| State |
Status/Date |
Level |
Summary |
|
 OR | Signed into law 03/2012 | P-12
Postsec. | Defines "education entity" as a school district, an education service district, a community college district or community college service district, the Oregon University System or public university thereof, and the health professions and graduate science programs of the Oregon Health and Science University. Prior to the beginning of each fiscal year, directs the governing body of each education entity to enter into an achievement compact with Oregon Education Investment Board for the fiscal year. Directs the board to establish the terms for achievement compacts, but specifies terms that achievement compacts may include. Requires the governing body of each education entity to identify a target number and percentage of students for achievement of the outcomes (both aggregate and by student subgroup), measures of progress and goals specified in the achievement compact for the fiscal year. Permits the board to adopt a timeline and method for governing boards of education entities at the end of the fiscal year to report achievements made. Provides certain waivers for purposes of entering into achievement compacts.
Requires each school district and education service district to form an achievement compact advisory committee to develop an achievement compact and ensure the achievement compact is implemented. Establishes membership and duties of achievement compact advisory committees. Permits state associations representing educators, administrators and school districts and education service district board members to develop and recommend
to the Oregon Education Investment Board (1) collaborative models and resources, including professional development opportunities, that may be used by districts and achievement compact advisory committees for the achievement of student success, and (2) processes for collaboration in the development of achievement compacts for their institutions, including professional development opportunities, for the achievement of student success.
Repeals these provisions effective July 1, 2015.
Directs the Oregon Education Investment Board to work with the Quality Education Commission to identify best practices for school districts and the costs and benefits of the adoption of those best practices by school districts.
http://www.leg.state.or.us/12reg/measpdf/sb1500.dir/sb1581.en.pdf
Title: S.B. 1581
Source: leg.state.or.us
| |
| NM | Adopted 02/2012 | P-12 | Requests the creation of a working group to develop a comprehensive strategic education plan to eliminate the achievement gap and increase the graduation rates of
Hispanic, Native American and African American students.
http://www.nmlegis.gov/Sessions/12%20Regular/memorials/house/HM067.pdf
Title: H.M. 67
Source: http://www.nmlegis.gov
| |
| OR | Signed into law 08/2011 | P-12 | Establishes School District Collaboration Grant Program to provide funding for school districts to improve student
achievement. Establishes School District Collaboration Grant Account. Appropriates moneys to Department of Education for School District Collaboration Grant Program. Provides for funding of School District Collaboration Grant Program.
http://www.leg.state.or.us/11reg/measures/sb0200.dir/sb0252.b.html
Title: S.B. 252
Source: http://www.leg.state.or.us
| |
| OR | Signed into law 06/2011 | P-12 | Identifies person who may provide consent for purpose of awarding high school diplomas, modified diplomas and extended diplomas and for purpose of advancing student to next grade level. Effective July 1, 2011.
http://www.leg.state.or.us/11reg/measpdf/hb2200.dir/hb2285.en.pdf
Title: H.B. 2285
Source: http://www.leg.state.or.us
| |
| NV | Vetoed 06/2011 | P-12 | Bill provides that a pupil who has failed to pass the same subject area of the high school proficiency examination each time the pupil took the examination, including the final administration of the examination to the pupil before the date on which he or she is otherwise regularly
scheduled to graduate, may receive a standard high school diploma if the pupil obtained a cumulative score that meets the required cumulative score prescribed by the State Board and also satisfies certain additional conditions. The bill also removes the satisfaction of the existing alternative criteria as a means by which a pupil may receive a standard high school diploma. The bill requires the board of trustees of each school district, on or before December 31, 2012, to submit to the Director of the Legislative Counsel Bureau for transmittal to the next
regular session of the Legislature a report on the number of pupils who were awarded a standard high school diploma pursuant to the criteria prescribed by this bill. The bill authorizes school districts to adopt a policy that allows a high school pupil who has failed to comply with minimum attendance requirements the opportunity to make up the credits which the pupil missed during his or her absence. Existing law prescribes the actions which must be taken by a juvenile court against a child who has been adjudicated in need of supervision because the child is a habitual truant. This bill authorizes a juvenile court to order the parent or legal guardian of such a child to attend conferences with the
child's teacher and appropriate school administrators to address the status of the child as a habitual truant and to develop a plan to ensure that the child attends school. The bill authorizes the parent or legal guardian of a child between the ages of 16 and 18 years to indicate on a work permit that is issued to the child by the county, if any, the maximum number of hours that his or her child may work and the particular hours in which that work may occur during the week or on the weekend. Existing law provides that a child under the age of 16 years may be employed in certain occupations for not more than 48 hours in any 1 week and 8 hours in any 1 day. Section 9 of this bill revises the hours that a child may be employed to 20 hours in any 1 week when school is in session and 48 hours in any 1 week when school is not in session.authorizing certain pupils to receive a standard high school diploma without passing all subject areas of the high school proficiency examination under certain circumstances; authorizing the board of trustees of a school district to adopt a policy that allows certain pupils enrolled in high school the opportunity to make up credit; authorizing a juvenile court to impose certain orders against the parent or legal guardian of a child who is adjudicated in need of supervision because the child is a habitual truant; revising provisions governing employment of minors.
Title: A.B. 456
Source: Westlaw/StateNet
| |
| OR | Signed into law 05/2011 | P-12 | Requires assessments to show whether student meets or exceeds academic content standards of student's grade level and to show student's progress toward becoming proficient in continuum of knowledge and skills. Effective 07/01/2012
Title: H.B. 2220
Source: http://www.leg.state.or.us
| |
| WV | Signed into law 07/2010 | P-12 | Establishes pilot programs for increased academic achievement. One pilot program requires the state superintendent to establish a special community development school pilot program for implementation in a public school with significant enrollments of disadvantaged, minority and underachieving students for the purpose of developing and implementing strategies that can be replicated. Other pilot programs are required to provide additional monetary payments to teachers, principals, and assistant principals based on certain circumstances such as employment in a school that is low performing, high poverty or high minority and other circumstances. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=sb2009%20enr.htm&yr=2010&sesstype=2X&i=2009
Title: S.B. 2009
Source: http://www.legis.state.wv.us
| |
| FL | Signed into law 06/2010 | P-12 | Encourages school boards to adopt policies and procedures to provide for a student "Academic Scholarship Signing Day" by declaring the third Tuesday in April each year as "Academic Scholarship Signing Day." The "Academic Scholarship Signing Day" will recognize the
outstanding academic achievement of high school seniors who sign a letter of intent to accept an academic scholarship offered to the student by a postsecondary educational institution. http://laws.flrules.org/files/Ch_2010-203.pdf
Title: S.B. 206
Source: http://laws.flrules.org
| |
| FL | Signed into law 06/2010 | P-12 | Amends the formula for calculating school grades to include end-of-course (EOC) assessments taken by middle school students and middle school student attainment of industry certification. Provides that student performance on statewide assessments determine school grades for purposes of differentiated accountability and Opportunity Scholarship Program eligibility (Sec. 6). Requires that performance of students designated as hospital/homebound be assigned to their home school (Sec. 29).
