiness Assessments Pilot Program. Beginning in the 2008-09 academic year, directs the department to implement a pilot program for the purpose of evaluating standards and collecting data regarding student performance on postsecondary and workforce planning, preparation, and readiness assessments from assessment vendors and local education providers that volunteer to participate in the pilot program. http://www.sos.state.co.us/CCR/NumericalSubDocList.do?deptID=4&deptName=300%20Department%20of%20Education&agencyID=109&agencyName=301%20Colorado%20State%20Board%20of%20Education&ccrDocID=3001&ccrDocName=1%20CCR%20301-77%20RULES%20FOR%20THE%20ADMINISTRATION%20OF%20THE%20POSTSECONDARY%20AND%20WORKFORCE%20READINESS%20ASSESSMENTS%20PILOT%20PROGRAM Title: 1 CCR 301-77 Source: http://www.sos.state.co.us/ CA Signed into law 09/2008 P-12 Community College Expresses legislative intent that the Early Assessment Program (EAP) be expanded to include state community colleges. Authorizes community college districts to use the State Standards Test (CST) and augmented CST to provide diagnostic advice to prospective community college students participating in the EAP. Requires that the individual results of the CST and augmented CST be released to California State University to provide such advice and for placement of prospective students participating in the EAP. Chapter 473 http://www.assembly.ca.gov/acs/acsframeset2text.htm Title: S.B. 946 Source: http://www.assembly.ca.gov IL Signed into law 07/2008 P-12 Postsec. Requires the student assistance commission to conduct a study detailing in 2008 and 2009 the number of students designated State Scholars, the number of State Scholars who applied to state universities, and the number of State Scholars who were denied admittance into the state universities to which they applied. Directs the commission, by January 1, 2010, to submit to the general assembly a report containing the findings of this study and the commission's recommendations on how to make state universities more accessible to State Scholars. http://www.ilga.gov/legislation/95/HB/PDF/09500HB4567lv.pdf Title: H.B. 4567 Source: www.ilga.gov/legislation IA Signed into law 05/2008 P-12 Concerns state and local measures for preparing a student for a career or for postsecondary education, including a mandated statewide core curriculum for school districts and accredited nonpublic schools and a state designated career information and decision making system. Prohibits requiring districts or private schools to adopt any specific textbook, series, particular methodology or other products from a specific vendor. Requires the state department to identify and make available end-of-course and other model assessments. Requires convening of a task to review the national assessment of educational progress (NAEP) standards and assessments used by other states and to consider best practices by content area groups such as the National Council of Teachers of Mathematics. Requires a department study of potential expansion of the core curriculum potentially to include fine arts, applied arts, humanities and world languages. Establishes requirement for teaching of financial literacy. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?category=billinfo&service=billbook&GA=82&hbill=SF2216 Title: S.F. 2216 - Generally Source: http://coolice.legis.state.ia.us UT Signed into law 03/2008 P-12 Establishes the Utah Science Technology and Research Initiative (USTAR) Centers Program to provide a financial incentive for charter schools and school districts to adopt programs that result in a more efficient use of human resources and capital facilities. Enumerates the potential benefits of the program: (1) Increased compensation for math and science teachers by providing opportunities for an expanded contract year which will enhance school districts' and charter schools' ability to attract and retain talented and highly qualified math and science teachers (2) Increased capacity of school buildings by using buildings more hours of the day or more days of the year, resulting in reduced capital facilities costs (3) Decreased class sizes created by expanding the number of instructional opportunities in a year (4) Opportunities for earlier high school graduation (5) Improved student college preparation (6) Increased opportunities to offer additional remedial and advanced courses in math and science (7) Opportunities to coordinate high school and post-secondary math and science education (8) The creation or improvement of science, technology, engineering, and math centers (STEM Centers). Directs the State Board of Education to solicit proposals from the State Charter School Board and from districts, and to award competitive grants from monies appropriated for the USTAR Centers Program to pay for costs related to the adoption and implementation of the program. Specifies criteria the state board must consider when selecting grant recipients. Provides that a school district or charter school must use at least 95% of grant monies received to provide full year teacher contracts, part-time teacher contract extensions, or combinations of both, for math and science teachers. Up to 5% of grant monies may be used to fund math and science field trips, textbooks, and supplies. Provides that Participation in the USTAR Centers Program must be voluntary for individual teachers and for a charter school or school district. Directs the state board to make an annual report during the 2009, 2010 and 2011 interims to the Public Education Appropriations Subcommittee describing the program's impact on students and its effectiveness at achieving the benefits enumerated in legislation. Pages 33-35 of 43: http://le.utah.gov/~2008/bills/sbillenr/sb0002.pdf Title: S.B. 2 - Section 22 Source: le.utah.gov NM Signed into law 02/2008 P-12 Postsec. Community College Relates to public schools; changes the statewide college and workplace readiness assessments; allows the eleventh grade standards-based assessments to serve as the assessment required for graduation; provides that financial literacy shall be offered as an elective