The following summary includes policies ECS has tracked in this database since 1994. 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. To view the documents, click on the blue triangle next to the topic of interest.
Please cite use of the database as: Education Commission of the States (ECS) State Policy Database, retrieved [date].
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State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
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| MA | To governor 12/2012 | P-12 | Requires the Board of Education to conduct a fingerprint-based background test before issuing a teacher or child care license. Directs the board to develop procedures for dissemination of criminal background records to districts, townships, and school principals periodically, but not less than every three years.
http://www.malegislature.gov/Bills/187/House/H04307
Title: H.B. 4307
Source: http://www.malegislature.gov
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| WV | Adopted 06/2012 | P-12 | Defines content standards and instructional goals and objectives for mathematics program of study, consistent with West Virginia's move to adopt the common core standards. Broadens scope of mathematics curriculum to include 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. Organizes around the three major components of a standards-based curriculum: learning standards, instructional objectives and performance descriptorsfor grades 2-12. The standards, objectives and performance descriptors are designed to provide clear, consistent priorities and focus, as well as depth of knowledge. The objectives spiral upward through the grade levels, eliminating repetition of content and increasing in rigor and depth of knowledge throughout the student's academic career.
Asserts that the vision of the state board and department includes the triangulation of mathematics content, learning skills and technology tools standards within each classroom so that students will be able to think critically, analyze information, comprehend new ideas, communicate, collaborate, solve problems and make decisions. Makes all mathematics teachers responsible for the integration of Policy 2520.14 21st Century Learning Skills and Technology Tools in their classroom instruction. http://apps.sos.wv.gov/adlaw/csr/readfile.aspx?DocId=23773&Format=PDF
Title: WV ADC s 126-44B-1, 2, 3, 4
Source: wvde.state.wv.us
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| WV | Adopted 06/2012 | P-12 | Defines content standards and instructional goals and objectives for reading and language arts, consistent with West Virginia's move to adopt the common core standards. Broadens scope of curriculum to include 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. Organizes around the three major components of a standards-based curriculum: learning standards, instructional objectives and performance descriptorsfor grades 2-12. The standards, objectives and performance descriptors are designed to provide clear, consistent priorities and focus, as well as depth of knowledge. The objectives spiral upward through the grade levels, eliminating repetition of content and increasing in rigor and depth of knowledge throughout the student's academic career.
Asserts that the vision of the state board and department includes the triangulation of educational content, learning skills and technology tools standards within each classroom so that students will be able to think critically, analyze information, comprehend new ideas, communicate, collaborate, solve problems and make decisions. Makes all reading and language arts teachers responsible for the integration of Policy 2520.14 21st Century Learning Skills and Technology Tools in their classroom instruction. http://apps.sos.wv.gov/adlaw/csr/ruleview.aspx?document=8570
Title: WV ADC s 126-44A-1, 2, 3, 4
Source: apps.sos.wv.gov
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| WV | Adopted 03/2012 | P-12 | Defines content standards and instructional goals and objectives for social studies program of study, consistent with West Virginia's move to adopt the common core standards. Broadens scope of curriculum to include 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. Organizes around the three major components of a standards-based curriculum: learning standards, instructional objectives and performance descriptorsfor grades 2-12. The standards, objectives and performance descriptors are designed to provide clear, consistent priorities and focus, as well as depth of knowledge. The objectives spiral upward through the grade levels, eliminating repetition of content and increasing in rigor and depth of knowledge throughout the student's academic career.
Asserts that the vision of the state board and department includes the triangulation of educational content, learning skills and technology tools standards within each classroom so that students will be able to think critically, analyze information, comprehend new ideas, communicate, collaborate, solve problems and make decisions. Makes all social studies teachers responsible for the integration of Policy 2520.14 21st Century Learning Skills and Technology Tools in their classroom instruction.
http://apps.sos.wv.gov/adlaw/csr/ruleview.aspx?document=8486
Title: WV ADC s 126-44D-1, 2, 3, 4
Source: apps.sos.wv.gov
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Deletes the schedule for submission of instructional materials for foreign languages and health for state board approval, and the exception to the requirement that criteria for the evaluation of instructional materials be approved when curriculum frameworks are approved or at least 30 months before the date that the materials are to be approved for adoption. Requires the state board to adopt revised curriculum frameworks and evaluation criteria that are aligned to the common core academic content standards developed by the consortium and adopted by the board for mathematics and English language arts no later than May 30, 2013, and May 30, 2014, respectively. Requires state board policies to ensure that the K-12 English language arts curriculum frameworks and K-8 instructional materials include the English language development standards as adopted by the state board in 1997 and revised thereafter, and English language development strategies in the core subjects of mathematics, science, and history-social science. Requires state board policies to ensure that K-12 curriculum frameworks and K-8 instructional materials include strategies to address the needs of pupils with disabilities in mathematics, science, history-social science, and English language arts. Requires the curriculum frameworks to describe the manner in which content can be delivered to intentionally build pupil creativity, innovation, critical thinking, problem solving, collaboration, and communication into and across each content area.
Renames the Curriculum Development and Supplemental Materials Commission the Instructional Quality Commission and makes conforming changes. Deletes the requirement that the commission review specified educational films or video recordings. Requires the criteria developed for evaluating instructional materials to include specified directions to publishers and requires the commission to perform additional prescribed functions. States the intent of the legislature to ensure that school districts are provided with as many standards-aligned instructional material options as possible. Requires the superintendent of public instruction to develop model professional development modules, as specified, and to report to the state board on the development of those modules. Requires the state department of education to use certain federal funds, and any other available state and federal funds, to implement the provisions of this bill. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0201-0250/ab_250_bill_20111008_chaptered.pdf
Title: A.B. 250 - Curriculum Frameworks, Standards, Instructional Materials, Model Professional Development Modules
Source:
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| GA | Signed into law 05/2011 | P-12 | Authorizes the Governor's Office of Workforce Development to establish certification in soft skills, which may include, but not be limited to, skills relating to punctuality, ability to learn, and ability to work in a team, as a discrete and complementary component to the current WorkKeys assessment used in Georgia. Provides such certification is intended to assist both the existing workforce as well as the state's emerging workforce. Authorizes the office to explore local, national and international soft skills programs to develop a soft skills certification system.
Provides the office is authorized and encouraged to work with the state's emerging workforce, including rising and graduating high school students, with the goal that, upon graduation, high school students have both a diploma and certification in soft skills and work readiness to enable them to be successful in postsecondary education, a career pathway, or both. Permits the office to collaborate with the department of education and the board of technical and adult education to facilitate coordination with high schools so that high school students can attain certification in soft skills and work readiness. Page 13 of 14: http://www.legis.ga.gov/Legislation/20112012/116702.pdf
Title: H.B. 186 - Certification in "Soft Skills"
Source: www.legis.ga.gov
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| MD | Signed into law 05/2010 | P-12
Postsec. | Establishes the Governor's P-20 Leadership Council of Maryland (the Council), a partnership among the state, educators, and the business community to better prepare Maryland students for jobs of the 21st century while enhancing the state's economic competitiveness by creating a workforce with 21st-century skills; provides for the membership, tenure, chair, and staffing of the Council; establishes an executive committee; provides for the duties of the executive committee and Council; and requires the Council to submit an annual report. http://mlis.state.md.us/2010rs/chapters_noln/Ch_191_sb0286E.pdf
Title: S.B. 286
Source: http://mlis.state.md.us
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| NE | Adopted 01/2010 | P-12 | Adds quality indicators to major provisions. For example, 004.01 K-12 Curriculum. Quality Indicator: The curriculum is comprehensive, coordinated, and sequential and is directed toward locally approved goals and standards for student learning. The instructional program focuses on achievement and provides for the needs of all students including learners with disabilities and high ability learners. It draws upon research, best practice, and reputable theory. Or, additionally: 004.04 Secondary Curriculum. Quality Indicator: The secondary instructional program is based upon state or locally approved standards for student learning. It provides breadth and depth of subject areas which enable students to achieve knowledge and skills necessary to continue post-secondary education or enter a career field. Instruction builds upon knowledge acquired in previous grades and helps students acquire the learning goals of the school, builds 21st century skills, and prepares students for living in a global society. Schools provide required instructional units on site or through a combination of local and distance learning programs.
http://www.sos.ne.gov/rules-and-regs/regtrack/proposals/0000000000000797.pdf
Title: Title 92, NAC Chapter 10 - Multiple Provisions
Source: http://www.sos.ne.gov/rules-and-regs
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| WV | Adopted 09/2007 | P-12 | Amends rules regarding standards, assessment, and accountability for student performance and progress. Incorporates 21st Century skills into the standards; revises the statewide assessment program; provides annual performance measures for the No Child Left Behind Act of 2001; revises the criteria for accreditation status; and provides an appeal process for on-site review findings in the accountability system.
Title: Title 126, Series 13
Source: Lexis-Nexis/StateNet
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| Accountability |
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| CA | Signed into law 09/2012 | P-12 | From bill summary: Authorizes the superintendent of public instruction to develop and implement a specified program of school quality review to complement the Academic Performance Index (API), if an appropriation for this purpose is made in the annual budget act. Requires the state superintendent to annually provide to local educational agencies and the public an explanation of the individual components of the API and their relative values, and prohibits an additional element from being incorporated into the API until at least one full school year after the state board's decision to include the element into the API. Requires the state superintendent to annually determine the accuracy of graduation rate data, and deletes the requirement that the state superintendent report annually to the legislature on graduation and dropout rates. Authorizes the state superintendent to incorporate into the API the rates at which pupils successfully promote from one grade to the next in middle school and high school and matriculate from middle school to high school, as well as pupil preparedness for postsecondary education and career. Deletes the requirement that the API be used to measure the progress of specified schools and to rank all public schools for the purpose of the High Achieving/Improving Schools Program.
Requires that results from certain standards-based achievement tests and the high school exit examination constitute no more than 60% of the value of the index for secondary schools, commencing with the baseline API calculation in 2016 (currently these test results constitute at least 60% of the value of the index). Requires the state superintendent, on or before October 1, 2013, to report to the legislature a method for increasing emphasis on pupil mastery of standards in science and social science through the system of public school accountability or by other means and an alternative method or methods, in place of decile rank, for determining eligibility, preferences, or priorities for any statutory program that uses decile rank as a determining factor.
Incorporates additional changes in Section 52052 of the Education Code, proposed by AB 1668 (http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1651-1700/ab_1668_bill_20120921_chaptered.pdf, chaptered 9/21/12), to be operative only if AB 1668 and this bill are both chaptered and become effective January 1, 2013, and this bill is chaptered last. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1451-1500/sb_1458_bill_20120926_chaptered.pdf
Title: S.B. 1458
Source: www.leginfo.ca.gov
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| LA | Adopted 09/2012 | P-12 | Provides that where retests on an assessment required for accountability are available, LEAs may request that School Performance Score (SPS) calculations include retest results through a waiver request to the state board for accountability purposes. In such waiver request, requires the LEA to demonstrate that it financed retests for all affected students and that it took corrective action as necessary to prevent a recurrence of the irregularity, including specific measures regarding any employee found to have willfully caused the irregularity. Page 61 of 153: http://www.doa.louisiana.gov/osr/reg/1209/1209.pdf
Title: LAC 28:CXI.312
Source: www.doa.louisiana.gov
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| LA | Signed into law 06/2012 | P-12 | Allows the state board to expend Louisiana Quality Education Support Fund monies to use peer-review consultants to review programs.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=812534
Title: S.B. 635
Source: www.legis.state.la.us
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| OK | Signed into law 05/2012 | P-12 | Creates Commission for Education, Instruction Quality and Accountability combining the Oklahoma Commission on Teacher Prep with the Office of Accountability. Authorizes commission to approve and accredit teacher education programs. Beginning July 1, 2013, the Commission is to perform the following duties:
1. Oversee implementation of the provisions of Enrolled House Bill No. 1017 of the 1st Extraordinary Session of the 42nd Oklahoma Legislature;
2. Implementation of the provisions of the Oklahoma Teacher Preparation Act as provided for in law;
3. Make recommendations to the Governor and Legislature on methods to achieve an aligned, seamless system from preschool through postsecondary education; and
4. Set performance levels and corresponding cut scores pursuant to the Oklahoma School Testing Program Act and as provided for in Section 1210.541 of Title 70 of the Oklahoma Statutes.
Beginning July 1, 2013, the Commission is to govern the operation of the Office of Educational Quality and Accountability, and beginning July 1, 2014, the Oklahoma Commission for Teacher Preparation is to be placed under the authority of the Commission for Educational Quality and Accountability. The Commission is required to assume the following duties of the Oklahoma Commission for Teacher Preparation: a. approval and accreditation of teacher education programs and b. assessment of candidates for licensure and certification. Requires the Commission to include the State Board of Education in the process; review and assess approved, accredited and new programs of teacher education, and encourage studies and research designed to improve teacher education.
http://webserver1.lsb.state.ok.us/2011-12bills/SB/SB1797_ENR.RTF
Title: S.B. 1797
Source: http://webserver1.lsb.state.ok.us
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| IA | Signed into law 04/2012 | P-12 | Requires local boards, local or regional superintendents, directors of accredited nonpublic schools, etc. to report any disciplinary action for school employee misconduct to the board of educational examiners. Conduct to be reported includes the following: (a) Soliciting, encouraging, or consummating a romantic or otherwise inappropriate relationship with a student. (b) Falsifying student grades, test scores, or other official information or material. (c) Converting public property or funds to the personal use of the school employee.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&ga=84&hbill=HF2383
Title: H.F. 2383
Source: http://coolice.legis.state.ia.us
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| MD | Signed into law 04/2012 | P-12 | Requires that the county board include in its goals to improve student academic achievement a description of how it plans to ensure and measure academic proficiency of students in core academic subjects at various points during the elementary and secondary education of students.
Adds requirements that The State Board, the State Superintendent, each county board, and each public school must include in its program of education accountability for the operation and management of the public schools: (1) establish educational goals and objectives and survey current student achievement in science and social studies; (2) implement assessment programs in reading, language, math, science, and social studies that include written responses and specifies that the assessment program must be able to provide information needed to improve public schools, inform the public, and provide timely feedback to schools and teachers; (3) implement and administer middle-school and high-school assessments annually beginning in 2014-2015 school year that measure student's mastery of core academic standards; (4) determine if assessments are truly measuring students mastery of core academic standards following 2014-2015 school year and for those that do not adequately measure, replace with a state-specific assessment by the 2016-2017 school year.
Requires that the Department survey a statewide representative sample of public schools and public school teacher annually on the amount of instructional time spent on, the availability and use of instructional resource for, and the professional development available to social studies and science instruction, as well as, the number of certified and non-certified teachers teaching social studies and science. Results are to be published on Department's website.
http://mlis.state.md.us/2012rs/bills/sb/sb0293e.pdf
Title: S.B. 293
Source: mlis.state.md.us
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| MN | Signed into law 04/2012 | P-12 | Repealed statute which created and funded the Independent Office of Educational Accountability, which advised the legislative education committees on the degree to which the statewide educational accountability and reporting system included a comprehensive assessment framework that measured school accountability for students for students achieving the goals described in the state's high school graduation rule.
Article 2, Sec. 21 https://www.revisor.mn.gov/data/revisor/law/2012/0/2012-239.pdf
https://www.revisor.mn.gov/statutes/?id=120B.31
Title: H.F. 2949
Source: https://www.revisor.mn.gov/
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| AZ | Signed into law 03/2012 | P-12 | Amends the existing school achievement profile phase-out to limit the time frame to the remainder of the academic year.
http://www.azleg.gov/legtext/50leg/2r/summary/h.sb1458_03-26-12_astransmittedtogovernor.pdf
Title: S.B. 1458
Source: azleg.gov
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| OR | Signed into law 03/2012 | P-12 | Establishes and sets membership for the Task Force on Accountable Schools to develop a plan to improve accountability practices for schools and make recommendations.(sec. 22)
http://www.leg.state.or.us/12reg/measpdf/hb4000.dir/hb4014.en.pdf
Title: H.B. 4014
Source: leg.state.or.us
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| 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
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| IL | Signed into law 08/2011 | P-12 | Requires that if an Annual Financial Report resulting from a mandated audit reflects a deficit, the district must, within 30 days after acceptance of such audit report, submit a deficit reduction plan.
Makes legislative findings relative to the need for financial oversight panels. Creates the Financial Oversight Panel Law of the School Code. Allows a school district (other than the Chicago school district) to petition the state board of education for the establishment of a Financial Oversight Panel for the district, and allows the state board to establish a Financial Oversight Panel without a petition from a district. Requires the Financial Oversight Panel, the school board and the district superintendent or chief executive officer to develop goals and objectives to help the district obtain financial stability. Contains provisions concerning duties of the district; members and meetings of a Panel; powers of a Panel; deposits and investments; and cash and bank accounts. Permits a Panel to employ a chief executive officer, a chief educational officer, a chief fiscal officer, a superintendent (who must be under the direction of the Panel or the chief executive officer employed by the Panel and must have all of the statutorily-assigned powers and duties of a school district superintendent and such other duties as may be assigned by the Panel), and a chief school business official. Permits a Panel, in its discretion, to remove the local board-appointed or -elected treasurer and appoint a new treasurer. Authorizes a Panel to negotiate collective bargaining agreements with the district's employees. Upon a Panel's direction, requires a district to reorganize the district's financial accounts, management, and budgetary systems in a manner consistent with state board rules to remedy the conditions that led the Panel to be created, to achieve greater financial responsibility and to reduce financial inefficiency. Permits a Panel to prepare and file a proposal for emergency financial assistance for the school district and for the Panel's operations budget. Permits a district to receive both a loan and a grant. Provides that if a district is unable after 3 attempts to secure short-term financing, a Panel, with state superintendent approval, must have the same power as a district to issue tax anticipation warrants, issue tax anticipation notes, issue revenue anticipation certificates or notes, issue general state aid anticipation certificates, and establish and utilize lines of credit. Authorizes certain actions if a Panel is unable to secure short-term borrowing. Requires a Panel to annually submit to the state superintendent a report that includes the audited financial statement for the preceding fiscal year, an approved financial plan and a statement of the major steps necessary to accomplish the objectives of the financial plan. Authorizes the state superintendent to require a separate audit of the Panel. Specifies that a district must render such services to and permit the use of its facilities and resources by the Panel at no charge, and permits any state agency or district to render such services to the Panel as may be requested by the Panel. Requires a Panel to be abolished 10 years after its creation. Permits the state board to abolish a panel at any time after 3 years if no obligations of the Panel are outstanding and the financial need for the Panel no longer exists. Establishes provisions for return of power to local board if financial need for the Panel no longer exists but the Panel has outstanding financial obligations.
Creates special provisions for districts subject to the authority of a Financial Oversight Panel in terms of tax levy procedures. Makes certain employees of a Financial Oversight Panel who are not superintendents or certified school business officials participants in the Illinois Municipal Retirement Fund. Provides that if the Financial Oversight Panel is unable to pay the required employer contributions to the fund, then the school districts served must make payment of required contributions. Permits monies from the School District Emergency Financial Assistance Fund to be used to provide technical assistance or consultation to Financial Oversight Panels that petition for emergency financial assistance grants. Establishes provisions related to payment of emergency state financial assistance loans by Financial Oversight Panels. Provides an emergency financial assistance loan to the Panel or district must not be considered part of the calculation of a district's debt for purposes of limitation.
http://www.ilga.gov/legislation/publicacts/97/PDF/097-0429.pdf
Title: S.B. 2149
Source: www.ilga.gov
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| OR | Signed into law 08/2011 | P-12 | Expands scope of audits of best business practices of education districts to include performance audits. Removes discretion of education districts to volunteer for audits. Allows State Board of Education to determine percentage of expenses of audit that should be paid by education district and by Department of Education. Allows Secretary of State to audit best business practices of
education districts without entering into contract with Department of Education. Effective August 2, 2011
http://www.leg.state.or.us/11reg/measures/hb2200.dir/hb2280.en.html
Title: H.B. 2280
Source: http://www.leg.state.or.us
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| NH | Signed into law 07/2011 | P-12 | Allows a school to demonstrate compliance with New Hampshire's input-based school accountability standards by furnishing evidence that it has received full accreditation from the New England Association of Schools and Colleges (NEASC); a school may demonstrate that it provides the opportunity for an adequate education by submitting accreditation documents from NEASC to the commissioner. Such a school will not have to establish that it meets the input-based school accountability standards set forth in the Accountability for the Opportunity for an Adequate Education regulations. Also extends an exception from the statutory school district election date requirements to any successor charter adopted by the Concord school district.
http://www.gencourt.state.nh.us/legislation/2011/HB0130.html
Title: H.B. 130
Source: http://www.gencourt.state.nh.us/
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| FL | Signed into law 06/2011 | P-12 | From House of Representatives Staff Analysis: Expands the definition of a failing school for purposes of student eligibility for the Opportunity Scholarship Program (OSP) (Created in 1999 as part of a broad education reform package known as the A+ Plan; Designed to provide parents of public school students in failing schools the opportunity to send their children to another public school performing satisfactorily or to an eligible private school), by changing the classification of a failing school from a school receiving two "F's" in a four-year period to a school that receives a "D" or an "F" in the prior year and is in one of the two lowest categories of differentiated accountability. Expands the authorization parents currently have to choose a higher-performing public school that has space available in an adjacent school district to allow a parent to choose a higher-performing public school in any other school district in the state. Provides that if a parent chooses a higher-performing public school within the assigned district, the school district is required to provide transportation. Repeals all portions of the law relating to the OSP private school choice options to comply with existing case law that found this portion of the OSP unconstitutional. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1331er.docx&DocumentType=Bill&BillNumber=1331&Session=2011
Title: H.B. 1331
Source: http://www.myfloridahouse.gov
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| OR | Signed into law 06/2011 | P-12 | Removes outdated, unnecessary or redundant provisions in education statutes related to evaluations, reports, reporting requirements, filings, preparation and distribution of education laws, policies, curriculum requirements, assessments, certifications and additional mandates.
http://www.leg.state.or.us/11reg/measures/sb0800.dir/sb0800.en.html
Title: S.B. 800
Source: http://www.leg.state.or.us
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| OR | Signed into law 06/2011 | P-12 | (1)Establishes the Task Force on Accountable Schools, consisting of 14 members appointed as follows: (a) President of the Senate is to appoint two members from the Senate; (b) the Speaker of the House is to appoint two members from the House; (c) The President of the Senate and the Speaker of the House will jointly appoint: two members who are school district superintendents; two members who are school administrators; two members who are teachers; one member from a professional education organization; one member representing the Department of Education; and two members from education advocacy groups.
(2) The task force is to develop a plan to improve accountability practices for schools.
(3) The task force is to recommend: (a) A new student summative assessment to be used in schools that is based on a national standard and occurs as required by federal law. (b) Measures of college and career readiness to be used in which evaluate: advanced course and dual enrollment completion; national and state assessment results; dropout and graduation rates; postsecondary educational participation; and programs to close any achievement gaps. (c) A statewide standardized simple performance report and rating system based on letter grades that includes: Absolute student achievement and growth; school trends over time; and comparisons to similar schools. (d) Implementation of formative testing and instructionally useful student performance data systems for student achievement; (e) Tools, resources and targeted assistance forschools needing assistance to meet state standards.
(4) A majority of the voting members of the task force constitute a quorum for the transaction of business.
(5) Official action by the task force requires the approval of a majority of the voting members of the task force.
(6) The task force is to elect one of its members to serve as chairperson.
(7) If there is a vacancy for any cause, the appointing authority is to make an appointment which is to be immediately effective.
(8) The task force is to meet at the time and places specified by the call of the chairperson or of a majority of the voting members of the task force.
(9) The task force may adopt rules necessary for the operation of the task force.
(10) The task force is to submit a report that includes recommendations for legislation to an interim committee of the legislative assembly related to education no later than January 1, 2012.
(11) The legislative administration committee is to provide staff support to the task force.
(12) Non-legislative members of the task force are not entitled to compensation or reimbursement for expenses and serve as volunteers to the task force.
(13) All agencies of state government are directed to assist the task force in the performance of its duties.
Effective August 2, 2011
http://www.leg.state.or.us/11reg/measpdf/hb2200.dir/hb2289.en.pdf
Title: H.B. 2289
Source: http://www.leg.state.or.us
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| PA | Signed into law 06/2011 | P-12 | Section 907-A requires the posting of financial and contract information for Intermediate Units. Section 921-A brings the intermediate units in line with other education agencies with regard to posting of financial reports.
http://www.legis.state.pa.us/WU01/LI/BI/FN/2011/0/HB1352P2227.pdf
Title: H.B. 1352
Source: http://www.legis.state.pa.us
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| GA | Signed into law 05/2011 | P-12 | Extends until end of 2014-15 school year the provision that each local school system either notify the department of its intention to request increased flexibility through local school board flexibility contract or elect not to request increased flexibility in exchange for increased accountability and consequences. Page 6 of 11: http://www.legis.ga.gov/Legislation/20112012/116810.pdf
Title: H.B. 192
Source: www.legis.ga.gov
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| AR | Signed into law 04/2011 | P-12 | If the state board orders the takeover of a school district under authority and also orders the removal of the school district board of directors, the state board may assume all authority of the school district board of directors as may be necessary for the day-to-day governance of the school district. The state board may designate the authority granted under this subdivision to the Commissioner of Education. (Sec 1)
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act989.pdf
Title: S.B. 383
Source: http://www.arkleg.state.ar.us
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| NJ | Issued 04/2011 | P-12 | Establishes the New Jersey Education Transformation Task Force. Charges the task force with reviewing all current administrative regulations that affect public education, and evaluating them to determine the degree to which they increase the quality of instruction for students, improve student academic achievement, improve teaching effectiveness, or improve the safety and well-being of students. Directs the task force to also review the statutes supporting these administrative regulations. Requires the task force to prepare recommendations for the governor and commissioner of education regarding all statutes and regulations that are overly prescriptive. Additionally directs the task force to review existing accountability systems and resulting incentive structures for public schools and districts, including the Quality Single Accountability Continuum ("Q SAC"). Directs the task force to provide recommendations to the governor on an accountability system that would give schools and districts greater autonomy while maintaining strict accountability measures in the areas of student performance, safety and fiscal responsibility.
Permits the task force to elicit public input from specified stakeholders. Directs the task force to issue an initial report to the governor by August 15, 2011, and to revise the recommendations as necessary based on comments from the public, stakeholders and the state board of education. Provides the task force will expire upon the governor's receipt of a report containing its final recommendations. Directs the task force to issue its final recommendations by December 31, 2011, to provide the final report to the legislature and state board, and make the report available to the general public.
http://nj.gov/infobank/circular/eocc58.pdf
Title: E.O. 58
Source: nj.gov/infobank
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| AR | Signed into law 03/2011 | P-12 | Establishes performance ratings for education service cooperatives. Requires that each education service cooperative be evaluated during the 2012-13 school year and at least once every five years thereafter. The final evaluation, will be included in the annual report to the Department of Education and made available on the website of the education service cooperative. Evaluation criteria will be developed collaboratively between the Department of Education and the directors of each education service cooperative. The report shall identify each education service cooperative 12 as being in one of the following category levels
(A) "Level 5", education service cooperative of excellence;
(B) "Level 4", education service cooperative exceeding standards;
(C) "Level 3", education service cooperative meeting standards;
(D) "Level 2", education service cooperative on alert; or
(E) "Level 1", education service cooperative in need of immediate improvement.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act739.pdf
Title: H.B. 1433
Source: http://www.arkleg.state.ar.us
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| WY | Signed into law 03/2011 | P-12 | Creates the Wyoming Accountability in Education Act and establishes a statewide education accountability system; establishes system components and student performance measures; imposes duties upon the state board of education and the state superintendent; prescribes consequences for school level student performance; establishes a legislative select committee to review and expand system components; imposes select committee reporting requirements and providing for an advisory committee comprised of public education representatives; prescribes staffing; provides appropriations; and provides for an effective date.
http://legisweb.state.wy.us/2011/Engross/SF0070.pdf
Title: S.F. 70
Source: http://legisweb.state.wy.us
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| TX | Adopted 01/2011 | P-12 | From the January 28, 2011 Texas Register: The sections establish provisions that detail the ratings, types of ratings, criteria, reporting and sanctions for the financial accountability rating system. Amendments update the School Financial Integrity Rating System of Texas (School FIRST) by specifying new provisions for implementation beginning with fiscal year 2010-11, including the deletion of one non-critical school district indicator and the addition of 18 open-enrollment charter school indicators, along with new rating worksheets and calculations that reflect these changes. The amendments to the rating system better align School FIRST for the two types of entities and clarify certain aspects of the School FIRST calculations. Additionally, the adopted amendments establish a process for lowering a financial accountability rating after initial assignment if determined necessary by the commissioner.
109.1002: Financial Accountability Ratings. Adopted as published on pp 12-13 of the January 28, 2011 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/0128/0128adop.pdf
109.1003: Types of Financial Accountability Ratings. Adopted as published on pp. 18-19 of the October 22, 2010 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/1022/1022prop.pdf
109.1004: Criteria for Financial Accountability Ratings. Adopted as published on p. 19 of the October 22, 2010 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/1022/1022prop.pdf
109.1005: Reporting. Adopted as published on pp 13-14 of the January 28, 2011 Texas Register: http://www.sos.state.tx.us/texreg/pdf/backview/0128/0128adop.pdf
Title: 19 TAC 109.1002, 1003, 1004, 1005
Source: www.sos.state.tx.us
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| CA | Vetoed 08/2010 | P-12 | Requires that, in the report evaluating the effectiveness of the Quality Education Investment Act of 2006, the department identify the strategies that demonstrate the effectiveness of schools in meeting accountability requirements pursuant to the act. Directs the department, when evaluating the effectiveness of pupil-counselor ratios, to consider its impact on school and district dropout rates, performance on the high school exit exam, the number of pupils graduating with a postsecondary education or career plan, and the Academic Performance Index of schools and districts.
Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1151-1200/sb_1191_bill_20100810_enrolled.pdf
Governor's veto message: http://users.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z2wr0q75tip89u
Title: S.B. 1191
Source: www.leginfo.ca.gov
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| AZ | Signed into law 05/2010 | P-12 | Requires school districts receiving impact aid to establish an Impact Aid Fund and separately account for impact aid monies received and prohibits comingling with other revenue sources. Mandates that the school district account for Fund monies as prescribed by the Uniform System of Financial Records; Requires the superintendent of public instruction to separately account for the monies in each district's Fund. Stipulates that Fund expenditures must be in accordance with federal law. Designates Fund monies as federal monies and not subject to legislative appropriation. Allows school districts with primary and secondary property tax rates of zero for tax years 2009 and 2010 and who receive federal impact aid to use those monies in excess of their budget limites to offset their soft capital reductions in FY 2010 and 2011. Chapter 332
http://www.azleg.gov/legtext/49leg/2r/bills/hb2725s.pdf
Title: H.B. 2725--Multiple Provisions
Source: http://www.azleg.gov
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| NJ | Signed into law 05/2010 | Postsec.