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 6, 29
Source: http://www.myfloridahouse.gov/
| |
| CT | Signed into law 05/2010 | P-12 | Establishes a task force to study and monitor the academic achievement gap between racial and socioeconomic groups in Connecticut by considering effective approaches to closing the achievement gap in elementary, middle and high schools. The task force is required to consider, but not be limited to, the following: (1) systematic education planning; (2) best practices in public education; (3) professional development for teachers; and (4) parental involvement in public education. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 30
Source: http://www.cga.ct.gov
| |
| VA | Signed into law 02/2010 | P-12 | Codifies a current recognition program for schools and local school divisions that recognizes and rewards fully accredited schools and school divisions that make significant progress toward achieving advance proficiency levels in reading, mathematics, science, and history and social science and on other indicators of school and student performance; requires the Board of Education to include in its guidelines for the program performance objectives and measures.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB145ER+pdf
Title: S.B. 145/H.B. 1172
Source: Lhttp://leg1.state.va.us
| |
| NC | Signed into law 08/2009 | P-12 | Directs local boards of education to encourage community academic booster organizations to support student academic achievement; Requires local boards to develop policies approving use of volunteer organizations and individual volunteers; Requires local boards to develop policies to make information on tutoring and academic support services available to parents and students. http://www.ncleg.net/Sessions/2009/Bills/Senate/PDF/S1028v6.pdf
Title: S.B. 1028
Source: http://www.ncleg.net
| |
| OR | Signed into law 06/2009 | P-12 | Directs the Department of Education to seek public and private funding for programs that link physical activity and academic achievement and to inform school districts about funding opportunities. Chapter 495
http://www.leg.state.or.us/09reg/measpdf/sb0500.dir/sb0538.en.pdf
Title: S.B. 538
Source: http://www.leg.state.or.us/
| |
| WV | Signed into law 06/2009 | P-12
Postsec. | Establishes school innovation zones to improve educational performance; authorizes the State Board of Education to designate such zones in schools, groups of schools, departments, or subdivisions of a school or schools; provides for approval of a zone plan by certain employees of the school; permits a state institution of higher education to establish a school as an innovation zone; provides an approval mechanism for such school. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=hb109%20ENR.htm&yr=2009&sesstype=1X&i=109
Title: H.B. 109A
Source: http://www.legis.state.wv.us
| |
| WV | Signed into law 06/2009 | P-12 | Creates critical skills instructional support programs for third and eighth grade students; provides the condition for promotion of certain students; precludes a county from charging tuition for the program; requires suitable facilities by county boards; preserves the ability to retain students and individualized education plans; provides for county board preparation and requires reports.
http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=sb1001%20eng.htm&yr=2009&sesstype=1X&i=1001
Title: S.B. 1001
Source: http://www.legis.state.wv.us
| |
| OR | Signed into law 05/2009 | P-12 | Directs Department of Transportation to waive reinstatement fee for person whose driving privileges were suspended for withdrawing from school before age 18 if person provides proof that person graduated from high school or received General Educational Development certificate. Chapter 105
http://www.leg.state.or.us/09reg/measpdf/hb2800.dir/hb2871.en.pdf
Title: H.B. 2871
Source: http://www.leg.state.or.us
| |
| WA | Signed into law 05/2009 | P-12 | Enacts the Interstate Compact on Educational Opportunity for Military Children; declares an intent to remove barriers to educational success imposed on children of military families because of frequent moves and deployment of their parents by facilitating the timely enrollment of children of military families and ensuring that they are not placed at a disadvantage. Chapter 380
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202009/5248-S.SL.pdf
Title: S.B. 5248
Source: http://apps.leg.wa.gov
| |
| CA | Signed into law 09/2008 | P-12 | Relates to the Academic Performance Index (API). Includes 5- and 6-year graduation rates in the indicators currently reported for purposes of calculating a school's API. Specifies a formula to calculate these rates. Provides that schools receive partial credit in their API scores for graduating pupils in 5 and 6 years, except that school would be granted full credit for graduating in 5 or 6 years, a pupil with disabilities who graduates in accordance with his or her individualized education program. Chapter 710
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: S.B. 1251
Source: http://www.assembly.ca.gov
| |
| IL | Signed into law 08/2008 | P-12 | Creates the Commission on the Elimination of Poverty to develop a poverty elimination strategic plan to reduce extreme poverty in Illinois by 50% or more by 2015. In developing the overall strategic plan, and in working toward the goal of reducing extreme poverty in Illinois by at least 50% by 2015, requires the commission to address all of the following:
(1) Access to safe, decent and affordable housing
(2) Access to adequate food and nutrition
(3) Access to affordable and quality health care
(4) Equal access to quality education and training
(5) Dependable and affordable transportation
(6) Access to quality and affordable child care
(7) Opportunities to engage in meaningful and sustainable work that pays a living wage
(8) The availability of adequate income supports.
Requires that the strategic plan include specific policy and fiscal recommendations and a timeline for each stage of implementation
for each recommendation. For each recommendation, requires the commission to identify in measurable terms the actual or potential impact. Authorizes the commission to review and make comments and recommendations on existing or proposed programs, policies, administrative rules and statutes that have an
impact on poverty in Illinois and, in particular, people living in extreme poverty.
Provides for appointments, co-chairs and terms of members. Requires the state superintendent of education to serve on the commission as an ex officio member. Provides for a steering committee. Requires the commission to meet at least annually and the steering committee to meet at least quarterly. Requires the commission to submit an initial report on its activities and recommendations to the constitutional officers and the general assembly by March 1, 2009, and to adopt a strategic plan by January 1, 2010. Provides for administrative support of the commission by the department of human services. http://www.ilga.gov/legislation/95/HB/PDF/09500HB4369lv.pdf
Title: H.B. 4369
Source: www.ilga.gov/legislation
| |
| CA | Vetoed 07/2008 | P-12 | Authorizes school districts to provide nonmonetary incentives to pupils in grades 7 to 11, inclusive, for achievement or improvement based upon the individual results of each pupil test in the Standardized Testing and Reporting (STAR) Program, including a designation of achievement on their diplomas. Encourages school districts to solicit ideas from pupils for local incentives for achievement or improvement on the test.
Title: S.B. 1709
Source: http://www.senate.ca.gov/
| |
| NY | Adopted 06/2008 | P-12 | Establishes allowable programs and activities, criteria for public reporting by school districts of their total foundation aid expenditures, and other requirements for purposes of preparation of contracts for excellence by certain specified school districts. Pages 6-11 of 27: http://www.dos.state.ny.us/info/register/2008/mar5/pdfs/rules.pdf
Title: Title 8 NYCRR Sections 100.13 and 170.12
Source: Lexis-Nexis/StateNet
| |
| NY | Adopted 01/2008 | P-12 | The board of regents has readopted, by emergency action effective January 22, 2008, the emergency rule adopted at the September 10, 2007 Regents meeting, and readopted at the October 23, 2007 Regents meeting, that added a new section 100.13 and amended section 170.12 of the Commissioner's Regulations. The rule is necessary to implement the Education Law section 211-d to establish allowable programs and activities, criteria for public reporting by school districts of their total foundation aid expenditures, and other requirements for purposes of preparation of contracts for excellence by certain specified school districts.