course; addresses graduation requirements, student graduation plans and exit exams. http://www.sos.state.nm.us/2008/SBill460.pdf Title: S.B. 460 Source: http://legis.state.nm.us/LCS/default.asp 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 CA Signed into law 09/2007 P-12 Postsec. Requires each school district offering any of grades 9 to 12, inclusive, prior to class registration, for each school in the district, to provide parents or guardians with written notification relating to the courses offered by the school satisfying the requirements for admission to the California State University and the University of California and information on career technical education, including a brief description of it, as defined by the State Department of Education. Chapter 527 http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0401-0450/ab_428_bill_20071012_chaptered.pdf Title: A.B. 428 Source: http://www.senate.ca.gov/ OR Signed into law 07/2007 P-12 Postsec. Abolishes Certificate of Initial Mastery and Certificate of Advanced Mastery. From the staff summary: The Certificate of Initial Mastery (CIM) and Certificate of Advanced Mastery (CAM) were originally included in the Oregon Educational Act for the 21st Century in 1991, but the exact requirements and implementation dates were changed and/or delayed during several successive legislative sessions. The CIM represents standards of knowledge and skill proficiencies that students can demonstrate in English, mathematics, and science and are benchmarked to the 10th grade level. The CAM combines achievement of the CIM with additional academic proficiencies and career-related proficiencies achieved through a variety of hands-on, real-world learning experiences. HB 2263C abolishes the CIM and CAM but keeps the associated academic content standards and assessments. According to the Department of Education, many sections of the law removed by HB 2263C were never funded or implemented. Local school districts were required to make available components of the CIM but it was never required statewide for graduation (although some individual school districts did incorporate a modified CIM into local graduation requirements). The CAM is still not available to all students as the full implementation date is September 2008. The State Board of Education adopted new high school diploma requirements in January 2007. Allows school districts to prepare budgets annually or biennially. Allows assessments for a specific group of students to be waived or allows a student to request that a school district waive assessment. Allows a school district to award an alternative credential to a student who does not satisfy the requirements if the student, with additional services and accommodations, does not satisfy the requirements for a diploma. Directs department to contract with nonprofit entity to administer, with department, nationally-normed assessment to all grade 10 students to predict success of students on college entrance exams. Provides contractor selection criteria. Requires provision of assessment during 2008-2009 school year. The purpose of the assessment is to predict the success of students on, and provide practice for students taking, college entrance exams; to identify students with high potential to excel in advanced placement (AP) or other honors courses based on a research-based correlation of scores on the grade 10 assessment to advanced placement examinations; to examine students in mathematics, reading and writing; and to provide results that can be used by Oregon's higher education institutions to recruit students to attend college. Also modifies Early Childhood Improvement Program. Eliminates Learning Centers, Oregon 21st Century Schools Program, School Improvement and Professional Development Program, and Statewide Literacy Hotline. http://www.leg.state.or.us/07reg/measpdf/hb2200.dir/hb2263.c.pdf Title: H.B. 2263C - Certificates of Mastery and State Assessments Source: http://www.leg.state.or.us ME Signed into law 06/2007 P-12 Postsec. Resolves that the department of education implement methods to encourage districts to encourage secondary school students to complete at least one application to a college, university or other postsecondary educational institution. Provides these methods may include adding a requirement that a student complete at least one application to a college, university or other postsecondary educational institution to the requirements in the department's rules for the award of a diploma. http://www.mainelegislature.org/ros/LOM/LOM123rd/RESOLVE122.asp Title: H.P. 758; L.D. 1040 Source: www.mainelegislature.org NM Signed into law 04/2007 P-12 Postsec. Provides for high school redesign. Directs the department of education to establish a readiness assessment system to measure the readiness of every New Mexico high school student for success in higher education or a career no later than the 2008-2009 school year. Raises the compulsory school age in the state and changes high school graduation requirements and creates a middle and high school literacy initiative. Eliminates certificates of employment and part-time schools as they related to previous compulsory school-age law. http://legis.state.nm.us/Sessions/07%20Regular/final/SB0561.pdf http://legis.state.nm.us/Sessions/07%20Regular/final/HB0584.pdf Title: H.B. 584/S.B. 561 Source: http://legis.state.nm.us/ TX Adopted 01/2007 P-12 Postsec. Community College Establishes rules, in cooperation with the commissioner of education, for the implementation of the P-16 College Readiness and Success Strategic Action Plan recommended by the statewide P-16 Council and adopted by the board. Defines the purpose of the P-16 College Readiness and Success Strategic Action Plan: (a) To increase student success and decrease the number of students enrolling in developmental course work in institutions of higher education, the board, in cooperation with the commissioner of education, shall implement the P-16 College Readiness and Success Strategic Action Plan as recommended by the statewide P-16 Council and adopted by the board pursuant to Texas