Community College | Meant to ease restrictions on public-private partnerships between higher education institutions and private entities, encouraging flexibility in planning and growth at state and county colleges, and creating jobs.
http://www.njleg.state.nj.us/2010/Bills/S1000/920_R3.HTM
Title: S.B. 920
Source: http://www.njleg.state.nj.us
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| MD | Signed into law 04/2010 | P-12 | Requires the state board of education to explore the use of innovative school scheduling models, including extended year, year-round schooling, or other school scheduling models that do not allow for prolonged lapses in instructional time, in low-performing or at-risk public schools. The state board is also required to encourage local boards to use the school scheduling models that are determined to be most effective in enhancing student achievement in low-performing or at-risk public schools. In addition, the bill requires the state to include the funding of these school scheduling models as part of the state's application to the United States Department of Education for the Race to the Top Fund. http://mlis.state.md.us/2010rs/bills/hb/hb0439t.pdf
Title: H.B. 439
Source: http://mlis.state.md.us
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| MS | Signed into law 04/2010 | P-12 | Creates a New Start School Program. Requires a New Start School to be established in each public school that is considered failing. Provides for the conversion of underperforming schools into conversion charter schools, for contracts relating to such conversion, and for sources of funding. Allows a conversion charter school to apply for federal Race to the Top funding. Establishes provisions relating to professional development, employee evaluation, and per diem restrictions for school board members.
http://billstatus.ls.state.ms.us/documents/2010/pdf/SB/2200-2299/SB2293SG.pdf
Title: S.B. 2293
Source: http://billstatus.ls.state.ms.us
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| WA | Signed into law 03/2010 | P-12 | Regarding accountability and support for vulnerable students and dropouts. Requires the office of the superintendent of public instruction, by September 15, 2010, to develop and report recommendations for the development of a comprehensive, K-12 dropout reduction initiative designed to integrate multiple tiers of dropout prevention, intervention and technical assistance provided through federal and state programs and to support a K-12 dropout prevention, intervention and reengagement system. This work is to be completed in collaboration with the state-level building bridges work established established in RCW 28A.175.075. By December 1, 2010, the work group must make recommendations to the legislature and the governor about the infrastructure for coordinating services for vulnerable youth. These recommendations must address: adopting an official conceptual framework for all entities that can support coordinated planning and evaluation; creating a performance-based management system; developing a regional and county multi-partner youth consortia; developing specific integrated school-based services; launching a statewide media campaign; and developing a statewide database of available services for vulnerable youth. The Washington State Institute for Public Policy must annually calculate savings resulting from changes in the extended graduation rates from the prior school year. The superintendent of public instruction is to include the estimate in its annual dropout and graduation report beginning in 2010.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202010/6403-S.SL.pdf
Title: S.B. 6403
Source: http://apps.leg.wa.gov
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| VA | Signed into law 02/2010 | P-12 | Requires each local school board to include in its annual report to the Board of Education the number of students who passed Virginia's Workplace Readiness Skills assessment. This number is in addition to the current related reporting requirements of the number of industry certifications obtained, state licensure examinations passed, and career and technical education completers who graduate; requires all four numbers to be reported as four separate categories on the School Performance Report Card.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB566ER+pdf
Title: H.B. 566
Source: http://leg1.state.va.us
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| WA | Signed into law 02/2010 | P-12 | Includes approved private schools in the Superintendent of Public Instruction's record check information rules. Chapter 100
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2996.PL.pdf
Title: H.B. 2996
Source: http://apps.leg.wa.gov.pdf
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| MA | Signed into law 01/2010 | P-12 | Repeals and replaces existing policies relating to Commissioner of Elementary and Secondary Education to designate a school as underperforming or chronically underperforming. Defines Commissioner's and State Board's authority and duties.
http://www.mass.gov/legis/bills/senate/186/st02/st02247.htm
Title: S.B. 2247; (NEW BILL)
Source: http://www.mass.gov
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| GA | Adopted 11/2009 | P-12 | Renames rule (previously titled "School District Contracts for Flexibility and Accountability to Improve Student Achievement") to "Investing in Educational Excellence (IE2): Local Education Agency Contracts for Flexibility and Accountability". Amends rule, which allows local education agencies (LEAs) to request increased flexibility from certain state laws in exchange for increased accountability and defined consequences. Repeals provision that allowed contracts to be renewed beyond the initial five-year term (for up to five additional years) if a district's performance met the contract goals. Adds section on public input and transparency. New section requires local boards, prior to approving local plans for submission to the state board, to notify the public regarding the LEA's intent to seek such a contract with the state, and to hold a public hearing providing an opportunity for public input on the strategic plan and proposed contract, including on the LEA' s flexibility requests and performance goals, and their impact on each school. Also requires that a public hearing be held if the LEA chooses to amend the terms of an existing contract or seek additional flexibility. Clarifies that the Governor's Office of Student Achievement's (GOSA) monitoring of districts regarding progress toward intermediate and five-year goals must be on an annual basis. Directs the GOSA to present annual written progress reports to the state board of education for each Investing in Educational Excellence contract. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-5-1-.33.pdf
Title: GAC 160 -5-1-.33
Source: www.doe.k12.ga.us
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| CA | Signed into law 10/2009 | P-12 | Requires the superintendent of public instruction by August 2011 to submit a report called the Annual Report on Dropouts in the state. Requires, among other things, the report contain specified information on: one-year dropout rates for grades 7-12, four-year cohort dropout rates for grades 9-12, two- or three-year cohort dropout rates, as appropriate, for middle schools, graduation rates, grade 9 to 10 pupil promotion rates, the percentage of students in each grade 9-12 who are on track to earn sufficient credits to graduate, the average number of nonpromotional school moves that pupils make between grades 6-12, "full-year" dropout rates for alternative schools, including dropout recovery high schools, and California High School Exit Examination (CAHSEE) passage rates, and completion of A-G and CTE courses by high school graduates and dropouts. Requires that the report include data from the most recent year and, at a minimum, the two prior years. Requires the contents of the report to be available on the department of education Web site. Removes a requirement that local educational agencies receive a specified allocation in order for the Academic Performance Index (API) for a school or school district to include, beginning July 2011, test scores and other accountability data from pupils who were referred to alternative education programs, and include school and district dropout rates for pupils who drop out of school in grade 8 or 9.
http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0651-0700/sb_651_bill_20091011_chaptered.pdf
Title: S.B. 651
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2009 | P-12 | Requires teacher supply and demand reports to be published every three years instead of annually. Deletes provision that adequate yearly progress for students with disabilities must be based on students' individual education plans. Provides that schools and districts that do not submit accurate data within the state board's timeframes may have federal funds withheld. Eliminates provision that schools and districts that do not make adequate yearly progress in same subgroup in two consecutive years or successive years are subject to accountability provisions. Requires schools to make adequate yearly progress for two consecutive years (previously was one year) to be removed from any accountability warning designation. Replaces reference to state board's "research department" with reference to "data division." Pages 1-11 of 63: http://www.ilga.gov/legislation/96/SB/PDF/09600SB1977lv.pdf
Title: S.B. 1977 - Reporting, Accountability and Data
Source: www.ilga.gov
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| NH | Signed into law 07/2009 | P-12 | Establishes an accountability system to ensure schools are providing the opportunity for an adequate education. This bill is a request of the joint legislative oversight committee on accountability for an adequate education established in 2008.
http://www.gencourt.state.nh.us/legislation/2009/SB0180.html
Title: S.B. 180
Source: http://www.gencourt.state.nh.us
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| NH | Signed into law 07/2009 | P-12 | Establishes an accountability system to ensure schools are providing the opportunity for an adequate education and repeals the joint legislative oversight committee on costing an adequate education.
http://www.gencourt.state.nh.us/legislation/2010/sb0180.html
Title: S.B. 180
Source: http://www.gencourt.state.nh.us
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| OH | Signed into law 07/2009 | P-12 | Partially from DOE summary of H.B. 1: Eliminates the two-year wait before the department of education begins issuing annual report cards for a community school. Provides that the ratings a community school receives for its first two full school years will not be considered toward automatic closure of the school or any other matter that is based on report card ratings. Clarifies that the department of education's authority to oversee and monitor community school sponsors applies to all sponsors, regardless of whether or not they must initially be approved by the department for sponsorship. Requires the department's annual report on community schools to include the performance of community school sponsors. Provides that a contract may be signed with an existing community school operator only if at least one school has a rating higher than "academic watch". Permits the conversion of a building operated by a joint vocational school district board of education into a community school, in the same manner as a building operated by a city, local, or exempted village school district board of education or an education service center governing board may be converted under current law. Permits a community school, beginning in the 2009-2010 school year, to operate from its current facility, rather than relocating to another school district, if the school meets the following criteria: (1) it has been located in its current facility for at least three years, (2) it is sponsored by a school district adjacent to the district in which the school is located, (3) it emphasizes serving gifted students, and (4) it has been rated continuous improvement or higher for the previous three years.
Pages 1221-1232 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Link to DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3314.012, 3314.015, 3314.016 and 3314.02
Source:
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| DE | Signed into law 06/2009 | P-12 | Eliminates the DSTP; requires its replacement beginning in the 2010-2011 school year with a test administered in English language arts and math in grades 2-10 at the beginning of the school year and at least one more time later in the year; assesses student progress over the course of the year; provides a benchmark for student, school, and district achievement; allows a student's performance on state assessments to be based upon the student's best results from the multiple assessments performed.
http://legis.delaware.gov/LIS/lis145.nsf/vwLegislation/SB+68/$file/legis.html?open
Title: S.B. 68
Source: http://legis.delaware.gov
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| TX | Signed into law 06/2009 | P-12 | Adds new Subchapter I in Chapter 42 of Education Code. Establishes the Select Committee on Public School Finance Weights, Allotments, and Adjustments to conduct a comprehensive review of weights, allotments and adjustments under the public school finance system. Establishes membership. Requires committee to hold first meeting by October 2009. Directs the committee to hold public hearings throughout the state and solicit testimony about the weights, allotments and adjustments under the finance system from parents of public school students and other interested persons. Requires at least one hearing to be held at a public school during a time that students are able to attend the hearing. Additionally directs the committee to identify specific short term goals that will assist
the state in meeting the objectives and goals of public education, and specifies the review must include recommendations on:
(1) Methods to close the achievement gap and define and measure readiness for college and the workforce
(2) Revisions to the public accountability system
(3) Methods for promoting efficient and effective support structures for public schools.
By December 2010, requires the committee to provide a report, approved by a majority of committee members, with the findings of its review and the committee's recommendations for statutory changes. Provides subchapter expires January 11, 2011.
Pages 63-67 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 65
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Adds to circumstances under which special accreditation investigations must be conducted. Directs the commissioner to authorize special accreditation investigations to be conducted when:
(1) A significant pattern of decreased academic performance has developed as a result of the promotion in the preceding two school years of students who did not perform satisfactorily on state assessments
(2) Excessive numbers of students graduate under the minimum high school program
(3) Excessive numbers of students eligible to enroll fail to complete an Algebra II course or any other course determined by the commissioner as distinguishing between students participating in the recommended high school program from students participating in the minimum high school program
(4) Resource allocation practices as evaluated under Section 39.0821 indicate a potential for significant improvement in resource allocation.
Authorizes the commissioner, based on the results of a special accreditation investigation, to lower a district's or campus's accountability rating
Pages 86-89 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part II
Source: www.legis.state.tx.us
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| CO | Signed into law 05/2009 | P-12 | Repeals and reenacts the Educational Accreditation Act of 1998 to align accountability and accreditation measures and procedures; assigns specified related duties to the State Board of Education in regard to accountability to include measuring student academic growth, school district and charter school accreditation contracts, public school restructuring, school and district academic growth indicators, school performance monitoring, education related data, and school and district turnaround plans.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/E45E06A4FE98EA6587257551006471C8?open&file=163_enr.pdf
Title: S.B. 163
Source:
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| MN | Signed into law 05/2009 | P-12 | Establishes a college and career-readiness workgroup headed jointly by MDE and the U of M to evaluate and make recommendations to the commissioner and the legislature on the design of the state high school assessment system, levels of and mechanisms for accountability, postsecondary uses of the assessments and an implementation timeline.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| OK | Signed into law 05/2009 | P-12 | Authorizes the Office of Accountability to conduct a performance review program to determine the effectiveness and efficiency of the budget and operations of a school districts that has a district student eligibility rate for free or reduced-price meals under the National School Lunch Act that is above the state average.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB473_ENR.RTF
Title: S.B. 473
Source: http://webserver1.lsb.state.ok.us
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| WA | Signed into law 05/2009 | P-12 | Repeals, modifies, or suspends certain laws related to notice and reporting by the Office of the Superintendent of Public Instruction and school districts and required actions by school districts in the areas of curriculum, courses, assessments, and student plans; modifies certain notice and reporting requirements by permitting online access to information to be sufficient, unless written information is specifically requested by a parent. Chapter 556
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202009/5889-S2.SL.pdf
Title: S.B. 5889
Source: http://apps.leg.wa.gov
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| AR | Signed into law 04/2009 | P-12 | Increases accountability for achievement gaps in school districts; provides intervention and support to public school districts to address the severity of achievement gaps.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act949.pdf
Title: H.B. 2163
Source: http://www.arkleg.state.ar.us
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| AR | Signed into law 04/2009 | P-12 | Improves student achievement and closes achievement gaps among student subgroups by providing public access to comprehensive school improvement plans; improves parental involvement and communication with parents; increases transparency and accountability of public schools and public school districts to the public; makes public school and public school district data more accessible to researchers and policymakers.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1373.pdf
Title: S.B. 943
Source: http://www.arkleg.state.ar.us
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| LA | Adopted 04/2009 | P-12 | Amends rules relating to the School, District and State Accountability System. Implements fundamental changes in classroom teaching by helping schools and communities focus on improved student achievement.
http://doa.louisiana.gov/osr/lac/28v83/28v83.doc
Title: LAC 28:LXXXIII.301, 611, 1101, 1501-1505, 1701-1707, 2401, 3905, 4311
Source: http://doa.louisiana.gov/osr/lac
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| MS | Signed into law 04/2009 | P-12 | Continues the task force to study and report on the status of failing schools and school districts, effectiveness measures for improvement of those schools and school districts, and enhancement of accountability and sanctions; creates the teen pregnancy task force to study and make recommendation to the legislature on the coordination of services to reduce teen pregnancy and provide prenatal and postnatal training to expectant teen parents; establishes the sesquicentennial of the civil war commission.
http://billstatus.ls.state.ms.us/documents/2009/pdf/SB/2200-2299/SB2288SG.pdf
Title: S.B. 2288
Source: http://billstatus.ls.state.ms.us
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| NM | Signed into law 04/2009 | P-12 | Creates an alternative school accountability system pilot project; provides for data collection and analysis; provides for periodic reports to the Governor and the Legislature. The pilot system demonstrates the usefulness of a student growth model of accountability for targeting resources to improve elementary and middle schools most in need, and for recognizing elementary and middle schools that make the greatest progress in increasing student academic performance.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0156.pdf
Title: S.B. 156
Source: http://nmlegis.gov/
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| OK | Vetoed 04/2009 | P-12 | Relates to schools; creates the Educational Accountability Reform Act; provides short title; transfers powers, duties, functions, and responsibilities for certain programs from State Department of Education to Education Oversight Board; provides for transfer of certain assets and liabilities; provides for succession of contractual rights and responsibilities; requires transfer of certain funds; relates to the Education Oversight Board.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB1111_ENR.RTF
Title: S.B. 1111
Source: http://webserver1.lsb.state.ok.us
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| KY | Signed into law 03/2009 | P-12 | Repeals provisions relating to rewards for successful schools. Establishes provisions to recognize schools that would have been rewarded under the former system. Repeals provision directing the state board to develop a formula for a school accountability index.
Requires the state board, after adopting revised academic standards by December 15, 2010 and a revised assessment system for use in the 2011-12 school year, to adopt rules establishing a new accountability system based on the revised standards and assessments. Requires the accountability system to include the results of program assessments of arts and humanities, practical living skills and career studies and writing programs as specified in revised KRS 158.6453 (7)((a) - (c) (revised by 2009 S.B. 1). Directs the state board, before adopting rules relating to the new accountability system, to seek advice from the School Curriculum, Assessment, and Accountability Council; the Office of Education Accountability; the Education Assessment and Accountability Review Subcommittee; and the National Technical Advisory Panel on Assessment and Accountability. Repeals requirement that student be counted for accountability purposes if the student has been enrolled in the school 100 days of the school year prior to the beginning of the statewide testing period; replaces with requirement that student be enrolled in a school for at least a full academic year to be counted for accountability purposes. Repeals provisions relating to procedures for school audits.
Repeals provision requiring the department to report quarterly to the interim joint committee on education on (1) information about the estimated error of the accountability index, as well as information about the connections between index score changes and estimated changes in student performance levels and (2) the annual audit of portfolio scores in ways that serve to minimize the differences between teacher-produced scores and audit-generated scores.
Effective with the 2012-13 school year, requires state assessment results to be reported to schools no later than 75 days following the first day the assessment can be administered. Requires local targets for closing the achievement gap and school improvement plans to address those targets to be reported annually by October 1 (former provisions required adoption mid/late school year every other year). Directs the local superintendent to report to the commissioner of education if a school fails to meet its targets to reduce the gap in student achievement for any student group for 2 consecutive years (former provision required reporting after two successive biennia).
Pages 24-31 and 32-35 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 4, 5 and 7
Source: www.lrc.ky.gov
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| KY | Signed into law 03/2009 | P-12 | Provides that whereas it is imperative that schools, administrators, teachers, parents and policymakers maintain high expectations for students, and it is important that there be an orderly transition from the current state assessment to the new assessment and accountability system implemented in 2011-12, the following conditions will apply:
(1) The state board of education must provide for an interim assessment process (described in section 19 of this act)
(2) The board must ensure that all student assessments and data collection and reporting necessary to meet the accountability and proficiency requirements for the federal No Child Left Behind Act (NCLB) are met
(3) The board must suspend the calculation of a state accountability index for 2008-09, 2009-10, and 2010-11.
During the interim period the following will apply for accountability purposes:
(a) NCLB Annual Yearly Progress results must be used to determine improvement of student achievement for both Title 1 and non-Title 1 schools
(b) The NCLB definitions must be applied to both Title 1 and non-Title 1 schools
(c) State level assistance and resources must be provided to Title 1 and non-Title 1 schools falling into the federal definitions of consequences in order to help schools improve student achievemen
(d) Results of the interim tests must be reported publicly.
Permits the state board to use math items developed using revised math content standards during the spring of 2010 and administer an initial math test, based on the revised standards during the 2010-11 testing period to meet NCLB requirements, if approval is granted by the U.S. Department of Education. Directs the state department of education to develop and implement interim program assessments of writing programs, practical living skills and career studies, and arts and humanities in all schools during the transition period. Directs the department to finalize the process for program assessments for implementation during the 2011-12 school year. Directs the department and state board to ensure that teachers, administrators and local board members are well informed of pending changes in the assessment and accountability system during the transition period and continue to stress the importance of the quality of opportunities for all students.
http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 18
Source: www.lrc.ky.gov
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| MS | Signed into law 03/2009 | P-12 | Relates to school district accreditation levels; revises accreditation terminology.
http://billstatus.ls.state.ms.us/documents/2009/pdf/SB/2300-2399/SB2308SG.pdf
Title: S.B. 2308
Source: http://billstatus.ls.state.ms.us
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| MS | Signed into law 03/2009 | P-12 | Prohibits public school students in 7th-12th grades who fail to maintain a cumulative GPA of 2.0 from participating in extracurricular activities. Authorizes and directs the state board to define failing schools and school districts under certain standards. Requires districts to develop and public certain annual reports prescribed by the state board. Authorizes the state board to request the governor to declare a state of emergency in a school district which meets the definition of a failing school district for two consecutive years. Establishes a recovery school district within the department of education under the direction of the superintendent to provide management and oversight for all districts that are subject to state conservator ship and to hear certain appeals from those districts. Provides for the annual audit of public school districts under the direction of the state auditor. Prescribes training requirements for school board members and superintendents in failing school districts. Requires districts receiving accreditation assistance from the department of education to implement programs specified by state superintendent. Directs the state auditor to conduct a review of the finances of any district determined to be in a serious financial condition and make an immediate report thereon. Clarifies that education employment procedures do not apply to any category of employee in a school district subject to a state conservatorship. Require districts with schools determined to be failing to establish community-based education councils that are accountable to the community. Provides for the removal of appointed or elected school superintendents of underperforming school districts under certain circumstances.
http://billstatus.ls.state.ms.us/documents/2009/pdf/SB/2600-2699/SB2628SG.pdf
Title: S.B. 2628
Source: http://billstatus.ls.state.ms.us
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| NJ | Signed into law 03/2009 | P-12 | Requires the board of education of each former Abbott district, in conjunction with the local governing body of the municipality in which the district is located, to develop a plan for a comprehensive program of after school activities; provides for what shall be included within the plan.
http://www.njleg.state.nj.us/2008/Bills/S1500/1175_I1.PDF
Title: S.B. 1175
Source: http://www.njleg.state.nj.us
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| UT | Signed into law 03/2009 | P-12 | Enacts a definition of "educational facility" in Utah municipal code. Enacts a definition of "charter school" in Impact Fees Act of Title 11 of Utah Code, Cities, Counties, and Local Taxing Units. Establishes new requirements for impact fees collected on or after May 12, 2009. Requires each local political subdivision and private entity, before imposing impact fees, to prepare a capital facilities plan to determine the public facilities required to serve development resulting from new development activity. Adds that the written analysis for each local political subdivision and private entity intending to impose an impact fee must (1) identify the anticipated impact on or consumption of any existing capacity of a public facility by the anticipated development activity (2) identify the anticipated impact on system improvements required by the anticipated development activity to maintain the established level of service for each public facility and (3) estimate the proportionate share of the costs for existing capacity that will be recouped.
Revises the specified costs and factors that a local political subdivision or private entity, in analyzing whether the proportionate share of the costs of public facilities are reasonably related to the new development activity, must evaluate. Requires impact fee enactments to include a provision authorizing the local political subdivision or private entity, as the case may be, to adjust the standard impact fee at the time the fee is charged to respond to a request for a prompt and individualized impact fee review for the development activity of the state or a school district or charter school.
Authorizes a local political subdivision or private entity to include a provision in an impact fee enactment that provides an impact fee exemption for development activity attributable to the state, a school district or charter school. Adds that an impact fee enactment that provides an impact fee exemption for development activity attributable to a school district or charter school must allow either a school district or a charter school to qualify for the exemption on the same basis.
Provides that an impact fee may not be imposed on a school district or charter school for a park, recreation facility, open space or trail. Provides an impact fee may not be imposed on construction of a school, whether by a school district or a charter school, if (1) the school is intended to replace another school, whether on the same or a different parcel; (2) the new school creates no greater demand or need for public facilities than the school being replaced; and (3) the new school and the school being replaced are both within the boundary of the local political subdivision or he jurisdiction of the private entity. Provides an impact fee may be imposed on a school district or charter school if specified circumstances apply.
Requires a local political subdivision or private entity to participate in mediation if requested by a school district or charter school. http://le.utah.gov/~2009/bills/hbillenr/hb0259.pdf
Title: H.B. 259
Source: le.utah.gov
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| GA | Adopted 10/2008 | P-12 | Allows school districts to enter into contracts with the state to allow for increased local flexibility and accountability. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-5-1-.33.pdf
Title: GAC 160-5-1-.33
Source: www.doe.k12.ga.us
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| MA | Signed into law 08/2008 | P-12 | Relates to school district accountability; provides the the makeup of the membership of the advisory council on school and district accountability to develop and administer a post-audit survey to audited districts and an annual survey to any schools and districts receiving technical assistance; creates an Office of School and District Accountability to review and report on the efforts of schools, charter schools, and districts to improve academic achievement by their students.
http://www.mass.gov/legis/bills/house/185/ht04pdf/ht04967.pdf
Title: H.B. 4967
Source: http://www.mass.gov/legis/
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| NY | Adopted 07/2008 | P-12 | Adds new rules to establish criteria for determining the reasonable and necessary expenses to be paid by school districts to distinguished educators, and members of school quality review teams and joint intervention teams. Adopted as proposed in April 2, 2008 rules (pages 8-12 of 24): http://www.dos.state.ny.us/info/register/2008/apr2/pdfs/rules.pdf
Title: Title 8 NYCRR Section 100.15
Source: Lexis-Nexis/StateNet
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| NJ | Signed into law 06/2008 | P-12 | Establishes Commissioner of Education as the rule- making authority under several school district accountability statutes relating to early termination agreements and revocation of certificates; requires public hearings on proposed regulations.
http://www.njleg.state.nj.us/2008/Bills/A3000/2965_R1.PDF
Title: A.B. 2965
Source: http://www.njleg.state.nj.us
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| OK | Adopted 06/2008 | P-12 | Amends rules to require all state accredited schools to follow Oklahoma Secondary School Activities Association (OSSAA) guidelines related to student eligibility to participate in extracurricular activities, activity absences, number of games allowed, and length of season. OKLAHOMA 15292
Title: OAC 210:35-17-2
Source: Lexis-Nexis/StateNet
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| SC | Signed into law 06/2008 | P-12 | Revises the Education Accountability Act. Adds poverty, limited English proficiency status, disability status, or other groups required by federal statutes or regulations to the requirement for disaggregation of achievement data. Changes terminology from "improvement" to "growth." Requires the statewide assessment program to specifically include English/language arts, mathematics, science and social studies (referred to earlier as "the four academic areas") and to be administered in 2009. Sets and defines student performance levels of "Not Met, Met and Exemplary." Allows publication of the annual report card to be delayed until no later than February 2010. Describes required components of report cards. Requires the state board to create a statewide adoption list of formative assessments for grades 1-9 aligned with state standards in English/language arts and mathematics -- for use beginning in the 2009-2010 school year. Revises other features of assessment and accreditation. d; provide for a designation to signify varying levels of school academic performance; revises provisions regarding education accountability; provides that the Palmetto Achievement Challenge Test does not meet certain requirements; provides for use of the monetary savings from revised inspection provisions. http://www.scstatehouse.net/html-pages/house2.html or
http://www.scstatehouse.net/sess117_2007-2008/prever/4662_20080529.doc
Title: H.B. 4662
Source: http://www.scstatehouse.net
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| GA | Signed into law 04/2008 | P-12 | Relates to elementary and secondary education; provides that a local school system may enter into a contract with the state board of education for increased flexibility in exchange for increased accountability; relates to waivers to improve student performance; provides exemptions for charter systems.
Authorizes a local superintendent to concurrently serve as a principal, teacher or in another staff position. Authorizes a local superintendent to concurrently serve as superintendent of more than one school system in accordance with the terms of the superintendent's respective contracts and upon approval by each affected local school system.
Bars the state board of education from providing any district with waivers related to class size requirements (excepting hardship provisions); expenditure controls, certification requirements and salary schedule requirements.
http://www.legis.state.ga.us/legis/2007_08/pdf/hb1209.pdf
Title: H.B. 1209
Source: www.legis.state.ga.us
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| MS | Signed into law 04/2008 | P-12 | Relates to low performing schools and school districts. Changes the designation of priority schools to schools at risk. Modifies and expands the definition of an at risk school. Commits the Legislature to the appropriation of adequate funds for the support of providing assistance to low-performing schools and districts. Directs the state board to adopt regulations that require districts that receive allocations of adequate education program at-risk funds to specifically target the expenditure of those funds to implement effective programs to serve at-risk students, and that provide the methods by which districts will be held accountable for the expenditure of at-risk funds.
http://billstatus.ls.state.ms.us/documents/2008/pdf/SB/2600-2699/SB2666SG.pdf
Title: S.B. 2666
Source: http://billstatus.ls.state.ms.us
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| MS | Signed into law 04/2008 | P-12 | Provides that the appointed or elected superintendent of education in an underperforming school district for a specified number of consecutive school years shall be removed from office by the school board at the end of the school year. Provides for the appointment of a new superintendent in the manner provided by law. Provides that an elected superintendent in an underperforming school district who is removed from office shall not be eligible to seek reelection for a certain time period.
http://billstatus.ls.state.ms.us/documents/2008/pdf/SB/2100-2199/SB2149SG.pdf
Title: S.B. 2149
Source: http://billstatus.ls.state.ms.us/
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| MS | Signed into law 03/2008 | P-12 | Creates a task force to study and report on the status of underperforming schools and districts in the state, effectiveness measures for improvement of those schools and school districts and enhancement of accountability and sanctions imposed on those schools and school districts.
http://billstatus.ls.state.ms.us/documents/2008/pdf/SB/2400-2499/SB2405SG.pdf
Title: S.B. 2405
Source: http://billstatus.ls.state.ms.us
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| UT | Signed into law 03/2008 | P-12 | Modifies provisions relating to charter schools. Modifies the appointment procedures for the staff director of the State Charter School Board. Modifies provisions relating to the purposes and status of charter schools. Requires the state board of education, in consultation with the State Charter School Board, to adopt rules related to charter school accountability.
http://le.utah.gov/~2008/bills/hbillenr/hb0160.pdf
Title: H.B. 160
Source: le.utah.gov
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| AK | Adopted 10/2007 | P-12 | Implements a growth model as part of the state's accountability system under the federal No Child Left Behind Act. ALASKA 3552
Title: 4 AAC 06.805(b), .812, .845(c)
Source: Lexis/Nexis
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| LA | Adopted 10/2007 | P-12 | Revises Bulletin 111 - The Louisiana School, District, and State Accountability System (LAC Part Number LXXXIII).
Revises section 603 to include all students in the state-level cohort regardless or entry or exit dates.
Revises section 613 to clarify that schools cannot be awarded points for students designated as attendees if they are dropouts; changes the points awarded for School Performance Scores for students receiving TOPS award or completing TOPS programs; changes the points awarded for students receiving an academic endorsement.
Revises section 4313 to omit the District Responsibility Index label as a trigger for districts to enter District Improvement status; mandates timeframes for these districts to submit District Improvement Plans to the Louisiana Department of Education (LDE) and for the LDE to review require districts to implement these approved plans; describes sanctions for districts entering District Improvement in line with current law, requiring that they either implement a new curriculum, arrange for particular schools to come under public governance per R.S. 17:1990, or authorize students to transfer to a higher-performing public school operated
by another local educational agency after reaching an agreement with the other LEA.
See starting page 2031: http://doa.louisiana.gov/osr/reg/0710/0710.doc#_Toc180395357
Title: LAC 28:LXXXIII.603, 613, and 4313
Source: www.lexis.com
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| CA | Vetoed 09/2007 | P-12 | Requires the Department of Education to notify a school district that a review is scheduled to occur if the department intends to waive that review or extend the time before the next onsite review. Provides for a waiver or extension of the next review if the current review is positive. Provides that a school with a specified Academic Performance Index score or that has achieved a school rank of 9 to 10 in each of the prior 3 years, that receives a positive review, will not be reviewed for at least 6 years.
Title: A.B. 494
Source: http://www.assembly.ca.gov
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| IA | Signed into law 09/2007 | P-12
Postsec. | Directs the department of education to conduct a study on the student information systems currently in use in the state, the types of data collected, and the future needs for additional types of data at the K-12 and postsecondary levels and for use by the state, including the use of electronic student transcripts to share with other K-12 and postsecondary institutions. Provides the study must examine the systems used by other states. Provides the study must focus on systems that will improve efficiency, accuracy, and security of, and access to, the data by various users. Directs the department to submit a report with its conclusions and recommendations to the general assembly by January 15, 2008.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=BillInfo&Service=Billbook&ga=82&hbill=HF468
Title: H.F. 468
Source: coolice.legis.state.ia.us
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| WV | Adopted 09/2007 | P-12 | Amends rules regarding standards, assessment, and accountability for student performance and progress. Incorporates 21st Century skills into the standards; revises the statewide assessment program; provides annual performance measures for the No Child Left Behind Act of 2001; revises the criteria for accreditation status; and provides an appeal process for on-site review findings in the accountability system.
Title: Title 126, Series 13
Source: Lexis-Nexis/StateNet
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| MA | Issued 08/2007 | P-12
Postsec.
Community College | Establishes the Readiness Project to develop a plan to implement fundamental and systemic reforms to public education in the Commonwealth over the next ten years. The project will have three chairs appointed by the Governor.
The plan will include recommendations to:
(1) Deliver universal and high quality early education for three- and four-year-olds as well as Full-Day kindergarten;
(2) Expand time for teaching and learning in primary and secondary schools;
(3) Extend education an additional two years beyond secondary school to better prepare students for higher education, work and citizenship;
(4) Align curricula from pre-Kindergarten through high school, higher education and work force development, including with an emphasis on science, technology, engineering and math as well as other subjects and methods that enhance creativity and problem-solving skills;
(5) Structure and support a reasonable degree of school choice, including charter and pilot schools, so that all serve as complementary components of a comprehensive system; (6) Recruit, retain and develop strong educators and administrators at all levels;
(7) Streamline and strengthen teacher certification and licensing;
(8) Improve the Massachusetts Comprehensive Assessment System and introduce additional appropriate standards and assessments to measure other aspects of students' academic development;
(9) Fund the education system adequately, equitably and reliably, including for students with special educational needs;
(10) Facilitate collaboration between and among the Commonwealth's public and private institutions of higher education;
(11) Strengthen the structure and clarify the mission of the institutions that comprise the University of Massachusetts system and all public higher education institutions in the Commonwealth;
(12) Implement an effective and efficient accountability system for students, instructors and administrators from pre-Kindergarten through higher education that enables authorities both to review performance and to target assistance where it is most needed; and
(13) Leverage information technology throughout the system to improve instruction, student acquisition of skills, administrative processes, and the quality of and access to data. implements fundamental and systemic reforms to public education in the Commonwealth over the next 10 years.
http://www.mass.gov/Agov3/docs/Executive%20Orders/executive_order_489.pdf
Title: Executive Order No. 489
Source: http://www.mass.gov
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| NV | Signed into law 06/2007 | P-12 | Revises provisions governing the annual reports of accountability and the plans to improve. Eliminate the requirement for the establishment of technical assistance partnerships. Revises provisions governing the school support teams and the recommendation of corrective action. Revises provisions governing the factors for consideration by the Commission in awarding grants of money from the Account. Requires the Commission to conduct an assessment of the needs of each school district relating to educational technology during the spring semester of each even-numbered school year for submission to the Legislative Committee on Education and the Legislature.
http://www.leg.state.nv.us/74th/Bills/SB/SB184_EN.pdf
Title: S.B. 184
Source: http://www.leg.state.nv.us
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| MN | Signed into law 05/2007 | P-12 | Amends duties of the Independent Office of Educational Accountability as it relates to the commissioner of education's reporting requirements.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [Educational Accountability]
Source: http://www.revisor.leg.state.mn.us/
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| MN | Signed into law 05/2007 | P-12 | Requires the Independent Office of Educational Accountability to convene and faciliate an advisory group of curriculum and measurement experts to consider and recommend how to structure school performance data and school to fully, fairly and accurately report student achievement and emphasize school excellence under Minnesota's system of educational accountability and public reporting.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85 (Section 40)
Title: H.F. 2245 [School Performance Report Cards]
Source: http://www.revisor.leg.state.mn.us
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| AR | Signed into law 04/2007 | P-12 | Relates to an act to expand monitoring by the Department of Education of school district implementation of school improvement plans as required by 2006 Act 57 studying the state's system of public education. New provisions detail that the comprehensive school improvement plan shall: 1) be based on student performance data and a plan of action to address the deficiencies in student performance and academic achievement gap evidenced in the comprehensive state program; 2) include school use of categorical funding for alternative environments, progressional development, ESL programs and Title I students. Requires schools to file revised comprehensive school improvement plans and assess effectiveness of an intervention or other action included in the school improvement plan. The assessment of the intervention is to be included in the following year's school improvement plan. State Department is to monitor the use of school improvement funds for the following: 1) instructional facilitators; alternative learning environments, professional development, and at-risk programs. Provisions stipulate that the information obtained through the monitoring are to be incorporated into the school improvement plans and may amend those rules in such manner as established by the state board. Section added to state the importance of detailed school improvement plans and early planning by the school districts for the determination of educational strategies and the use of public funds.
(Act No. 807)
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/HB1504.pdf
Title: H.B. 1517
Source: http://www.arkleg.state.ar.us
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| AR | Signed into law 04/2007 | P-12 | Enacts the continuing adequacy evaluation act of 2007 to continually evaluation the state education system by strengthening and preserving the integrity of the Continuing Adequacy Evaluation Act of 2004 by defining its provisions to ensure that future assessments, evaluations and monitoring of the state's public education system by the General Assembly will continue to be conducted in a thorough, well-informed and meaningful manner. (Act No. 1204)
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/HB2663.pdf
Title: H.B. 2663
Source: http://www.arkleg.state.ar.us
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| AR | Signed into law 04/2007 | P-12 | Section 68 changes the position of director of the Division of Public School Accountability of the Department of Education to assistant commissioner and provides for the reassignment of staff needed for the division to fulfill its monitoring and reporting obligations. (Act No. 1573)
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/SB274.pdf
Title: S.B. 274 (Accountability--Evaluating Performance)
Source: http://www.arkleg.state.ar.us
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| AR | Signed into law 04/2007 | P-12
Postsec.
Community College | Creates the Arkansas evaluation center to: Attract students to existing courses and provide new online and distance learning courses; stimulate university faculty to conduct evaluation and research; provide academic training that consists of a variety of modalities (courses, vitrual classrooms, practicum, workshops, speakers); offer a series of evaluation-related courses including qualitative or ethnographic approaches, statistics, research design, evaluation approaches and methods and politics of evaluation through the university's Education Department; assist the University of Arkansas at Pine Bluff in developing and implementing the certificate program in effective evaluation and the masters degree program in effective evaluation.