Pages 9- of 33: http://www.dos.state.ny.us/info/register/2008/feb6/pdfs/rules.pdf
Title: Title 8 NYCRR Sections 100.13 and 170.12
Source: www.dos.state.ny.us
| |
| NY | Emergency Rule Extension 11/2007 | P-12 | Readopts, by emergency action effective November 25, 2007, the emergency rule adopted at the September 10, 2007 Regents meeting that added a new section 100.13 and amended 170.12 of the Commissioner's Regulations.
http://www.dos.state.ny.us/info/register/2007/dec12/pdfs/rules.pdf
Title: Title 8 NYCRR Sections 100.13 and 170.12
Source: Lexis-Nexis/StateNet
| |
| NY | Adopted 07/2007 | P-12 | Establishes allowable programs and activities, criteria for public reporting by school districts of their total foundation aid expenditures, and other requirements for purposes of preparation of contracts for excellence by certain specified school districts. Pages 16-19 of 48: http://www.dos.state.ny.us/info/register/2007/aug15/pdfs/rules.pdf
Title: Title 8 NYCRR Sections 100.13 and 170.12
Source: Lexis-Nexis/StateNet
| |
| OR | Signed into law 07/2007 | P-12 | Changes student achievement activities for which a school district or program may use a School Improvement Fund grant; includes education service districts as recipients of School Improvement Fund grants and establishes a formula for the amount of grants; requires the state department to distribute a percentage of moneys in the School Improvement Fund to education service districts; requires an education service district board to expend 100 percent of moneys received on approved services or programs.
http://www.leg.state.or.us/07reg/measpdf/sb0300.dir/sb0318.en.pdf
Title: S.B. 318
Source: http://www.leg.state.or.us
| |
| MD | Issued 10/2006 | P-12 | Establishes the Maryland Youth Council to encourage young people throughout the State of Maryland to consider and discuss how government, working with its public and private-sector partners to develop possible solutions for presentation to the Children's Cabinet and, thereby, achieve better outcomes for outh. Sets membership. http://www.gov.state.md.us/executiveorders/2006/0610eo.html
Title: Executive Order 01.01.2006.10
Source: http://www.gov.state.md.us
| |
| TX | Adopted 08/2006 | P-12 | Amends rules relating to the optional extended year program for students in kindergarten through grade eleven who are identified as likely not to be promoted to the next grade level for the succeeding school year. TEXAS 9885
http://www.tea.state.tx.us/rules/tac/chapter105/ch105aa.html
Title: 19 TAC 2.105.AA.105.1001
Source: Texas Rules
| |
| IL | Signed into law 06/2006 | P-12 | Deletes language related to local learning objectives and assessment. Makes districts' setting of student learning objectives optional rather than mandatory.
Eliminates requirement that a district's school improvement plan address specific activities the district intends to implement to assist pupils not meeting state standards or local objectives. Pages 17-26 of 49: http://www.ilga.gov/legislation/94/SB/PDF/09400SB2829lv.pdf
Title: S.B. 2829 - Local Learning Objectives
Source: www.ilga.gov
| |
| IA | Signed into law 06/2006 | P-12 | Beginning January 15, 2007, requires the department to submit an annual report to the legislature that includes the ways districts in the previous school year used modified allowable growth for programs for returning dropouts and dropout prevention; identifies, by grade level, age, and district size, the students in the dropout and dropout prevention programs for which the department approves a request; describes school district progress toward increasing student achievement and attendance for the students in the programs; and describes how the school districts are using the revenues from the modified allowable growth to improve student achievement among minority subgroups. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 28
Source: coolice.legis.state.ia.us
| |
| FL | Signed into law 05/2006 | P-12 | School in which low-performing students are enrolled must develop, in consultation with the student's parent, and must implement a progress monitoring plan. A progress monitoring plan is intended to provide the school district and the school flexibility in meeting the academic needs of the student and to reduce paperwork. A student who is not meeting the school district or state requirements for proficiency in reading and math must be covered by one of the following plans to target instruction and identify ways to improve his or her academic achievement:
1. A federally required student plan such as an individual education plan; 2. A schoolwide system of progress monitoring for all students; or
3. An individualized progress monitoring plan.
If the student has been identified as having a deficiency in reading, the K-12 comprehensive reading plan required by s.1011.62(8) must include instructional and support services to be provided to meet the desired levels of performance. District school boards may require low-performing students to attend remediation programs held before or after regular school hours or during the summer if transportation is provided.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 42)
Source: Florida Legislature
| |
| OH | Signed into law 05/2006 | P-12 | Establishes the educational regional service system. The system will support state and regional education initiatives and efforts to improve school effectiveness and student achievement. Services – including special education and related services – will be provided under the system to school districts, community schools and chartered nonpublic schools.
http://www.legislature.state.oh.us/bills.cfm?ID=126_HB_115_
Title: H.B. 115
Source: http://www.legislature.state.oh.us/bills.cfm?ID=126_HB_115_
| |
| CO | Adopted 01/2006 | P-12 | Establishes rules regarding the administration of closing theachievement gap.
The Colorado State Board of Education must determine the criteria by which eligible schools shall be selected to participate in the voluntary Closing the Achievement Gap Program. Selection Criteria Eligibility for participation in the voluntary program will be limited to schools with an achievement gap meeting the following criteria: current and prior year reading gap is larger than the state average gap; and current and prior year math gap is larger than the state average gap; or the school has received an academic performance rating of unsatisfactory.
http://www.cde.state.co.us/cdeboard/download/bdregs_301-69.pdf
Title: 1 CCR 301-69
Source: CO State Board of Education Regulations
| |
| IL | Signed into law 08/2005 | P-12 | Provides that by the beginning of the 2006-2007 school year, the State Board of Education shall by rule establish a parental participation pilot project to provide grants to the lowest performing school districts to help these districts improve parental participation through certain activities, including parent-teacher conferences, open houses, family nights, volunteer opportunities, and family outreach materials. Requires the pilot project to be for a period of at least 4 school years. Allows a school district to apply to the State Board for the establishment of a parental participation pilot project for the entire district or for a particular school or group of schools in the district. Requires the state board to select 4 school districts in specified geographic areas to participate in the pilot project. Requires the board, when selecting participants, to consider the following criteria:
(1) whether the district or school has any of the following problems and whether those problems can be mitigated or addressed through enhanced parental participation:
(A) low rates of satisfactory performance on state assessments;
(B) high rates of low-income students, limited English proficient students, dropouts, chronically truant students, and student mobility; or
(C) low student attendance rates; and
(2) the methods the district or school will use to measure the progress of the pilot project in the district or school.
Requires each participating district or school to establish a parental participation committee to assist in developing and implementing the parental participation pilot project. Requires the committee to develop an academic improvement plan that details how the pilot project should be implemented in the participating district or school, and to make recommendations to the local board on specified matters. Requires local boards to submit annual progress reports to the state board detailing the effect of the pilot project on the district or school. Provides for a review and final evaluation of the project. Amends the State Finance Act to create the Parental Participation Pilot Project Fund as a special fund in the state treasury. Repeals these provisions on December 31, 2010. Effective immediately. http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0507
Title: S.B. 10
Source: www.ilga.gov
| |
| AR | Signed into law 04/2005 | P-12 | Ensures the continuation of efforts to close the achievement gaps in school districts subject to reorganization or reclassification. Requires a receiving or resulting school district in a school consolidation to obtain and retain all student and historical records and documents from the
affected school district, specifically including, but not limited to: (1) Student transcripts; (2) Graduation records; (3) Minutes and other legal documents of the local board of directors; (4) Maps or boundary documents; (5) Sports records, trophies, and awards; (6) Employee records; and (7) Financial records.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1028.pdf
Title: S.B. 1028
Source: www.arkleg.state.ar.us
| |
| KS | Became law without GOVERNOR'S signature. 04/2005 | P-12 | Requires districts to report expenditures by categories as directed by the department of education and requires the department to verify costs incurred by school districts providing programs required by law and the number of pupils enrolled in such programs. Requires the state board to implement a uniform, Web-based data reporting system for districts to allow any person to analyze and compare district financial and performance data.
