From the ECS State Policy Database Minority/Diversity Issues--Hispanic

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 08/2010 P-12 Postsec. Declares the last week of March each year as a statewide week of advocacy for Latino education. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0101-0150/acr_137_bill_20100817_chaptered.pdf Title: A.C.R. 137 Source: www.leginfo.ca.gov KY Adopted 01/2010 P-12 Adds section providing definitions of: "full day of attendance" (student in attendance at least 65% of regularly-scheduled school day), "tardy" (student absent less than 35% of the regularly-scheduled school day), "half-day absence" (student absent 35-84% of regularly-scheduled school day), and "full-day absence" (student absent 85% or more of regularly-scheduled school day). According to the fiscal impact statement in the proposed rule change, "This change could increase individual local districts' average daily attendance (ADA) calculation, thus increasing SEEK [Support Education Excellence in Kentucky] payments to districts[;] however, any increases will still remain subject to the aggregate SEEK appropriation." Eliminates withdrawal code "W09" for a student who has graduated or completed a 504 plan or an individual education plan prior to the end of the school term or year. Adds the following withdrawal codes for indicating student enrollment status: W28 - student has reached the maximum age for education services without receiving a diploma or certificate of attainment C01 - student completes the school year in the school of the most current enrollment G01 - student graduates in less than 4 years G02 - student graduates in 4 years G03 - student graduates in 5 or more years G04 - studento graduates in 6 or more years NS - student completed the prior year with a C01 and was expected to enroll in the district but did not enroll by October 1 of the current year whose enrollment elsewhere cannot be substantiated. Adds that each student's ethnicity must be designated as either Hispanic/Latino or not Hispanic/Latino. Also clarifies that more than one racial codes may be applied to an individual student. Separates out "Pacific Islander" from "Asian" as a unique racial code. http://www.lrc.ky.gov/kar/702/007/125reg.htm Title: 702 KAR 7:125 Source: www.lrc.ky.gov IL Signed into law 08/2009 P-12 Provides that, to reinforce the study of the role and contributions of Hispanics, the U.S. history curriculum must include the study of the events related to the forceful removal and illegal deportation of Mexican-American U.S. citizens during the Great Depression. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1557lv.pdf Title: S.B. 1557 Source: Lexis-Nexis/StateNet DE Issued 08/2006 P-12 Creates the Governor's Consortium on Hispanic Affairs. Requires the membership to represent business, government, financial, educational and non-profit organizations. Provides that the duties and functions of the council are: (a) To support, enhance and supplement the work preformed by the Governor's Council on Hispanic Affairs; (b) To review and study issues affecting the Hispanic community in Delaware; (c) To prioritize the issues that face the Hispanic community in Delaware; (d) To suggest and promote projects confronting the Hispanic community in Delaware; (e) To seek funding from the Arsht-Cannon Fund at the Delaware Community Foundation, and other foundations and governmental entities for the purpose of addressing the identified issues; and (f) To perform such other functions and duties as assigned to it by the Governor. http://www.state.de.us/governor/orders/executiveorderno89.shtml#TopOfPage Title: EXECUTIVE ORDER NO. 89 Source: www.state.de.us OK Signed into law 05/2004 Postsec. Creates the Advancement of Hispanic Students in Higher Education Task Force; provides for termination of task force; states purpose; provides for membership; requires annual report; provides for staffing; provides for reimbursement of travel expenses; provides for codification; provides an effective date; declares an emergency. Title: H.B. 2145 Source: StateNet AL Signed into law 04/2004 Postsec. Urges the Secretary of the United States Department of Homeland Security to designate a university-based center for homeland security that responds to national technical manpower shortages of minorities in science and engineering. http://alisdb.legislature.state.al.us/acas/ACASLogin.asp Title: H.J.R. 339 Source: Alabama Legislative Web site IN Signed into law 03/2004 P-12 Postsec. Defines "cultural competency" and sets forth teacher training, professional development, and school plan requirements for achieving cultural competency. http://www.in.gov/legislative/bills/2004/HE/HE1308.1.html Title: H.B. 1308 Source: Indiana Legislative web site CA Signed into law 10/2003 P-12 Requires the Commission on Teacher Credentialing, in consultation with the department of education, to contract with an independent evaluator to conduct a study of the availability and effectiveness of cultural competency training for teachers and administrators. Requires the study to focus on 10 culturally diverse schools that reflect the diverse demography and geography of California and prescribes criteria for selecting those schools. Requires the independent evaluator submit to recommendations (based on the study) to the appropriate policy committees of the Legislature by May 1, 2005. http://www.leginfo.ca.gov/pub/bill/asm/ab_0051-0100/ab_54_bill_20031011_chaptered.html Title: A.B. 54 Source: California Legislative Web site ME Signed into law 05/2003 P-12 Establishes the Committee to Investigate the Feasibility of and Need for Regulation of Spoken Language Interpreters. Establishes committee membership, which must include a member representing the Portland schools multilingual program. Requires the committee to examine: 1. The current state of spoken language interpreting throughout the state; 2. The need for spoken language interpreting in the state; 3. The potential harm to public safety if this profession is not regulated; and 4. The costs involved in regulating the profession. Requires the committee to report its findings and recommendations, including suggested legislation, to the legislature by December 10, 2003. http://www.mainelegislature.org/legis/bills/billtexts/LD090901-1.asp Title: S.P. 305 (LD 909) Source: www.mainelegislature.org AR Signed into law 04/2003 P-12 Postsec. Amends the critical needs minority teacher scholarship program; creates a commission for selecting scholarship recipients. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2187.pdf Title: H.B. 2187 Source: Arkansas Legislative Web site IN Signed into law 03/2002 P-12 Requires every district to review district's programs to judge if district's practices of separating students by ability, placing students into educational tracks, or using test results to screen students result in the systematic separation of students by race, color, creed, national origin or socioeconomic status. Title: S.B. 292 Source: www.state.in.us/legislative CA Signed into law 08/2000 P-12 Chapter No.213, Requires the State Board of Education to adopt a model curriculum guide for use by public schools for exercises related to Cesar Chavez Day. Requires the State Board of Education to ensure that the state curriculum framework, where appropriate, includes instruction in Cesar Chavez and the history of the farm labor movement in the United States. Creates the Cesar Chavez Day of Service and Learning Program. Title: S.B. 984 Source: Lexis-Nexis/StateNet