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/SB951.pdf
Title: S.B. 951
Source: http://www.arkleg.state.ar.usf
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| TN | Signed into law 04/2007 | P-12 | Adds a new section. Directs the office of education accountability to periodically study the overall school accountability system and report to the General Assembly as to its operations and effectiveness, including any suggestions for improvement. Such report may include a review of applicable standards, technical assistance, actions taken by LEAs, and relevant outcomes.
http://www.legislature.state.tn.us/bills/currentga/BILL/SB0457.pdf
Title: S.B. 457
Source: http://www.legislature.state.tn.us
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| NJ | Signed into law 03/2007 | P-12 | Amends school district accountability measures; provides that if a school district is spending state education funds for purposes not in compliance with state law, the district receives an adverse, disclaimer or qualified opinion by its independent auditor; provides that such school district is required to return federal funds upon a finding of noncompliance; provides for a training program; requires a performance evaluation for employment contract renewal; provides for public budget inspection .
http://www.njleg.state.nj.us/2006/Bills/S0500/4_R1.PDF
Title: A.B. 5; S.B 4
Source: New Jersey Legislature
| |
| NJ | Signed into law 03/2007 | P-12 | Amends school district accountability measures; provides that if a school district is spending state education funds for purposes not in compliance with state law, the district receives an adverse, disclaimer or qualified opinion by its independent auditor; provides that such school district is required to return federal funds upon a finding of noncompliance; provides for a training program; requires a performance evaluation for employment contract renewal; provides for public budget inspection .
http://www.njleg.state.nj.us/2006/Bills/A0500/5_R1.PDF
Title: A.B. 5
Source: New Jersey Legislature
| |
| CO | Signed into law 02/2007 | P-12 | Requires the convening of a technical advisory panel to assist in the development of a longitudinal growth model to measure the academic growth of students; requires the panel to develop a new method to identify schools that demonstrate the highest rate of academic growth for the Governor's distinguished improvement awards; requires the Department of Education to calculate adequate longitudianal growth for each student and each school every year.
http://www.leg.state.co.us/Clics/Clics2007A/csl.nsf/fsbillcont3/A7771383FCF31AFB87257251007D6668?Open&file=1048_enr.pdf
Title: H.B. 1048
Source: Colorado Legislature
| |
| NJ | Signed into law 01/2007 | P-12 | Revises various provisions of The New Jersey Quality Single Accountability Continuum public school district monitoring system, related reporting, and oversight requirements.
http://www.njleg.state.nj.us/2006/Bills/A4000/3676_R1.PDF
Title: A.B. 3676
Source: New Jersey Legislature
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| NJ | Signed into law 12/2006 | P-12 | Directs Commissioner of Education to contract with independent entity to conduct an evaluation of the Department Of Education and its oversight capacity; relates to public school funding reform.
http://www.njleg.state.nj.us/2006/Bills/SJR/1_I1.PDF
Title: S.J.R. 1; A.J.R. 10
Source: New Jersey Legislature
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| OH | Signed into law 12/2006 | P-12 | Any district that leases a building to a community school [charter] located in the district or that enters into an agreement with a community school located in the district whereby the district and the school endorse each other's programs may elect to have data regarding the academic performance of students enrolled in the community school combined with comparable data from the schools of the district for the purpose of calculating the performance of the district as a whole on the district report card. Any district that so elects must annually file a copy of the lease or agreement with the department.
Allows a board of education to renew the contract of any nonlicensed individual, currently employed by the board for one or more years, without first offering the position held by that individual to employees of the district who are licensed individuals or advertising the position as available to any qualified licensed individuals who are not currently employed by the board.
http://www.legislature.state.oh.us/bills.cfm?ID=126_HB_276
Title: H.B. 276 -- Misc. Sections
Source: http://www.legislature.state.oh.us
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| DE | Signed into law 07/2006 | P-12 | Implements enhanced public education financial accountability provisions. Includes vocational- technical school districts and charter school funds and authority.
http://www.legis.state.de.us/LIS/lis143.nsf/vwLegislation/SB+374/$file/legis.html?open
Title: S.B. 374
Source: Delaware Legislature
| |
| GA | Adopted 06/2006 | P-12 | Clarifies rules regarding the Comprehensive Academic Performance System (CAPS) Demonstration Site Grant. The intent of the funding is to provide seed resources to stimulate the adoption of a school-based comprehensive academic performance system that consolidates the use of curriculum standards alignment and pacing, benchmark assessment, differentiated instruction, parent involvement, and public accountability. Use of a web-based accountability system is required.
Each participant school, with the support of its affiliated district, must:
(a) Develop and implement an achievement-oriented, comprehensive instructional model that champions standards-based instruction, benchmark assessment, data driven decision-making, differentiated instruction, parent involvement, and public accountability;
(b) Make the time and funding commitments required for the training of leaders, teachers, coaches, parents, community, etc.;
(c) Set annual and benchmark measurable goals for improving learning, teaching and assessment;
(d) Align instruction to state standards for the content that all students should know by grade span and subject;
(e) Conduct formative and summative assessment of student academic achievement at regular intervals;
(f) Utilize results of benchmark student assessments that have clear performance criteria to differentiate instruction;
(g) Publicize student performance statistics at each interval, including statistics by subject, by teacher and by class;
(h) Provide parents with specific information regarding the performance of their students;
(i) Agree to participate in ongoing coordination with the GaDOE and school/system project teams. http://rules.sos.state.ga.us/docs/160/1/4/200/72.pdf
Title: GAC 160-1-4-.272
Source: rules.sos.state.ga.us
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| DE | Signed into law 05/2006 | P-12 | Implements enhanced financial accountability provisions for public school districts and charter schools; relates to district and charter school financial responsibility. Chapter Number 264
http://www.legis.state.de.us/LIS/lis143.nsf/vwLegislation/SB+308/$file/legis.html?open
Title: S.B. 308
Source: Delaware Legislature
| |
| FL | Signed into law 05/2006 | P-12 | Defines secondary schools as those serving grades 6-12. Specifies that the following guiding principles must be used in the annual preparation of each secondary school's improvement plan:
(a) Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning.
(b) Every teacher must contribute to every student's reading improvement.
(c) Quality professional development provides teachers and principals with the tools they need to better serve students.
(d) Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses.
(e) Intensive intervention in reading and math must occur early and through innovative delivery systems.
(f) Parents need access to tools they can use to monitor their child's progress in school, communicate with teachers, and act early on behalf of their child.
(g) Applied and integrated courses help students see the relationships between subjects and relevance to their futures.
(h) School is more relevant when students choose courses based on their goals, interests, and talents.
(i) Master schedules should not determine instruction and must be designed based on student needs, not adult or institutional needs.
(j) Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves.
Requires local boards to adopt policies to address:
(a) Procedures for placing and promoting grade 6-12 students entering from out of state or from a foreign country, including a review of the student's prior academic performance.
(b) Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained.
(c) Applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.
(d) Credit recovery courses and intensive reading and math intervention courses based on student performance on the FCAT. These courses should be competency based and offered through innovative delivery systems, including computer-assisted instruction. Districts should use learning gains as well as other appropriate data and provide incentives to identify and reward high-performing teachers who teach credit recovery and intensive intervention courses.
(e) Grade forgiveness policies that replace a grade of "D" or "F" with a grade of "C" or higher earned subsequently in the same or a comparable course.
(f) Summer academies for students to receive intensive reading and mathematics intervention courses or competency-based credit recovery courses. A student's participation in an instructional or remediation program prior to or immediately following entering grade 9 for the first time shall not affect that student's classification as a first-time 9th grader for reporting purposes.
(g) Strategies to support teachers' pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers.
(h) Creative and flexible scheduling designed to meet student needs.
(i) Procedures for high school students who have not prepared an electronic personal education plan to prepare such plan.
(j) Tools for parents to regularly monitor student progress and communicate with teachers.
(k) Additional course requirements for promotion and graduation which may be determined by each school district in the student progression plan and may include additional academic, fine and performing arts, physical education, or career and technical education courses in order to provide a complete education program.
Requires the department to:
(a) By February 1, 2007, increase the number of approved applied, integrated, and combined courses available to districts.
(b) By the beginning of the 2006-2007 school year, make available a professional development package designed to provide the information that content area teachers need to become proficient in applying scientifically based reading strategies through their content areas.
(c) Share best practices for providing a complete education program to students enrolled in course recovery, credit recovery, intensive reading intervention, or intensive math intervention.
(d) Expedite assistance and decisions and coordinate policies throughout all divisions within the department to provide districts with support to implement the Florida Secondary School Redesign Act.
(e) Use data to provide the Legislature with an annual longitudinal analysis of the success of this reform effort, including the progress of 6th grade students and 9th grade students scoring at Level 1 on FCAT Reading or FCAT Math.
Directs the commissioner of education to create and implement the Secondary School Improvement Award Program to reward public secondary schools that demonstrate continuous student academic improvement and show the greatest gains in student academic achievement in reading and math.
Pages 35-39 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 19
Source: www.myfloridahouse.gov
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| TX | Signed into law 05/2006 | P-12 | Requires the commissioner, in consultation with the comptroller, to develop and implement a financial accountability
rating system for school districts in this state that: (1) distinguishes among school districts based on levels of financial performance; and
(2) includes procedures to: (A) provide additional transparency to public education finance; and (B) enable the commissioner and school district administrators to provide meaningful financial oversight and improvement.
The commissioner shall annually establish and publish the proposed expenditures for each school district as determined by the
commissioner based on an evaluation of information relating to the best practices of campuses and districts. The commissioner shall consider unique characteristics of the district, including the district's size. The proposed expenditures must include amounts for: (1) instructional expenditures; (2) central administrative expenditures; (3) district operations; and (4) any other category designated by the commissioner.
If the board of trustees of a school district intends to exceed the proposed expenditures established by the commissioner, the board must adopt and publish a resolution that includes an explanation justifying the board's actions.
http://www.capitol.state.tx.us/data/docmodel/793/billtext/pdf/HB00001F.PDF
Title: H.B. 1 C (Sections 2.05; 2.09)
Source: Texas Legislature
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| KY | Signed into law 04/2006 | P-12 | Requires, on or before December 1 of each year, that the Education Assessment and Accountability Review Subcommittee adopt an annual research agenda for the Office of Education Accountability. Provides that the agenda shall be amended to include studies directed by the General Assembly in the next succeeding session. http://www.lrc.ky.gov/RECORD/06RS/HB581/bill.doc
Title: H.B. 581
Source: Lexis-Nexis/StateNet
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| WA | Signed into law 03/2006 | P-12 | Declares an intent to reactivate the center for the improvement of student learning, and to create within the center an educational ombudsman to serve as a resource center for parents and students and as an advocate for students in the public education system.
Requires the office of the superintendent of public instruction to report to the legislature by September 1, 2007, and thereafter biennially, regarding the effectiveness of the center for improvement of student learning, how the services provided by the center for improvement of student learning have been used and by whom, and recommendations to improve the accessibility and application of knowledge and information that leads to improved student learning and greater family and community involvement in the public education system. Creates the office of the education ombudsman within the office of the governor for the purposes of providing information to parents, students, and others regarding their rights and responsibilities with respect to the state's public elementary and secondary education system, and advocating on
behalf of elementary and secondary students. Requires the education ombudsman to report on the work and accomplishment of the office and advise and make recommendations to the governor, the legislature, and the state board of education annually. The initial report to the governor, the legislature, and the state board of education shall be made by September 1, 2007, and there shall be annual reports by September 1st each year thereafter. The annual reports shall provide at least the following information: (1) How the education ombudsman's services have been used and by whom; (2) Methods for the education ombudsman to increase and enhance family and community involvement in public education; (3) Recommendations to eliminate barriers and obstacles to meaningful family and community involvement in public education; and
(4) Strategies to improve the educational opportunities for all students in the state, including recommendations from organizations and groups provided in this act.Provides that if specific funding is not provided by June 30, 2006, in the omnibus appropriations act, section 2 of this act is null and void.One of the new duties is to edentify strategies for improving the success rates of ethnic and racial student groups with disproportionate academic achievement.
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/House%20Passed%20Legislature/3127-S.PL.pdf
Title: H.B. 3127
Source: http://www.leg.wa.gov
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| IL | Adopted 02/2006 | P-12 | Provides standards for the conduct of financial audits of regional offices of education and certain educational service centers. http://www.sos.state.il.us/departments/index/register/register_volume30_issue7.pdf (starts page 329 of 520, see esp. 338 of 520)
Title: 74 IAC 420.130, 140, 310, 320, 410, 420, 430, 630, 640, 710, 720
Source: Lexis-Nexis/StateNet
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| MS | Signed into law 10/2005 | P-12 | Authorizes the state board of education to exempt certain schools from accountability standards due to Hurricane Katrina of 2005. http://billstatus.ls.state.ms.us/documents/20055E/pdf/SB/2001-2099/SB2012SG.pdf
Title: S.B. 2012
Source: StateNet
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| CO | Vetoed 06/2005 | P-12 | Requires the department to contract every 3 years for an independent evaluation of the state accountability system and the No Child Left Behind Act of 2001. Requires the evaluation to include:
(1) The impact of the accountability systems on learning and teaching;
(2) Public perception of and confidence in the accountability sytems;
(3) The effectiveness of the parties involved in the accountability systems, including the department, districts, state charter school institute, and public schools;
(4) Improvements that may be made to the data collected through the accountability systems; and
(5) Recommended changes to statutes or rules pertaining to the accountability systems.
Requires the report to include an evaluation of the state acceditation indicators and how districts or the state charter school institute can meet or fail to meet such standards.
Changes the school designations in the state accountability system from "excellent", "high", "average", "low" and "unsatisfactory" to "excellent", "high achieving", "achieving", "priority" and "high priority". Requires the state board to develop procedures for a district or the state charter school institute to appeal or waive a school's rating based upon unusual testing circumstances.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/489B14D223FBDD2087256F5D006BE665?Open&file=214_rev.pdf
Title: S.B. 214 (Section 1-2)
Source: www.leg.state.co.us
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| CO | Vetoed 06/2005 | P-12 | Requires the department to convene a working group of specified members to evaluate the current rules, definitions and reporting of incidents pertaining to school safety. Requires the working group to submit a report of its findings to the state by November 2005. Requires the findings to include examples of the types of incidents that should be reported for state safe school reporting requirements.
Also requires the state board to convene a panel of specified membership to conduct public meetings and make recommendations to the state board on the content, design and layout of the state accountability reports.
http://www.leg.state.co.us/clics2005a/csl.nsf/fsbillcont3/489B14D223FBDD2087256F5D006BE665?open&file=214_enr.pdf
Title: S.B. 214 (Section 3)
Source: www.leg.state.co.us
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| NV | Signed into law 06/2005 | P-12 | Establishes a monitoring system for the statewide system of accountability; revises various provisions governing the statewide system of accountability; requires the Department of Education to prescribe an educational involvement accord for use in all public schools which includes a description of how the parent or legal guardian will be involved in the education of the pupil; requires the Department of Education to prescribe a code of honor relating to cheating.
http://leg.state.nv.us/73rd/bills/SB/SB214_EN.pdf
Title: S.B. 214
Source: StateNet
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| NV | Signed into law 06/2005 | P-12 | Revises provisions governing the statewide system of accountability for public schools; redesignating the four regional training programs for the professional development of teachers and administrators based upon the geographic regions served by those programs. Expands on technical assistance partnerships and says that they may require the school for which the partnership was established to submit plans,
strategies, tasks and measures that, in the determination of the partnership, will assist the school in improving the achievement
and proficiency of pupils enrolled in the school.
Title: H.B. 109
Source: StateNet
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| NV | Signed into law 06/2005 | P-12 | The board of trustees of each school district and the principal of each public school must prepare an annual summary of accountability information for public dissemination. This bill changes the requirements for the annual report of accountability and expands the school designations that may be appealed. This bill also makes changes to the proficiency exam requirements, including the grade levels for administering the writing and science proficiency exams. Under existing law, fees collected pursuant to the Private Elementary and Secondary Education Authorization Act are deposited in the State General Fund. This bill requires those fees to be deposited in the appropriate account of the Department of Education.
http://leg.state.nv.us/73rd/bills/AB/AB154_EN.pdf
Title: H.B. 154
Source: StateNet
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| NV | Signed into law 05/2005 | P-12 | Creates the Commission on Educational Excellence; prescribing the membership and duties of the Commission; creating the Trust Fund for Educational Excellence; authorizing school districts and charter schools to apply for grants of money from the Trust Fund to improve the achievement of pupils; revising provisions governing the statewide system of accountability.
http://leg.state.nv.us/73rd/bills/SB/SB404_EN.pdf
Title: S.B. 404
Source: StateNet
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| NV | Signed into law 05/2005 | P-12
Postsec.
Community College | AN ACT relating to education; renaming the University and Community College System of Nevada as the Nevada System of Higher Education; clarifying that the System includes state colleges; and providing other matters properly relating thereto. THE PEOPLE OF THE STATE OF NEVADA, REPRESENTED IN SENATE AND ASSEMBLY, DO ENACT AS FOLLOWS: Section 1. NRS 385.3469 is hereby amended to read as follows: 385.3469 1. The State Board shall prepare an annual report of accountability that includes, without limitation: (a) Information on the achievement of all pupils based upon the results of the examinations administered pursuant to NRS 389.015 and 389.550, reported for each school district, including, without limitation, each charter school in the district, and for this State as a whole. (b) Except as otherwise provided in subsection 2, pupil achievement, reported separately by gender and reported separately for the following subgroups of pupils: (1) Pupils who are economically disadvantaged, as defined by the State Board; (2) Pupils from major racial and ethnic groups, as defined by the State Board; (3) Pupils with disabilities; (4) Pupils who are limited English proficient; and (5) Pupils who are migratory children, as defined by the State Board. (c) A comparison of the achievement of pupils in each subgroup identified in paragraph (b) of subsection 1 of NRS 385.361 with the annual measurable objectives of the State Board. (d) The percentage of all pupils who were not tested, reported for each school district, including, without limitation, each charter school in the district, and for this State as a whole. (e) Except as otherwise provided in subsection 2, the percentage of pupils who were not tested, reported separately by gender and reported separately for the subgroups identified in paragraph (b). (f) The most recent 3-year trend in the achievement of pupils in each subject area tested and each grade level tested pursuant to NRS 389.015 and 389.550, reported for each school district, including, without limitation, each charter school in the district, and for this State as a whole, which may include information regarding the trend ; 2 ; in the achievement of pupils for more than 3 years, if such information is available. (g) Information on whether each school district has made adequate yearly progress, including, without limitation, the name of each school district, if any, designated as demonstrating need for improvement pursuant to NRS 385.377 and the number of consecutive years that the school district has carried that designation. (h) Information on whether each public school, including, without limitation, each charter school, has made adequate yearly progress, including, without limitation, the name of each public school, if any, designated as demonstrating need for improvement pursuant to NRS 385.3623 and the number of consecutive years that the school has carried that designation. (i) Information on the results of pupils who participated i
Title: H.B. 527
Source: StateNet
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| TX | Rule Adoption 05/2005 | P-12 | Proposes rules concerning accountability and performance monitoring. Describes the Performance- Based Monitoring Analysis System (PBNAS). Adopts applicable excerpts of the PBMAS 2004-2005 Manual. TEXAS REG 97354 (SN)
Title: 19 TAC 2.97.AA.97.1005
Source: StateNet
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| GA | Adopted 12/2004 | P-12 | Clarifies rules regarding the following: single statewide accountability system; accountability system definitions; accountability profiles; and accountability system awards and consequences.
Single statewide accountability system: http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.01.pdf
Definitions: http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.02.pdf
School profiles: http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.03.pdf
Awards and consequences: http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.04.pdf
Title: GAC 160-7-1-.01 thru .04
Source: StateNet
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| CA | Signed into law 09/2004 | P-12 | Requires the county superintendent, for purposes of enforcing the use of required textbooks and instructional materials, to specifically review at least annually schools that are ranked in any of deciles 1 to 3, inclusive, of the 2003 base Academic Performance Index and that are not currently under review through a state or federal intervention program. If the county superintendent determines that a school does not have sufficient textbooks or instructional materials, the bill would require the county superintendent to prepare a report that identifies and documents the areas or instances of noncompliance, provide a copy of the report to the school district, forward the report to the Superintendent of Public Instruction, and provide the school district with the opportunity to remedy the deficiency. If the deficiency is not remedied, the county superintendent is required to request the State Department of Education, with approval by the State Board of Education, to purchase textbooks or instructional materials for the school. Requires that the funds necessary for the purchase be considered a loan to the school district to be repaid based upon an agreed-upon schedule with the Superintendent of Public Instruction, or by deducting an amount from the district's next principal apportionment or other apportionment of state funds. Authorizes the department to expend up to $5,000,000 from the State Instructional Materials Fund to acquire instructional materials for school districts for purposes of these provisions. http://www.leginfo.ca.gov/pub/bill/sen/sb_0501-0550/sb_550_bill_20040929_chaptered.pdf
Title: S.B. 550 (multiple provisions)
Source: California Legislative Web site
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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 | Signed into law 09/2004 | P-12 | Requires a master contracts with nonpublic, nonsectarian schools for the provision of special education and related services to include that, with respect to a nonpublic, nonsectarian school that is associated with a licensed children's institution, there be a method of evaluating whether the school meets specified guidelines, and with respect to a nonpublic, nonsectarian school, the school be subject to the alternative accountability system of the Public School Performance Accountability Program in the same manner as public schools during the school's testing period, and each pupil placed in the school be tested in accordance with that accountability program, and the school prepare a school accountability report card. Requires the test results to be reported by the nonpublic, nonsectarian school to the State Department of Education.
Authorizes the Superintendent of Public Instruction to certify a nonpublic, nonsectarian school or agency for a period of not longer than 18 months. Requires a nonpublic, nonsectarian school or agency to make notification of its intent to seek certification. Requires that only those nonpublic, nonsectarian schools and agencies that provide special education that utilize staff who hold a certificate, permit, or other document equivalent to that which staff in a public school would be required to hold may be certified.
Requires a nonpublic, nonsectarian school that provides special education and related services to an individual with exceptional needs to certify in writing to the Superintendent of Public Instruction that the school satisfies various requirements relating to, among others, access to standards-based curriculum and instructional materials, access to specific instruction and assistance, and a discipline policy. http://www.leginfo.ca.gov/pub/bill/asm/ab_1851-1900/ab_1858_bill_20040930_chaptered.pdf
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_1858_sign.pdf
Title: A.B. 1858 (multiple provisions)
Source: www.leginfo.ca.gov
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| AL | Issued 08/2004 | P-12
Postsec.
Community College | The governor issued Executive Order No. 02-2003 on January 30, 2003, creating the Governor's Commission of Education Spending. The Commission was to engage in a thorough examination of how education dollars have been spent in Alabama during the past ten years. http://www.governorpress.state.al.us/pr/ex-02-2003-01-30.asp
The Highlights of the Initial Report focused on: (1) Management and Accountability Reforms for K-12; (2) Student Assessment and Accountability for K-12; (3) Management and Accountability Reforms for the Alabama College System; (4) Management and Accountability Reforms for University Governance; (4) Reforms in Terms of Public Employment; and (5) Education Trust Fund Accountability.
The Working-Group Sessions (December 2003) made the following proposals: (1) Achieve the maximum savings possible from non-state and non-education agencies; (2) Freeze the state appropriations to PEEHIP at the Fiscal 2004 level; (3) Allocate higher education cutbacks to institutions; and (4) Allocation K-12 education cutbacks to school systems. http://www.alabama.gov/onlineservices/egov_pdfs/ESCReport11404.pdf
Title: Executive Order No. 02-2003
Source: Alabama State Web site
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| MS | Rule Adoption 08/2004 | P-12 | Establishes rules concerning accountability standards for the four state special schools governed by the Board of Education. MISSISSIPPI REG 9255 (SN)
Title: (Uncodified)
Source: StateNet
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| NM | Rule Adoption 08/2004 | P-12 | Amends to reflect the Public Education Department as the issuing agency, current statutory authority, adds and clarifies definitions, and amends indicators and measurement and school ratings sections. Defines adequate yearly progress (AYP) and requires AYP to be based primarily on academic assessments. AYP is to be based on the criterion-referenced test in grades 3-9 and 11. Clarifies that annual measurable objectives and intermediate objectives will be the same such that each school, grade, subject area, group and subgroup will have the same required percent proficient from year to year as determined by the starting point based on baseline percentages of proficient. Defines "disaggregate" as including five subgroups (ethnic, economically disadvantaged, students with disabilities and English language learners). Defines graduation rate as the percentage of the students who graduated from a high school divided by the number of students who were enrolled in the schools 40th day of the same year. This calculation will be used until four-year cohort data can be collected, with 9th grade students from 2003-2004 as the first cohorts. Statewide Indicators are student achievement, attendance, dropout rate for middle and high schools, school safety, parent and community involvement, and high school graduation rate. Groups are considered for accountability purposes when 10 or more students for the norm referenced test and 25 for the criterion referenced test. Stduents will be tested using the criterion referenced tests in Spanish or English or other assessments, when appropriate, as defined by federal guidelines. NEW MEXICO REG 4161 (SN)
http://www.nmcpr.state.nm.us/nmac/parts/title06/06.019.0001.htm
Title: NMAC 6.19.1, .3, .7, .8, .9
Source: http://www.nmcpr.state.nm.us
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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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| 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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| AZ | Signed into law 06/2004 | P-12 | Removes the restriction on accommodation school districts located on a military base from issuing impact aid revenue bonds. The district may hold an election to raise impact aid revenue bonds but may not issue the bonds until after the Federal Base Relocation and Closure Commission has affirmed that the base will remain open. Additionally, the bill requires the Arizona Department of Education to put together a guidebook on the approved uses federal impact aid monies. http://www.azleg.state.az.us/FormatDocument.asp?inDoc=/legtext/46leg/2r/laws/0313.htm
Title: H.B. 2010
Source: Arizona Legislative Web site
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| HI | Signed into law 06/2004 | P-12 | Sets aside funds in federal impact aid for the establishment of a military liaison position within the department of education and to provide funding for the Joint Venture Education Program to facilitate interaction between the military community and the department of education.
http://www.capitol.hawaii.gov/session2004/bills/hb1908_cd1_.htm
Title: H.B. 1908
Source: Hawaii Legislative Web site
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| LA | Signed into law 06/2004 | P-12 | Provides relative to Education Excellence Fund amounts and related investment earnings credited to ineligible entities. Provides that fund
amounts and related investment earnings credited for a recipient entity shall revert to the fund whenever the entity no longer meets the conditions required for it to be eligible for fund allocations; to provide for an effective date; and to provide for related matters.
http://www.legis.state.la.us/leg_docs/04RS/CVT2/OUT/0000LUNG.PDF
Title: H.B. 666
Source: StateNet
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| AZ | Signed into law 05/2004 | P-12 | Allows school districts to use Impact Aid for teacher housing.
http://www.azleg.state.az.us/FormatDocument.asp?inDoc=/legtext/46leg/2r/laws/0209.htm
Title: H.B. 2475
Source: Arizona Legislative Web site
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| DE | Rule Adoption 05/2004 | P-12 | Amends regulation to reflect the changes made to Delaware's plan under the federal No Child Left Behind Act of 2001. Changes include: definitions and the addition of State Progress Determinations. DELAWARE REG 1502 (SN) http://legis.state.de.us/LIS/Register.NSF/vwRegisters/712/$file/June2004.pdf?openelement
Title: 14 DAC 103
Source: Delaware State Web site
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| GA | Signed into law 05/2004 | P-12 | Provides for the revision of certain provisions regarding education flexibility and accountability; requires the State Board of Education to create a single state-wide accountability system by December 31, 2004; amends provisions regarding school councils; amends the history curriculum requirements; amends provisions for early intervention programs; amends provisions related to effectiveness assessments, including end-of-course assessments; amends parental notification concerning compulsory attendance requirements; requires Department of Motor Vehicle notification of students 14 years of age and older who are in violation of attendance requirements; amends student discipline policies; changes the name Office of Education Accountability to Office of Student Achievement. http://www.legis.state.ga.us/legis/2003_04/search/hb1190.htm
Title: H.B. 1190
Source: Georgia Legislative Web site
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| HI | Veto override 05/2004 | P-12 | Establishes a weighted student formula; provides additional information technology; empowers principals through a Hawaii principals academy and other means; strengthens community involvement through school community councils and parent-community networking centers; provides more mathematics textbooks; lowers class size in kindergarten, grade one, and grade two; provides full-time, year-round student activity coordinators; provides support for students who need additional help to succeed in school; establishes a national board certification incentive program for teachers; enhances teacher education; reduces the bureaucracy that hampers the effectiveness of the department of education; improves the educational accountability system; requires the board of education members to hold community meetings in their districts.
http://www.capitol.hawaii.gov/sessioncurrent/bills/sb3238_sd2_.htm
Title: S.B. 3238
Source: Hawaii Legislative Web site
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| MS | Rule Adoption 05/2004 | P-12 | Revises public school accountability standards, 2003. MISSISSIPPI REG 9117 (SN)
Title: (Uncodified)
Source: StateNet
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| KY | Signed into law 04/2004 | P-12 | Amends KRS 158.6455 to require that a student be enrolled in a specific school for at least 100 days prior to the beginning of the statewide testing period being counted in the school's accountability index. A student's test scores must be counted in the accountability index of the school in which the student was previously enrolled if the student was enrolled in that school for at least 100 days of the school year prior to the beginning of the statewide testing period. A student's test scores must be counted in the accountability index of the district if the student is enrolled in the district at least 100 days of the school year prior to the beginning of the statewide testing period. Requires that a student who is not enrolled for 100 days be counted in the state accountability index. http://www.lrc.state.ky.us/RECORD/04RS/HB176/bill.doc
Title: H.B. 176
Source: www.lrc.state.ky.us
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| LA | Adopted 04/2004 | P-12 | Adopts rules relating to the implementation of fundamental changes in the classroom by helping schools and communities focus on student achievement. Clarifies method for calculating a School Performance Score for elementary, middle and high schools. Establishes timelines for schools in School Improvement to submit improvement plans, expands the details of the Supplemental Educational Services process, specifies how LEAP Alternative Assessment students are included in NRT calculations, and creates required definitions for English language proficiency. http://www.doa.state.la.us/osr/reg/0404/0404RUL.pdf (see pages 22-27 of 71)
Title: LAC 28:LXXXIII.303, 311, 1701, 2701, 2702, 2703, 2713, 2715, 2717, 2719, 2721, 3905, 4001, 4003, 4005
Source: http://www.doa.state.la.us/osr
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| VA | Signed into law 04/2004 | P-12 | Requires the state board, in consultation with the chairpersons of the eight regional superintendents' study groups, to provide for timely review of the Standards of Learning test scores by school divisions for coding and other errors and prompt reporting to the local school divisions by the Department of Education of the test scores that will be used to determine each school's status pursuant to the provisions of the federal No Child Left Behind Act of 2001 (P.L. 107-110). http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0404
Title: S.B. 416
Source: http://leg1.state.va.us
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| MS | Rule Adoption 03/2004 | P-12 | Revises rules regarding the public school accountability standards. MISSISSIPPI REG 9027 (SN)
Title: Appendix A
Source: StateNet
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| WA | Signed into law 03/2004 | Postsec. | Ensures the quality of degree-granting institutions of higher education; relates to the accreditation of and site inspections of such institutions; requires public dissemination of information regarding entities that sell or award degrees without requiring appropriate academic achievement at a postsecondary level.
Title: H.B. 2381
Source: StateNet
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| WY | Signed into law 03/2004 | P-12 | Modifies statewide student assessment (WyCAS) to conform with NCLB by expanding grades assessed from grades 4, 8 and 11 to grades 3 through 8 and grade 11 commencing with school year 2005-2006, and by expanding assessment subjects from reading, writing and math to include science effective school year 2007-2008;
· Imposes additional assessment requirements and criteria;
· Establishes a statewide accountability system providing annual school and district accountability determinations imposing a range of educational consequences as required by NCLB;
· Continues the statewide task force established in 2003 to work with the state superintendent in continuing development of assessment and accountability systems;
· Establishes a process for transitioning from WyCAS to a revised assessment system by requiring a pilot testing of the revised assessment in school year 2004-2005 prior to implementation in school year 2005-2006;
· Requires a transitional accountability plan providing a temporary system of rewards and sanctions for all schools and school districts during school year 2004-2005, with recommendations for a permanent plan to be assembled;
· Task force and state superintendent work efforts to be reported to the state board of education, management council and joint education interim committee. http://legisweb.state.wy.us/2004/enroll/hb0126.pdf
Title: H.B. 126
Source: http://legisweb.state.wy.us
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| AR | Signed into law 02/2004 | P-12 | Creates the Division of Public School Accountability and the Arkansas Public Schools Accountability Advisory Council; creates the Division of Public School Academic Facilities to ensure equal access to adequate educational facilities and educational equipment; requires realignment of the state department of education (not to be incorporated into Arkansas Code or published separately) and creates a task force to make recommendations on realignment; amends terms for state board of education. members.http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/HB1009.pdf
Title: H.B. 1009
Source: Arkansas Legislative Web site
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| AR | Rule Adoption 11/2003 | P-12 | Establishes rules governing the Arkansas Comprehensive Testing, Assessment and Accountability Program and the Academic Distress Program (ACTAAP). http://arkedu.state.ar.us/pdf/ade%20162%20actaap.pdf
Title: ADE 162
Source: Arkansas State Web site
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| IL | Total veto stands 11/2003 | P-12 | Extends the repeal date of a Section requiring the establishment of the Chicago Schools Academic Accountability Council (from June 30, 2004 to June 30, 2009). Extends the repeal date of provisions creating the State Board of Education Fund, the State Board of Education Special Purpose Trust Fund, and the Private Business and Vocational Schools Fund (from July 16, 2003 to July 16, 2007). http://www.legis.state.il.us/legislation/billstatus.asp?DocNum=564&GAID=3&DocTypeID=SB&LegID=3195&SessionID=3
Title: S.B. 564
Source: Illinois Legislative Web site
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| TX | Signed into law 10/2003 | P-12
Postsec. | One portion of this bill transfers the performance review of school districts, interscholastic competition, state agencies and state agency records management to the Legislative Budget Board from the Comptroller of Public Accounts. All unexpended and unobligated appropriations and employees relating to the reviews will be transferred to the Legislative Budget Board. Further, the bill requires the
Legislative Budget Board to conduct periodic performance reviews of certain higher education institutions.
