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 |
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 IL | Signed into law 06/2011 | P-12 | Directs the state board to select an instrument to survey, statewide, students in grades 6-12 and teachers on the instructional environment in a school after giving consideration to the recommendations of the Performance Evaluation Advisory Council. Subject to appropriation to the state board, each district, beginning with the 2012-13 school year, must administer instrument in every public school attendance center, and data must be provided to the state board. Requires the state superintendent to publicly report on selected indicators of learning conditions resulting from administration of the instrument at the individual school,
district and state levels. Provides that in any year in which the appropriation is insufficient for statewide administration of the survey, the state board must give priority to districts with low-performing schools and a representative sample of other districts. Pages 2-4: http://www.ilga.gov/legislation/publicacts/97/PDF/097-0008.pdf
Title: S.B. 7 - Statewide Survey on Learning Conditions
Source: www.ilga.gov
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| NY | Signed into law 08/2009 | P-12 | Substantially amends powers and duties of New York City board, authorizing the board to:
(1) Approve all regulations proposed by the chancellor or city board
(2) Approve the educational facilities capital plan, following any applicable hearings conducted by the community district education councils
(3) Approve annual estimates of the sum the board deems necessary for district operations and the capital budget
(4) Approve allocations to community districts and approve community district budgets, with a proposed budget for the city board and chancellor's administrative and operational expenditures, following a public hearing
(5) Approve a city district procurement policy
(6) Approve proposals for all school closures or significant changes in school utilization, including phase-outs, grade reconfigurations, re-sitings or co-locations of two schools, following any hearing
(7) Adopt a policy proposed by the chancellor, promoting the recruitment and retention of staff, that considers the diversity of students attending schools in the city district. Directs the city board to review at a regular public meeting an annual report issued by the chancellor outlining the initiatives taken to enhance diversity and equity in recruitment and retention, and the impacts of such initiatives to the workforce at the city district, community district and school level
(8) Approve all franchises, revokable consents and concessions awarded by the city district or community districts
(9) Approve city board by-laws
(10) Respond at a regular public meeting to the recommendations made in annual reports issued by the city-wide council on special education, the city-wide council on English language learners and the city-wide council on high schools
(11) Conduct an annual survey to allow parents, teachers and school personnel to evaluate the performance of the city board and chancellor as regards city district resources, oversight and curriculum. Requires the results of such survey to be made publicly available, including on the city board Web site.
(12) Provide information, data, estimates and statistics as requested by the director of the city's independent budget office or the city comptroller, in a timely fashion.
Eliminates provision directing the board to approve contracts that would significantly impact the provision of educational services or programming in the district. Replaces with provision directing the board to approve city district or community district contracts that meet any of certain criteria. Requires all items requiring city board approval to be by a public vote at a regular board meeting. Prior to approval of any item listed in 1-6 above, requires the city board to undertake a review process to allow the public to submit comments on the proposed item. Requires notice of the proposed item to be circulated to all community superintendents, community district education councils, community boards and school based management teams at least 45 days before a city board vote. Specifies contents that said notice must contain. Also requires a revised public notice to be provided in the event a proposed item listed in 1-6 above is substantially revised, and specifies elements the revised public notice must include. Provides that following the public review process but prior to voting, the city board must make publicly available an assessment of all public comments concerning the item under consideration. Specifies elements the assessment must contain. Allows for emergency adoption of proposed items under certain circumstances. http://assembly.state.ny.us/leg/?bn=A08903&sh=t
Title: A.B. 8903 - New York City Board Powers and Duties
Source: assembly.state.ny.us
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| 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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