Bill as enacted: http://www.kslegislature.org/legsrv-bills/showBill.do?id=38800
Fiscal note: http://www.kslegislature.org/legsrv-bills/showBill.do?id=35742
Supplemental note: http://www.kslegislature.org/legsrv-bills/showBill.do?id=37465
Title: H.B. 2247 (section 1-2)
Source: www.kslegislature.org
| |
| AR | Signed into law 03/2005 | P-12 | Provides for monitoring of the academic progress of specified subgroups of students from schools that were consolidated or annexed under act 60 of the second extraordinary session of the eighty-fourth general assembly. Also requires the receiving or resulting school district to obtain and retain all student records from the affected school district for the five years immediately preceding the annexation or consolidation. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB1888.pdf
Title: H.B. 1888
Source: www.arkleg.state.ar.us
| |
| KY | Signed into law 03/2005 | P-12
Postsec.
Community College | Sets forth legislative intent related to early diagnosis of and intervention for elementary students struggling in reading and mathematics, state student achievement goals, provision and quality of diagnostic and intervention services to students below proficient on state math and reading assessments, and collaboration among state and local stakeholders to achieve state goals. Establishes the respective roles of the general assembly, state board of education, department of education, council on postsecondary education, education professional standards board, colleges and universities, school councils, and local boards and superintendents in achieving the state's student achievement goals. Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB301.htm
Title: H.B. 93 (Section 1, multiple provisions)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12
Postsec. | Requires colleges and universities to:
(a) Utilize institution-wide resources to work with elementary and secondary educators and other entities to align curriculum content to ensure that students who achieve proficiency on standards established at the prekindergarten through secondary levels will require no remediation to successfully enter a postsecondary education program;
(b) Provide quality undergraduate teacher preparation programs to ensure that those preparing to teach reading or mathematics at all grade levels have the necessary content knowledge, assessment and diagnostic skills, and teaching methodologies;
(c) Deliver appropriate continuing education for teachers in reading and mathematics through institutes, graduate level courses, and other professional development activities that support a statewide agenda for improving student achievement in reading and mathematics;
(d) Conduct or assist with research on best practices in assessment, intervention strategies, teaching methodologies, costs and effectiveness of instructional models, and other factors as appropriate to reading and mathematics;
(e) Provide staff to consult and provide technical assistance to teachers, staff, and administrators at elementary, middle, and secondary school sites;
(f) Assume active roles in the statewide initiatives referenced in Sections 2 and 5 of this Act; and
(g) Develop written procedures for measuring the effectiveness of activities outlined in paragraphs (a) to (e) of this subsection.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraph 7)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12
Postsec.
Community College | Defines terms, including "mathematics coach," "mathematics diagnostic assessment," "mathematics intervention program," "mathematics leader," "mathematics mentor," and "numeracy." Establishes the Committee for Mathematics Achievement to develop a multi-faceted strategic plan to improve student achievement in mathematics at all levels of schooling, prekindergarten through postsecondary and adult. Specifies that at a minimum, the plan must address:
(a) Challenging curriculum that is aligned prekindergarten through postsecondary, including consensus among high school teachers and postsecondary education faculty about expectations, curriculum, and assessment;
(b) Attitudes and beliefs of teachers about mathematics;
(c) Teachers' knowledge of mathematics;
(d) Diagnostic assessment, intervention services, and instructional strategies;
(e) Shortages of teachers of mathematics, including incentives to attract strong candidates to mathematics teaching;
(f) Statewide institutes that prepare cadres of mathematics leaders in local school districts, which may include highly skilled retired mathematics teachers, to serve as coaches and mentors in districts and schools;
(g) Cohesive continuing education options for experienced mathematics classroom teachers;
(h) Closing the student achievement gap among various student subpopulations;
(i) Curriculum expectations and assessments of students among the various school levels, prekindergarten, primary, elementary, middle, and high school;
(j) Content standards for adult education centers providing mathematics curricula;
(k) Introductory postsecondary education mathematics courses that are appropriate to the wide array of academic programs and majors;
(l) Research to analyze further the issues of transition from high school or GED programs to postsecondary education mathematics; and
(m) The early mathematics testing program under KRS 158.803.
Other factors may be included in the strategic plan as deemed appropriate by the committee to improve mathematics achievement of Kentucky students.
Requires the committee to (a) Design a statewide professional development program that includes summer mathematics institutes at colleges and universities, follow-up, and school-based support services, beginning no later than June 1, 2006, to prepare teams of teachers as coaches and mentors of mathematics at all school levels to improve student achievement. Specifies areas the design must address. (b) Require schools and districts approved to have participants in the mathematics leader institutes to provide specified assurances to support institute participants and students who need modified instructional and intervention services in math.
Establishes committee membership, terms, chairmanship, attachmetn to Kentucky Department of Education, and responsibilities. Specifies that the committee must:
(a) Present a draft strategic plan addressing the requirements in subsection (1) of this section and other issues that arose during the work of the committee to the Education Assessment and Accountability Review Subcommittee no later than August 2005;
(b) Present the strategic plan for improving mathematics achievement to the Interim Joint Committee on Education by July 15, 2006, which shall include any recommendations that require legislative action; and
(c) Provide a final written report of committee activities to the Interim Joint Committee on Education and the Legislative Research Commission by December 1, 2006.
Also specifies that the committee will have ongoing responsibility for providing advice and guidance to policymakers in the development of statewide policies and in the identification and allocation of resources to improve mathematics achievement. In carrying out this responsibility, the committee must periodically review the strategic plan and make modifications as deemed appropriate and report those to the Interim Joint Committee on Education.
Mandates that the committee collaborate with the Center for Mathematics to ensure that there is ongoing identification of research-based intervention programs for K-12 students who have fallen behind in mathematics, rigorous mathematics curricula that prepare students for the next level of schooling, research-based professional development models that prepare teachers in mathematics and pedagogy, and strategies for closing the gap between high school or GED and postsecondary mathematics preparation.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 2)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12
Postsec. | Creates the Center for Mathematics to make available professional development for teachers in reliable, research-based diagnostic assessment and intervention strategies, coaching and mentoring models, and other programs in mathematics. Specifies the duties of the center. Requires the Council on Postsecondary Education to select a location for the center no later than January 1, 2006.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 4)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12
Postsec. | Specifies that, for the state to achieve its student achievement goals, the Council on Postsecondary Education, in cooperation with the Education Professional Standards Board, must exercise its duties and functions under KRS 164.020 to ensure that teacher education programs are fulfilling the needs of Kentucky for highly skilled teachers. Requires the council to coordinate the federal and state grant programs it administers with other statewide initiatives relating to improving student achievement in reading and mathematics to avoid duplication of effort and to make efficient use of resources. Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraph 5)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12 | Mandates that the Kentucky Department of Education provide assistance to schools and teachers, including publicizing professional development opportunities, methods of measuring effective professional development, the availability of high quality instructional materials, and developmentally appropriate screening and diagnostic assessments of student competency in mathematics and reading. Also requires the department to provide access to samples of units of study, annotated student work, diagnostic instruments, and research findings, and give guidance on parental engagement.