Link to fiscal note: http://www.capitol.state.tx.us/data/docmodel/783/fiscal/pdf/HB00007F.PDF
Title: H.B. 7
Source: StateNet
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| MS | Rule Adoption 07/2003 | P-12 | Revises content of the document formerly known as Mississippi Public School Accountability Standards 2001. MISSISSIPPI REG 8796 (SN)
Title: (Uncodified)
Source: StateNet
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| FL | Signed into law 06/2003 | P-12
Community College
Postsec. | Requires emphasis on reading; requires certain accountability measures; eliminates the limitations on the number of charter schools per school district; authorizes community colleges to operate charter schools that provide students with the option of receiving an associates degree upon high school graduation and develop administrative fees charged by sponsor for provision of services; provides report to Governor; revises eligibility criteria for charter school capital outlay funding; provides allocation criteria for future said outlay appropriations. http://www.leg.state.fl.us/house/Session/index.cfm?Mode=Bills&BI_Mode=ViewBillInfo&BillNum=0055&Year=2003A&Chamber=House#BillText
Title: H.B. 55-A
Source: Florida State Web site
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| AZ | Signed into law 05/2003 | P-12 | Modifies school achievement profile designations and extends for an additional year the time before a school is classified as a school failing to meet academic standards; provides that a parent of a pupil may apply for reimbursement from the failing schools tutoring fund; provides grants for schools. http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=HB2277
Title: H.B. 2277
Source: Arizona Legislative Web site
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| OK | to governor 05/2003 | P-12
Postsec. | Amends membership of Education Oversight Board; assigns responsibility to oversee implementation of the provisions of Enrolled House Bill No. 1017 of the 1st Extraordinary Session of the 42nd Oklahoma Legislature. Also oversees implementation of the provisions of the Oklahoma Teacher Preparation Act; and makes recommendations to the Governor and Legislature on methods to achieve an aligned, seamless system from preschool through postsecondary education. Also, assigns oversight of the Office of Accountability to the Accountability Oklahoma State Regents for Higher Education are directs the Regents to support the Office of Accountability from the budget of the Regents. http://www2.lsb.state.ok.us/2003-04HB/hb1767_enr.rtf
Title: H.B. 1767 - Omnibus Bill
Source: http://www2.lsb.state.ok.us
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| OK | Signed into law 05/2003 | P-12 | Requires the state board to develop and implement in accordance with the Elementary and Secondary Education Act of 2001 (ESEA), P.L. No. 107-110, also known as the No Child Left Behind Act of 2001, an accountability system as provided for in 20 U.S.C., 6311 and any related federal regulations. The accountability system shall be implemented beginning with the 2002-2003 school year and shall be based on the Academic Performance Index data as established pursuant to Section 3-150 of this title and as modified to meet the mandates of the ESEA. Requires the state board to implement an accountability system based on the state Academic Performance Index with a system of recognition, rewards, sanctions and technical assistance and abolishes the connotations of low-performing and high challenge schools.
http://www2.lsb.state.ok.us/2003-04HB/hb1414_enr.rtf
Title: H.B. 1414 (Accountability Component)
Source: http://www.lsb.state.ok.us
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| TX | Signed into law 05/2003 | P-12 | Notwithstanding any other provision of this code, for purposes of determining the performance of a school district under this chapter, including the accreditation status of the district, a student confined by court order in a residential program or facility operated by or under contract with the Texas Youth Commission is not considered to be a student of the school district in which the program or facility is physically located. The
performance of such a student on an assessment instrument or other academic excellence indicator adopted under Section 39.051 shall be
determined, reported, and considered separately from the performance of students attending a school of the district in which the program or facility is physically located. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=02683&VERSION=5&TYPE=B
Title: H.B. 2683
Source: http://www.capitol.state.tx.us
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| AR | Signed into law 04/2003 | P-12 | Requires certain data be made available on the Department of Education website; includes financial data reports for school districts, administrator and teacher salary and benefit data, and local and state revenue sources. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2887.pdf
Title: H.B. 2887
Source: Arkansas Legislative Web site
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| AR | Signed into law 04/2003 | P-12 | Amends §§ 6-15-402 - 6-15-406. Creates the Arkansas Comprehensive Testing, Assessment, and Accountability Program Act; including requiring the State Board of Education to establish standards defining what students should know in content areas and a system for reporting schools' performance on state mandated exams to comply with No Child Left Behind; requires the State Board to develop a mandatory school readiness screening system for kindergarten students; requires a school improvement system. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2697.pdf
Title: H.B. 2697 (Omnibus Bill)
Source: Arkansas Legislative Web site
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| MS | Signed into law 03/2003 | P-12
Postsec. | Establishes full-time program of internal auditing at specific state postsecondary institutions, including various community/junior colleges, the University of Mississippi and Mississippi State University, and the department of education. Requires each specified postsecondary institution and the department to employ an agency internal audit director and professional and support staff to conduct internal auditing. Sets forth internal audit directors' qualifications and duties. Establishes manner in which audits should be conducted as well as availability, procedures and frequency of audit reports. http://billstatus.ls.state.ms.us/documents/2003/html/HB/0600-0699/HB0650SG.htm
Title: H.B. 650
Source: StateNet
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| NM | Signed into law 03/2003 | P-12 | Adds Section 69 to create the "office of education accountability" in the legislative council service. The office is to provide an independent evaluation of the Assessment and Accountability Act and the School Personnel Act by: monitoring implementation of both acts; periodically reviewing district and school-based decision-making policies relating to the recruitment and retention of school employees; verifying the accuracy of reports of school, district and state performance; and conducting studies of other states' efforts at assessment and accountability and other educational reforms and report its findings to the New Mexico legislative council, legislative education study committee and legislative finance committee. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| SD | Signed into law 03/2003 | P-12 | Establishes a single, statewide state accountability system. The system is required to hold public schools and public school districts accountable for the academic achievement of their students and must ensure that all public schools and all public school districts make adequate yearly progress in continuously and substantially improving the academic achievement of their students. The system is to be based on reading and math standards, set the additional academic indicator for the public K-8 elementary schools as the annual rate of student attendance and the additional academic indicator for public 9-12 high schools shall be the annual rate of graduation. The timeline for adequate yearly progress must ensure that no later than the 2013-2014 school year, all students meet or exceed the state's proficient level of academic achievement as measured by the state's assessments. Sets annual measurable objectives in both reading and mathematics. Requires annual progress of sub-groups of students, using annual assessment data and data from one additional academic indicator. The school's progress in mathematics and reading shall be compared separately to the state's annual objectives for adequate yearly progress in mathematics and reading. Requires the system to include consequences for schools and districts in the form of sanctions, rewards, and recognition. Delegates details to the state board. http://legis.state.sd.us/sessions/2003/bills/SB40enr.pdf
Title: S.B. 40
Source: http://legis.state.sd.us
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| UT | Signed into law 03/2003 | P-12 | Section 53A-3-402 requires local boards to implement the core curriculum using instructional materials that best correlate to the core curriculum and graduation requirements; administer required tests and create plans to improve student progress; use progress-based assessments as part of a plan to identify schools, teachers and students that need remediation and determine the type and amount of resources to implement that remediation; develop early warning systems for students or classes failing to make progress; work with the state office of education to establish a library of documented best practices; implement training programs for school administrators, including basic management training, best practices in instruction, budget training, staff management, managing for learning results and continuous improvement, and how to help every child achieve optimal learning in core academics. http://www.le.state.ut.us/~2003/bills/sbillenr/sb0154.pdf
Title: S.B. 154 (Omnibus Bill)
Source: http://www.le.state.ut.us
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| NE | Adopted 12/2002 | P-12 | Establishes major rules regarding regulations and procedures for the accreditation of schools. Repeals 94 NAC 3. NEBRASKA REG 895 (SN)
Title: 92 NAC 10 (Rule 10)
Source: StateNet
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| PA | Adopted 12/2002 | P-12 | Promulgates rules relating to the No Child Left Behind Act of 2001. Ensures that all children have the opportunity to obtain a high-quality education and reach, at minimum, proficiency on challenging State achievement standards and academic assessments. Provides grants to State education agencies and sub- grants to local educational agencies. Provides for a single, statewide accountability system. http://www.pabulletin.com/secure/data/vol32/32-50/2219.html Effective Date: The standards will be effective upon publication in the Pennsylvania Bulletin PENNSYLVANIA REG 3742 (SN)
Title: 22 PA. CODE CH. 403
Source: Dec. 2002 The Pennsylvania Bulletin, Volume 32, Number 50
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| UT | Adopted 11/2002 | P-12 | Provides school districts with a comprehensive list of required assurances and provides for accountability to the State Board of Education. These include: (1) the National motto is displayed in schools; (2) a policy has been developed, in consultation with school personnel, parents, and school community, to provide for effective implementation of student education plans/student education occupation plans (SEPs/SEOPs) consistent with Section 53A-1a-106(2)(b); (3) a plan is in place for the expenditure of Interventions for Student Success Block Grant Program funds consistent with Section 53A-17a-123.5; (4) a policy has been developed for Quality Teaching Block Grant Program consistent with Section 53A- 17a-124; (5) a policy has been developed on education association leave consistent with Section 53A-3-425; and (6) each public school within the district has established a community council consistent with Section 53A-1-606.5, and the community council members have been advised of their responsibilities consistent with Sections 53A-1a-108 and 53A-1a-108.5; (7) the district has provided the USOE with required Utah Performance Assessment System for Students (U-PASS) statistical data in order for the USOE to fulfill the requirements of 53A-1-605. http://www.rules.utah.gov/publicat/code/r277/r277-108.htm UTAH REG 25325 (SN)
Title: R277-108
Source: StateNet
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| CA | Signed into law 09/2002 | P-12 | Establishes the California Quality Education Commission for the purpose of developing, evaluating, validating and refining a quality education model for prekindergarten through grade 12. Requires the commission to report its findings and recommendations to the Legislature. Requires the continuance of the commission.
Title: A.B. 2217
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 08/2002 | P-12 | Eliminates commissioner waiver authority in school improvement/accountability system (see bill section 379, page 849, line 29 ff) Places Florida School Recognition Program eligibility on basis of school grades rather than application process. According to legislative summary, "Schools are eligible to receive a bonus if they receive an 'A' or improve a letter grade." Establishes provision that if school staff and school advisory council cannot agree on method of use of school recognition award by November 1, money must automatically be evenly distributed among all classroom teachers currently teaching in school. See bill section 381, page 864, line 25: http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: http://www.leg.state.fl.us
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| OK | Signed into law 06/2002 | P-12 | Relates to performance review of certain school districts; modifies authority and duties of Office of Accountability related to school performance ; clarifies authorized use of certain funds. Allows the Office of Accountability to contract with an outside entity or hire personnel for development and design of a performance review program. The Office of Accountability may contract with outside entities to assist in conducting performance review programs.
Title: S.B. 1335
Source: http://www2.lsb.state.ok.us/2001-02SB/sb1335_enr.rtf
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| SC | Signed into law 06/2002 | P-12 | Relates to the education oversight committee, so as to add the state superintendent of education or the superintendent's designee as an ex officio nonvoting member.
Title: H.B. 3602
Source: Lexis-Nexis/StateNet
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| MD | Signed into law 05/2002 | P-12 | Increases maximum of aggregate principal amount of bonds outstanding that Baltimore district may hold from $25 million to $75 million. Require Baltimore board and CEO to ensure increased community involvement and outreach in support of the city's public schools. Deletes 1997 section requiring adoption and implementation of transition plan. Replaces with requirement that by June 1, 2002, Baltimore district CEO submit 5-year comprehensive master plan to board for review and approval by August 30, 2002 and subsequent review and approval by state board and superintendent. Requires CEO or designee to consult with specified others, including teachers, students and parents during the development of the master plan. Requires master plan to be updated and submitted for state board and superintendent review and approval on annual basis. Establishes areas which master plan must address. Requires department and Baltimore school system to jointly develop a principal development initiative pairing distinguished principals from outside the system and action support teams with principals in training in Baltimore. Addresses minimum appropriations to Baltimore Public School System. Requires consultant to evaluate the Baltimore City-State Partnership and the reform initiatives of the Baltimore City Public School System by December 1, 2006, and the board of commissioners and the state board to report to the general assembly on a review of the evaluation by January 15, 2007. Requires chief officers of Baltimore Public Schools to meet on at least a quarterly basis with the Special Master assigned to the case, after 6 of which meetings the CEO and the state superintendent may adjust the communication schedule. Requires state and Baltimore agencies to communicate on at least a quarterly basis on facilities planning in the Baltimore Public Schools, including on capital improvement program issues. Requires transfer of certain real property assets from Baltimore City Public School System to Baltimore City Board of Commissioners. Through June 30, 2009, permits Board of Public Works to approve state funding for capital improvements to Baltimore public school buildings deeded to Baltimore board or mayor and city council of Baltimore. Requires city to continue cooperation with school system to eliminate environmental hazards in the school system. Permits funds appropriated for the Baltimore City-State Partnership to be used to support the principal development initiative. http://mlis.state.md.us/2002rs/bills/hb/hb0853e.rtf
Title: H.B. 853
Source: mlis.state.md.us
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| KY | Signed into law 04/2002 | P-12 | Makes it explicit that the Office of Education Accountability has a responsibility to periodically review personnel policies and practices relating to recruitment, selection, evaluation, termination, and promotion of personnel.
Title: S.B. 166
Source: Lexis-Nexis/StateNet
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| KY | Signed into law 04/2002 | P-12 | Requires the membership of the Education assessment and accountability subcommittee include 4 members from each chamber, including at least 1 member of the minority party in the chamber; provides that a majority of the membership shall constitute a quorum; provides that actions that require affirmative vote of a majority.
Title: H.B. 292
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/2002 | P-12 | Requires, to ensure the integrity of the standards of quality, the Board of Education is to exercise its constitutional authority to determine and prescribe the standards, subject to revision only by the General Assembly, by (i) reviewing the standards and (ii) either proposing amendments to the standards or (iii) making a determination that no changes are necessary. In any odd-numbered year in which the Board proposes changes to the standards of quality, the budget estimates that are statutority required to be reported must take into consideration the Board's proposed standards of quality. Prior to 1984, the Board was required to revise the standards every two years in the odd-numbered year. With the codification of the standards in 1984, this requirement was removed. http://leg1.state.va.us/cgi-bin/legp504.exe?021+ful+CHAP0498
Title: S.B. 201
Source: http://leg1.state.va.us
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| WV | Signed into law 03/2002 | P-12 | Calls for development and implementation of a system to hold schools accountable for student performance and progress toward obtaining a high quality education. Creates a "Process for Improving Education Council" comprised of the Legislative Oversight Commission on Education Accountability, the Governor and Chancellor of the Higher Education Policy Commission. Council has the authority to meet and consult with the state board and to make recommendations on issues related to student, schools and school system performance. To ensure high quality education continues to be delivered, the statute grants the state board the authority to intervene again in county systems where they had once intervened within the past five years. If a second intervention is necessary, the bill provides the state board the authority to delegate additional authority to the state superintendent to conduct hearings or to make personnel changes.
Title: H.B. 4319
Source: West Virginina Department of Education News
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| OR | Signed into law 07/2001 | P-12 | Establishes Quality Education Commission; directs the Commission to identify quality goals for kindergarten through grade 12; directs the Commission to identify best practices for meeting goals and amount of monies sufficient to implement those practices; directs the Legislative Assembly and the governor to issue a report on quality goals.
Title: H.B. 2295
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 06/2001 | P-12 | 2001-157., Requires the designation and publication of district performance grades; revises minimum requirements of the Florida Education Finance Program to include minimum classroom expenditure requirements; authorizes the Legislature to require a school district that fails to meet minimum academic performance standards to meet district minimum classroom expenditure requirements.
Title: H.B. 1545
Source: Lexis-Nexis/StateNet
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| MD | Signed into law 05/2001 | P-12 | Alters the authorized uses of Schools for Success challenge grant funds and extends the termination date provisions relative to challenge grants for school improvement. The grants are distributed by the department for use in accountability of low-performing schools for school improvement based upon Schools for Success goals. The grants are to help implement research-based school improvement strategies that lead to sustained improvement in schools and student achievement. In addition, the grants should support systemic changes, including interagency activities, computer labs, salary incentive programs, staffing and total quality management.
Title: S.B. 64
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 05/2001 | P-12 | Except for school districts with one or more school sites which are identified as low performing or high challenged, all school districts shall be exempt from reporting to the state board the following legislatively-mandated plans: Comprehensive Local Education Plan; school improvement plan; professional development plan; capital improvement plan; and reading sufficiency plan, provided the last reading sufficiency plan submitted by the school district was approved by the state department of education and expenditures for the program include only expenses relating to individual and small group tutoring, assessment, summer school programs, and Saturday school programs.
Title: H.B. 1433
Source: Oklahoma Legislative Web Site
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| OK | Signed into law 05/2001 | P-12 | Requires state to complete draft Academic Performance Index by July 13, 2001. On or before February 28, 2002, must file the final baseline Academic Performance Index with the governor. Makes assessments contigent on funding.
Title: S.B. 810
Source: http://www2.lsb.state.ok.us/2001-02SB/sb810_enr.rtf
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| TX | Signed into law 05/2001 | P-12 | Requires that records relating to student performance be coordinated and maintained in standardized, compatible formats that allow the exchange of information between K-12 and higher education and throughout student educational careers; school districts must ensure students enroll in courses for the recommended or advanced high school program. Requires the state department to adopt or develop appropriate criterion-referenced assessment instruments designed to assess the ability of and be administered to students who are determined to have dyslexia or a related disorder; permits but does not require the commissioner of education to participate in multi-state end-of-course test development, and requires the development of an end-of-course test for Algebra I. Adds district completion rates to list of indicators that must be reported and requires boards to have district dropout rates audited annually at district expense; establishes a "Gold Peformance Rating Program" based on enhanced performance.
Title: H.B. 1144
Source: http://www.house.state.tx.us/
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| WV | Signed into law 05/2001 | P-12 | Creates a system of education performance audits as a tool for determining the quality of education. Stipulates that measures used to evaluate performance: (1) are clearly aligned with the educational goals and expectations established for the student, school and school system performance, including student success in postsecondary education and work; (2) reflect a priority for student progress, health and safety; and (3) are limited in number and easily comparable to national measures. Requires state board to conduct a review of the system of education performance audits and to submit a final report including any necessary revisions of its policy on the system of education performance audits and recommendations for statutory changes, if any, to the legislative oversight commission on education accountability at its interim meeting in December, 2001. The state board is required to examine performance indicators utilized by various organizations to compare the performance of state education systems for potential use in the system of education performance audits. The state board also must consider methods for assigning accreditation status, such as weighting the attainment of performance standards so that high performing schools and school systems can be fully accredited while correcting deficiencies on the process standards, except that process standards affecting the health and safety of students shall be weighted equally with the performance standards.
Title: H.B. 2934
Source: Lexis-Nexis/StateNet
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| WV | Signed into law 05/2001 | P-12 | §18-9B-13. Eliminates the requirement that audits of school boards be conducted once every three years by the office of chief inspector. The state board of school finance may assign authorized representatives to make inspections and examinations of the fiscal administration of a county school district. The inspection and examination may extend to any matter or practice subject to regulation by the state board. Expands the authority of county boards to have their annual examinations performed by a certified public accountant approved by the chief inspector.
Title: H.B. 2225
Source: Washington Legislative Web Site
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| ME | Signed into law 04/2001 | P-12 | Public Law No. 38., 39 (LD 346) Clarifies that communities that are part of a school administrative district or other single or multicommunity school district may deposit the proceeds of school impact fees in a trust fund to be used to pay their proportionate share of anticipate school capital costs.
Title: H.B. 268
Source: Lexis-Nexis/StateNet
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| NM | Vetoed 04/2001 | P-12
Postsec. | Relates to public money; provides for stratified or statistical pre- and post-audits; requires quarterly reports from local public bodies, school districts and certain institutions or higher education.
Title: H.B. 87
Source: Lexis-Nexis/StateNet
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| PA | Signed into law 11/2000 | P-12 | Establishes Pennsylvania Athletic Oversight Council; provides for interscholastic accountability; provides for transportation, education empowerment definitions and lists and districts; provides for empowerment pilot program.
Title: S.B. 1403
Source: Lexis-Nexis/StateNet
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| AZ | Signed into law 04/2000 | P-12 | States the State Board of Education shall administer the standardized norm-referenced achievement test two times during each academic year to the random statewide representative sample of pupils selected by the technical advisory committee; states the State Board of Education shall administer a parent quality survey two times each academic year; states each school district or charter school in this state is eligible to revise its budget, as defined.
Title: S.B. 1139
Source: Lexis-Nexis/StateNet
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| KY | Signed into law 04/2000 | P-12 | Requires the Assessment and Accountability Review Subcommittee to advise and monitor the Office of Education Accountability.
Title: S.B. 280
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 07/1999 | P-12 | Requires a charter school to offer, at a minimum, a specified number of minutes of instruction for the appropriate age levels, and to maintain written contemporaneous records that document all pupil attendance and to make these records available for audit and inspection. Requires a charter school to certify that its pupils have participated in the state testing programs in the same manner as other pupils attending public schools as a condition of apportionment of state funding.
Title: S.B. 434
Source: Lexis-Nexis/StateNet
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| CT | Signed into law 07/1999 | P-12 | Requires local school boards to review and revise their promotion policies to ensure they foster student achievement, reduces social promotions, and provide help to failing students; uses Mastery Test scores to compile a list of schools that need improvements; requires development of school improvement plans to be monitored by local school boards; provides for grants to priority school districts.
Title: H.B. 7043
Source: Lexis-Nexis/StateNet
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| LA | Signed into law 07/1999 | P-12 | Relates to annual data collection and reporting requirements of the state Department of Education.
Title: S.B. 1024
Source: Lexis-Nexis/StateNet
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| NE | Signed into law 07/1999 | P-12 | Provides for the implementation of educational standards and assessment for public schools, the School at the Center Program, a needs study and cost analysis for local system financial reporting, specific certificates and permits that do not require all of the statutory requirements for teacher and administrator certification, and testing of graduating seniors in education degree programs and instructors of education methodology. Schools at the Center Program is created to assure that rural schools meet individual needs and develop skills for students to be effective participants in the civic, cultural, and economic life of their rural community; connect community and school improvement plans that are consistent with state standards; and develop clusters of rural schools to provide community-based education consistent with state and local standards. The assessment and reporting system must be aligned with state standards and implemented beginning with the 1999-2000 school year. Program beginning 9-01-99 and ending 12-31-2001 will use validated tests to determine the knowledge/skills of graduating students and instructors teaching classes in education methodology.
Title: L.B. 812
Source: Nebraska Legislature
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| HI | Signed into law 06/1999 | P-12 | Requires the Director of Education to establish a comprehensive accountability system, including a student assessment program and a school profile which reports on student performance measures, school attendance, dropout rates, and parental involvement for each school.
Title: S.B. 1307
Source: Lexis-Nexis/StateNet
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| NJ | Signed into law 06/1999 | P-12 | Permits an expedited procedure for the adoption of regulations by the Commissioner of Education in regard to the Abbott districts for the 1999-2000 school year.
Title: S.B. 1976
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/1999 | P-12 | Relates to the financial accountability of school districts.
Title: S.B. 875
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/1999 | P-12 | Relates to performance reviews of school districts by the comptroller.
Title: H.B. 2553
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/1999 | P-12 | Provides that each district improvement plan must include measures to improve student performance, including students in special education programs. The Regional Service Centers are directed to maintain a core of services for purchase by school districts and campuses. Those core services are expanded to include assistance specifically designed for schools that are out of compliance with state of federal special education regulations.
Title: S.B. 476
Source: "Advocate," Summer 1999
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| TX | Signed into law 06/1999 | P-12 | Makes former Section 39.071 new Section 39.051, and repeals portions of existing 39.051, "Academic Excellence Indicators." Provides that in determining a district's accreditation status, the commissioner must evaluate performance on the student achievement indicators described by revised Section 39.053(c). Adds that a school district's accreditation status may be raised or lowered based on the district's performance or may be lowered based on the performance of one or more campuses in the district that is below the standard the commissioner establishes. Adds that the commissioner must notify a campus performing below a standard set in statute, in the same manner that districts with accredited-warned or accredited-probation accreditation status are already notified.
Former Section 39.053 was "Performance Report." Section 39.053 is now "Performance Indicators: Student Achievement." New Section 39.053 directs the commissioner to adopt a set of indicators of the quality of learning and student achievement, and to review those indicators on a biennial basis for potential revision (this was formerly the state board's duty). Eliminates provision requiring student achievement indicators to be based on information disaggregated by gender. Requires indicators of student achievement adopted according to these provisions to include the results of assessments required for graduation retaken by a student. Requires indicators related to assessment results to be aggregated across grade levels by subject area, including the percentage of students who performed satisfactorily on state assessments, and for students who did not perform satisfactorily, the percentage of students who met the standard for annual improvement; and for the college readiness performance standard, the percentage of students who performed satisfactorily on the assessment instruments, and for students who did not perform satisfactorily, the percentage of students who met the standard for annual improvement on the assessment instruments.
Directs the commissioner to determine by rule the period within which a student must retake an assessment for that assessment to be considered in the district's performance rating determination. Deletes numerous former performance indicators by which schools were evaluated. Deletes references to rankings in former accreditation system ("exemplary," "recognized" and "unacceptable" performance for each academic excellence indicator). Directs the commissioner to periodically raise the state standards for the college readiness performance standard for accreditation as necessary to reach the goals of achieving, by the 2019-20 school year, student performance, disaggregated by race, ethnicity and socioeconomic status, that ranks nationally in the top 10 states in terms of college readiness, and student performance, including the percentage of students graduating under the recommended or advanced high school program, with no significant achievement gaps by race, ethnicity and socioeconomic status.
Provides that in computing dropout and completion rates for purposes of accreditation and performance evaluation, the commissioner must exclude students who are ordered by a court to attend a high school equivalency certificate program but who have not yet earned a high school equivalency certificate; students who were previously reported to the state as dropouts; students in attendance who are not in membership for purposes of average daily attendance; students whose initial enrollment in a U.S. school in grades 7-12 was as unschooled refugees or asylees; students who are in the district exclusively as a function of having been detained at a county detention facility but are otherwise not students of the district in which the facility is located; and students who are incarcerated in state jails and federal penitentiaries as adults and as persons certified to stand trial as adults.
Former Section 39.054 was assigned to "Uses of Performance Report." New Section 39.054 is "Methods and Standards for Evaluating Performance." Directs the commissioner to adopt rules to evaluate district and campus performance, and by August 8 each year, assign each district and campus a performance rating reflecting acceptable or unacceptable performance. Provides that if a district or campus received a performance rating of unacceptable performance for the preceding school year, the commissioner the district must be notified of a subsequent such designation on or before June 15. In evaluating performance, requires the commissioner to evaluate against state standards and consider the performance of each campus in a school district and each charter school based on the campus's or school's performance on the
student achievement indicators adopted under Section 39.053(c).
Adds that consideration of the effectiveness of district programs for special populations and of career and technology programs must be based on data collected through the Public Education Information Management System (PEIMS) and on state assessment results, and may be based on the results of a special accreditation investigation. Provides that in evaluating district and campus performance on the student achievement indicators, acceptable performance must be defined as as meeting the state standard determined by the commissioner under 39.053(e) for the current school year using either student performance in the current school year, or student performance as averaged over the current school year and preceding two school years. Authorizes the commissioner to assign an acceptable performance rating if a campus or district performs satisfactorily on 85% of the measures the commissioner determines appropriate with respect to the student achievement indicators and performs satisfactorily by the same measure for two consecutive school years. Provides the commissioner may grant such an exception only if the performance of the district or campus is within a certain percentage, as determined by the commissioner, of the minimum performance standard established by the commissioner for the measure of evaluation, and authorizes the commissioner to establish other performance criteria for a district or campus to obtain an exception. Provides the commissioner may grant the 85% exception only in special circumstances, including campus or district performance on the same measure for student groups that are substantially similar in composition to all students on the same campus or district.
Eliminates Section 39.0721, "Gold Performance Rating System," a rating system based on enhanced performance. Deletes most provisions of former 39.073, "Determining Accreditation Status."
Adds section 39.055, which clarifies that for purposes of determining district and school performance, a student ordered by a juvenile court into a residential program or facility operated by or under contract with the Texas Youth Commission, the Texas Juvenile Probation Commission, a juvenile board or any other governmental entity is not considered to be a student of the school district in which the program or facility is physically located. Also provides that such a student's performance on a state assessment or other student achievement indicator is to be considered separately from the performance of students attending schools in the district in which the program or facility is located.
Authorizes commissioner, based on the results of a special accreditation investigation, to change the accreditation status of a district, change the accountability rating of a district or campus, or withdraw a distinction designation. Pages 67-86 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part I
Source: www.legis.state.tx.us
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| FL | Signed into law 05/1999 | P-12 | Revises legislative intent to establish a system that is accountable for producing graduates with competencies and skills necessary to achieve the state education goals; help students meet standards for academic achievement; maintain safe, secure classroom learning environments; and sustain school improvement and accountability.
Title: H.B. 751
Source: Academic Excellence Council 1999 End-of-Session Report
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| IN | Signed into law 05/1999 | P-12 | Provides that a school may be accredited by meeting the criteria for the Malcolm Baldrige National Quality Award for Education rather than under performance based accreditation; transfers the duties of the state standards task force to the education roundtable; requires each school and school corporation to develop an improvement plan; provides for creation of a system of recognition and financial awards for schools that demonstrate improvement.
Title: H.B. 1750
Source: Lexis-Nexis/StateNet
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| NE | Signed into law 05/1999 | P-12 | Sets parameters for one of the state performance indicators. Amends "(c) At least sixty percent of the graduating seniors in the local system have taken a standard college admission test" to include greater detail about the calculation of scores. One of several primary quality factors used as a basis for receiving "quality education incentive payments."
Title: L.B. 813
Source: Lexis-Nexis/StateNet
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| NM | Vetoed 05/1999 | P-12 | Creates the Education Initiatives and Accountability Task Force; provides for membership and duties; makes an appropriation.
Title: H.B. 28A
Source: Lexis-Nexis/StateNet
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| WA | Signed into law 05/1999 | P-12 | Declares that the accountability system should be based on continuous improvement at all levels of Washington's education system and on a fundamental principle that all students have equitable access to curriculum and instruction that is aligned to the standards; declares that the state's educational system should respect and support local flexibility in the design, financing, and management of schools, including their instructional programs.
Title: S.B. 5418
Source: Lexis-Nexis/StateNet
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| AR | Became law without governor's signature 04/1999 | P-12 | Requests the senate and house interim committees on education and the educational standards commission to conduct a thorough review of the recommendations of the Excellence in Arizona Public Education Task Force.
Title: S.C.R. 22
Source: Lexis-Nexis/StateNet
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| AR | Signed into law 04/1999 | P-12 | Requires the Division of Legislative Audit to provide a copy of every audit report performed on each school district to the county clerk in the county which the school district is located. Requires the county clerk to keep a copy of the audit reports on file for at least two years.
Title: H.B. 2221
Source: Lexis-Nexis/StateNet
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| AR | Signed into law 03/1999 | P-12 | Amends various sections of the Arkansas Code related to assessment and accountability in the public schools.
Title: S.B. 751
Source: Lexis-Nexis/StateNet
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| KS | Signed into law 03/1999 | P-12 | Concerns the Kansas Commission on Education Restructuring and Accountability.
Title: S.B. 32
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 03/1999 | P-12 | Creates a task force on learning standards and accountability in public education; provides for membership; staff, duties and reporting date; appropriates funds from the General Fund; provides a repeal date.
Title: H.B. 144
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/1999 | P-12 | Provides that the Board of Education shall include consideration of special school division accomplishments, such as numbers of dual enrollments and students in advanced placement and International Baccalaureate courses, and participation in academic year Governor's Schools.
Title: H.B. 2077
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 01/1999 | P-12 | Relates to the Education Accountability and Quality Enhancement Act; makes a variety of changes to the statutes governing teacher preparation, evaluation and employment.
Title: H.B. 2710
Source: Lexis-Nexis/StateNet
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| DE | Signed into law 07/1998 | P-12 | Creates the "Educational Accountability Act of 1998". Intended to reduce social promotion, reward the academic achievement of students, schools and school districts, and hold schools and school districts accountable for inadequate results.
Title: S.B. 250 Educational Accountability Act of 1998
Source: Information for Public Affairs, Inc.
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| HI | Vetoed 07/1998 | P-12 | Establishes temporary commission on educational accountability. Authorizes hiring retired teachers as part-time instructors. Authorizes charging a deposit fee for textbooks. Requires cross-sectional and longitudinal analyses in Department of Education reports. Establishes a comprehensive student support system.
Title: H.B. 2564
Source: Lexis-Nexis/StateNet
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| SC | Signed into law 06/1998 | P-12 | Relates to quality controls and productivity rewards, so as to enact the South Carolina Performance and Accountability for Excellence in Teaching and Learning Act; establishes grade specific statewide academic standards for mathematics, English/language arts, and science; establishes criteria for assessment, evaluation, rating, and accerditation of school and student performance in reference to statewide academic standards; establishes oversight committee to monitor impact of act.
Title: S.B. 850 Perfomance Accountability
Source: Lexis-Nexis/StateNet
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| IA | Signed into law 05/1998 | P-12 | Requires the state board of education to adopt rules relating to the incorporation of accountability for student achievement into the education standards and accreditation process.
Title: H.B. 2272
Source: Information for Public Affairs, Inc.
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| AL | Signed into law 04/1998 | P-12 | Relates to the requirement for taking a school census; provides further for the dates of taking the census.
Title: H.B. 717
Source: Lexis-Nexis/StateNet
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| WA | Signed into law 04/1998 | P-12 | Enhances student achievement accountability. Provides that as of 12/15/98, each School District Board of Directors shall select the reading standard results on either the 1997 or 1998 Washington assessment of student learning as the school district's initial baseline reading standard; establishes a 3-year, district-wide goal to increase the percentage of students who meet or exceed the reading standard on the 4th grade Washington assessment of student learning.
Title: H.B. 2849 Accountability
Source: Lexis-Nexis/StateNet
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| WV | Signed into law 04/1998 | P-12 | Provides legislative intent for establishing a process of standards, assessment, accountability and capacity building to provide assurances that a thorough and efficient system of schools is being provided.
Title: H.B. 4306
Source: Lexis-Nexis/StateNet
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| MI | Signed into law 12/1997 | P-12 | Requires MEAP and high school proficiency test scores to be used as an indicator in school improvement process; relates to supporting academic learning through professional development of teachers and administrators, collaborative efforts with supporting agencies and assistance districts.
Title: H.B. 5233
Source: Lexis-Nexis/StateNet
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| OH | Signed into law 08/1997 | P-12 | Allows certain urban school districts, specifically Cleveland City Schools, to be governed by a board named by the mayor. Gives the mayor authority to appoint a board to govern the district, put the current board in an advisory capacity, and then allow a referendum by voters four years later on whether they want to continue the arrangement.
Title: H.B. 269 Mayor's Governing Board
Source: Ohio School Boards Association Legislative Report
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| NV | Died 07/1997 | P-12 | Relates to education; requires the Department of Education to evalulate the performance of public schools; requires certain notice of the evaluation of a school; places a school under certain circumustances on academic probation based upon its evaluation; requires the governor under certain circumstances to establish a panel to review the academic probation of a school.