Education Code, Section 61.0761(a). Sets criteria for participation. Describes the purpose of summer higher education bridge programs: For institutions of higher education to provide public high school students who are not college-ready with appropriate instruction and other activities during summer programs to ensure eligible students achieve college readiness. Establishes processes for program funding and financial aid. http://www.thecb.state.tx.us/GeneralPubs/Agenda/Ag2007_01/VD/VDA1.pdf Title: 19 TAC 1.4.A.4.3 Source: http://www.thecb.state.tx.us OH Signed into law 12/2006 P-12 Postsec. Requires that the partnership for continued learning, in conjunction with the Ohio board of regents and the state board, recommend a means of assessing high school students' college and work readiness, especially in English and mathematics. The partnership is to recommend one or more assessments that can achieve the following goals: (A) Measure students' skills against identified college and work-ready expectations in English and mathematics and serve as an indicator of students' readiness to successfully complete introductory level coursework at an institution of higher education and to avoid remedial coursework; (B) Promote consistency in high school academic course content, quality, and expectations; (C) Provide individual students with information to assist in planning the remaining high school learning experience; (D) Serve as one indicator for college admission or placement; (E) Assist institutions of higher education in aligning remedial coursework with the college and work-ready expectations measured by the assessments. In evaluating the range of assessment tools, the partnership is to consult with the state board of education and the board of regents to consider the suitability for this purpose of existing state and commercial assessments, including the Ohio graduation tests. The partnership's recommendations are to describe how its recommended assessments fit within the existing system of state achievement tests. Recommendations are due not later than July 30, 2007. Sec. 3301.46 requires the state department and board of regents to propose a standard method and form for documenting on high school transcripts high school credits earned that are compatible with the standards for credit transfer and arcitulation adopted by the board of regents. Section 3302.032 requires the state board to select one or more methods of measuring high school graduates' preparedness for higher education and the workforce. Measures may include, but need not be limited to, measures such as performance on assessments, percentage of students who earn credit toward a degree while in high school, or the percentage of students who take remedial coursework upon enrollment in an institution of higher education. School district and school report cards must report on each applicable measure but measures do not contribute to district or school rating. http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311 Title: S.B. 311-- Sec. 3301.43 Source: http://www.legislature.state.oh.us/ OH Signed into law 12/2006 P-12 Postsec. Community College Directs the state board of education, the Ohio board of regents, and the partnership for continued learning (state P-16 council) to develop policies to ensure that only in rare instances will students who complete the Ohio core curriculum (high school graduation requirements effective with the Class of 2014) require remediation after high school. See section 3313.603: http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311 Title: S.B. 311--Sec. 3313.603(C)(7) Part 3 Source: www.legislature.state.oh.us OH Signed into law 12/2006 P-12 Requires local boards to adopt procedures for notifying each high school student's parent of the requirements of the Ohio core curriculum (high school graduation requirements effective with the Class of 2011) and that a consequence of not completing the 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 Source: www.legislature.state.oh.us OH Signed into law 12/2006 P-12 Postsec. Community College Directs the state board of education, the Ohio board of regents, and the partnership for continued learning (state P-16 council) to develop policies to ensure that only in rare instances will students who complete the Ohio core curriculum (high school graduation requirements effective with the Class of 2014) require remediation after high school. See section 3313.603: http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311 Title: S.B. 311--Sec. 3313.603(C)(7) Part 3 Source: www.legislature.state.oh.us CA Vetoed 09/2006 P-12 Community College Postsec. Establishes the Community College Early Assessment Pilot Program for the purpose of providing high school pupils with an indicator of their readiness for transfer level English and mathematics at the end of grade 11 and allowing high schools to work with pupils in grade 12 to elevate their skills to first-time community college freshman students. Requires the program to be administered by the Board of Governors of the State Community Colleges. http://www.leginfo.ca.gov/pub/bill/sen/sb_1551-1600/sb_1563_bill_20060905_enrolled.pdf Title: S.B. 1563 Source: California Legislature MI Signed into law 04/2006 P-12 Provides for required high school curriculum; provides that beginning with pupils schedule to graduate from high school in 2010, a student may not receive a high school diploma unless the student completes 4 units of math, including algebra I, geometry and algebra II, or an or an integrated sequence of this course content that consists of 3 credits, and an additional math unit chosen from trigonometry, statistics, precalculus, calculus, applied math, accounting, business math, or a retake of algebra II. Requires each student to complete at least 1 math course during his or her final year of high school enrollment. Requires students to complete at least 3 units social studies, including 1 unit U.S. history and geography, 1 unit world history and geography, 1/2 unit economics, and civics; 1 unit health/physical education; and 1 unit visual arts, performing