Also requires that the department conduct an annual review of the state grant programs it manages and make recommendations, when needed, to the Interim Joint Committee on Education for changes to statutory requirements that are necessary to gain a greater return on investment.
Requires the department to provide administrative support and oversight to programs to train classroom coaches and mentors to help teachers with reading and mathematics instruction. Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraph 4)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12 | (8) School councils at all school levels are encouraged to identify and allocate resources to qualified teachers to become coaches or mentors in mathematics or coaches or mentors in reading with a focus on improving student achievement in their respective schools.
(9) Local school boards and superintendents shall provide local resources, whenever possible, to supplement or match state and federal resources to support teachers, school administrators, and school councils in helping students achieve proficiency in reading and mathematics.
(10) Local school superintendents shall provide leadership and resources to the principals of all schools to facilitate curriculum alignment, communications, and technical support among schools to ensure that students are academically prepared to move to the next level of schooling.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraphs 8-10)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12 | This act is to be cited as the "Read to Achieve Act of 2005." Relates to reading; makes an appropriation therefor; describes the general assembly's findings and intent regarding reading. Defines "comprehensive reading program," "reading diagnostic assessment," and "reading intervention program." Eliminates the Early Reading Incentive Fund and the Early Reading Incentive Grant Steering Committee; establishes the Reading Diagnostic and Intervention Fund and the Reading Diagnostic and Intervention Grant Steering Committee to provide renewable, two-year grants to help teachers and library media specialists improve the reading skills of struggling readers in the primary program. Requires the state board to:
1. Identify eligible grant applicants, taking into consideration how the grant program described in this section will relate to other grant programs;
2. Specify the criteria for acceptable diagnostic assessments and intervention programs;
3. Specify the criteria for acceptable ongoing assessment of each child to determine his or her reading progress;
4. Establish the minimum evaluation process for an annual review of each grant recipient's program and progress;
5. Identify the annual data that must be provided from grant recipients;
6. Define the application review and approval process;
7. Establish matching requirements deemed necessary;
8. Define the professional development and continuing education requirements for teachers, library media specialists, administrators, and staff of grant recipients;
9. Establish the conditions for renewal of a two-year grant; and
10. Specify other conditions necessary to implement the program.
Sets forth principles that program grant applicants must meet for the applicant's request for funding to be approved.
Requires the department's annual report on the use of grant funds to include comparisons of the overall costs and effectiveness of intervention programs, and every other year to include an estimate of the cost to expand the reading diagnostic and intervention grant program.
Modifies the membership and expands upon the powers of the Reading Diagnostic and Intervention Grant Steering Committee.
Requires the Collaborative Center for Literacy Development: Early Childhood through Adulthood to undertake specified advisory and research duties. Requires the center's research agenda to consider the impact of various reading and intervention programs:
1. In eliminating academic achievement gaps among students with differing characteristics, including subpopulations of students with disabilities, students with low socioeconomic status, students from racial minority groups, students with limited English proficiency, and students of different gender;
2. In schools with differing characteristics, such as urban versus rural schools, poverty versus nonpoverty schools, schools with strong library media center programs versus schools with weak library media center programs and schools in different geographic regions of the state;
3. In terms of their costs and effectiveness; and
4. In maintaining positive student progress over a sustained period of time.
Requires the Early Childhood Development Authority to provide that primary students, regardless of age, who are having difficulty with reading may be referred and receive a second vision examination as described in KRS 156.160 at no cost to the parent.
http://lrc.ky.gov/RECORD/05RS/SB19.htm
Title: S.B. 19
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12 | Directs the department of education to conduct a comprehensive analysis of the professional development, training and resources needed in each school to help each child achieve reading and literacy proficiency by 2014. Requires the department of education to submit its findings and recommendations to the Interim Joint Committee on Education no later than November 1, 2005.
http://lrc.ky.gov/RECORD/05RS/SJ92.htm
Title: S.J.R. 92
Source: lrc.ky.gov
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| CA | Vetoed 09/2004 | P-12 | Establishes the Pupil Achievement Grant Program to consolidate funding and provide flexibility at the schoolsite in the use of funds from specified categorical education programs in schools identified as underperforming in at least one of the three preceding fiscal years. Requires a school district to ensure that it expends an amount for direct services to pupils in eligible schools in accordance with specified minimum percentages for any purpose authorized by special categorical education programs. Requires a school district receiving program funds to ensure that the school district and each school has or continues to maintain advisory committees and schoolsite councils. Requires a district to have a single school plan that incorporates specified requirements and to use funds allocated to serve and assist pupils eligible for free or reduced price meals and pupils identified as limited English proficient. http://www.leginfo.ca.gov/pub/bill/asm/ab_2151-2200/ab_2152_bill_20040827_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2152_veto.pdf
Title: A.B. 2152
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2004 | P-12 | Existing law requires the county superintendent of schools to annually monitor and review school district certificated employee assignment practices according to certain priorities with first priority going to schools and school districts that are likely to have problems with teacher misassignment and teacher vacancies based on past experience or other available information. Existing law requires a county superintendent of schools to submit an annual report to the Commission on Teacher Credentialing summarizing the results of all assignment monitoring and reviews.
This bill requires the county superintendent of schools to give priority to schools ranked in deciles 1 to 3, inclusive, of the Academic Performance Index, as defined, if those schools are not currently under review through a state or federal intervention program. The bill requires a county superintendent of schools to investigate school and district efforts to ensure that any credentialed teacher in an assignment requiring a certificate authorizing the holder to teach English language development to English learners or training that authorizes the holder to teach English language development to English learners completes the necessary requirements for one of those certificates or completes the required training.
This bill requires a county superintendent of schools to submit the annual report summarizing the results of assignment monitoring and reviews to the department. The bill requires that report to include information on certificated employee assignment practices in schools ranked in deciles 1 to 3, inclusive, of the Academic Performance Index, as defined, to ensure that in any classes in these schools in which 20% or more pupils are English learners, the assigned teachers possess a certificate authorizing the holder to teach English language development to English learners or have completed training that would authorize them to teach English language development to English learners or are to the duties of county superintendents of schools, the bill imposes a state-mandated local program.