Title: S.B. 241 Accountability of Public Schools Statewide
Source: Lexis-Nexis/StateNet
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| NV | Signed into law 07/1997 | P-12 | Part of the Nevada Educational Reform Act of 1997--ADDITIONAL DATA: Districts to collect and report additional data concerning presence of computer technology. Average daily attendance of pupils and teachers reported. Provide a clear accounting of persons taking the statewide achievement tests. Districts will now report science scores. Participation in National Assessment of Educational Progress (N.A.E.P.) exams is mandatory. Expenditures to be reported at school level. New 10th grade norm-referenced test. Incidents involving use or possession of alcohol or controlled substances reported. High schools to report the percentage of prior year's graduates in remedial courses at UCCSN. Participation of parents in school activities reported. ADDITIONAL USES FOR ACCOUNTABILITY REPORTS: Requires that the school district's accountability report and plan for improvement be attached to the district's annual budget when approved. CLARIFICATIONS: Specifies that data in accountability report should be used by school districts for analyzing the system, identifying any problem areas, establishing a plan for improvement, and monitoring success. Clearly establishes the role of a third-party evaluation of district accountability reports and school improvement efforts.
Title: S.B. 482 Nevada Education Reform Act of 1997
Source:
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| NV | Signed into law 07/1997 | P-12 | Part of the Nevada Education Reform Act of 1997--IDENTIFICATION: Uses existing state accountability indicator system to identify schools failing to demonstrate adequate achievement. Other factors for evaluation include the review of pupil and teacher attendance. REMEDIATION: First year-School Board prepares improvement plan for the school and schools are to use approved remediation programs. Second year-Department prepares/revises improvement plan for the school and names a panel to evaluate the school. Third year-Department revises plan and the school panel is authorized to take any action needed to improve school, including the appointment of a new administrator.
Title: S.B. 482 Nevada Education Reform Act of 1997
Source:
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| NV | Signed into law 07/1997 | P-12 | Part of the Nevada Education Reform Act of 1997--LEGISLATIVE COMMITTEE ON EDUCATION: Eight members: 4 Senators and 4 Assembly Members. Reviews accountability program, monitors condition of public education, education finance, SMART program, and class-size reduction program. Proscribes standards for review of school accountability programs and recommends remedial programs that have proven to be effective. LEGISLATIVE BUREAU OF EDUCATIONAL: Accountability and Program Evaluation-Collects and analyzes data and reports on statewide accountablity program, class-size reduction program, special education, and other reform initiatives. Authorizes bureau to contract for review and analysis of district accountability reports.
Title: S.B. 482 Nevada Education Reform Act of 1997
Source:
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| OK | Signed into law 07/1997 | P-12 | Recreates the Education Oversight Board; authorizing the appointment of two nonlegislative members by the governor and two legislative members each appointed by the House speaker and the Senate president pro-tempore; increasing terms from three years to five; making funding for the Office of Accountability a designated line item in the budget of the State Board of Education each year; designating the Education Oversight Board to make budget recommendations for the Office of Accountability to the State Department of Education; transferring certain duties from the State Board to the Education Oversight Board.
Title: Education Oversight Board
Source: Oklahoma State School Boards Association
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| AZ | Died 06/1997 | P-12 | Provides for a plan to improve accountability of underachieving school districts; states that by December 15, 1997 the superintendent of public instruction shall submit to the President of the Senate, The Speaker of Representatives and the Governor a plan that is designed to improve accountability of underachieving school districts; provides that the plan shall include proposed legislation to accomplish purposes of this act.
Title: H.B. 2187 Accountability of Underachieving School Districts
Source: Lexis-Nexis/StateNet
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| LA | Signed into law 06/1997 | P-12 | Requires the Board of Elementary and Secondary Education to provide an annual report to each legislator ranking public elementary and secondary schools throughout the state in accordance with certain indicators.
Title: H.B. 2450 Accountability of Public Elementary and Secondary Schools
Source: Lexis-Nexis/StateNet
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| NC | Signed into law 06/1997 | P-12 | Certified staff members employed in the lowest performing schools shall take a general knowledge test. Staff members who do not pass the test shall engage in a program of study and remediation. If the staff member fails the general knowledge test three times, the State Board shall begin dismissal proceedings. By the year 2000, certified staff members in all low performing schools shall take either a general knowledge or an area of certification competency test. The State Board shall develop a plan to create rigorous student performance standards for grades K-8 and courses in grades 9-12 that align, when possible, with NAEP standards. The plan shall also include clear and understandable methods of reporting individual student performance to parents.
Title: Excellent Schools Act - General Knowledge Tests, etc.
Source: Legis. Educ. Staff Network-Kory Goldsmith, NC Reasearch Division
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| TN | Signed into law 05/1997 | P-12 | Requires Commissioner of Education to annually report certain information pertaining to student suspensions, expulsions and dropouts; requires certain local education agencies to develop and implement plans of action to reduce number of African American dropouts.
Title: S.B. 405 Student Information Reporting; Dropout Reduction
Source: Lexis-Nexis
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| AR | Signed into law 04/1997 | P-12 | Relates to Arkansas education goals and performance accountability; relates to student competency, graduation rates; educational testing.
Title: S.B. 57
Source: Lexis-Nexis
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| CT | Signed into law 04/1997 | P-12 | Dissolves the Hartford Board of Education and establishes the State Board of Trustees for the Hartford Public Schools to take its place; transfers all contracts, powers, and duties connected with the dissolved Board of Education to the Board of Trustees and gives the Board of Trustees sole responsibility for the management of the district from 6/1/97 to 6/30/00; allows request for extension to 6/30/02; and makes other specific provisions regarding the Board.
Title: S.B. 1200
Source: Lexis-Nexis
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| IN | Died 04/1997 | P-12 | Allows a local school corporation to determine curriculum requirements and other educational issues for the school corporation. Requires a curriculum to meet certain state standards. Requires each public school to meet certain academic and attendance standards. Provides for additional assistance for schools that do not meet standards after a three year period and for additional measures for schools that continue to fail to meet standards.
Title: H.B. 2026
Source: Lexis-Nexis
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| NM | Signed into law 04/1997 | P-12 | Amends the school district accountability report to require the State Board of Education to establish the format of the reports and ensure that relevant data are provided; repeals sections of the accountability report; requires the State Board of Education to establish different levels of accreditation by which schools will be measured and provides incentives for those schools with the highest acreditation levels; and requires the State Board to establish corrective actions and interventions for schools with low accreditation levels.
Title: S.B. 997
Source: New Mexico Legislative Education Study Committee
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| AR | Signed into law 02/1997 | P-12 | Requires more detailed dropout information be included in the annual school district report card; requires local school districts to file dropout information with the Regional Selective Service Agency.
Title: H.B. 1135
Source: Lexis-Nexis
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| VA | Died 02/1997 | P-12 | Requires the superintendent of Public Instruction to include in educational performance criteria standards for determinations of substantial impairment of quality education; provides a hearing for any school demonstration "substantial impairment"; allows "school in crisis" designation to be used if plans for improvenent are not implemented in a certain time period; provides that such schools will be eligible for Department of Education assistance.
Title: H.B. 1662 Accountability of Public Instruction
Source: Lexis-Nexis/StateNet
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| DE | Signed into law 07/1996 | P-12 | Establishes a process for the publication of school profiles to give public school parents and students and taxpayers accurate, informative and relevant information regarding the public school system; requires the Department of Public Instruction to gather the necessary information through existing reports to the extent practicable and repeals the mandatory district reports required by Section 1050 of Title 14.
Title: S.B. 275 Public School Accountability
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 06/1996 | P-12 | (Effective: 07/01/96) Provides responsibility of the State Board of Education to implement a system of school improvement and accountability and authorizes intervention in, and recommendations to, district school systems with low performing schools.
Title: H.B. 1009 Accountability
Source: Lexis-Nexis/StateNet
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| FL | Became law without governor's signature 06/1996 | P-12 | Requires the Office of Program Policy Analysis and Government Accountability to contract with private firms to conduct performance and management reviews of school districts to identify ways to save funds, improve management strategies, and increase efficiency and effectiveness; limits reviews by the amount of funds appropriated.
Title: S.B. 1044 State Accountability
Source: Lexis-Nexis/StateNet
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| NC | Signed into law 06/1996 | P-12 | Implements the ABCs Plan in order to establish an accountability model for the public schools to improve student performance and increase local flexibility and control. Makes an appropriation.
Title: S.B. 1139 Accountability for Public Schools
Source: Lexis-Nexis/StateNet
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| FL | Died 03/1996 | P-12 | Amends provision reimplementation of state system of school improvement and education accountability; provides for waiver of certain statutes for 5 year period upon approval by Education Commissioner.
Title: H.B. 451 School Improvement and Education Accountability
Source: Lexis-Nexis/StateNet
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| HI | Active 03/1996 | P-12 | In order for schools and the school system to have sufficient information for making systematic rather than fragmented improvements, the Department of Education shall develop and establish a Comprehensive Assessment and Accountability System that integrates information from statewide student assessment, staff evaluation, school evaluation, and system-level evaluation functions. The development and operation of the Comprehensive Assessment and Accountability System should endeavor to satisfy, to the fullest extent possible, professional evaluation standards.
Title: Comprehensive Assessment and Accountability System (CAAS)
Source: Board of Education
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| KY | Signed into law 03/1996 | P-12 | (Effective: 03/29/96) Relates to high school equivalency diplomas,to create a high school external diploma that may be obtained by persons twenty-five(25) years or older as an alternative to the GED program and requires one hundred percent(100%) mastery on competencies established by the American Council on Education, and to permit the Department for Adult Education and Literacy to enter into agreements with local school districts for conferring the diploma; amends various other sections to conform.
conferring the diploma, amends various other sections to conform.
Title: H.B. 461 Secondary Education
Source: Lexis-Nexis/StateNet
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| SC | Died 02/1996 | P-12 | Gives schools and districts greater control over education decisions, and evaluates funding needs in exchange for increased accountability for results. The Act sets high benchmarks for student achievement. Schools that meet these benchmarks would be designated as "Successful" and would receive incentive awards and employee bonuses. Schools that don't meet the benchmarks, but whose achievement scores have progressed by one-third toward the current year's benchmarks, would be designated as "Improving," and also would receive incentive awards and employee bonuses. Schools that do not reach the benchmarks would be designated as "Advised" after one year and "Warned" after a second consecutive year. Revision of the school renewal plan and special assistance with intensive training for principals, teachers and support staff would be provided under the leadership of the district superintendent. Schools that do not meet the benchmarks for a third consecutive year would be designated "Substandard." The district superintendent and local school board could choose to remove the principal and prohibit him from serving in any other administrative or supervisory capacity in the district, and teachers' contracts would be renewed only at the discretion of the district superintendent. If local authorities choose not to remove the principal, the Act requires that local school innovation funds be withheld. In addition, a 14 member committee of local citizens appointed by the district superintendent would develop an improvement plan and report back to the local school board and community. The Accountability Act's student achievement benchmarks specify goals for all state and national standardized tests, ranging from elementary school level assessments to the High School Exit Exam, the SAT and the ACT.
Title: H.B. 4597 South Carolina School Accountability Act of 1996
Source: South Carolina Department of Education; Education Week 4/17/96, p. 11
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| AZ | Died 01/1996 | P-12 | Directs Department of Education to survey parents to see if they are satisfied with public schools.
Title: S.B. 1379 Parental Satisfaction With Public Schools
Source: Lexis-Nexis/StateNet
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| ID | Died 01/1996 | P-12 | Both Bills, 1291 and 1292 deal with Accountability/Report Cards, but bill 1291, repeals existing law which requires a school accountability report card, and bill 1292, amends existing law to provide that the school accountability report card is optional for the school district and may be required by the board of trustees.
Title: S.B. 1291 & 1292 Accountability Report Cards
Source: Lexis-Nexis/StateNet
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| ID | Signed into law 01/1996 | P-12 | Amends existing law to provide that the school accountability report card is optional for the school district and may be required by the board of trustees.
Title: S.B. 1400 School Accountability Report Card
Source: Lexis-Nexis/StateNet
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| VT | Died 01/1996 | P-12 | Establishes goals, standards, and assessment tools for students; requires school districts to report annually on their performance and financial situation to their communities; allows the State Board of Education to waive any law of statute for any school district; makes joining or withdrawing from a supervisory union a local option; allows establishment of education service providers to offer educational services to school districts.
Title: H.B. 676 Establishment of Goals, Standards, and Assessment Tools for Students
Source: Lexis-Nexis/StateNet
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| AL | Signed into law 07/1995 | P-12 | The Legislature finds that the people of Alabama desire two basic things from their public schools: 1) high achievement for students 2) safe and orderly environment in which to learn. The Legislature encourages the State Board of Education to assist local boards of education in the development of a strong disciplinary policy and directs the State Board of Education to develop a program to closely monitor student achievement. The State Board of Education shall require implementation of a nationally normed test to assist in the assessment of student achievement in grades three through eleven by using nationally normed tests and other tests and assessments as it may deem necessary. It is the intent of the Legislature that the development of the total assessment program for student performance, exclusive of the requirements of student performance herein, shall be the function of the State Board of Education. The State Board of Education is instructed to develop courses of study to provide Alabama students with the content and information to enter the workforce to compete nationally and internationally with other students, and/or to successfully compete at the postsecondary level. This shall include the content necessary to successfully achieve on nationally normed tests and any other tests that may be required by the State Board of Education.
Title: Chapter 16-6B Education Accountability Plan
Source: Statute
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| NC | Signed into law 07/1995 | P-12 | (Effective: 07/18/95) An act to grant additional management flexibility to local boards of education, to ensure that local boards of education are held accountable for the use of that flexibility to assess the relationship between expenditures for public schools and student performance, and to make conforming statutory changes.
Title: H.B. 6/S.B. 99 School Flexibility and Accountability
Source: Lexis-Nexis/StateNet
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| IL | Signed into law 05/1995 | P-12 | Implements the 1995 Chicago School Reform Act, replaces the Chicago Board of Education with a 5 person Board of Trustees, revises administrative and collective bargaining procedures, bans strikes and authorizes interventions in certain schools not meeting state expectations.
Title: H.B. 206 1995 Chicago School Reform Act
Source: The Legislature and the Schools, IL State Board of Education, 8/95
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| KS | Signed into law 05/1995 | P-12 | H.B. 2173, as it pertains to accreditation of schools, eliminated the statutory listing of the ten outcomes of the school accreditation system (outcomes are determined by the State Board of Education), removed the mandate for state assessments in "speaking" and "listening," made permanent the school site council mandate, required the State Board by January 1, 1997, to prepare state level and building level school performance "report cards," directed Kansas Inc., in 1997, to oversee a study of school districts that entered the school performance accreditation program in 1991-92 to determine the extent to which pupil academic performance has changed under this system and to explain the factors that have contributed materially to such change, and made several other technical changes.
Title: H.B. 2173 Elementary and Secondary
Source: Kansas Legislative Research Department
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| MS | Passed 05/1995 | P-12 | (Effective: 06/21/95) Establishes a policy for withholding funds for failure to submit student, fiscal and personnel data.
Title: Policy for Withholding Funds for Failure to Submit Student, Fiscal and Personal Data
Source: Lexis-Nexis/StateNet
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| GA | Signed into law 04/1995 | P-12 | The State Board of Education shall provide qualified public elementary and secondary schools and local school systems with incentive award grants, subject to appropriation by the General Assembly. The purpose of such grants shall be to give recognition to public schools and local school systems having demonstrated high levels of performance or achievement, high levels of improved performance; provided, however, that all comparisons of schools shall be with other schools containing similar grade levels and containing student populations which have similar demographic characteristics and that all comparisons of local school systems shall be with other local school systems containing student populations which have similar demographic characteristics. The amount of such incentive award grants shall be reflective of the most recent fully time equivalent counts of the qualified public schools or local school systems respectively, and such other factors deemed appropriate by the state board. The public schools or local school systems receiving such incentive award grants may expend these funds to improve their staff development or instructional programming, or both, in a manner they deem appropriate. Such recipients of the incentive award grants shall not be required to apply local funds to the expenditures authorized under this Code section.
Title: H.B. 145 State Grants to Local School Systems on the Basis of Achievement, Article 6, Chapter 2, Title 20, Section 1
Source: Lexis-Nexis/StateNet
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| GA | Signed into law 04/1995 | P-12 | The State Board of Education shall supervise a comprehensive evaluation of each public school, local school system, and regional educational service agency at least once every five years concerning the following functions to the extent they are deemed by the state board to be appropriate and applicable to such units: (A) The extent to which the strategic plan has been effectively implemented; (B) The extent to which the uniformly sequenced core curriculum adopted by the state board has been effectively implemented; (C) The extent of compliance with state laws and state board prescribed policies, rules, regulations, standards, and criteria; (D) The effectiveness of educational programs and services, including comparisons to student bodies which are comparable in terms of demographic characteristics; (E) The effectiveness of annual personnel evaluation procedures and annual professional development plan procedures and the extent to which staff development programs effectively address deficiencies and other needs identified through these processes; (F) The accuracy of student count procedures; (G) The accuracy of fiscal procedures as they apply to implementing the state board prescribed program accounting systems and ensuring funds are expended for purposes authorized by state laws and state board policy and regulations; (H) The extent to which public awareness and information processes comply with state law and state board adopted policies and regulations; and (I) Such other functions deemed necessary by the state board for a full and comprehensive evaluation of such units.
Title: H.B. 145 State Grants to Local School Systems on the Basis of Achievement, Article 6, Chapter 2, Title 20, Section 3
Source: Lexis-Nexis/StateNet
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| ND | Signed into law 03/1995 | P-12 | Repeals student performance standards and assessments and school district policies and plans for participating in school decisionmaking (15-21-04.6 and 15-29-08.3).
Title: H.B. 1270 - Performance Standards and Assessments
Source: Lexis-Nexis/StateNet
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| KY | Signed into law 06/1994 | P-12 | Requires that a school in which the proportion of successful students declines by five percent (5%) or more in any biennium beginning with the 1994-96 biennium shall be declared by the Kentucky Board of Education to be a "school in crisis." In addition, outlines a variety of actions that are to be taken in the case of a "school in crisis."
Title: KRS 158.6455 "Schools in crisis"
Source: Lexis-Nexis
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| NV | Signed into law 06/1994 | P-12 | Changes the law concerning the accountability program for public schools. The statute is expanded to require each school district to report each year to the residents of the district and the state board of education concerning specific information on educational quality and pupil achievement for each school in the district and the district as a whole. Under the new law, each school will report comparisons between current pupil achievement at each age and grade, and that of previous years; pupil/teacher ratios for each grade and other data concerning licensed and unlicensed personnel; a comparison of the types of classes each teacher is assigned to teach along with the teacher's licensure and qualifications; total expenditures per pupil from each individual funding source; the curriculum, including any special classes; attendance and advancement records in all grades and graduation rates in high school; and efforts made to increase the communication between parents and the distict. All of this information previously was reported for the school district as a whole, but not for each school. (Legislative Summary 1993)
Title: S.B. 511 Accountability
Source: Legislative Counsel Bureau
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| NV | Signed into law 06/1994 | P-12 | Requires the State Board of Education to establish a pilot program to evaluate the feasibility of transferring the responsibility of public school management decisions to administrators, staff members and parents at individual schools. The purpose of the program is to provide more flexibility in the operation of public shools and increase the accountability of education personnel. The board is required to designate 10 public schools to participate in the pilot program. The state board must submit a report regarding the pilot program to the legislative commission. (Legislative Summary 1993)
Title: A.B. 290 Accountability
Source: Legislative Counsel Bureau
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| Accountability--Accreditation |
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| MT | Adopted 10/2012 | P-12 | Modifies accreditation. One modification deletes old section on teacher evaluation and replaces with new. Requires that evaluation system for licensed staff:
(i) be conducted at least annually for nontenure staff and on a regular schedule adopted by the district for all tenure staff; (ii) be aligned with applicable district goals, standards of the Board of Public Education, and the district's mentorship and induction program; (iii) identify what skill sets are to be evaluated; (iv) include both formative and summative elements; and
(v) include an assessment of the educator's effectiveness in supporting every student in meeting rigorous learning goals through the performance of the educator's duties.
Requires the state superintendent to develop and publish model evaluation instruments that comply with this rule in collaboration with the MEA-MFT, Montana Rural Education Association, Montana School Boards Association, School Administrators of Montana, and Montana Small School Alliance. A school district
adopting and using one of the model instruments shall be construed to have complied with this rule, though use of one of the models shall not be required provided that the district's evaluation instrument and process substantially conforms to the requirements set forth in this section.
http://sos.mt.gov/arm/register/archives/MAR2012/MAR12-19.pdf
Title: ARM 10.55.601-1003
Source: http://sos.mt.gov/arm/register
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| MT | Adopted 10/2012 | P-12 | Chapter 55 Accreditation Standards provide a framework to ensure the constitutional right of every Montana student to a basic system of free quality public
schools that develops the full educational potential of every student and that 1. recognizes the uniqueness and diversity of Montana students;
2. implements the elements of educational quality that best prepare students for their role as global citizens of the 21st Century;
3. acknowledges the role of cultural heritages in the community, state, nation, and world;
4. recognizes the importance of school, family and community engagement;
5. requires the appropriate use of a variety of assessments to guide curriculum development, to shape instruction, and to inform decision making;
6. guides the schools to be accountable to students, families, and the community;
7. encourages innovation in implementing Chapter 55 Accreditation Standards while maintaining the intent of those standards;
8. acknowledges the role of local control; and
9. balances the needs of present and future Montana students with the realities of limited resources."
Establishes a pre-appointed review board to review applications for variances to accreditation standards.
http://sos.mt.gov/arm/register/archives/MAR2012/MAR12-19.pdf
Title: ARM 10.56.101
Source: http://sos.mt.gov/arm/register/
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| ID | Adopted 05/2012 | P-12 | All public secondary schools, serving any grade(s) 9-12, will be accredited. Accreditation is voluntary for elementary schools, grades K-8, and private and parochial schools.
Schools will develop continuous school improvement plans focused on the improvement of student performance.
Schools will meet the accreditation standards of the Northwest Accreditation Commission.
An annual accreditation report will be submitted to the State Board of Education. http://adminrules.idaho.gov/rules/2012/08/0202.pdf
Title: ID ADC 08.02.02.140
Source: adminrules.idaho.gov
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| MS | Signed into law 05/2012 | P-12 | Relating to low-performing schools and school districts: Provides that if a local school district violates accreditation standards determined to be the basis for immediate withdrawal of accreditation, there shall be a show cause hearing conducted by the commission on school accreditation; Authorizes the parent or guardian of a child enrolled in a school district whose accreditation has been withdrawn to petition for a transfer into an accredited school district and to provide for the transfer of state adequate program funds to the transferee school district; Authorizes the State Board of Education to abolish a school district and administratively consolidate with one or more existing school districts in emergency situations with the approval of the transferee school district; Authorizes loans to school districts under conservatorship from the school district emergency assistance fund and provides that such fund is a special fund which shall not lapse into the state general fund; Authorizes and directs the State Board of Education and The State Department of Education to change the performance level terminology for schools and school districts to "A", "B", "C", "D" and "F" based on established benchmarks of student achievement and growth; Provides that such new terminology for accreditation rating purposes is effective upon full implementation of Common Core State Standards and Assessments; Provides that a board member or superintendent in office at the time the governor declares a state of emergency in a school district is not eligible to serve in that office in such school district and provides that the new superintendent in such school district be appointed.
http://billstatus.ls.state.ms.us/documents/2012/pdf/SB/2700-2799/SB2737SG.pdf
Title: S.B. 2737
Source: http://billstatus.ls.state.ms.us/
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| OK | Signed into law 05/2012 | P-12 | Extends the period during which schools cannot be penalized or denied accreditation for failure to comply with certain standards such as textbook adoption. Allows schools to not comply with certain education mandates for two more years --until June 30, 2013, and June 30, 2014.
http://webserver1.lsb.state.ok.us/2011-12bills/SB/SB1443_ENR.RTF
Title: S.B. 1443
Source: http://webserver1.lsb.state.ok.us
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| ID | Signed into law 03/2012 | P-12 | Directs the state department of education to define and implement a process outlining secondary school accreditation requirements for the purpose of participation in
extra-curricular activities so as to remove current regulatory barriers to schools' ability to participate in state functions such as playoffs. http://legislature.idaho.gov/legislation/2012/S1301.pdf.
Title: S.B. 1301
Source: legislature.idaho.gov
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| VA | Signed into law 03/2012 | P-12 | Requires the Board of Education to adopt regulations adjusting the formula for calculating the final high school accreditation status to add points for each student obtaining a diploma and certain industry certifications, state licensure, or occupational credential. The additional points shall only improve the accreditation status of a school and cannot be used to obtain or deny accreditation. This bill is identical to SB 514.
http://leg1.state.va.us/cgi-bin/legp504.exe?121+ful+HB642ER+pdf
Title: H.B. 642/S.B. 514
Source: http://leg1.state.va.us/
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| NH | Signed into law 07/2011 | P-12 | Allows a school to demonstrate compliance with New Hampshire's input-based school accountability standards by furnishing evidence that it has received full accreditation from the New England Association of Schools and Colleges (NEASC); a school may demonstrate that it provides the opportunity for an adequate education by submitting accreditation documents from NEASC to the commissioner. Such a school will not have to establish that it meets the input-based school accountability standards set forth in the Accountability for the Opportunity for an Adequate Education regulations. Also extends an exception from the statutory school district election date requirements to any successor charter adopted by the Concord school district.
http://www.gencourt.state.nh.us/legislation/2011/HB0130.html
Title: H.B. 130
Source: http://www.gencourt.state.nh.us/
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| NC | Signed into law 06/2011 | P-12 | Provides that the State Board of Education (SBE) is an authorized accrediting entity for public schools. Requires the SBE to adopt rigorous academic standards for accrediation taking into consideration: (1) Standards of regional and national accrediting agencies; (2) Common Core Standards; and (3) Any other appropriate information. Prohibits the State Board of Community Colleges and University of North Carolina institutions from considering accrediation of an applicatn student's secondary school as a factor affecting admissions, loans, scholarships or other educational activity at the school, unless the accrediation was conducted by a state agency. http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H342v5.pdf
Title: H.B. 342
Source: http://www.ncga.state.nc.us
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| ND | Signed into law 05/2011 | P-12 | Establishes a certification system for the approval of public and nonpublic schools. Authorizes the Superintendent of Public Instruction to withhold state aid from public schools that are not in compliance. If a nonpublic school is not in compliance, the Superintendent of Public Instruction is directed to notify students' parents that they may be in violation of the compulsory attendance requirements.
http://www.legis.nd.gov/assembly/62-2011/title-summaries/2011titlesummaries.pdf
Title: H.B. 1029
Source: http://www.legis.nd.gov
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| AR | Signed into law 04/2011 | P-12 | Requires a public charter school to annually submit a report detailing: (1) The number of applications for enrollment received; (2) The number of applicants with a disability identified under the Individuals with Disabilities Act; (3) The number of applications for enrollment denied and an explanation of the reason for each denial.
Requires reporting on the number of students in each of the following categories:
(A) Students who dropped out of the public charter school during the school year;
(B) Students who were expelled during the school year by 8 the public charter school; and
(C) Students who were enrolled in the public charter 10 school but for a reason other than those cited in subdivisions (b)(1)(A) and 11 (B) did not complete the school year at the public charter school; and 12
Also calls for charter school teachers, teachers' aides and student teachers to be included in the state's school worker defense program, which protects school employees from civil liability as a result of the performance of their duties.
For all students enrolled in the public charter school, the scores for assessments required under the Arkansas Comprehensive Testing, Assessment, and Accountability Program, including benchmark assessments and end-of-course assessments.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act993.pdf
Title: S.B. 436
Source: http://www.arkleg.state.ar.us
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| VA | Signed into law 03/2011 | P-12 | Provides that any school board, on behalf of one or more of its schools, may request from the Board of Education releases from state regulations and approval of an individual School Accreditation Plan.
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+HB2494ER+pdf
Title: H.B. 2494
Source: http://lis.virginia.gov/
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| VA | Signed into law 02/2011 | P-12 | Provides for the delayed implementation of statutes and regulations upon which the accreditation of schools in the Commonwealth is based that were not already in effect on June 30, 2008, with the exception of the graduation and completion rate index and the economic and financial literacy requirement, until July 1, 2012, unless such statutes or regulations are also specifically required by federal code, federal regulation, or court action..
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0391+pdf
Title: H.B. 1554/S.B. 810
Source: http://lis.virginia.gov
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| MO | Signed into law 06/2010 | P-12 | In fiscal years 2011 through 2013, the Department of Education cannot penalize a school district on its accreditation review for failing to achieve resource standards if the school funding formula or transportation categorical is underfunded as specified and the district cannot be penalized in the following fiscal year if the governor withholds funds from the school funding formula.
http://www.house.mo.gov/content.aspx?info=bills101/bills/hb1543.htm
Title: H.B. 1543--Multiple Provisions
Source: http://www.house.mo.gov
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| MS | Signed into law 04/2010 | P-12 | Requires the Department of Education to provide assistance to certain schools not meeting adequate performance of accreditation standards. Requires schools at-risk to be identified by specified criteria. Authorizes evaluation teams to conduct on- site audits. Removes the requirement that evaluation reports identify personnel in need of improvement. Makes changes concerning pre-kindergarten districts, conservatorship, professional development, hiring of consultants, mentoring programs and other matters.
http://billstatus.ls.state.ms.us/documents/2010/pdf/HB/1000-1099/HB1097SG.pdf
Title: H.B. 1097
Source: Lexis-Nexis/StateNet
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| IA | Signed into law 03/2010 | P-12 | Allows for the deaccreditation of districts or nonpublic schools. Allows the director of the department of education to order the positive fund balances held by a deaccredited school district to be transferred to the school's general fund if the school's general fund has a negative fund balance; eliminates language that permitted the state board of education to decide whether or not to require payment of tuition for a deaccredited school district's students. If the deaccredited school district has a negative fund balance in its general fund at the time it is deaccredited by the state board, the director may order that the positive balance from one or more other funds of the deaccredited school district be transferred to the deaccredited school district's general fund.
http://coolice.legis.state.ia.us/linc/SF2289_Enrolled.pdf
Title: S.B. 2289
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/2010 | P-12 | Relates to delayed implementation of certain statutes and regulations upon which accreditation is based, with the exception of the graduation and completion rate index, unless such statutes or regulations are also specifically required by federal code, federal regulation, or court action.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB111ER+pdf
Title: H.B. 111/S.B. 352
Source: http://leg1.state.va.us
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| TX | Signed into law 06/2009 | P-12 | Adds to circumstances under which special accreditation investigations must be conducted. Directs the commissioner to authorize special accreditation investigations to be conducted when:
(1) A significant pattern of decreased academic performance has developed as a result of the promotion in the preceding two school years of students who did not perform satisfactorily on state assessments
(2) Excessive numbers of students graduate under the minimum high school program
(3) Excessive numbers of students eligible to enroll fail to complete an Algebra II course or any other course determined by the commissioner as distinguishing between students participating in the recommended high school program from students participating in the minimum high school program
(4) Resource allocation practices as evaluated under Section 39.0821 indicate a potential for significant improvement in resource allocation.
Authorizes the commissioner, based on the results of a special accreditation investigation, to lower a district's or campus's accountability rating
Pages 86-89 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part II
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Amends language regarding actions the commissioner may take as regards a district that does not satisfy accreditation criteria, academic performance standards or any financial accountability standard. Provides that the commissioner may order the preparation of a student achievement improvement plan that addresses each student achievement indicator under Section 39.053(c) for which district performance is insufficient. Provides that if a district fails to satisfy any standard under Section 39.054(e), the commissioner may appoint a board of managers to exercise the powers and duties of the board of trustees. Provides that if for two consecutive years a district has failed to satisfy any standard under Section 39.054(e), the commissioner may revoke the district's accreditation and order the district's annexation to an adjoining district or, in the case of a home-rule district or charter school, order closure of all programs operated under the district's or school's charter. Specifies several potential sanctions for a district that fails to satisfy any standard under Section 39.054(e) due to the district's dropout rates.
Amends language regarding actions the commissioner may take as regards a campus whose performance is below any standard under Section 39.054(e). Repeals provision allowing the commissioner to permit the campus to participate in an innovative redesign of the campus to improve campus performance. Repeals language establishing certain sanctions for low-performing campuses (e.g., ordering a hearing by the local board of trustees at the campus, ordering the preparation of a report on campus's parental involvement program, ordering a report on the effectiveness of the district- and campus-level planning and decision-making committees, ordering the preparation, state approval and implmementation of a student improvement plan).
Adds that if a campus performance is below any standard under Section 39.054(e), the commissioner may establish a school community partnership team that includes members of the campus-level planning and
decision-making committee and additional community representatives. Provides that if the commissioner determines that a campus subject to interventions or sanctions has implemented substantially similar intervention measures under federal accountability requirements, the commissioner may accept the substantially similar intervention measures as measures in compliance with state-level sanctions/interventions policy.
Amends provisions relating to a campus whose performance satisfies performance standards under Section 39.054(e) for the current school year but that would not satisfy performance standards under Section 39.054(e) if the standards to be used for the following school year were applied to the current school year. Provides that on the commissioner's request, the campus-level committee must revise and submit to the commissioner the portions of the campus improvement plan that are relevant to those areas for which the campus would not satisfy performance standards. Provides that if the campus is a charter school, the campus must establish a campus-level planning and decision-making committee and develop a campus improvement plan. On the commissioner's request, directs the charter school to submit to the commissioner the portions of the campus improvement plan that are relevant to those areas for which the campus would not satisfy performance standards.
Amends provisions related to campus intervention teams. Requires the commisioner to assign any campus whose performance is below any standard under Section 39.054(e) a campus intervention team. Requires the team, with the involvement of the school community partnership team, if applicable, to conduct a targeted on-site needs assessment relevant to an area of insufficient performance or, if the commissioner determines necessary, a comprehensive on-site needs assessment (former language called for a comprehensive on-site needs assessments for low-performing schools). Directs a campus intervention team to develop a *targeted* improvement plan (former language called for creation of "school improvement plan for student achievement"). Additionally directs the campus intervention team to assist the campus in submitting the targeted improvement plan to the board of trustees for approval and presenting the plan in a public hearing. Clarifies that teams must use *all* of enumerated guidelines and procedures relevant to each area of insufficient performance in conducting a targeted on-site needs assessment, and must use each of the enumerated guidelines and procedures in conducting a comprehensive on-site needs assessment. Adds that all targeted (as appropriate) and comprehensive on-site needs assessments must include (1) an assessment of the percentage of teachers who are fully certified, (2) an assessment of the extent and quality of the mentoring program for teachers with less than two years teaching experience in the subject or grade level to which they are assigned, and (3) a comparison of findings of specified elements against other campuses serving the same grade levels in the district or to other campuses within the campus's comparison group if there are no other campuses within the district serving the same grade levels as the campus. Provides that if the campus has a school community partnership team, the campus intervention team must seek the involvement and advice of the partnership team in recommending actions relating to any area of insufficient performance. Adds teacher recruitment and retention strategies as an area upon which the campus intervention team and school community partnership team may make recommendations following completion of the on-site needs assessment. Provides that in executing a targeted improvement plan, the campus intervention team must, if appropriate, require the district to develop a teacher recruitment and retention plan to address the qualifications and retention of the teachers at the campus.