arts, or applied arts. Requires students to complete an online course or learning experience. Districts and charter schools must provide the basic level of technology and internet access required by the state board to complete the online course or learning experience. To complete this requirement, a student must do one of the following: (i) Complete at least 1 course or learning experience that is presented online, as defined by the department. (ii) The student's district or charter school has integrated an online experience throughout the high school curriculum by ensuring that each teacher of each course that provides the required units of the high school graduation requirements has integrated an online experience into the course. Effective with the class of 2016, requires students to complete 2 units foreign language or at any time during grades K to 12 course work or other learning experiences that are substantially equivalent to 2 units foreign language, including American sign language. Provides that a district may require a student to pass subject area assessments or the Michigan merit exam to receive a high school diploma, or may require a student to participate in the MIAccess assessments if appropriate for the student. Requires schools to base determination of whether a student has completed the department subject area content expectations or guidelines that apply to a unit at least in part on the student's performance on the assessments developed or selected by the department under section 1278b or on 1 or more assessments developed or selected by the school that measure a student's understanding of the subject area content expectations or guidelines that apply to the unit. Directs schools to award credit to a student who demonstrate content area proficiency on an assessment. Authorizes the state superintendent to designate up to 15 "specialty schools" that are exempt from the statewide graduation requirements in English and social studies. To be designated a specialty school, requires the school to (1) incorporate a significant reading and writing component throughout its curriculum and (2) use a specialized, innovative, and rigorous curriculum in such areas as performing arts, foreign language, extensive use of internships, or other learning innovations that conform to pioneering innovations among other leading national or international high schools. As a condition of continuing status as a speciality school, requires each such school to meet the following requirements: (1) Students' mean ACT scores in math and science exceed by at least 10% the mean scores of students in the largest district in the state; (2) Maintain a minimum 85% graduation rate; (3) Have at least 75% of the previous year's graduates enroll in a postsecondary institution. Specifies that students in specialty schools must complete the statewide math requirement and must complete an additional unit of science for a total of 4 science units. http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0124.pdf Title: S.B. 1124 Source: www.legislature.mi.gov TX Issued 12/2005 P-12 Postsec. Community College (Executive Order RP53) Orders the Education Agency and Higher Education Coordinating Board to cooperate in enhancing college-readiness standards and programs for public schools; requires each agency to ensure all students are afforded information and opportunities for post-secondary education and training. http://www.governor.state.tx.us/divisions/press/exorders/rp53 Title: Executive Order 2 Source: http://www.governor.state.tx.us/ PA Issued 08/2005 P-12 Postsec. Community College Creates Commission on College and Career Success. The Commission will: (1) undertake a comprehensive review of the Commonwealth's laws, regulations and policies to ascertain whether they set clear and consistent expectations for high school success to ensure that all students graduate ready for college and careers; (2) conduct qualitative and quantitative research, which includes Pennsylvania, national and international studies; (3) encourage and endorse strategies for school districts to increase academic achievement and graduation rates in high school; (4) encourage and endorse strategies for higher education to increase retention through the first two years of post-secondary education; (5) produce a final report that includes recommendations for any necessary changes to legislation, regulations and policies. Defines committee responsibilities, membership, compensation and termination. http://www.oa.state.pa.us/oac/lib/oac/exec_orders/2005-06.pdf Title: Executive Order 2005-06 Source: http://www.oa.state.pa.us/ NM Signed into law 03/2003 P-12 Amends Section 22-13-1.1. Increases graduation requirements: 4 units of English, with major emphasis on grammar and literature; 3 units of math, at least one of which is equivalent to algebra 1 or higher; 2 units of science, one of which has a lab requirement, but for students entering 9th grade beginning in 2005-2006, 3 units of science -- one with a lab requirement; 3 units social science (including U.S. history and geography, world history and geography, and government & economics); 1 unit physical education or other physical activity; 1 unit communication skills or business education, with a major emphasis on writing and speaking and that may include a language other than English; 9 elective units and 8 elective units for students entering 9th grade in the 2005-2006 school year. Service learning must be offered as an elective. Students may not receive a diploma if they have not passed a state graduation examination in reading, English, math, writing, science and social science. Without passage of such exam, student receives an appropriate state certificate indicating the number of credits earned and the grade completed. May pass the test within 5 years and receive a diploma. Section 22-13-1.2 adds a requirement that end-of-course tests be aligned with the placement tests in two and four-year public postsecondary institutions. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf Title: H.B. 212 (Omnibus Bill) Source: New Mexico Legislature