The bill requires the Superintendent of Public Instruction to submit a summary of the reports submitted by county superintendents of schools to the Legislature and requires the Legislature to hold public hearings on pupil access to teachers and to related statutory provisions. http://www.leginfo.ca.gov/pub/bill/asm/ab_3001-3050/ab_3001_bill_20040929_chaptered.pdf
Title: A.B. 3001 (multiple provisions)
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2004 | P-12 | Requires the county superintendent to annually present a report to the governing board of each school district under his or her jurisdiction and to the board of supervisors of the county describing the state of the schools in the county and of his or her office that are ranked in deciles 1 to 3, inclusive, of the 2003 base Academic Performance Index. Requires the county superintendent for the Counties of Alpine, Amador, Del Norte, Mariposa, Plumas, Sierra, and the City and County of San Francisco to contract with a neighboring county office of education or an independent auditor to conduct the required visits and make all required reports. Makes the priority objective of the visits to determine if there are sufficient textbooks, conditions of facilities that pose an emergency or urgent threat to the health or safety of pupils or staff, and accurate data reported on the school accountability report card with respect to the availability of sufficient textbooks and instructional materials, the safety, cleanliness, adequacy, and good repair of school facilities. http://www.leginfo.ca.gov/pub/bill/sen/sb_0501-0550/sb_550_bill_20040929_chaptered.pdf
Title: S.B. 550 (multiple provisions)
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2004 | P-12
Community College | Appropriates a specified amount of funds from the General Fund to the State Department of Education for the support of the Advancement Via Individual Determination Program. Makes these amounts applicable toward the minimum funding requirements for a school district and community college districts. http://www.leginfo.ca.gov/pub/bill/asm/ab_3001-3050/ab_3017_bill_20040827_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_3017_veto.pdf
Title: A.B. 3017
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2004 | P-12
Postsec.
Community College | Creates the African-American Family Commission Act. Establishes a 15-member African-American Family Commission to serve as a coordinating and advocating body that acts on behalf of the interests of African-Americans to improve and expand existing human services and educational and community development programs. Provides for funding through appropriations. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0867
Title: S.B. 3208
Source: Illinois Legislative Web site
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| HI | Signed into law 07/2004 | P-12 | The education reform in this Act shall be known as the "Reinventing Education Act of 2004." The provisions include (1) establishing a weighted student formula; (2) providing additional information technology; (3) empowering principals through a Hawaii principals academy and other means; (4) strengthening community involvement through school community councils and parent-community networking centers; (5) providing more mathematics textbooks; (6) lowering class size in kindergarten, grade one, and grade two; (7) providing full-time, year-round, high school student activity coordinators; (8) providing support for students who need additional help to succeed in school; (9) establishing a national board certification incentive program for teachers; (10) enhancing teacher education; (11) reducing the bureaucracy that hampers the effectiveness of the department of education; (12) improving the educational accountability system; and (13) requiring board of education members to hold community meetings in their districts. Establishes the after-school plus program revolving fund.Creates a working group to create a plan for principal performance contracts. http://www.capitol.hawaii.gov/site1/docs/getstatus.asp?qu=HB2002&showstatus=on&showtext=on&press1=docs
Title: H.B. 2002
Source: Hawaii Legislative Web site
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| GA | Adopted 07/2004 | P-12 | Clarifies rules regarding statewide accountability, applicable definitions, school profiles, and awards and consequences; creates a single statewide accountability system consistent with state and federal law; provides valid, reliable accountability determinations at school, local education agency and state levels with the purpose of promoting continuous improvement in student achievement levels; provides annual profiles for every school and local education agency.
http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.01.pdf; http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.02.pdf; http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.03.pdf; http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.04.pdf
Title: GAC 160-7-1-.01 thru -.04
Source: Georgia State Web site
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| LA | Signed into law 07/2004 | P-12 | Subject to appropriation, creates the Kindergarten Plus pilot program of classes, at least one in each of the state's eight regional service districts, of extended kindergarten for disadvantaged children from the 2005-06 through the 2007-08 school year. For purposes of this program, disadvantaged children are those eligible to participate in the federal free and reduced-cost lunch program. Every local board is invited to submit a proposal to the department to provide such a class in one of its schools. Should a large number of qualified proposals be submitted from one regional service district, the winning class must be selected by random drawing. Kindergarten Plus classes will offer full-day kindergarten starting two months before the kindergarten classes in the local district.
Requires the department, with state board approval, to establish rubrics of evaluation for use in every participating school which must be designed to provide clear and usable information regarding the effect the additional two months of kindergarten has on the students' academic achievement and overall school success when compared to similar students who enroll in the regularly provided kindergarten classes extended through their primary grades.
Based on an analysis of the evaluations of the effect of Kindergarten Plus classes, beginning in the 2008-2009 school year, the department may expand the number of schools participating in the pilot, continue the pilot limited to eight schools, or discontinue the Kindergarten Plus classes.
Requires annual reporting to the legislature on the progress, evaluations, the analysis of the evaluations, and department opinion on the expansion, continuation or discontinuation of Kindergarten Plus. http://www.legis.state.la.us/leg_docs/04RS/CVT9/OUT/0000LVK1.PDF
Title: S.B. 301
Source: www.legis.state.la.us
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| CO | Vetoed 06/2004 | P-12 | Creates a High School Commission to assess the quality of education provided in the state's public high schools and to make recommendations to school districts and the general assembly by December 31, 2004. The commission should address at least the following issues: whether Colorado high school graduates are ready for postsecondary education and employment and strategies to help districts improve readiness; focusing and clarifying high school graduation requirements and expectations; improving high school students' achievement levels; the effectiveness and availability of enrollment option including choice, charter school and educational voucher programs; and the existing data systems to measure the quality of high school education, student outcomes and student growth. The commission should consider local commissions recommendations and avoid duplication of local commissions' reform recommendations.
http://www.leg.state.co.us/clics2004a/csl.nsf/fsbillcont3/FCF5FBA591D5C19887256E1A0063628F?open&file=1283_enr.pdf
Title: H.B. 1283
Source: Colorado Legislative Web site
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| FL | To governor 05/2004 | P-12 | Creates the "Middle School Reform Act;" provides definitions; prescribes program criteria and content; provides a timeline for implementation; requires an academic performance study of middle grade students and schools with recommendations for increase in performance; requires school improvement plan to include rigorous reading requirement; provides for individual student plans; provides for additions to academic improvement plans; adds criteria to the assessment process for instructional personnel; requires DOE to conduct study on physical education in public schools; requires school districts to implement mandatory physical education under certain circumstances.
http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0354er.html&Directory=session/2004/Senate/bills/billtext/html/
Title: S.B. 354
Source: Florida Legislative Web site
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| FL | Signed into law 05/2004 | P-12
Postsec.
Community College | Relates to student achievement;creates the Partnership for Minority and Underrepresented Student Achievement; mission of partnership is to prepare, inspire and connect students with postsecondary success and opportunity with a focus on minority students and other students underrepresented in postsecondary education; provides for purposes and duties of the partnership including teacher professional development to ensure teachers have necessary knowledge to prepare students for success in AP and other advanced courses, middle school teacher professional development to enable them to educate middle students at the level necessary for success in high school advanced courses, college exams preparation through a variety of means, dissemination of information about the importance of advanced coursework to improve a student's ability to access postsecondary education; provides duties of the Department of Education and The College Board; requires the partnership to submit a annual evaluation report to the Department. http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb2184er.html&Directory=session/2004/Senate/bills/billtext/html/
Title: S.B. 2184
Source: Florida Legislative Web site
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| 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
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| VA | Signed into law 04/2004 | P-12 | Deletes language defining educationally at risk students as those whose scores are in the bottom national quartile on Virginia State Assessment Program tests, and adds that educationally at risk students are those who do not pass a 3-8 Standards of Learning assessment. Deletes language allowing each school board to establish a remediation program standards committee. http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0955
Title: H.B. 1014
Source: leg1.state.va.us
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| VA | Signed into law 04/2004 | P-12 | Amends section 22.1-253.13:1 and 22.1-253.13:2 . Specifies that the Standards of Learning form the core of Virginia's educational program and other educational objectives. Specifies that the state board must, at a minimum, define Standards of Learning for English, mathematics, science, history and social science. Specifies that "communication" as included in the Standards of Learning comprises listening, speaking, reading and writing. To passage on public input on proposed revisions to the Standards of Learning, adds that the department must provide and maintain Web capacity to allowing K-12 educators to submit recommendations for improvements to the Standards of Learning, when under review by the state board, as well as to the related assessments. Deletes "career education schools" from language requiring local boards to implement career and technical education programs.