Directs the campus intervention team to help the campus submit the targeted improvement plan to the commissioner for approval. Provides the commissioner may authorize a school community partnership team to supersede the authority of and satisfy the requirements of establishing and maintaining a campus-level planning and decision-making committee. Provides the commissioner may authorize a targeted improvement plan or updated plan to supersede the provisions of and satisfy the requirements of developing, reviewing and revising a campus improvement plan.
Updates language to provide that a campus intervention team must work with a campus with an unacceptable performance rating until the campus satisfies all performance standards under Section 39.054(e) for a two-year period (or a one-year period under certain circumstances). Provides that the campus intervention team must additionally assist the low-performing campus in updating the targeted improvement plan
to identify and analyze areas of growth and areas that require improvement, and submit each such updated plan to the district board of trustees. Directs the board of trustees to conduct a public hearing to inform the public and solicit public comment after a targeted improvement plan or updated plan is submitted, and to submit the targeted improvement plan or any updated plan to the commissioner for approval.
Pages 96-109 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part IV
Source: www.legis.state.tx.us
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| CO | Signed into law 05/2009 | P-12 | Repeals and reenacts the Educational Accreditation Act of 1998 to align accountability and accreditation measures and procedures; assigns specified related duties to the State Board of Education in regard to accountability to include measuring student academic growth, school district and charter school accreditation contracts, public school restructuring, school and district academic growth indicators, school performance monitoring, education related data, and school and district turnaround plans.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/E45E06A4FE98EA6587257551006471C8?open&file=163_enr.pdf
Title: S.B. 163
Source:
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| IA | Signed into law 04/2009 | P-12 | Relates to the accreditation of school districts and nonpublic schools and the reorganization of school districts. If a recommendation is for the district to no longer be accredited, requires a list of deficiencies and a list of available resources for technical assistance be provided; requires notice of dissolution.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&ga=83&hbill=SF360
Title: S.B. 360
Source: http://coolice.legis.state.ia.us
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| MS | Signed into law 03/2009 | P-12 | Relates to school district accreditation levels; revises accreditation terminology.
http://billstatus.ls.state.ms.us/documents/2009/pdf/SB/2300-2399/SB2308SG.pdf
Title: S.B. 2308
Source: http://billstatus.ls.state.ms.us
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| VA | Signed into law 03/2009 | P-12 | Provides for the delayed implementation of statutes, regulations and standards upon which the accreditation of schools or school divisions in the Commonwealth is based that are not already in effect; relates to passing rates for full accreditation based on assessments.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB2166ER
Title: H.B. 2166
Source: http://leg1.state.va.us
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| TX | Adopted 12/2007 | P-12 | Adopts new 19 TAC Chapter 97, Planning and Accountability, Subchapter EE, Accreditation Status, Standards, and Sanctions. The new subchapter defines the accreditation statuses of Accredited, Accredited-Warned, Accredited-Probation, and Not Accredited-Revoked and states how accreditation statuses will be determined and assigned to school districts. The adopted rules also establish accreditation standards and sanctions, including definitions, purpose, technical assistance teams, campus intervention teams, reconstitution, campus closure, alternative management, intervention stages, and oversight appointments. The adoption reflects changes required by House Bill (HB) 1, 79th Texas Legislature, Third Called Session, 2006, which amended the TEC, Chapter 39, Public School System Accountability. As a result of these changes, these new rules were adopted to implement the changes. New 19 TAC §97.1053, Purpose, states the statutory purposes of accreditation statuses and sanctions. The adoption also explains that the accreditation status assigned to a district under this new subchapter reflects performance beginning with the district's 2006 ratings; however, performance for earlier years would be considered for the purposes of accreditation sanctions. New 19 TAC §97.1063, Campus Intervention Team; Reconstitution, implements the provisions of HB 1 related to campuses rated Academically Unacceptable under the state academic accountability rating system and the assignment of a CIT to those campuses. Additionally, the section outlines the obligation of certain principals to participate in the school leadership pilot program required under the TEC, §11.203, and the district's responsibility for covering costs associated with the program. The section also defines the timeline under which a campus can and/or will be ordered to undergo reconstitution. In addition, the adopted new rule describes the activities in which the district, campus, and the CIT must engage to facilitate the reconstitution, including timelines and activities related to the retention or removal of campus educators, including the principal. The adopted new rule also discusses circumstances under which the TEA may assign a monitor, conservator, management team, or board of managers to the campus to ensure the implementation of its school improvement/reconstitution plan and when the TEA may order alternative management or closure of the campus. codifies intervention and sanction processes in place under the Performance-Based Monitoring (PBM) system. The adopted rule describes intervention activities, notification processes for PBM intervention staging, and possible interventions and/or sanctions that may be implemented under the PBM system. Includes other details of related provisions.
http://www.tea.state.tx.us/rules/commissioner/adopted/1207/97ee-ltradopt.html
Title: 19 TAC Chapter 97
Source: http://www.tea.state.tx.us
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| UT | Adopted 08/2007 | P-12 | Deletes previous Northwest Association of Accredited Schools and State Board of Education accreditation standards and provides newly revised standards.
http://www.rules.utah.gov/publicat/bull_pdf/2007/b20070701.pdf (p.12)
Title: R277-413
Source: http://www.rules.utah.gov
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| SD | Signed into law 03/2007 | P-12 | Adds support activities related to school accreditation and teacher training and retention to the list of purposes for use of the State Institute Fund by the Department of Education.
http://legis.state.sd.us/sessions/2007/bills/SB68enr.pdf
Title: S.B. 68
Source: http://legis.state.sd.us
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| VA | Rule Adoption 07/2006 | P-12 | Amends regulations establishing standards for accrediting public schools in Virginia. The amendments include additional options for students to meet the requirements for graduation; change the methodology for calculating accreditation ratings; create greater flexibility for transfer students; add more rigorous benchmarks for accreditation; and better define sanctions for schools, superintendents, and school boards if a school loses its accreditation. Revisions also require all elementary and middle schools to require students to participate in a program of physical fitness during the regular school year in accordance with guidelines established by the Board of Education. Changes made to the proposed regulations (i) add defined terms and clarify existing terms; (ii) clarify that students who are limited English proficient (LEP) may be granted an exemption from Standards of Learning (SOL) testing in the areas of writing, science, and history and social science; (iii)add a provision encouraging elementary schools to provide instruction in foreign languages; (iv) allow advanced courses to include Cambridge courses, in addition to Advanced Placement, International Baccalaureate, and college level courses for degree credit; (v) beginning with the academic year 2008-2009, limit middle school teachers to a teaching load of no more than 25 class periods a week; (vi) restore language removed in the proposed regulation regarding teachers of block programs that encompass more than one class period with no more than 120 student periods per day may teach 30 class periods per week; (vii) add a provision for one planning period per day or equivalent for middle and secondary teachers; (viii) cross reference the responsibility of the division superintendent in reporting compliance with preaccreditation eligibility requirements; and (ix) repeal Appendix I, which is expired. http://legis.state.va.us/codecomm/register/vol22/iss24/f8v20131.doc
Title: 8 VAC 20-131-10 thru -320 non seq.
Source: http://legis.state.va.us/codecomm/register/vol22/iss24/v22i24.pdf (pg. 137 of 336)
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| WV | Rule Adoption 06/2006 | P-12 | Amends rules regarding a process for improving education and a performance-based accreditation system. http://www.wvsos.com/csrdocs/pdfdocs/126-013.pdf
Title: Title 126, Series 13
Source: Lexis-Nexis/StateNet
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| KS | Signed into law 05/2006 | P-12 | Provides that whenever the state board determines that a school has failed either to meet the accreditation requirements or standards adopted by the state board
or provide the curriculum required by state law, the state board must notify the district in which the school is located. Requires such notice to specify the accreditation requirements that the school has failed to meet and the curriculum that the school has failed to provide. Encourages the local board, upon receipt of
such notice, to reallocate the resources of the district to remedy all deficiencies identified by the state board. Directs the local board, when making such reallocation, to take into consideration the resource strategies of highly resource-efficient districts as identified in Phase III of the Kansas Education Resource Management Study conducted by Standard and Poor's (March 2006). http://www.kslegislature.org/bills/2006/549.pdf
Title: S.B. 549 - Section 1
Source: www.kslegislature.org
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| MO | Signed into law 05/2006 | P-12 | If a school district has been classified as unaccredited within the previous five school years and the district is subsequently classified as provisionally accredited, the district will be subject to lapse on June 30 of any school year in which the state board of education withdraws provisional accreditation or at a later date as determined by the state board of education.
http://www.senate.mo.gov/06info/pdf-bill/tat/SB894.pdf
Title: S.B. 894
Source: http://www.senate.mo.gov/
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| MI | Signed into law 04/2006 | P-12 | Establishes statewide high school graduation requirements effective with the class of 2010, including 4 units English; 3 units science, including biology and either chemistry or physics. Strongly encourages students to complete a fourth credit in science, such as forensics, astronomy, Earth science, agricultural science, environmental science, geology, physics or chemistry, physiology, or microbiology.
Directs the department to develop content area expectations in each of the subject areas required for high school graduation. Requires the process to include input from a number of stakeholder groups, including representatives from 4-year colleges or universities, community colleges, and other postsecondary institutions; from the business community; and from vocational and career and technical education providers
Directs the department to determine the basic level of technology and internet access required for students to complete the online course or learning experience requirement set forth in S.B. 1124 http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0124.pdf and determine the assessments through which students may demonstrate proficiency. Requires the department to develop material to assist schools in implementing the graduation requirements here and in S.B. 1124, including guidelines for alternative instructional delivery methods.
Authorizes a parent to request a personal curriculum for the student that modifies certain graduation requirements. Establishes a procedure for this process. Bars a personal curriculum from deviating from the statewide English and science requirements. Establishes limitations on the modifications possible to the math, social studies, health/physical education and arts graduation requirements in a personal curriculum.
Authorizes schools to provide the high school graduation requirement curriculum through alternative instructional delivery methods such as alternative course
work, humanities course sequences, career and technical education, industrial technology courses, or vocational education, or by a combination of these. Encourages schools operating career and technical education programs to integrate the high school graduation requirements into those programs.
Beginning with the 2008-2009 school year, links a high school's accreditation to its offering of the curriculum necessary to fulfill high school graduation requirements. Provides that if a school does not offer all the required credits, the school must ensure student access to the required units via alternate means, such as dual enrollment; enrollment in an online course; a cooperative arrangement with a neighboring school district or with a public school academy; or granting approval for the student to be counted in membership in another school district.
If a student is not successfully completing a unit required for graduation, or is identified as being at risk of withdrawing from high school, requires the student's district or charter school to notify the student's parent of the availability of tutoring or other supplemental educational support and counseling services that may be available to the student under existing state or federal programs, such as those programs or services available under section 31a of the state school aid act of 1979, MCL 388.1631a, or under the No Child Left Behind Act of 2001.
Mandates that units required for high school graduation be taught by highly qualified teachers. Provides that if a district or charter school demonstrates to the
department that it is unable to do so because it is unable to hire enough highly qualified teachers, the department must work with the district or charter school to develop a plan to allow it to hire enough highly qualified teachers to meet the highly qualified teachers requirement.
Requires schools to ensure that each grade 7 student has the opportunity to develop an educational development plan, and that each student has developed
an educational development plan before he or she begins high school. Mandates that an educational development plan be developed by the student under the supervision of the student's school counselor or another qualified designee qualified selected by the high school principal and be based on a career pathways program or similar career exploration program.
Allows districts and charter schools unable to implement all of the curricular requirements to apply to the department for permission to phase in one or more of the requirements. Provides that if a district or charter school does not offer all of the required credits or provide options to have access to the required credits and legislation is enacted to allow districts and charter schools to apply for a contract that waives certain state or federal requirements, then the school district or public school academy is encouraged to apply for a contract to improve student performance.
Clarifies that students may complete high school graduation requirements through advanced studies such as accelerated course placement, advanced placement, dual enrollment in a postsecondary institution, or participation in the international baccalaureate program or an early college/middle college program.
Requires the department to submit an annual report to the legislature that evaluates the overall success of the new graduation requirements, the rigor and relevance
of the course work required by the curriculum, the ability of public schools to implement the curriculum and the required course work, and the impact of the curriculum on pupil success, and that details any activities the department has undertaken to implement these requirements and the requirements in S.B.1124 or to assist public schools in implementing the new graduation requirements. http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0123.pdf
Title: H.B. 5606
Source: www.legislature.mi.gov
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| MS | Signed into law 03/2006 | P-12 | Relates to school districts; establishes home rule; exempts Level 4 or 5 accredited districts from certain requirements. Authorizes the State Board of Education to exempt any school district meeting Level 4 or 5 state accreditation standards from any compulsory standard of accreditation. However, if the standard of accreditation is an educational policy required by statute, exemptions may only be made if specifically authorized by law.
http://billstatus.ls.state.ms.us/documents/2006/html/HB/1100-1199/HB1121SG.htm
Title: H.B. 1121
Source: http://billstatus.ls.state.ms.us/
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| WV | Rule Adoption 07/2005 | P-12 | Amends rules relating to a performance based accreditation system to improve education. WEST VIRGINIA REG 4602 (SN)
Title: Title 126, Series 13
Source: StateNet
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| CO | Signed into law 06/2005 | P-12 | Standardizes the calculation of graduation rates and dropout rates that are required to be reported by school districts for accreditation. Standardizes and requires the reporting of continuing education rates and mobility rates by school districts for accreditation. Requires one accreditation indicator to be the percentage of students enrolled in an Advanced Placement, International Baccalaureate diploma program, or institution of higher education through a dual enrollment program. Requires districts to report achievement of accreditation indicators disaggregated for student year, race, low family income, students with disabilities, and English language learners. Requires districts and the state charter school institute to annually report the status of students who have not graduated in 4 years and remain enrolled in the district or an institute charter school. Permits the state board of education to audit accreditation data.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/DFD64504612C4BC587256F5800587C38?Open&file=091_enr.pdf
Title: S.B. 91
Source: www.leg.state.co.us
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| CO | Vetoed 06/2005 | P-12 | Requires the department to contract every 3 years for an independent evaluation of the state accountability system and the No Child Left Behind Act of 2001. Requires the evaluation to include:
(1) The impact of the accountability systems on learning and teaching;
(2) Public perception of and confidence in the accountability sytems;
(3) The effectiveness of the parties involved in the accountability systems, including the department, districts, state charter school institute, and public schools;
(4) Improvements that may be made to the data collected through the accountability systems; and
(5) Recommended changes to statutes or rules pertaining to the accountability systems.
Requires the report to include an evaluation of the state acceditation indicators and how districts or the state charter school institute can meet or fail to meet such standards.
Changes the school designations in the state accountability system from "excellent", "high", "average", "low" and "unsatisfactory" to "excellent", "high achieving", "achieving", "priority" and "high priority". Requires the state board to develop procedures for a district or the state charter school institute to appeal or waive a school's rating based upon unusual testing circumstances.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/489B14D223FBDD2087256F5D006BE665?Open&file=214_rev.pdf
Title: S.B. 214 (Section 1-2)
Source: www.leg.state.co.us
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| CO | Vetoed 06/2005 | P-12 | Section 4: Repeals and reenacts 22-7-605 pertaining to the content and format of state-mandated school accountability reports.
Section 5: Adds new subsection requiring the department to print selected school accountability reports in Spanish. Requires the department to work with each district and the state charter school institute to determine whether a school's report will be printed in Spanish and the number of reports to be printed in Spanish for each selected public school.
Section 6: Requires state acceditation process to be based on individual student improvement (in addition to student achievement), both in the subjects tested in the state assessment system (reading, writing, math and science) and in subjects for which there are state model content standards but no statewide assessment.
http://www.leg.state.co.us/clics2005a/csl.nsf/fsbillcont3/489B14D223FBDD2087256F5D006BE665?open&file=214_enr.pdf
Title: S.B. 214 (Section 4-6)
Source: www.leg.state.co.us
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| CO | Vetoed 06/2005 | P-12 | Section 7: Encourages the state board to establish accreditation indicators based in part on the diagnostic academic growth calculation added by paragraph (d), section 22-7-604.3.
Section 8: Creates new paragraph (d) in section 22-7-604.3. States that a diagnostic academic growth calculation showing each student's improvement from year to year might more accurately reflect a school's performance. Encourages the department to extend the use of the diagnostic academic growth calculation to the school level, and to use this method to evaluate schools for the state and federal accountability systems.
http://www.leg.state.co.us/clics2005a/csl.nsf/fsbillcont3/489B14D223FBDD2087256F5D006BE665?open&file=214_enr.pdf
Title: S.B. 214 (Section 7-8)
Source: www.leg.state.co.us
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| AR | Signed into law 04/2005 | P-12 | Requires the department of education to conduct an on-campus Standards for Accreditation of Arkansas Public Schools review for each school district in the state at least once every four years. Authorizes the department of education to visit any school campus for an on-campus Standards for Accreditation of Arkansas Public Schools review at other additional times as determined necessary by the director of the department of education or the state board of education.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB2757.pdf
Title: H.B. 2757
Source: www.arkleg.state.ar.us
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| KS | Became law without governor's signature 04/2005 | P-12 | Requires every accredited school to teach the subjects and areas of instruction adopted by the state board of education as of January 1, 2005. Requires every accredited high school to also teach the subjects and areas of instruction necessary to meet the graduation requirements adopted by the state board of education as of January 1, 2005. Requires the state board to design subjects and areas of instruction to achieve the following goals established by the legislature to allow for the:
(1) Development of sufficient oral and written communication skills which enable students to function in a complex and rapidly changing society;
(2) acquisition of sufficient knowledge of economic, social and political systems which enable students to understand the issues that affect the community, state and nation;
(3) development of students' mental and physical wellness;
(4) development of knowledge of the fine arts to enable students to appreciate the cultural and historical heritage of others;
(5) training or preparation for advanced training in either academic or vocational fields so as to enable students to choose and pursue life work intelligently;
(6) development of sufficient levels of academic or vocational skills to enable students to compete favorably in academics and the job market;
and
(7) needs of students requiring special education services.
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 6)
Source: www.kslegislature.org
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| KS | Became law without governor's signature 04/2005 | P-12 | Establishes the 2010 Commission. States that the commission shall cease to exist on December 31, 2010. Requires the commission to:
(a) Conduct continuous and on-going monitoring of the implementation and operation of the school district finance and quality performance
act and other provisions of law relating to school finance and the quality performance accreditation system;
(b) evaluate the school district finance and quality performance act and determine if there is a fair and equitable relationship between the costs of the weighted components and assigned weightings;
(c) determine if existing weightings should be adjusted;
(d) determine if additional school district operations should be weighted;
(e) review the amount of base state aid per pupil and determine if the amount should be adjusted;
(f) evaluate the reform and restructuring components of the act and assess the impact thereof;
(g) evaluate the system of financial support, reform and restructuring of public education in Kansas and in other states to ensure that the Kansas system is efficient and effective;
(h) conduct other studies, as directed by the legislative coordinating council, relating to the improving, reforming or restructuring of the educational system and the financing thereof;
(i) conduct hearings and receive and consider suggestions from teachers, parents, the department of education, the state board of education,
other governmental officers and agencies and the general public concerning suggested improvements in the educational system and the financing thereof;
(j) appoint advisory committees when deemed necessary. Such advisory committees shall conduct hearings and seek a wide variety of input from individuals and groups affected by and concerned with the quality, efficiency and cost of public elementary and secondary education in Kansas. Such individuals and groups shall include, but not be limited to, teachers, parents, students, the department of education, the state board of education, other governmental officers and agencies, professional educational organizations and associations, the business community, institutions of higher education, other persons who have an interest in the quality and efficiency of elementary and secondary education in Kansas and members of the general public interested in the improvement in the state's educational system and the financing thereof.
(k) make any recommendation it deems is necessary to guide the legislature to fulfill goals established by the legislature in meeting its constitutional duties of the legislature to: (A) Provide for intellectual, educational, vocational and scientific improvement in public schools established and maintained by the state; and (B) make suitable provision for the finance of the educational interests of the state;
(l) examine the availability of revenues to ensure adequate funding of elementary and secondary education in the state;
(m) examine school district efficiencies and whether districts are using best practices to deliver a high quality level of services and programs;
(n) examine school district consolidation and impediments thereto;
(o) examine voluntary activities, including extracurricular activities, which affect educational costs;
(p) monitor and evaluate associations and organizations that promote or regulate voluntary or extracurricular activities including, but not limited to, the Kansas state high school activities association;
(q) conduct other studies, as directed by the legislature, relating to the improving, reforming or restructuring of the educational system and the financing thereof;
(r) make and submit annual reports to the legislature on the work of the commission concerning recommendations of the commission relating
to the improving, reforming or restructuring of the educational system and the financing thereof and other topics of study directed to the commission by the legislative coordinating council. Such report also shall include recommendations for legislative changes and shall be submitted to the legislature on or before December 31 of each year.
Shifts responsibility for matters or issues relating to school finance from the legislative educational planning committee.
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 7-9)
Source: www.kslegislature.org
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| OH | Rule Adoption 10/2004 | P-12 | Amends rules regarding accreditation of education programs, applications, fees, suspensions, and revocations. OHIO REG 11562 (SN)
Title: OAC 4715-12-04
Source: StateNet
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| CA | Signed into law 09/2004 | P-12 | Require the Superintendent of Public Instruction to conduct an investigation onsite at any time without prior notice when there is substantial reason to believe that there is an immediate danger to the health, safety, or welfare of a child, and to monitor the facilities, the educational
environment, and the quality of the educational program of an existing certified nonpublic, nonsectarian school or agency on a 3-year cycle. Also requires the Superintendent of Public Instruction, with respect to a nonpublic, nonsectarian school, to conduct an investigation, which is to include an unannounced onsite visit, if the Superintendent of Public Instruction receives evidence of a significant deficiency in the quality of educational services provided by the school or noncompliance with other specified requirements. Places additional requirements on a nonpublic, nonsectarian school regarding financial recordkeeping, submitting an annual budget and an annual audit, and documenting services and programs. Increases the base fees charged a nonpublic, nonsectarian school or agency when it applies for certification and when it updates its
application for annual review by the Superintendent of Public Instruction.
Provides that any educational funds received from a local educational agency for the educational costs of individuals with exceptional needs it has placed in nonpublic, nonsectarian schools are to be used solely for those purposes and not for the costs of a residential program.
Requires the State Department of Education to implement a program to integrate individuals with exceptional needs placed in nonpublic, nonsectarian schools into public schools.
Prohibits a licensed residential school for children with exceptional needs from requiring as a condition of residential placement that it provide the appropriate educational programs to those individuals through a nonpublic, nonsectarian school or agency owned, operated by, or associated with, a licensed children's institution. Provides that those services may only be provided if the special education local plan area determines that appropriate public alternative education programs are not available. http://www.leginfo.ca.gov/pub/bill/asm/ab_1851-1900/ab_1858_bill_20040930_chaptered.pdf
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_1858_sign.pdf
Title: A.B. 1858 (multiple provisions)
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2004 | P-12 | Requires a master contracts with nonpublic, nonsectarian schools for the provision of special education and related services to include that, with respect to a nonpublic, nonsectarian school that is associated with a licensed children's institution, there be a method of evaluating whether the school meets specified guidelines, and with respect to a nonpublic, nonsectarian school, the school be subject to the alternative accountability system of the Public School Performance Accountability Program in the same manner as public schools during the school's testing period, and each pupil placed in the school be tested in accordance with that accountability program, and the school prepare a school accountability report card. Requires the test results to be reported by the nonpublic, nonsectarian school to the State Department of Education.
Authorizes the Superintendent of Public Instruction to certify a nonpublic, nonsectarian school or agency for a period of not longer than 18 months. Requires a nonpublic, nonsectarian school or agency to make notification of its intent to seek certification. Requires that only those nonpublic, nonsectarian schools and agencies that provide special education that utilize staff who hold a certificate, permit, or other document equivalent to that which staff in a public school would be required to hold may be certified.
Requires a nonpublic, nonsectarian school that provides special education and related services to an individual with exceptional needs to certify in writing to the Superintendent of Public Instruction that the school satisfies various requirements relating to, among others, access to standards-based curriculum and instructional materials, access to specific instruction and assistance, and a discipline policy. http://www.leginfo.ca.gov/pub/bill/asm/ab_1851-1900/ab_1858_bill_20040930_chaptered.pdf
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_1858_sign.pdf
Title: A.B. 1858 (multiple provisions)
Source: www.leginfo.ca.gov
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| WV | Rule Adoption 07/2004 | P-12 | Amends rules regarding a process for improving education through a performance based accreditation system. WEST VIRGINIA REG 4415 (SN)
Title: Title 126, Series 13
Source: StateNet
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| VA | Signed into law 04/2004 | P-12 | Reorganizes the Standards of Quality and makes substantive amendments that would (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; (iii) require five elementary resource positions per 1,000 students in kindergarten through grade five for art, music, and physical education; (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 one full-time reading specialist for each 1,000 students in average daily membership; (vii) require two technology support positions per 1,000 students in kindergarten through grade 12 divisionwide; and (viii) modify the current funding mechanism for remediation.
A second enactment clause provides that any provision that is not required on June 30, 2004, and does require state funding will not take effect unless the state's share of the funding for the provision is included in the general appropriation act for the period July 1, 2004, through June 30, 2006, passed during the 2004 Session of the General Assembly and signed into law by the Governor.
The Board of Education proposed and approved these changes on June 25, 2003. Because the Virginia Constitution grants the General Assembly "ultimate authority" over educational policy and provides that the Standards are to be "prescribed from time to time by the Board of Education" but are subject to revision "only by the General Assembly," legislation is necessary to enact the Board's proposals.
http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0939
Title: S.B. 479, H.B. 1014
Source: http://leg1.state.va.us
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| AR | Rule Adoption 11/2003 | P-12 | Establishes rules governing standards of accreditation of Arkansas public schools. http://arkedu.state.ar.us/pdf/ade%20156%20standards.pdf
Title: ADE 156
Source: Arkansas State Web site
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| AR | Rule Adoption 06/2003 | P-12 | Establishes rules regarding standards for accreditation of Arkansas public schools; describes the process for how public schools or districts will be cited or placed in probationary status for failure to meet standards of accreditation; establishes enforcement actions that may be applied to public schools or school districts that fail to meet standards of accreditation.
http://arkedu.state.ar.us/pdf/standards%20regs.pdf
Title: Uncodified
Source: Arkansas State Web site
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| TX | Rule Adoption 05/2003 | P-12 | Amends rules concerning education administration. Clarifies that Youth Commission schools are accredited under certain provisions. TEXAS REG 85576 (SN)
Title: 37 TAC 91.41
Source: StateNet
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| AR | Signed into law 04/2003 | P-12 | Amends §§ 6-15-202 - 6-15-209. Revises state accreditation regulations and consequences for schools and districts failing to meet Arkansas Standards of Accreditation. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2697.pdf
Title: H.B. 2697 (Omnibus Bill)
Source: Arkansas Legislative Web site
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| AR | Emergency Rule Adoption 04/2003 | P-12 | Allow the Arkansas State Board of Education to waive the minimum of 178 days required in the Standards for Accreditation of Arkansas Public Schools for the purposes of professional development or natural necessity due to inclement weather, fire, natural disaster or
other catastrophic event which makes conducting required student-teacher interaction time impossible or would create imminent
danger to the health or safety of students or school personnel. Regulation is effective April 14, 2003 and expires August 10, 2003. http://arkedu.state.ar.us/pdf/waivers%20school%20days.pdf
Title: ADE 153
Source: Arkansas State Web site
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| CO | Signed into law 06/2002 | P-12 | Requires department to develop single test for districts to identify students eligible to participate in K-12 English language proficiency programs; establish statewide proficiency levels and accomodations on test; and disaggregate testing data to track the academic progress of ESL students who have been in a Colorado public school for three years or more or have subsequently been assessed as having attained proficiency in English. Also mandates creation of advisory commission within department and membership thereof to assist in implementing the above changes. Beginning July 1, 2005, requires districts to use single test developed by department to identify students eligible to participate in K-12 English language proficiency programs. Requires districts to annually report to the department the number of non-English languages which are the primary language of students served, as well as the number of students who speak each non-English language as their primary language. Requires as an accreditation indicator the results of the assessments of students whose dominant language is other than English but who have been enrolled in a Colorado public school for at least three years or have been assessed as proficient in English, and are consequently required to take the state assessment in English. Authorizes the state board to recommend to the general assembly any format or content changes to the school accountability reports, as well as to reconfigure and rearrange the data due to space limitations. Beginning in the 2005-06 academic year, provided there are sufficient funds from "No Child Left Behind," school accountability reports must provide a chart indicating the progress of students on the test to determine if the student's dominant language is one other than English. Requires scores of students whose dominant language is not English and who have attained a proficient score in English in each component of the test to identify students eligible to participate in K-12 English language proficiency programs to be included in the calculation of school academic performance ratings and accreditation. Requires the department to administer reading assessments in Spanish for 3rd- and 4th-graders whose dominant language is Spanish and a writing assessment in Spanish to such 4th-graders. Provided there are sufficient funds provided by the "No Child Left Behind Act of 2001," the board must develop and, starting spring 2003 the department must administer a writing assessment in Spanish for 3rd-graders whose dominant language is Spanish http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/5FC3C9C533C2716287256B3C0059EE95?Open&file=109_enr.pdf.
Title: S.B. 109
Source: www.leg.state.co.us
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| KS | Signed into law 05/2002 | P-12 | Requires review of curriculum standards in certain core academic areas every five instead of three years. Changes date to requires state board to prepare public education performance report card on or before January 1 of each academic year. Eliminates language requiring Kansas, Inc. to perform a study to be conducted in 1997 evaluating changes in pupil performance attributable to the school accreditation system. http://www.kslegislature.org/bills/2002/9.pdf
Title: S.B. 9
Source: www.kslegislature.org
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| VA | Signed into law 03/2002 | P-12 | Amends the Standards of Quality to require, within the Standards of Accreditation, guidance counselors in elementary schools at the following staffing levels: one hour per day per 100 students, one full-time at 500 students, and one hour per day additional time per 100 students or major fraction thereof. In addition, elementary schools may employ one full-time reading specialist.
Title: H.B. 1136
Source: http://hod.state.va.us/welcome.htm
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| CA | Signed into law 10/2001 | P-12 | Chapter No.598, Requires a school board to give official notice at a school board meeting if a public school within the district that has elected to be accredited loses its accreditation. Requires written notice to parents or guardians of students if a school has lost accreditation.
Title: A.B. 1725
Source: Lexis-Nexis/StateNet
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| NV | Signed into law 05/2001 | P-12 | Exempts elementary and secondary education institutions operated by churches, religious organizations and faith-based ministries from requirements of the Private Elementary and Secondary Education Authorization Act. Before a child enrolls in an institution that is exempt pursuant to this section, however, the institution must provide written notice to the parents or legal guardian of the child that the institution is exempt.
Title: S.B. 223
Source: http://www.leg.state.nv.us
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| ND | Signed into law 04/2001 | P-12 | Allows any school or school district to apply to the superintendent of public instruction for a waiver
of any rule governing the accreditation of schools, provided the waiver encourages innovation, has
the potential to result in improved education opportunities or enhanced academic opportunities for students. Waivers may not exceed one year.
Title: S.B. 2166
Source: http://www.state.nd.us/lr
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| NM | Vetoed 04/2001 | P-12 | Increases the cycle of accreditation from three years to six years. The language in the bill leaves the cycle open so that some schools can be visited more often than the current three years, and some less often. These changes support an effort to shift the focus of accreditation and the resources available to school improvement while maintaining oversight of all schools in the state. They allow flexibility in designing accreditation procedures that are more useful in focusing on low-performing schools and are creative in the ways in which school meeting standards are evaluated.
Title: S.B. 661
Source: New Mexico Legislative Web Site
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| AR | Signed into law 03/2001 | P-12 | From the legislation:
FULL-TIME CLASSIFIED EMPLOYEE SHALL NOT RECEIVE AN HOURLY RATE OF COMPENSATION LESS THAN SIX DOLLARS AND TWENTY FIVE CENTS ($ 6.25) PER HOUR.
Title: H.B. 2553
Source: Lexis-Nexis/StateNet
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| MT | Signed into law 03/2001 | P-12 | Allows for multiyear accreditation of schools; requires compliance with teacher certification laws to receive multiyear accreditation; provides for accreditation of 7th and 8th grades funded at high school rates.
Title: H.B. 103
Source: Lexis-Nexis/StateNet
| |
| VA | Signed into law 03/2001 | P-12 | Provides that the failure of a Virginia public high school to achieve full accreditation pursuant to the Standards of Accreditation promulgated by the board of education shall not be the sole criterion for denial of admission and enrollment of a student graduating from such high school to a public institution of higher education in Virginia.
Title: S.B. 1324
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 02/2001 | P-12 | Provides that the failure of a Virginia public high school to achieve full accreditation shall not be the sole criterion for denial of admission and enrollment of a student graduating from such high school to a public institution of higher education in Virginia.
Title: H.B. 2144
Source: Lexis-Nexis/StateNet
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| CO | Vetoed 06/2000 | P-12 | Concerns accreditation by the State Board of Education; provides that the Board of Education will appraise and accredit school districts in this state and submit recommendations to the Governor and General Assembly for improvements in education.
Title: H.B. 1219
Source: Lexis-Nexis/StateNet
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| IA | Signed into law 05/2000 | P-12 | Provides for the adoption of administrative rules; requires school districts and accredited nonpublic schools to adopt policies relating to health services, media services programs and guidance programs as part of the accreditation standards applicable to school districts.
Title: H.B. 2474
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 02/2000 | P-12 | Provides that the Board of Education recognizes, for purposes of facilitating the transfer of academic credits for students who have attended private schools and are now enrolling in public schools and to satisfy the accreditation requirement for an exemption from licensure for certain child day programs, those private nursery, preschool, elementary, and secondary schools accredited by an organization approved by the Virginia Council for Private Education.
Title: H.B. 987
Source: Lexis-Nexis/StateNet
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| LA | Signed into law 07/1999 | P-12
Postsec. | Repeals exemption for certain postsecondary academic degree-granting institutions from Board of Regents' registration and licensure requirements.
Title: H.B. 615
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/1999 | P-12 | Makes former Section 39.071 new Section 39.051, and repeals portions of existing 39.051, "Academic Excellence Indicators." Provides that in determining a district's accreditation status, the commissioner must evaluate performance on the student achievement indicators described by revised Section 39.053(c). Adds that a school district's accreditation status may be raised or lowered based on the district's performance or may be lowered based on the performance of one or more campuses in the district that is below the standard the commissioner establishes. Adds that the commissioner must notify a campus performing below a standard set in statute, in the same manner that districts with accredited-warned or accredited-probation accreditation status are already notified.
Former Section 39.053 was "Performance Report." Section 39.053 is now "Performance Indicators: Student Achievement." New Section 39.053 directs the commissioner to adopt a set of indicators of the quality of learning and student achievement, and to review those indicators on a biennial basis for potential revision (this was formerly the state board's duty). Eliminates provision requiring student achievement indicators to be based on information disaggregated by gender. Requires indicators of student achievement adopted according to these provisions to include the results of assessments required for graduation retaken by a student. Requires indicators related to assessment results to be aggregated across grade levels by subject area, including the percentage of students who performed satisfactorily on state assessments, and for students who did not perform satisfactorily, the percentage of students who met the standard for annual improvement; and for the college readiness performance standard, the percentage of students who performed satisfactorily on the assessment instruments, and for students who did not perform satisfactorily, the percentage of students who met the standard for annual improvement on the assessment instruments.
Directs the commissioner to determine by rule the period within which a student must retake an assessment for that assessment to be considered in the district's performance rating determination. Deletes numerous former performance indicators by which schools were evaluated. Deletes references to rankings in former accreditation system ("exemplary," "recognized" and "unacceptable" performance for each academic excellence indicator). Directs the commissioner to periodically raise the state standards for the college readiness performance standard for accreditation as necessary to reach the goals of achieving, by the 2019-20 school year, student performance, disaggregated by race, ethnicity and socioeconomic status, that ranks nationally in the top 10 states in terms of college readiness, and student performance, including the percentage of students graduating under the recommended or advanced high school program, with no significant achievement gaps by race, ethnicity and socioeconomic status.
Provides that in computing dropout and completion rates for purposes of accreditation and performance evaluation, the commissioner must exclude students who are ordered by a court to attend a high school equivalency certificate program but who have not yet earned a high school equivalency certificate; students who were previously reported to the state as dropouts; students in attendance who are not in membership for purposes of average daily attendance; students whose initial enrollment in a U.S. school in grades 7-12 was as unschooled refugees or asylees; students who are in the district exclusively as a function of having been detained at a county detention facility but are otherwise not students of the district in which the facility is located; and students who are incarcerated in state jails and federal penitentiaries as adults and as persons certified to stand trial as adults.
Former Section 39.054 was assigned to "Uses of Performance Report." New Section 39.054 is "Methods and Standards for Evaluating Performance." Directs the commissioner to adopt rules to evaluate district and campus performance, and by August 8 each year, assign each district and campus a performance rating reflecting acceptable or unacceptable performance. Provides that if a district or campus received a performance rating of unacceptable performance for the preceding school year, the commissioner the district must be notified of a subsequent such designation on or before June 15. In evaluating performance, requires the commissioner to evaluate against state standards and consider the performance of each campus in a school district and each charter school based on the campus's or school's performance on the
student achievement indicators adopted under Section 39.053(c).
Adds that consideration of the effectiveness of district programs for special populations and of career and technology programs must be based on data collected through the Public Education Information Management System (PEIMS) and on state assessment results, and may be based on the results of a special accreditation investigation. Provides that in evaluating district and campus performance on the student achievement indicators, acceptable performance must be defined as as meeting the state standard determined by the commissioner under 39.053(e) for the current school year using either student performance in the current school year, or student performance as averaged over the current school year and preceding two school years. Authorizes the commissioner to assign an acceptable performance rating if a campus or district performs satisfactorily on 85% of the measures the commissioner determines appropriate with respect to the student achievement indicators and performs satisfactorily by the same measure for two consecutive school years. Provides the commissioner may grant such an exception only if the performance of the district or campus is within a certain percentage, as determined by the commissioner, of the minimum performance standard established by the commissioner for the measure of evaluation, and authorizes the commissioner to establish other performance criteria for a district or campus to obtain an exception. Provides the commissioner may grant the 85% exception only in special circumstances, including campus or district performance on the same measure for student groups that are substantially similar in composition to all students on the same campus or district.
Eliminates Section 39.0721, "Gold Performance Rating System," a rating system based on enhanced performance. Deletes most provisions of former 39.073, "Determining Accreditation Status."
Adds section 39.055, which clarifies that for purposes of determining district and school performance, a student ordered by a juvenile court into a residential program or facility operated by or under contract with the Texas Youth Commission, the Texas Juvenile Probation Commission, a juvenile board or any other governmental entity is not considered to be a student of the school district in which the program or facility is physically located. Also provides that such a student's performance on a state assessment or other student achievement indicator is to be considered separately from the performance of students attending schools in the district in which the program or facility is located.
Authorizes commissioner, based on the results of a special accreditation investigation, to change the accreditation status of a district, change the accountability rating of a district or campus, or withdraw a distinction designation. Pages 67-86 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part I
Source: www.legis.state.tx.us
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| IN | Signed into law 05/1999 | P-12 | Provides that a school may be accredited by meeting the criteria for the Malcolm Baldrige National Quality Award for Education rather than under performance based accreditation; transfers the duties of the state standards task force to the education roundtable; requires each school and school corporation to develop an improvement plan; provides for creation of a system of recognition and financial awards for schools that demonstrate improvement.
Title: H.B. 1750
Source: Lexis-Nexis/StateNet
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| KS | Signed into law 03/1999 | P-12 | Concerns school district self-evaluation and accreditation.
Title: S.B. 37
Source: Lexis-Nexis/StateNet
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| MS | Signed into law 03/1999 | P-12 | Authorizes student assessment standards for student promotion and graduation in the public schools; defines standards for the implementation of a performance-based accreditation system for individual schools and school districts; requires any school district under a conservatorship to reimburse the State Department of Education for the salary and other actual costs related to the duties of the conservator.
Title: S.B. 2156
Source: Lexis-Nexis/StateNet
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| IA | Signed into law 05/1998 | P-12 | Requires the state board of education to adopt rules relating to the incorporation of accountability for student achievement into the education standards and accreditation process.
Title: H.B. 2272
Source: Information for Public Affairs, Inc.
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| MS | Died 05/1998 | P-12 | Requires that the annual Mississippi Report Card shall include a special report assessing the implementation of the Mississippi Adequate Education Program in all school districts with less than a level III accreditation; authorizes the child prep to develop and conduct such assessment and to prescribe the components of the assessment; requires an annual report with recommendations to the legislature.
Title: S.B. 2836 Accountability
Source: Lexis-Nexis/StateNet
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| MS | Died 05/1998 | P-12 | Requires the State Board of Education to wxempt school districts meeting level 4 or 5 accreditation from xompulsory accreditation standards established by ruleof regulation inless the standard specifically applies to those district; exempts school districts meeting loevel 4 0r 5 accreditation from those statutory requirements that the State Board of Education currently has discretionary authority to waive for such districts.
Title: S.B. 2082 Accreditation
Source: Lexis-Nexis/StateNet
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| CO | Signed into law 04/1998 | P-12 | Requires the State Board of Education to implement a school accreditation process that focuses on student achievement results on standards-based tests. Requires each school district to enter into an accreditation contract with the State Board which defines the standards, goals and requirements to be met by the school district over the 6-year term of the contract. Establishes a corrective action cycle if district fails to meet the terms of the contract. Revises the statewide assessment schedule.
Title: H.B. 1267 Accreditation Process
Source: Colorado Association of School Board
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| VA | Signed into law 04/1998 | P-12 | Requires the Board of Education to include in the student outcome measures, which are required by the Standards for Accreditation; end of course tests for various grade levels and classes, as determined by the Board; assessments must include but not limited to, test for English, mathematics, science, and social studies; requires the Board to develop and implement an end of course test for world geography.
Title: H.B. 356
Source: Lexis-Nexis/StateNet
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| MO | Died 05/1997 | P-12 | Requires that the school classification requirements and accreditation standards be approved by the General Assembly before a school may be refused accreditation. Standards must be uniform for all schools. A school whose students score above the fiftieth percentile on a nationally standardized test cannot be refused accreditation.
Title: H.B. 759 Accreditation Standards
Source: Lexis-Nexis/StateNet
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| VA | Vetoed 03/1997 | P-12 | Provies that no revisions to the Standards of Accreditation for public schools shall be implemented prior to July 1, 1998.
Title: H.B. 2213 Standards of Accreditation
Source: Lexis-Nexis
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| MS | Died 02/1997 | P-12 | Eliminates performance-bsed standards of public school accreditation. Repeals Workforce-Education Act.
Title: S.B. 2127 Performance-Based Standards, Workforce-Education Act
Source: Lexis-Nexis/StateNet
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| TN | Signed into law 03/1996 | P-12 | (Effective: 03/13/96) Adds Tennessee Association of Church Related Schools to the list of standards organizations which a church related school may apply for accreditation.
Title: H.B. 29/S.B. 605 Accreditation Organization
Source: Lexis-Nexis/StateNet
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| TX | Passed 01/1996 | P-12 | (Effective: 09/01/96) Proposes new 97.1-97.7, concerning planning and accreditation. Establishes definitions, requirements, and procedures related to: the purpose of accreditation; accreditation status; campus performance ratings; and placing on probation or revoking a home-rule school district charter or an open-enrollment charter school.
Title: 19 TAC 97.1-97.7 Education Agency/Planning and Accreditation
Source: Lexis-Nexis/StateNet
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| HI | Signed into law 06/1995 | P-12 | Relates to the establishment and supervision of private schools; requires application to a Board of Independent Schools, which shall be registered with the Department of Commerce and Consumer Affairs.
Title: S.B. 995 Establishment and Supervision of Private Schools
Source: Lexis-Nexis/StateNet
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| HI | Passed 06/1995 | P-12 | Transfers the supervision of Hawaii's private schools from the state education department to a board of independent schools.
Title: Accreditation
Source:
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| KS | Signed into law 05/1995 | P-12 | H.B. 2173, as it pertains to accreditation of schools, eliminated the statutory listing of the ten outcomes of the school accreditation system (outcomes are determined by the State Board of Education), removed the mandate for state assessments in "speaking" and "listening," made permanent the school site council mandate, required the State Board by January 1, 1997, to prepare state level and building level school performance "report cards," directed Kansas Inc., in 1997, to oversee a study of school districts that entered the school performance accreditation program in 1991-92 to determine the extent to which pupil academic performance has changed under this system and to explain the factors that have contributed materially to such change, and made several other technical changes.
Title: H.B. 2173 Elementary and Secondary
Source: Kansas Legislative Research Department
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| OK | Signed into law 05/1995 | P-12 | Deletes from public school accreditation provision language relating to standards consistent of an outcome-oriented approach to accreditation; deletes language relating to outcomes-based curriculum standards.
Title: H.B. 1441 Public School Accreditation
Source: Lexis-Nexis/StateNet
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| GA | Signed into law 04/1995 | P-12 | The State Board of Education shall supervise a comprehensive evaluation of each public school, local school system, and regional educational service agency at least once every five years concerning the following functions to the extent they are deemed by the state board to be appropriate and applicable to such units: (A) The extent to which the strategic plan has been effectively implemented; (B) The extent to which the uniformly sequenced core curriculum adopted by the state board has been effectively implemented; (C) The extent of compliance with state laws and state board prescribed policies, rules, regulations, standards, and criteria; (D) The effectiveness of educational programs and services, including comparisons to student bodies which are comparable in terms of demographic characteristics; (E) The effectiveness of annual personnel evaluation procedures and annual professional development plan procedures and the extent to which staff development programs effectively address deficiencies and other needs identified through these processes; (F) The accuracy of student count procedures; (G) The accuracy of fiscal procedures as they apply to implementing the state board prescribed program accounting systems and ensuring funds are expended for purposes authorized by state laws and state board policy and regulations; (H) The extent to which public awareness and information processes comply with state law and state board adopted policies and regulations; and (I) Such other functions deemed necessary by the state board for a full and comprehensive evaluation of such units.
Title: H.B. 145 State Grants to Local School Systems on the Basis of Achievement, Article 6, Chapter 2, Title 20, Section 3
Source: Lexis-Nexis/StateNet
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| Accountability--Measures/Indicators |
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| LA | Adopted 12/2012 | P-12 | Reflects new policy as a result of the ESEA flexibility request approved for implementation by the U.S. Department of Education. For K-8 schools, the school performance score will consist of an assessment index (95%) and a dropout/credit accumulation index (5%). For schools with a grade 12, a 25% weight will be given to each of four indices: (1) end-of-course tests, LAA 1, LAA 2 (grades 9-12); (2) grade 11 ACT scores; (3) grade 12 graduation index; and (4) grade 12 graduation rate. Provides exceptions for schools serving grades 9-11 but not 12. Provides bonus points earned from growth calculated for the non-proficient student subgroup (i.e., super subgroup) on LEAP and iLEAP scores for schools without a grade 11, and EXPLORE, PLAN and ACT scores for schools with grades 9-11. Repeals §§ 302 ("9-12 Transition from 2010 to 2012"), 303 ("Calculating the SPS Component"), and 307 ("Incentive Points).
Amends §405, "Calculating a K-8 Assessment Index" and §409, "Calculating a 9-12 Assessment Index." §409 identifies ACT composite scores to be used in the calculation of an ACT assessment index, wiht 0 index points to be awarded for an ACT composite of 0-17, and up to 150.4 points for an ACT composite score of 36. Repeals §411, "Attendance Index Calculations." Amends §413, "Dropout/Credit Accumulation Index Calculations" setting a scale of index points to be awarded for Carnegie unit accumulations (8th graders who have accumulated 3 or fewer units or are 3rd year 8th grade students, or who have dropped out earn 0 points; 150 points earned for a 9th grader who has earned at least 6 Carnegie units).
Amends §515, "State Assessments and Accountability," which clarifies that students in grades 9-11 will participate in at least one of enumerated state assessments on an annual basis, including end-of-course as applicable, EXPLORE in grade 9, PLAN in grade 10, ACT in grade 11; provides exceptions. Amends §517 to provide that a student enrolled in an LEA on October 1 must be included in that school's performance score, even if the student is enrolled in a different school in the LEA than s/he was enrolled in on October 1. Modifies methodology in §519 for determining inclusion of K-8 and high schools in testing and graduation index provisions, as well as §521, "Pairing/Sharing of Schools with Insufficient Test Data." Repeals §523, "Growth Targets."
Amends various provisions in Chapter 6, "Graduation Cohort, Index, and Rate," includign that a student who graduates high school in fewer than 4 years will be included in the cohort in which s/he started 9th grade. Amends §611, which describes the exit codes, descriptions and required documentation for a student to be assigned an exit code in the graduation index. Amends §613, "Calculating a Graduation Index." §613 provides 100 points for a regular high school graduate, 75 points for a GED completer or 5th year high school diploma completer, and points over 100 for a student who meet specified criteria.
Amends various provisions in "Chapter 7. Subgroup Component," on assigning students to subgroups for accountability purposes, safe harbor, and means by which schools can fail the subgroup component.
Pages 55-60 of 276: http://www.doa.louisiana.gov/osr/reg/1212/1212.pdf
Title: LAC 28:LXXXIII, Chapter 3, §§301, 302, 303, 307, Chapters 4, 5, 6
Source: www.doa.louisiana.gov
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| CA | Signed into law 09/2012 | P-12 | From bill summary: Changes the definition of a dropout recovery high school to mean a school offering instruction in any of grades 9-12 in which 50% or more of pupils are either designated as dropouts or left a school and were not otherwise enrolled in a school for a period of at least 180 days and the school provides specified instruction. Requires a dropout recovery high school to submit to the state superintendent a certification that the high school meets the definition of a dropout recovery high school, and provide specified data in support of that designation. Clarifies definition of dropout recovery high school in provision prohibiting graduation rates for pupils in dropout recovery high schools from being included in the Academic Performance Index (API). http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1651-1700/ab_1668_bill_20120921_chaptered.pdf
Title: A.B. 1668
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2012 | P-12 | From bill summary: Authorizes the superintendent of public instruction to develop and implement a specified program of school quality review to complement the Academic Performance Index (API), if an appropriation for this purpose is made in the annual budget act. Requires the state superintendent to annually provide to local educational agencies and the public an explanation of the individual components of the API and their relative values, and prohibits an additional element from being incorporated into the API until at least one full school year after the state board's decision to include the element into the API. Requires the state superintendent to annually determine the accuracy of graduation rate data, and deletes the requirement that the state superintendent report annually to the legislature on graduation and dropout rates. Authorizes the state superintendent to incorporate into the API the rates at which pupils successfully promote from one grade to the next in middle school and high school and matriculate from middle school to high school, as well as pupil preparedness for postsecondary education and career. Deletes the requirement that the API be used to measure the progress of specified schools and to rank all public schools for the purpose of the High Achieving/Improving Schools Program.
Requires that results from certain standards-based achievement tests and the high school exit examination constitute no more than 60% of the value of the index for secondary schools, commencing with the baseline API calculation in 2016 (currently these test results constitute at least 60% of the value of the index). Requires the state superintendent, on or before October 1, 2013, to report to the legislature a method for increasing emphasis on pupil mastery of standards in science and social science through the system of public school accountability or by other means and an alternative method or methods, in place of decile rank, for determining eligibility, preferences, or priorities for any statutory program that uses decile rank as a determining factor.
Incorporates additional changes in Section 52052 of the Education Code, proposed by AB 1668 (http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1651-1700/ab_1668_bill_20120921_chaptered.pdf, chaptered 9/21/12), to be operative only if AB 1668 and this bill are both chaptered and become effective January 1, 2013, and this bill is chaptered last. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1451-1500/sb_1458_bill_20120926_chaptered.pdf
Title: S.B. 1458
Source: www.leginfo.ca.gov
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| LA | Adopted 09/2012 | P-12 | From Louisiana Register: Amends provisions in "Calculating a 9-12 Assessment Index." Provides detail on how incentive points will be earned for End-of-Course (EOC) tests taken during middle school. Provides detail on proficiency levels for the Annual Measurable Objectives (AMO) and removes references to the Graduation Exit Examination (GEE) in the AMO and safe harbor, as the GEE will be replaced by end-of-course tests. Removes policy relative to the use of graduation cohorts in school performance score calculations. Pages 60-61 of 153: http://www.doa.louisiana.gov/osr/reg/1209/1209.pdf
Title: LAC 28:LXXXIII.409, 705, 707, and 3301
Source: www.doa.louisiana.gov
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| AL | Signed into law 05/2012 | P-12 | Establishes legislative findings. Directs the state superintendent of education to develop a school grading system for schools and districts, using an A, B, C, D, F framework. In developing the system, directs the superintendent to seek input from specified stakeholders on how the system can reflect each school's overall academic proficiency as well as academic progress, along with other key performance indicators. Directs the state superintendent to prescribe the design and content of the school grading system by December 31, 2012, and provides legislative intent that the system be in place by the 2013-14 school year. Permits the state superintendent to assign grades to school feeder patterns or grades that reflect the fiscal health and fiscal efficiency of a school or school system. Provides relative to making grades available to the public and to parents of public school students. Requires that a school's grade, at a minimum, be based on a combination of student achievement scores, achievement gap, college and career readiness, learning gains, and other indicators as determined by the state superintendent.
Establishes the Legislative School Performance Recognition Program to recognize high performance and exemplary progress in school rankings, to be implemented no earlier than the school grading system's 2nd academic year of implementation, provided rules governing the program's administration and implementation have been promulgated by the state department of education. Provides for the awarding of financial awards to selected schools, subject to the availability of appropriated funds. Requires that funds be awarded on a competitive basis. Provides relative to awarding of funds to schools. Provides that a school eligible for an award is exempt from any statute or regulation related to the prescribed use of funds at the school level, or any categorical spending requirements imposed through the appropriation of funds from the state, except those requirements associated with the receipt of federal funds. Requires that a list of schools eligible for an award be posted annually on the department of education website. Provides that a school eligible for an award is eligible for this flexibility regardless of whether the school receives a financial award.
Title: H.B. 588
Source: Westlaw/StateNet
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| CT | Signed into law 05/2012 | P-12 | (Sec. 18) Revamps the education accountability law post-NCLB (renamed as the performance management and support plan), regarding identifying school districts in need of improvement and creates new categories of schools based on student performance on statewide mastery tests in order to take action to improve academic achievement. In order to separate the schools into five categories, the bill creates a school performance index (SPI) ranking system. Requires the SDE to 1) continue to identify districts in need of improvement; 2) classify schools in five performance categories with category one representing the highest and category five the lowest based on SPI and other factors; and 3) designate as focus schools those with identifiable low-performing student subgroups using measures of student academic achievement and growth for subgroups in the aggregate or over time. Allows the SDE to impose certain requirements on category three schools and to intensively supervise and direct category four and five schools with specified actions. The bill also modifies the law regarding reconstitution of boards of education in low-performing school districts, including establishing a method of notifying local officials of the start and conclusion of reconstitutions. http://www.cga.ct.gov/2012/ACT/PA/2012PA-00116-R00SB-00458-PA.htm
Title: S.B. 458
Source: cga.ct.gov
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| LA | Adopted 05/2012 | P-12 | From May 2012 Louisiana Register: Removes references in LAC 28:LXXXIII. §409 ("Calculating a 9-12 Assessment Index"), §515 ("State Assessments and Accountability"), §707 ("Safe Harbor"), and §3501 ("Alternative Schools," i.e., including alternative schools in accountability) to Graduation Exit Examination as part of the school performance score. Also repeals §3503, "Pre-GED/Skills Option Students", and "§3507, Option Considerations." Pages 68-70 of 199: http://www.doa.louisiana.gov/osr/reg/1205/1205.pdf
Title: LAC 28:LXXXIII.409, 515, 707, 3501, 3503, and 3507
Source: www.doa.louisiana.gov
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| NM | Adopted 05/2012 | pre-K-12 | Amends rule 6.19.8 NMAC 'Grading of Public Schools,' which was adopted on December 15, 2011 and implemented the 'A-B-C-D-F Schools Rating Act.' Defines "Supplemental accountability model" or "SAM" as any schools that qualify for a modified accountability calculation. Modifies measures used to calculate grades. For example, to be eligible as a SAM school, the school must serve a student population where 10% or more of the students are 19 years of age or older, or where 20% or more of the non-gifted students qualify for special educational services. Additionally the school, when established, must have the primary mission to address the needs of students who are at risk of educational failure as indicated by poor grades, truancy, disruptive behavior, eligibility for special education services, or other factors associated with temporary or permanent withdrawal from school. Adds PLAN, accuplacer, international baccalaureate or IB to indicators used for determining college readiness (i.e., ACT, PSAT, dual credit, SAT, or AP scores) or career readiness (i.e., pre-apprenticeship programs, and cooperative education programs). In calculating graduation rates for school grades, schools that do not have members of any cohort are exempted from the graduation component of school grading for that year; the exempted school's overall grade will be comprised of the remaining grading components and its overall points will be adjusted to the standardized scale. Makes other amendments.
http://www.nmcpr.state.nm.us/nmregister/xxiii/xxiii10/6.19.8amend.htm
Title: 6.19.8 NMAC
Source: http://www.nmcpr.state.nm.us
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| OK | Signed into law 05/2012 | P-12 | Specifies that participation and scores in Advanced Placement courses whether taught at a high school, technology center or regional site of the Oklahoma School of Science and Mathematics will be used to help determine the letter grade a school will receive through the state's letter grades for schools system. It also specifies that technology center courses granted college alliance credit and science, technology, engineering and mathematics courses taken at regional sites of the Oklahoma School of Science and Mathematics also will be used to determine letter grades for schools.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB2494%20ENR.DOC
Title: H.B. 2494
Source: http://webserver1.lsb.state.ok.us/
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| TN | Signed into law 05/2012 | P-12 | Directs commissioner of education to establish appropriate performance goals and measures for LEAs. Rewards LEAs that reach the achievement and achievement gap closure targets. Stipulates corrective action for LEAs that do not meet targets. Requires public reporting at least every three years. Defines accountability rankings for LEAs. Details three types of interventions for low-achieving schools: school turnaround through school improvement grant (SIG); turnaround through creation of LEA Innovation Zone; or placement into achievement school district. Authorizes commissioner to appoint individuals, nonprofit or governmental entities to manage school operations when founding an achievement school district.
http://www.capitol.tn.gov/Bills/107/Bill/SB2208.pdf
Title: S.B. 2208
Source: http://www.capitol.tn.gov
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| FL | Signed into law 04/2012 | P-12 | Requires a school improvement plan to include strategies for improving student achievement if a school has a significant student achievement gap for one or more subgroups, has not significantly decreased the percentage of students scoring below satisfactory on statewide assessments, or has significantly lower graduation rates for a subgroup compared to the state's graduation rate. Revises provisions requiring a charter school to implement a school improvement plan to raise student achievement. Revises corrective actions to be selected and implemented by a low-performing charter school. Provides requirements for implementation of corrective actions and intervention and support strategies identified in a charter school's school improvement plan. Provides for termination of a charter school not making continuous improvement unless it meets specified criteria. Revises provisions relating to the state board's authority to enforce public school improvement, to require the state board to comply with the federal flexibility waiver approved by the U.S. secretary of education. Beginning with the 2011-12 school year, directs the department of education to annually identify each public school in need of intervention and support to improve student academic performance. Defines all schools earning a grade of "D" or "F" as schools in need of intervention and support. Directs the state board to adopt by rule a differentiated matrix of intervention and support strategies for assisting traditional public schools and rules for assisting a charter school that has earned a "D" or "F." Specifies that the state board must apply the most intense intervention and support strategies to schools earning an "F" grade. Deletes department duties relating to the categorization of low-performing schools. Provides state board, district, and school requirements for implementing strategies and turnaround options to improve school performance. Revises turnaround options available to a district, and requires state board approval of the option selected for implementation. Directs the state board to adopt rules relating to plans for implementing turnaround options. Requires districts, for the 2012-13 school year, to use 15% of their Title I funds to meet supplemental educational services requirements. Requires that supplemental educational services be provided in Title I schools to students performing at Level 1 or Level 2 on the FCAT. Requires each district to contract with department-approved supplemental educational service providers. Revises the contents of the annual report of statewide assessment program results. Requires school report cards to include the percent of students performing at or above grade level and making a year's learning growth in a year's time in reading and math. Revises certain criteria on which school letter grades are based, including permitting more than 50% of a high school's grade to be based on specified factors (previous legislation made specified factors 50% of a high school's letter grade). Includes Postseconary Education Readiness Test as part of calculation of high school's letter grade. Amends methodology for calculating a school district's grade. Requires district grades to be calculated using student performance and learning gains data on statewide assessments for students enrolled in a district for a full school year. http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7127er.docx&DocumentType=Bill&BillNumber=7127&Session=2012
Title: H.B. 7127 - School Improvement and Education Accountability
Source: myfloridahouse.gov
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| GA | Signed into law 04/2012 | P-12 | Directs the office of student achievement to work in coordination to review, and revise as necessary, indicators of quality. Requires such review to be conducted annually, rather than biennially. Requires that school and school system indicators include financial efficiency and school climate, and permits the office to include other indicators. Requires quality of learning indicators to be based on student achievement, achievement gap closure, and student progress, and to be disaggregated by all subgroups as required by the Elementary and Secondary Education Act. Deletes existing student achievement and school performance indicators. Identifies permissible components of financial efficiency and school climate determinations. Requires financial efficiency and school climate to be rated from 1 to 5 stars, and requires each of these ratings to be included on school and school system report cards, along with an explanation of the criteria that inform each of these ratings.. Requires school and school system quailty of learning ratings to be a numerical score on a scale of 0-100, with a majority of the quality of learning score based on student achievement. Requires school completion data to be included in school and school system indicators of quality of learning. Requires school and school system report cards to include performance data on quality of learning, financial efficiency, and school climate. Repeals language requiring school performance data in report cards to be compared to specified other performance indicators. Requires statewide report card to include rating for each school and school system (previously only school ratings included). Makes awarding of financial financial awards by director of office of student achievement optional rather than mandatory, and bases awards on reduction of achievement gap. Adds unacceptable progress in achievement gap closure to grounds for assistance and intervention in a school. http://www.legis.ga.gov/Legislation/20112012/127822.pdf
Title: S.B. 410
Source: www.legis.ga.gov
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| MN | Signed into law 04/2012 | P-12 | Repealed statute which created and funded the Independent Office of Educational Accountability, which advised the legislative education committees on the degree to which the statewide educational accountability and reporting system included a comprehensive assessment framework that measured school accountability for students for students achieving the goals described in the state's high school graduation rule.
Article 2, Sec. 21 https://www.revisor.mn.gov/data/revisor/law/2012/0/2012-239.pdf
https://www.revisor.mn.gov/statutes/?id=120B.31
Title: H.F. 2949
Source: https://www.revisor.mn.gov/
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| NE | Signed into law 04/2012 | P-12 | Provide for an accountability system to measure school performance under the Quality Education Accountability Act. Requires by August 1, 2012, that the state board establish an accountability system to measure the performance of schools and districts. Requires such a system to combine multiple measures, including, but not limited to, graduation rates, students growth and student improvement on the assessment instruments and other indicators. Authorizes the measures to be combined into a school performance score and district performance score. Authorizes the board to establish levels of performance for the indicators used in order to classify the performance of public schools and districts beginning with school year 2013-14. Requires the state department to annually report any performance levels established by the board regarding the performance of individual public schools and districts.
http://nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB870.pdf
Title: L.B. 870 - Multiple Measures Section
Source: http://nebraskalegislature.gov/
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| AZ | Signed into law 03/2012 | P-12 | Enables a school that is assigned a letter grade of "D" for less than three consecutive years to also be assigned a letter grade of "F" if State Board of Education determines that it is not reasonably likely that the school will achieve an average level of performance within the next two years. http://www.azleg.gov/legtext/50leg/2r/laws/0076.pdf
Title: H.B. 2663
Source: azleg.gov
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| SD | Signed into law 03/2012 | P-12 | Creates a new state accountability system for public elementary and secondary schools to hold public schools accountable for student achievement and ensure that all public schools make yearly progress.
Yearly progress will be measured by multiple indicators including state academic assessments and those additional indicators listed in § 13-3-69. Provides that the system will include interventions for schools based on these factors.
Repeals references to 'adequate' yearly progress, annual measurable 'objectives,' and 'consequences' for schools.
http://legis.state.sd.us/sessions/2012/Bills/SB25ENR.pdf
Title: S.B. 25
Source: http://legis.state.sd.us
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| VA | Signed into law 03/2012 | P-12 | Requires the Board of Education to adopt regulations adjusting the formula for calculating the final high school accreditation status to add points for each student obtaining a diploma and certain industry certifications, state licensure, or occupational credential. The additional points shall only improve the accreditation status of a school and cannot be used to obtain or deny accreditation. This bill is identical to SB 514.
http://leg1.state.va.us/cgi-bin/legp504.exe?121+ful+HB642ER+pdf
Title: H.B. 642/S.B. 514
Source: http://leg1.state.va.us/
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| WY | Signed into law 03/2012 | P-12 | Establishes indicators to measure student achievement and school-level performance. Stipulates that indicators will be used to create an overall school performance rating system. Details rewards and sanctions based on where schools are rated. Requires the state board to publish performance reports comparing school performance to established targets.
http://legisweb.state.wy.us/2012/Enroll/SF0057.pdf
Title: S.F. 57
Source: http://legisweb.state.wy.us
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| CA | Vetoed 10/2011 | P-12 | From bill summary: Requires that reporting for purposes of the Academic Performance Index (API) include performance data for pupil subgroups of 10 or more pupils with valid test scores (previous provision required either at least 50 students with a valid test score, or at least 15% of the total population of pupils at a school who have valid test scores, with exceptions). Requires that reporting conducted pursuant to these provisions for any pupil subgroup that is not numerically significant be marked with an asterisk that indicates less statistical certainty than data based on a numerically significant subgroup. Requires that this reporting be conducted in accordance with specified federal privacy laws, and states the legislature's intent that this data not be used for federal or state accountability purposes.
Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0501-0550/sb_512_bill_20110901_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/SB_512_Veto_Message.pdf
Title: S.B. 512
Source: www.leginfo.ca.gov
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| CA | Vetoed 10/2011 | P-12 | From bill summary: Makes provisions relating to the Academic Performance Index (API) inoperative on July 1, 2014, and repeals them as of January 1, 2015. Requires the superintendent of public instruction, in consultation with a specified advisory committee, to develop an Education Quality Index (EQI), which would replace the API and consist of a State Assessment Index, a Graduation Rate Index, a College Preparedness Index, and a Career Readiness Index. Requires that these indices consist of specified criteria. In developing the EQI, requires the superintendent of public instruction and this advisory committee to consult with the University of California, the California State University, the California Community Colleges, the Employment Development Department, and other appropriate entities. Requires the state board to provide opportunities for public input, make changes as necessary, and adopt the EQI no later than August 1, 2014. Commencing with the 2014–15 school year, requires that all schools and school districts be evaluated using an EQI value. Requires the superintendent of public instruction to report to the governor and the appropriate policy and fiscal committees of the legislature by July 1, 2013, and annually thereafter, specified information relating to the creation of additional indices. Requires the superintendent of public instruction, in consultation with a specified advisory committee, and subject to an appropriation in the annual Budget Act or another statute for this purpose, to contract for an independent evaluation of the effectiveness and reliability of the EQI and any statutory changes recommended for improvement, and to submit the evaluation and recommendations in a report to the governor and the appropriate policy and fiscal committees of the legislature by July 1, 2018.
Also makes conforming and clarifying changes relating to the duties of a specified advisory committee. Requires this advisory committee, for purposes of work relating to the EQI, to seek input through the establishment of subcommittees or other methods from persons with expertise in various areas, and, commencing January 1, 2012, through July 1, 2016, to hold a public meeting at least once each quarter per year. Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0501-0550/sb_547_bill_20110914_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/SB_547_Veto_Message.pdf
Title: S.B. 547
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Existing law requires the superintendent of public instruction, with approval of the state board, to develop an alternative accountability system for specified types of schools, including, among others, community day schools and continuation schools. Existing law allows these schools to receive an Academic Performance Index (API) score, but prohibits them from being included in the API rankings of schools. New provisions, until January 1, 2017, require the superintendent of public instruction and the state board, as part of the alternative accountability system for schools, or any successor system, to allow no more than 10 dropout recovery high schools to report the results of an individual pupil growth model that is proposed by the school and certified by the superintendent of public instruction pursuant to specified criteria
instead of reporting other indicators. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_180_bill_20111009_chaptered.pdf
Title: A.B. 180
Source: www.leginfo.ca.gov
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| TX | Adopted 07/2011 | P-12 | Adopts excerpted sections of the Performance-Based Monitoring Analysis System (PBMAS) 2011 Manual. From Texas Register: The 2011 PBMAS includes several key changes from the 2010 system. The phase-in of TAKS-Modified and TAKS-Alternate performance results is reflected in the 2011 PBMAS TAKS passing rate indicators as appropriate. Cut-point adjustments have been made for the first time to all annual dropout rate indicators. Required Improvement has been added to all graduation rate indicators. New standards and cut-points are being proposed for several PBMAS indicators, including the 3-5 Year Olds
Less Restrictive Environments (LRE) Placement Rate, the 6-11 Year Olds LRE Placement Rate, the 12-21 Year Olds LRE Placement Rate, the Special Education Discretionary Discipline Alternative Education Program (DAEP) Placements, the Special Education Discretionary Placements to In-School Suspension (ISS), and the Special Education Discretionary Placements to Out-of-School Suspension (OSS). The No Child Left Behind, Title I, Part A Recommended High School Program (RHSP)/Distinguished Achievement Program (DAP) Diploma Rate indicator is moving from a "Report Only" indicator to an indicator with performance level assignments.