Provisions (i) increase from one half-time to one full-time principal in elementary schools with fewer than 300 students; (ii) provide one full-time assistant principal for each 400 students in each school, regardless of grade level; (iv) lower the pupil-teacher ratio from 25:1 to 21:1 in middle and high schools, to ensure the provision of scheduled teacher planning time; (v) reduce the required speech pathologist caseload from 68 to 60 students; (vi) require two technology support positions per 1,000 students in kindergarten through grade 12 divisionwide; and (viii) modify the current funding mechanism for remediation.
Requires the state board to submit to the governor and the general assembly a report on the condition and needs of public education in the commonwealth and shall identify any school divisions and the specific schools therein that have failed to establish and maintain schools meeting the existing prescribed standards of quality.
http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0955
Title: H.B. 1014
Source: leg1.state.va.us
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| WV | Signed into law 03/2004 | P-12 | Adds a new section related to providing for establishment of special five-year demonstration professional development school project. The intent of this section is to provide a special demonstration environment wherein the public schools included in the demonstration project may work in collaboration with higher education, community organizations and the state board to develop and implement strategies that may be replicated in other public schools with significant enrollments of disadvantaged, minority and under-achieving students to improve academic achievement.
Title: H.B. 4669
Source: http://www.legis.state.wv.us
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| AR | Signed into law 02/2004 | P-12 | Creates the office of education renewal zones; provides for renewal zones to improve student achievement in smaller schools and districts; provides for collaboration with higher education partners, including community and technical colleges; enables small, rural and low-wealth schools to use the latest distance learning technology to enhance curricula and professional development; requires school improvement plans with certain components. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/HB1056.pdf
Title: H.B. 1056
Source: Arkansas Legislative Web site
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| AR | Signed into law 01/2004 | P-12 | Amends Ark. Code § 6-15-404; adds 6-15-433 and 6-15-1803. Creates the Student Assessment and Educational Accountability act of 2003; establishes a comprehensive system of testing students, known as the Arkansas Comprehensive Assessment Program exams, including criterion-referenced tests by July 1, 2006; participation in the program is mandatory unless exempted by the state board of education; state board exemption shall not be granted if it would result in less than 95% student participation in a school; requires Arkansas to participate in NAEP testing; implements student achievement testing as part of the statewide assessment program; the state department of education shall establish additional course requirements for failing to demonstrate proficiency on end of course exams for submission to legislative committees and implemented for 2009-10 school year. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/SB33.pdf
Title: S.B. 33 §§ 1, 4, 5
Source: Arkansas Legislative Web site
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| AR | Signed into law 01/2004 | P-12 | Makes the committee on closing the achievement gap in this state a commission. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/HB1054.pdf
Title: H.B. 1054
Source: Arkansas Legislative Web site
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| AR | Signed into law 01/2004 | P-12
Postsec. | Establishes a coalition effort between the University of Arkansas at Pine Bluff and certain school districts to reduce academic disparities in the state delta; provides for standards-based curricula in mathematics, reading and English, faculty development, student assessment date and development of an after-school academic program. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/HB1048.pdf
Title: H.B. 1048
Source: Arkansas Legislative Web site
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| DE | Rule Adoption 01/2004 | P-12
Postsec. | Establishes rules clarifying the issue of scholarship eligibility for students repeating the eighth grade. http://www.state.de.us/research/AdminCode/Education/Education%20Administrative%20Code%20-%20200%20Administration%20and%20Operations.htm#P231_31584
Title: 14 DAC 245
Source: Delaware State Web site
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| IL | Amendatory veto by Governor - Bill Dead 11/2003 | P-12 | Amends the School Code. Requires the State Board of Education to implement and administer a student achievement improvement grant program to provide 2- year grants to school districts on the academic watch list and other school districts that have the lowest achieving students. Requires a school district to establish an accountability program in order to receive a grant. Requires a grant to be automatically renewed when achievement goals are met. http://www.legis.state.il.us/legislation/fulltext.asp?DocName=&SessionId=3&GA=93&DocTypeId=SB&DocNum=207
Title: S.B. 207
Source: Illinois Legislative Web site
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| CA | Vetoed 10/2003 | P-12 | Removes the funding limitation of a school district or charter school for supplemental instruction to a pupil who is at risk of retention in the same grade. Revises the funding limitation for supplemental instruction for a pupil who is deficient in mathematics, reading or written expression. This bill would become effective only if AB 52 is enacted and becomes effective on or before January 1, 2004. http://www.leginfo.ca.gov/pub/bill/sen/sb_0001-0050/sb_19_bill_20030911_enrolled.html
Title: S.B. 19
Source: California Legislative Web site
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| CA | Signed into law 09/2003 | P-12 | Repeals the Golden State Examination Program that measures advanced pupil achievement on academically rigorous content standards adopted by the state board of education. http://www.leginfo.ca.gov/pub/bill/asm/ab_1251-1300/ab_1266_bill_20030929_chaptered.html
Title: A.B. 1266 § 21
Source: California Legislative Web site
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| DE | Signed into law 07/2003 | P-12 | Allows the use of indicators other than assessments prior to mandatory summer school; permits other indicators to be used to determine if a student has demonstrated proficient performance relative to the state content standards prior to summer school; provides other indicators cannot be used to waiver participation in summer school on more than two occasions.
http://www.legis.state.de.us/Legislature.nsf/fsLIS?openframeset&Frame=Main&Src=/LIS/LIS142.NSF/Home!Openform
Title: S.B. 141
Source: Delaware Legislative Web site
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| AR | Rule Adoption 06/2003 | P-12 | Requires the development of a single Arkansas comprehensive testing, assessment and accountability program (ACTAAP); ensures all public school students have an equal opportunity to demonstrate grade-level academic proficiency; improves student learning and classroom instruction, and supports high academic standards for all students; requires intervention for students not performing at grade-level; establishes a program for schools districts in academic distress. http://arkedu.state.ar.us/pdf/ade%20188%20actaap.pdf
Title: ADE 188
Source: Arkansas State Web site
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| NC | Signed into law 06/2003 | P-12
Postsec. | Creates the Innovative Education Initiatives Act to develop cooperative efforts between secondary schools and institutions of higher education to reduce dropout rates, increase high school and college graduation rates and decrease the need for higher education remedial programs; creates the cooperative innovative high school programs; permits public and private colleges and private businesses or organizations to participate; provides for funding. The General Assembly strongly endorses the Governor's goal of making North Carolina's system of
education first in America by 2010. With that as the goal, the Education Cabinet shall set as a priority cooperative efforts between secondary schools and institutions of higher education so as to reduce the high school dropout rate, increase high school and college graduation rates, decrease the need for remediation in institutions of higher education, and raise certificate, associate, and bachelor degree completion rates.
The Cabinet shall identify and support efforts that achieve the following purposes: (1) Support cooperative innovative high school programs; (2) Improve high school completion rates and reduce high school dropout rates; (3) Close the achievement gap; (4) Create redesigned middle schools or high schools; (5) Provide flexible, customized programs of learning for high school students who would benefit from accelerated, higher level coursework or early graduation; (6) Establish high quality alternative learning programs; (7) Establish a virtual high school; (8) Implement other innovative education initiatives designed to advance the state's system of education. Requires the Education Cabinet to identify federal, state, and local funds that may be used to support these initiatives. In addition, the Cabinet is strongly encouraged to
pursue private funds that could be used to support these initiatives. http://www.ncga.state.nc.us/html2003/bills/AllVersions/Senate/S656vc.html
Title: S.B. 656
Source: http://www.ncga.state.nc.us/
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| CT | Signed into law 06/2003 | P-12 | Requires the State Prevention Council to determine long-term goals, strategies and outcome measures to promote the health and well being of children and families including; early intervention strategies, an increase in healthy pregnant women and newborns, a decrease in child neglect and abuse, an increase in school-ready children, an increase in children who succeed in school, a decrease in children who are unsupervised after school and a decrease in juvenile suicide and crime. http://www.cga.state.ct.us/2003/act/Pa/2003PA-00145-R00SB-00886-PA.htm
Title: S.B. 886
Source: Connecticut Legislative Web site
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| CO | Signed into law 06/2003 | P-12 | Concerns closing achievement gap; creates a program to assist schools that have received an unsatisfactory rating or have a significant achievement gap; establishes a commission to propose actions to close the achievement gap. http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/F2377ACD76563BFA87256C7500641173?Open&file=254_enr.pdf
Title: S.B. 254
Source: Colorado Legislative Web site
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| IA | Signed into law 05/2003 | P-12 | Changes repeal date from 2003 to 2004 on chapter establishing statewide early intervention block grant program. Components of this program include K-3 class size reduction and K-3 diagnostic reading assessments. Chapter requires districts to annually report to the department their current class sizes for grades K-3. Chapter also requires districts to annually report to public the percentage of fourth-graders who are proficient in reading, and encourages districts to report to public on K-3 student reading proficiency. http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
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| AR | Signed into law 04/2003 | P-12 | Creates the committee on closing the academic achievement gap in Arkansas. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2657.pdf
Title: H.B. 2657
Source: Arkansas Legislative Web site
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| AR | Signed into law 04/2003 | P-12 | Amends laws pertaining to achievement testing of home-schooled students. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2879.pdf
Title: H.B. 2879
Source: Arkansas Legislative Web site
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| AR | Signed into law 04/2003 | P-12 | Appropriates funds for commission on closing the academic achievement gap and parental involvement. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2067.pdf
Title: H.B. 2067
Source: Arkansas Legislative Web site
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| CO | Signed into law 04/2003 | P-12 | Concerns requirements related to student transfers; districts should consider adopting policies that give transfer enrollment priority to a student with unsatisfactory proficiency ratings attending a school rated unsatisfactory. http://www.leg.state.co.us/2003a/pubhome.nsf
Title: H.B. 1087
Source: State legislative web site
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| WV | Adopted 11/2002 | P-12 | Provides a process for the establishment of a more formal method to fund programs that strengthen student learning ability as required by House Bill 4022 adding W.Va. Code 18-2-35. See H.B. 4022 (in this database) for more information. WEST VIRGINIA REG 4193 (SN)
Title: Policy 8350 --Title 126, Series 208
Source: StateNet
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| MD | Signed into law 05/2002 | P-12 | Establishes sales and use tax on telecommunications service in Prince George's County. Net proceeds from the revenue must be used only as supplemental funds for the operation of the Prince George's County School System. The board must consider using such funds for the provision of a program for at-risk or low-performing students in grades 6-12 that meets specified criteria; and a Spanish language immersion program for at least 450 pupils in grades K-5. http://mlis.state.md.us/2002rs/bills/hb/hb0949e.rtf
Title: H.B. 949
Source: mlis.state.md.us
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| SC | Signed into law 04/2002 | P-12 | Makes it a misdemeanor to falsify or alter a transcript, a diploma, or the high school equivalency diploma known as the GED from any high school, college, university, or technical college of South Carolina, from the South Carolina Department of Education, or from any other transcript or diploma issuing entity. Also applies to anyone who uses a falsified or altered version of one of the above with the intent to defraud or mislead another person.
Title: H.B. 4455
Source: scstatehouse.net
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| KY | Signed into law 04/2002 | P-12 | Requires the Department of Education, by 11/01 of each year, to provide each school council, or the principal if a school council does not exist, with nonaggregated data on its students' performance on the statewide test with an equity analysis on the achievement gap between the subpopulations of students. Districts and local school councils must set biennial targets for reducing the achievement gap and compose plans addressing specified areas. http://www.lrc.state.ky.us/RECORD/02RS/SB168/bill.doc
Title: S.B. 168
Source: www.lrc.state.ky.us
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| WV | Signed into law 03/2002 | P-12 | The legislature finds that schools that have implemented programs to strengthen student learning ability are reporting statistically significant improvement in the statewide test scores in reading, language and math of students referred to the programs. Therefore, it is the intent of the Legislature through this section to establish a more formal method to fund programs that strengthen student learning ability. The state board is required to establish a program for strengthening student learning ability that includes the following: (1) A procedure for schools to apply for funds to implement programs to strengthen student learning ability in accordance with the provisions of this section; (2) Specific factors for determining the need for each school applying for funds in accordance with subsection (e) of this section; (3) A method for judging applications for funds on a competitive basis; and (4) A determination of the maximum percentage of total funds appropriated for the purposes of this section which may be distributed for use in grades six through twelve so that the priority for program implementation is at the prekindergarten and elementary levels. Proposed programs must include the following:
(1) Assessment of the cognitive abilities of students; (2) Physical screening that identifies barriers to a student's ability to learn; (3) Development of a student-specific program to improve student learning ability based on the results of the assessment and physical screening; (4) Administration of learning development exercises that strengthen the ability of students to learn; and (5) An evaluation of the program's impact, including factors such as student test scores and other measures of student performance, the program's impact on special education referrals, program cost and other information considered important for judging the value of the program.
Also includes an early childhood component. ftp://129.71.164.29/ftp-house02/HB4001-4100/
Title: H.B. 4022
Source: West Virginia state web site
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| 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
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| NH | Signed into law 05/2001 | P-12
Postsec. | Creates the class A misdemeanor of false academic documentation.
Title: S.B. 44
Source: Lexis-Nexis/StateNet
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| CO | Signed into law 04/2001 | P-12 | Identifies closing the learning gap as an important goal of Colorado's education reform program and urges the state board of education and the department of education are to take all appropriate steps to make closing the learning gap a central element of educational accountability in Colorado. http://www.cde.state.co.us/cdecare/clg_download/clg_resolution.pdf
Title: H.J.R. 1014
Source: www.cde.state.co.us
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| FL | Vetoed 06/2000 | P-12 | Relates to education; relates to annual public disclosure reports; encourages certain grading practices; authorizes school districts to abandon certain high school grading practices; authorizes a weighted grading system for purposes of class ranking.
Title: S.B. 990
Source: Lexis-Nexis/StateNet
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