The "hold harmless" provision that was added in the 2010 PBMAS to two subject-area indicators in both the Career and Technical Education and the Special Education program areas has been removed. The Special Education African American Representation and Hispanic Representation indicators have been modified based on consideration of the new federal race/ethnicity categories in relation to the intent of those indicators. Changes to the PBMAS indicators for 2011 are marked in the manual as "New!" for easy reference. Also modifies subsection (d) to specify that the PBMAS Manual adopted for the school years prior to 2011-12 will remain in effect with respect to those school years. Establishes in rule the PBMAS procedures for assigning the 2011 PBMAS performance levels. Applicable procedures will be adopted each year as annual versions of the PBMAS Manual are published. Adopted as published in the May 27, 2011 Texas Register (pages 11-12 of 93): http://www.sos.state.tx.us/texreg/pdf/backview/0527/0527prop.pdf
Title: 19 TAC 97.1005
Source: www.sos.state.tx.us
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| TX | Adopted 07/2011 | P-12 | Adopts the 2011 Accountability Manual. Provides earlier versions of the manual will remain in effect with respect to the school years for which they were developed. According to the July 22, 2011 Texas Register, "In 2011, campuses and districts will be evaluated using five base indicators: Texas Assessment of Knowledge and Skills (TAKS) results, commended performance, the English Language Learners (ELL) progress indicator, completion rates, and annual dropout rates. In 2011, the GPA [Gold Performance Acknowledgment] system will award acknowledgment on up to 15 separate indicators to districts and campuses rated Academically Acceptable, AEA Academically Acceptable, or higher: Attendance Rate for Grades 1-12; Advanced Course/Dual Enrollment Completion; Advanced Placement/International Baccalaureate Results; College Admissions Test Results; Commended Performance on Reading/English Language Arts (ELA), Mathematics, Writing, Science and/or Social Studies; Recommended High School Program/Distinguished Achievement Program Participation; Comparable Improvement on Reading/ELA and Mathematics; Texas Success Initiative -Higher Education Readiness Component on ELA and/or Mathematics; and College-Ready Graduates. Adopted as published in July 22, 2011 Texas Register (pages 7-8 of 31): http://www.sos.state.tx.us/texreg/pdf/backview/0722/0722adop.pdf
Title: 19 TAC 97.1001
Source: www.sos.state.tx.us
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| OK | Signed into law 05/2011 | P-12 | Adds a new section of that that requires the assignment and reporting of school grades. Requires that grades of schools be based 33 percent upon test scores, 17 percent learning gains in reading and mathematics, 17 percent on improvement of the lowest 25th percentile of students in the school in reading and mathematics on criterion-referenced tests and end-of-instruction tests and 33 percent on whole school improvement. For middle school grades and elementary school grades, total school improvement will be based upon the drop-out rate, the percentage of students taking higher level coursework at a satisfactory or higher level and any other factors selected by the superintendent of public instruction.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1456%20ENR.DOC
Title: H.B. 1456
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 05/2011 | P-12 | Instructs the state board to adopt a four-year adjusted cohort graduation rate and extended-year adjusted cohort graduation rate to establish a uniform definition of high school graduation rate. Requires the state board to adopt percentage growth targets for high school graduation rates with the eventual goal being 100 percent. Districts must use the four-year adjusted cohort graduation rate for establishing these growth targets.Districts and schools meeting growth targets at the end of the initial two years or in the alternate years will be recognized as notable schools and school districts. Districts not meeting growth targets must submit high school graduation improvement plans to local boards of education and contingent upon the availability of funding participate in training provided by the State Department of Education for reducing dropout rates and improving graduation rates.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB2%20ENR.DOC
Title: S.B. 2
Source: http://webserver1.lsb.state.ok.us
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| NM | Signed into law 03/2011 | P-12 | Creates the A-B-C-D-E-F rating system to grade public schools in a way that is easily understandable to parents, school personnel and the community. Establishes the criteria for rating schools; provides funding for failing schools to implement programs linked to student achievement; allows for students to transfer to schools not rated with an F. School will be rated on student performance and growth and other indicators
http://www.nmlegis.gov/Sessions/11%20Regular/final/SB0427.pdf
Title: S.B. 427
Source: http://www.nmlegis.gov/
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| UT | Signed into law 03/2011 | P-12 | Requires the state board of education to establish a school grading system in which a school receives a grade of A, B, C, D, or F based on the performance of the school's students on statewide assessments, and, for a high school, the graduation rate and measures that indicate college and career readiness. Directs the state board to model the school grading system using school performance data for the 2010-11 school year. Outlines method of calculating points for students' proficiency in language arts, math, science and writing, and for student learning gains in language arts, math and science. Requires that the school grading system take effect in the 2011-12 school year and replace the U-PASS accountability system. Imposes requirements for the reporting of a school's grade. Directs the state board of education to make rules to implement the school grading system, and make reports and recommendations for proposed legislation to the education interim committee. http://le.utah.gov/~2011/bills/sbillenr/sb0059.pdf
Title: S.B. 59
Source: le.utah.gov
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| WY | Signed into law 03/2011 | P-12 | Wyoming Accountability in Education Act--Established through legislation and implemented by Department of Education.
PHASE 1
--Establishes "core indicators of student performance" at the school level:
Reading measured by proficiency assessment of Wyoming students (PAWS )in grades 3-8 and 11; 8th grade standardized, curriculum based college readiness test (ACT Explore) measured by percentage of students meeting or exceeding college benchmark readiness score for each subject area (English, reading, math and science); 11th grade standardized, curriculum based readiness test (ACT) measured by percentage of students meeting or exceeding college benchmark readiness score for each subject area (English, reading, math, science).
-- Uses school year 2010-11 statewide summative assessment data as baseline--PAWS--to be compared to 2011-2012 results
--Department of Education to compute combined school score for each core indicator and measure improvement from year to year, beginning with school year 2011-2012
--Improvement target for each core indicator is "positive progress" at the school-level
(1) "Positive progress" equals a better score than year before (positive score)
(2) "Performance level unchanged" equals no change occurred (zero score)
(3) "Negative progress" equals score is worse than year before (negative score)
--Department of Eduction to adopt rules and regulations establishing a matrix for reporting
--Commencing school year 2013-2014
(1) Schools must show "positive progress", failure to do so, a school is subject to the following
--For first year of failure to meet target improvement level, districts required to report to Department of Education a performance
acceleration plan, no later than August 1 of applicable school year
--For second and subsequent years of failure to meet target improvement level, Department of Education technical assistance
team assists district develo turn-around strategy and may impose criteria on district allocation of resources
PHASE 2--Creation of Select Committee on Accountability and advisory committee during the 2011 interim
--Select Committee review of Phase 1 of statewide education accountability system
(1) Appropriateness and rigor of core indicators
(2) Review of necessary modifications to the statewide assessment and the statewide growth assessment and use of assessments
administered locally, including consideration of end-of-course student assessments
(3) Review and improve reporting scale for measured achievement for core indicators
(4) Prescribe procedures for computing scores for students for which an achievement gap may occur
(5) Review of methodology for measuring student growth
--Select Committee will
(1) Establish components of effective teaching and administration
(2) Structure a statewide system for measuring teacher and administrator effectiveness, measured in part by student achievement
(3) Apply measured performance to evaluation consequences and incentives
(4) Provide recommendations on student and parental accountability
(5) Develop procedures for: (a) Identifying and assisting underperforming schools; (b) Time schedules within which underperforming
schools should reasonably be expected to achieve improvement targets; (c) consequences to districts which fail to meet school
improvement targets
(6) Review merit pay methodologies related to teacher performance measures, including merit-based salary schedules, bonuses,
incentive pay and differential staffing practices
(7) Review school district board of trustees training needs
(8) Review current laws impacting student performance
--Report recommendations back to legislature for 2012 budget session.
http://legisweb.state.wy.us/2011/Engross/SF0070.pdf
Title: S.F. 70--Indicators
Source: http://legisweb.state.wy.us
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| AK | Adopted 01/2011 | P-12 | Revises various provisions regarding the other academic indicator, including graduation rate, for school, district and state accountability. Repeals provision allowing target to be met by "any" improvement with provisions requiring differential improvement on the 4-year or 5-year extended graduation rate. Previously, 55.58% served as the minimum graduation rate target for public accountability; new rulemaking increases the minimum graduation rate target to 85%. Amends provisions relating to graduation rate for schools serving fewer than 25 students. Creates definition for "five year extended graduation rate." Creates definition of "émigré" for purposes of school, district and state accountability.
Title: 4 AAC 06.825, 895, 899
Source: AS 14.03.123 AS 13.07.060 AS 14.50.080
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| CA | Vetoed 09/2010 | P-12 | From bill summary: Requires that any primary language assessment developed by the department and administered to limited English proficient students, as identified pursuant to existing law, on or after July 1, 2013, be included in the state's assessment system or any successor system, and in the state's federal and state accountability system and any successor system. Requires the results of the primary language assessment to be used in any successor measure or results reported for the state's assessment systems and in any other successor measure. Also requirse the results to be used in any measure, index or results reported for the state's federal and state accountability system, or any successor system. Identifies the accommodations and modifications for English language learners that must be included in any successor system to the state assessment system adopted on or after July 1, 2013
Provides these provisions would become operative on July 1, 2013. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0901-0950/sb_930_bill_20100827_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z65dmak883loy0/0/0?&_c=d|yvcee9xanplikz|z65p1zm6c0d0km&_ce=1290123755.b9c0c7a073748e62e8692973710bbfd4
Title: S.B. 930
Source: www.leginfo.ca.gov
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| CA | Vetoed 08/2010 | P-12 | Existing law provides that persistently lowest-achieving schools include a high school with a graduation rate below 60% in each of the last three years. New provision provides that, until data become available to enable the calculation of this graduation rate, the superintendent and the state board must use the closest possible approximation of that graduation rate, calculated for each of the previous three years,
using existing data.
Bill text: http://www.leginfo.ca.gov/cgi-bin/postquery?bill_number=ab_2083&sess=CUR&house=B&author=committee_on_education
Governor's veto message: http://users.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z2wr1j9ablt8ii
Title: A.B. 2083
Source: www.leginfo.ca.gov
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| TX | Adopted 07/2010 | P-12 | Makes various changes to state accountability provisions. Language below primarily from July 23, 2010 Texas Register.
97.1051: Amends definitions. Changes the definition of "campus closure" to remove references to "repurposing," which is now defined in statute.
97.1053: Purpose, updates statutory references in alignment with 2009 H.B. 3.
97.1055: Clarifies the process for assigning accreditation statuses during the period of transition to new H.B. 3 requirements. Adds new language regarding when an accreditation status may be raised or lowered based on the performance of the district or one or more campuses in the district. Also states how the statutory requirements related to a financial solvency review and projected deficit affect accreditation statuses. In addition, the adopted amendment incorporates current agency procedures for completing the asset-to-liability calculation for the purposes of charter financial accountability. Language is added, providing an additional method for districts to meet the notification requirements related to a lowered accreditation status.
97.1057: Accreditation Sanctions. Updates statutory references and adds information regarding the factors the commissioner must consider in determining whether to impose a particular sanction based on resource allocation practices.
97.1059: Standards for All Accreditation Sanction Determinations. Updates statutory references and adds language to reflect statutory requirements regarding the commissioner's obligation to review the performance of a district. Specifically, the commissioner must review at least annually the performance of a district for which the accreditation status has been lowered due to insufficient student performance. The adopted amendment also requires the commissioner to increase sanctions if a lack of improvement is shown unless there is good cause not to do so.
97.1061: Interventions and Sanctions for Campuses. Adds language to align with new statutory requirements related to campuses that satisfy current performance standards under TEC, §39.054(e), but that would not satisfy performance standards if the standards to be used for the following school year were applied to the current school year. Also adds language to align with new statutory requirements for intervening with and sanctioning campuses with performance below any standard under TEC, §39.054(e), including requirements relating to a hearing and a school community partnership team (SCPT). Adds new statutory language that allows the commissioner to accept certain interventions that a campus has implemented under federal accountability requirements in lieu of required state measures if the intervention measures are substantially similar.
97.1063: Campus Intervention Team; Reconstitution. Implements the provisions of HB 3 related to campuses below any standard under TEC, §39.054(e), and the assignment of a campus intervention team (CIT) to those campuses. Defines the duties and responsibilities of the CIT, including responsibilities to conduct a targeted on-site needs assessment relevant to the areas of insufficient performance or, if the commissioner determines necessary, a comprehensive on-site needs assessment. Also outlines requirements related to the development and submission of a school improvement plan (SIP) by a campus and establishes timelines for how long the CIT will be assigned to a campus. Outlines requirements related to the involvement of the board of trustees of a school district in conducting a hearing to notify the public of the insufficient performance of one or more campuses within the district, the improvements expected by the agency for the campus(es), and the intervention measures or sanctions that may be imposed under the subchapter if performance does not improve. Also details requirements related to public posting of the SIP and, as appropriate, modification of the SIP in response to public comment. Further notes that the commissioner may authorize a SIP or updated SIP developed under 19 TAC Chapter 97, Subchapter EE, to supersede the provisions of and satisfy the requirements of developing, reviewing, and revising a campus improvement plan under TEC, Chapter 11, Subchapter F. Also specifies actions that the commissioner may take if the commissioner determines that a campus for which an intervention is ordered is not fully implementing the CIT's recommendations or the SIP or updated SIP.
References and requirements related to the School Leadership Pilot Program are stricken from 19 TAC §97.1063 in alignment with changes in HB 3. Language is added to this section to clarify that, if assigned by the commissioner, a SCPT may supersede the authority of and satisfy the requirements of establishing and maintaining a campus-level planning and decision-making committee under TEC, Chapter 11, Subchapter F. The section title is also changed.
97.1064: Reconstitution, updates and relocates reconstitution requirements that previously were reflected in 19 TAC §97.1063. Continues to state the timelines under which a campus will be ordered to undergo reconstitution and describes the role of the CIT in updating and seeking approval of the SIP. Continues to include language regarding the authority of the CIT to determine which educators may be retained at a reconstituted campus but revises language in accordance with HB 3 to describe circumstances surrounding a CIT's determination related to the retention of the principal at a campus that is undergoing reconstitution. Continues to describe the authority of the commissioner to assign a monitor, conservator, management team, or board of managers to ensure and oversee district and campus-level activities related to required intervention and sanction activities and outlines factors the commissioner must take into consideration when appointing individuals to serve in these roles. References the authority of the commissioner to impose on a district or campus certain other sanctions that are reasonably required and addresses the role of the district in successful campus reconstitution.
97.1065: Campus Closure or Alternative Management. Changes the section title. Implements the provisions of HB 3 related to circumstances under which the commissioner may, or is required to, order certain sanctions for campuses with insufficient performance over multiple years. Specifically, revises the timeline under which the commissioner is required to order a sanction for certain campuses and adds repurposing, in addition to campus closure and alternative management, as one of the sanctions that must be ordered by the commissioner. Also establishes that repurposing, alternative management, or campus closure may be ordered for a multi-year unacceptable campus if students fail to demonstrate substantial improvement in the areas targeted by an updated SIP. Furthermore, establishes that re-purposing, alternative management, or campus closure will be ordered if a campus has been identified as unacceptable for the third, as opposed to second, consecutive year after reconstitution is required to be implemented, thus adding an additional year to the mandatory intervention timeline previously established in statute. Additionally, provides for a one-year waiver of these required sanctions if the commissioner determines that, based on significant improvement over the preceding two school years, the campus is likely to be acceptable in the following year. Also establishes the requirements that must be met before the commissioner can approve a plan for campus repurposing and includes parameters that may be considered by the commissioner when determining whether to order repurposing, alternative management, or campus closure when one of these sanctions is required. Also outlines requirements and procedures for the district to appeal the commissioner's order of repurposing, alternative management, or campus closure and outlines other sanction actions that the commissioner may impose to achieve the purposes outlined in TEC, Chapter 39, and 19 TAC Chapter 97, Subchapter EE.
97.1067: Updates statutory references in alignment with HB 3.
97.1069: Providers of Alternative Campus Management. Updates requirements to align with HB 3 by allowing the commissioner to solicit proposals from qualified for-profit entities to assume alternative management of a campus if a non-profit entity has not responded to the commissioner's request for qualifications.
97.1071: Special Program Performance; Intervention Stages. Updates statutory references in alignment with HB 3.
97.1073: Appointment of Monitor, Conservator, or Board of Managers. Updates statutory references to provide clarity and align with HB 3.
Sections 97.1051 and 97.1055 adopted as published in the July 23, 2010 Texas Register (pp 24-28 of 34): http://www.sos.state.tx.us/texreg/pdf/backview/0723/0723adop.pdf
The amendments to §§97.1053, 97.1057, 97.1059, 97.1063, 97.1065, 97.1067, 97.1069, 97.1071, and 97.1073; the repeal of §97.1061; and new §97.1061 and §97.1064 are adopted as published in the April 23, 2010 Texas Register (pp 18-32 of 98): http://www.sos.state.tx.us/texreg/pdf/backview/0423/0423prop.pdf
Title: 19 TAC 97.1051, 1053, 1055, 1057, 1059, 1061, 1063, 1064, 1065, 1067, 1069, 1071, 1073
Source: www.sos.state.tx.us
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| TX | Adopted 07/2010 | P-12 | The Texas Education Agency (TEA) proposes an amendment to s.97.1005, concerning accountability and performance monitoring. The section describes the purpose of the Performance-Based Monitoring Analysis System (PBMAS) and manner in which school districts and charter school performance is reported. The section also adopts the most recently published PBMAS Manual. The proposed amendment would adopt applicable excerpts of the Performance-Based Monitoring Analysis System 2010 Manual. Earlier versions of the manual will remain in effect with respect to the school years for which they were developed. Adopted as published in the July 30, 2010 Texas Register (pp 5-10 of 51): http://www.sos.state.tx.us/texreg/pdf/backview/0730/0730adop.pdf
Title: 19 TAC 97.1005
Source: www.sos.state.tx.us
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| LA | Signed into law 06/2010 | P-12 | Prohibits inclusion of performance data related to students educated in office of juvenile residential centers, justice detention centers, or office of juvenile justice facilities in the school or district performance scores of the public school system where such centers or facilities are located.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=711316
Title: S.B. 112
Source: http://www.legis.state.la.us
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| LA | Signed into law 06/2010 | P-12 | In addition to any other performance-related labels or designations assigned to schools and districts, the State Board of Elementary and Secondary Education, in consultation with parents, teachers, school administrators, and other education stakeholders, shall develop a letter grade system reflective of school and district performance. The letter grades will be included in school and district report cards.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722542
Title: H.B. 925
Source: http://www.legis.state.la.us/
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| AZ | Signed into law 05/2010 | P-12 | Relates to school and school district accountability. Changes the classifications used for school achievement profiles and specifies the data used for their calculation. Expands the Arizona Measure of Academic Progress to high schools and requires the department of education to compute the extent of academic progress made by the pupils at each school. Requires baseline achievement profiles for each public school and school district. Requires 50% of the school and school district classification determination to consist of academic performance measurements as follows: (1) 50% must consist of measurement of academic gain for all pupils enrolled at the school or school district; and (2) 50% must consist of a measurement of 25% of pupils with the lowest academic performance measurement enrolled at the school of school district. Replaces current school classification system with a letter grade system with "A" demonstrating an excellent level and "F" demonstrating a failing level of performance. Includes charter schools. Chapter 247
http://www.azleg.gov/legtext/49leg/2r/bills/sb1286h.pdf
Title: S.B. 1286
Source: http://www.azleg.gov
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| CA | Signed into law 01/2010 | P-12 | By January 2011, directs the superintendent and state board, in consultation with the advisory committee established through 52052.5(a), to make recommendations to the legislature and governor on approaches to increase the emphasis on science and math in calculating the Academic Performance Index or any successor measure, and methods to incorporate a work-ready and college-ready measure into the Academic Performance Index, or into other aspects of the state accountability system.
By July 2013, directs the superintendent and state board to make recommendations to the legislature and the governor on establishing a methodology to use individual student assessment results to measure group and individual academic performance growth. Requires these recommendations to address any interactions between the Academic Performance Index and individual test scores, as well as implications for the reauthorization of the state assessment system. Pages 7-8 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Section 7
Source: www.leginfo.ca.gov
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| NE | Adopted 01/2010 | P-12 | Adds quality indicators to major provisions. For example, 004.01 K-12 Curriculum. Quality Indicator: The curriculum is comprehensive, coordinated, and sequential and is directed toward locally approved goals and standards for student learning. The instructional program focuses on achievement and provides for the needs of all students including learners with disabilities and high ability learners. It draws upon research, best practice, and reputable theory. Or, additionally: 004.04 Secondary Curriculum. Quality Indicator: The secondary instructional program is based upon state or locally approved standards for student learning. It provides breadth and depth of subject areas which enable students to achieve knowledge and skills necessary to continue post-secondary education or enter a career field. Instruction builds upon knowledge acquired in previous grades and helps students acquire the learning goals of the school, builds 21st century skills, and prepares students for living in a global society. Schools provide required instructional units on site or through a combination of local and distance learning programs.
http://www.sos.ne.gov/rules-and-regs/regtrack/proposals/0000000000000797.pdf
Title: Title 92, NAC Chapter 10 - Multiple Provisions
Source: http://www.sos.ne.gov/rules-and-regs
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| OH | Signed into law 12/2009 | P-12 | Amends accountability provisions applicable to charter schools. When determining whether a community school meets triggers for certain accountability sanctions, bars the state department of education from considering a community school's performance ratings during its first 2 years of operation. Directs the department to reevaluate each community school that the department directed to close at the conclusion of the 2009-10 school year to determine if the school still meets the criteria for such accountability sanctions when the performance ratings for the school's first 2 years of operation are not considered. Bars the department from requiring the school to close at the conclusion of that school year if the school no longer meets those criteria.
Pages 5-7 of 18: http://www.legislature.state.oh.us/BillText128/128_HB_19_EN_N.pdf
Title: H.B. 19 - Community Schools
Source: www.legislature.state.oh.us
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| OH | Signed into law 12/2009 | P-12 | Authorizes specified community schools (charter schools) to operate as conversion schools. Authorizes the governing authority of specified community schools to enter into a contract with a different sponsor that is either a local board, governing board of an educational service center, or sponsoring authority designated by the board of trustees of a state university (or the board of trustees itself), provided the school was rated in need of continuous improvement or better for the 2008-09 school year and the sponsor approves the change in sponsorship.
Specifies that the department may not consider a community school's performance ratings during its first two years of operation when determining whether the school meets certain criteria for accountability sanctions. Directs the department to reevaluate each community school that the department directed to close at the conclusion of the 2009-10 school year to determine if the school still meets the sanctions criteria when the school's performance ratings for its first two years of operation are not considered and, if the school no longer meets those criteria, prohibits the department from requiring the school to close at the conclusion of that school year. Pages 22-25 of 29: http://www.legislature.state.oh.us/BillText128/128_HB_290_EN_N.pdf
Title: H.B. 218 - Charter Schools
Source: www.legislature.state.oh.us
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| CA | Vetoed 10/2009 | P-12 | Relates to the advisory committee on the creation of the Academic Performance Index and the implementation of the Immediate Intervention/Underperforming Schools Program and High Achieving/Improving Schools Program. By July 2010, directs the advisory committee to make recommendations to the Superintendent of Public Instruction regarding the inclusion of the results of the English language development test or series of tests developed or acquired pursuant to Section 60810 and the feasibility of including English learner proficiency as part of the Academic Performance Index. Requires the inclusion of those test results and English language proficiency levels and growth of those levels in the Index. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1401-1450/ab_1435_bill_20090910_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1401-1450/ab_1435_vt_20091011.html
Title: A.B. 1435
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2009 | P-12 | Requires the superintendent of public instruction by August 2011 to submit a report called the Annual Report on Dropouts in the state. Requires, among other things, the report contain specified information on: one-year dropout rates for grades 7-12, four-year cohort dropout rates for grades 9-12, two- or three-year cohort dropout rates, as appropriate, for middle schools, graduation rates, grade 9 to 10 pupil promotion rates, the percentage of students in each grade 9-12 who are on track to earn sufficient credits to graduate, the average number of nonpromotional school moves that pupils make between grades 6-12, "full-year" dropout rates for alternative schools, including dropout recovery high schools, and California High School Exit Examination (CAHSEE) passage rates, and completion of A-G and CTE courses by high school graduates and dropouts. Requires that the report include data from the most recent year and, at a minimum, the two prior years. Requires the contents of the report to be available on the department of education Web site. Removes a requirement that local educational agencies receive a specified allocation in order for the Academic Performance Index (API) for a school or school district to include, beginning July 2011, test scores and other accountability data from pupils who were referred to alternative education programs, and include school and district dropout rates for pupils who drop out of school in grade 8 or 9.
http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0651-0700/sb_651_bill_20091011_chaptered.pdf
Title: S.B. 651
Source: www.leginfo.ca.gov
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| OH | Signed into law 07/2009 | P-12 | Partially from the DOE summary of H.B. 1:
3302.01: Amends performance index score to reflect combination of reading and writing tests into one English language arts test.
3302.02: Eliminates the requirement that there be a minimum of 17 performance indicators. Requires the state board, within a year of adoption of rules for implementation of the new assessment system for high school graduation and once every six years thereafter, to establish new performance indicators for district and school report cards, based on recommendation of the state superintendent. By December 31, 2011, requires the state board, upon recommendation of the state superintendent, to establish a performance indicator reflecting the level of services provided to, and the performance of, students identified as gifted.
Pages 1046-1047 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3302.01 and 3302.02
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Repeals 3302.032, which directed the state board, by June 30, 2012, to select one or more methods of measuring high school graduates' preparedness for higher education and the workforce. Required district and building performance on each college-/work-ready measure to be included on district and building accountability report cards.
Page 2725 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 105.01/3302.032
Source: www.legislature.state.oh.us
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| CO | Signed into law 05/2009 | P-12 | Repeals and reenacts the Educational Accreditation Act of 1998 to align accountability and accreditation measures and procedures; assigns specified related duties to the State Board of Education in regard to accountability to include measuring student academic growth, school district and charter school accreditation contracts, public school restructuring, school and district academic growth indicators, school performance monitoring, education related data, and school and district turnaround plans.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/E45E06A4FE98EA6587257551006471C8?open&file=163_enr.pdf
Title: S.B. 163
Source:
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| MN | Signed into law 05/2009 | P-12 | Requires the statewide educational accountability and reporting system to measure and separately report the adequate yearly progress of schools and the academic growth of individual students. Requires the system to include statewide measures of high and low student academic growth. Requires school districts to annually determine whether schools meet federal expectations for student achievement. Requires the state's educational assessment system to measure individual students' educational growth. Directs the commissioner to annually report to the public and the legislature, beginning June 30, 2012, the organizational and curricular practices implemented by schools that demonstrate medium and high student growth.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| NM | Signed into law 04/2009 | P-12 | Creates an alternative school accountability system pilot project; provides for data collection and analysis; provides for periodic reports to the Governor and the Legislature. The pilot system demonstrates the usefulness of a student growth model of accountability for targeting resources to improve elementary and middle schools most in need, and for recognizing elementary and middle schools that make the greatest progress in increasing student academic performance.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0156.pdf
Title: S.B. 156
Source: http://nmlegis.gov/
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| KY | Signed into law 03/2009 | P-12 | Repeals provisions relating to rewards for successful schools. Establishes provisions to recognize schools that would have been rewarded under the former system. Repeals provision directing the state board to develop a formula for a school accountability index.
Requires the state board, after adopting revised academic standards by December 15, 2010 and a revised assessment system for use in the 2011-12 school year, to adopt rules establishing a new accountability system based on the revised standards and assessments. Requires the accountability system to include the results of program assessments of arts and humanities, practical living skills and career studies and writing programs as specified in revised KRS 158.6453 (7)((a) - (c) (revised by 2009 S.B. 1). Directs the state board, before adopting rules relating to the new accountability system, to seek advice from the School Curriculum, Assessment, and Accountability Council; the Office of Education Accountability; the Education Assessment and Accountability Review Subcommittee; and the National Technical Advisory Panel on Assessment and Accountability. Repeals requirement that student be counted for accountability purposes if the student has been enrolled in the school 100 days of the school year prior to the beginning of the statewide testing period; replaces with requirement that student be enrolled in a school for at least a full academic year to be counted for accountability purposes. Repeals provisions relating to procedures for school audits.
Repeals provision requiring the department to report quarterly to the interim joint committee on education on (1) information about the estimated error of the accountability index, as well as information about the connections between index score changes and estimated changes in student performance levels and (2) the annual audit of portfolio scores in ways that serve to minimize the differences between teacher-produced scores and audit-generated scores.
Effective with the 2012-13 school year, requires state assessment results to be reported to schools no later than 75 days following the first day the assessment can be administered. Requires local targets for closing the achievement gap and school improvement plans to address those targets to be reported annually by October 1 (former provisions required adoption mid/late school year every other year). Directs the local superintendent to report to the commissioner of education if a school fails to meet its targets to reduce the gap in student achievement for any student group for 2 consecutive years (former provision required reporting after two successive biennia).
Pages 24-31 and 32-35 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 4, 5 and 7
Source: www.lrc.ky.gov
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| FL | Adopted 11/2008 | P-12 | Ensures consistency among all schools designated School Performance Grade of D by requiring that they utilize the Bureau of School Improvement educational improvement plans database.
https://www.flrules.org/gateway/readFile.asp?sid=0&tid=6430147&type=1&File=6A-1.09981.doc
Title: FAC 6A-1.09981
Source: https://www.flrules.org
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| LA | Adopted 10/2008 | P-12 | Amends rules relating to the school, district and state accountability system. Relates to the inclusion of alternate assessment results for students with disabilities in accountability system.
http://doa.louisiana.gov/osr/lac/28v83/28v83.doc
Title: LAC 28:LXXXIII.3905
Source: http://doa.louisiana.gov/osr/
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| AK | Rule Adoption 07/2008 | P-12 | Deals with government of schools and special programs. Allows more flexibility in determining the graduation rate for purposes of Adequate Yearly Progress. Repeals the interim 2% flexibility. Relates to school and district accountability, academic indicators, subgroups and the performance incentive program. ALASKA 3625
http://touchngo.com/lglcntr/akstats/AAC/Title04.htm
Title: 4 AAC 06.825(b)(2), (c), .830(c), .885, 33.520(3)(4), .540(a)(2),(5), (6)
Source: http://touchngo.com
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| SC | Signed into law 06/2008 | P-12 | Revises the Education Accountability Act. Adds poverty, limited English proficiency status, disability status, or other groups required by federal statutes or regulations to the requirement for disaggregation of achievement data. Changes terminology from "improvement" to "growth." Requires the statewide assessment program to specifically include English/language arts, mathematics, science and social studies (referred to earlier as "the four academic areas") and to be administered in 2009. Sets and defines student performance levels of "Not Met, Met and Exemplary." Allows publication of the annual report card to be delayed until no later than February 2010. Describes required components of report cards. Requires the state board to create a statewide adoption list of formative assessments for grades 1-9 aligned with state standards in English/language arts and mathematics -- for use beginning in the 2009-2010 school year. Revises other features of assessment and accreditation. d; provide for a designation to signify varying levels of school academic performance; revises provisions regarding education accountability; provides that the Palmetto Achievement Challenge Test does not meet certain requirements; provides for use of the monetary savings from revised inspection provisions. http://www.scstatehouse.net/html-pages/house2.html or
http://www.scstatehouse.net/sess117_2007-2008/prever/4662_20080529.doc
Title: H.B. 4662
Source: http://www.scstatehouse.net
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| GA | Signed into law 04/2008 | P-12 | Relates to elementary and secondary education; provides that a local school system may enter into a contract with the state board of education for increased flexibility in exchange for increased accountability; relates to waivers to improve student performance; provides exemptions for charter systems.
Authorizes a local superintendent to concurrently serve as a principal, teacher or in another staff position. Authorizes a local superintendent to concurrently serve as superintendent of more than one school system in accordance with the terms of the superintendent's respective contracts and upon approval by each affected local school system.
Bars the state board of education from providing any district with waivers related to class size requirements (excepting hardship provisions); expenditure controls, certification requirements and salary schedule requirements.
http://www.legis.state.ga.us/legis/2007_08/pdf/hb1209.pdf
Title: H.B. 1209
Source: www.legis.state.ga.us
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| LA | Adopted 12/2007 | P-12 | Amends rules concerning Bulletin 111 - The Louisiana School, District, and State Accountability System. Sets the target graduation rate for schools at 65%. Separates the current School Improvement set of labels and remedies into two separate sets: (1) the "Academically Unacceptable Schools (AUS)" set, which is time-bound, and (2) the "Subgroup Component Failure (SCF)" set, which is in line with requirements of the No Child Left Behind Act. Accordingly, criteria for schools entering, moving within, and exiting these various levels of AUS and SCF are detailed, as are the related remedies.
Page 2593-2600: http://doa.louisiana.gov/osr/reg/0712/0712.doc#_Toc185922091
Title: LAC 28:LXXXIII.301, 517, 613, 707, 709, 903, 1301, 1601-1609, 1901,2101, 2301, 2401, 2501-2505, 2701- 2721, 3301-3303, 3503, 3507, 3701, and 3905.
Source: doa.louisiana.gov
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| LA | Adopted 10/2007 | P-12 | Revises Bulletin 111 - The Louisiana School, District, and State Accountability System (LAC Part Number LXXXIII).
Revises section 603 to include all students in the state-level cohort regardless or entry or exit dates.
Revises section 613 to clarify that schools cannot be awarded points for students designated as attendees if they are dropouts; changes the points awarded for School Performance Scores for students receiving TOPS award or completing TOPS programs; changes the points awarded for students receiving an academic endorsement.
Revises section 4313 to omit the District Responsibility Index label as a trigger for districts to enter District Improvement status; mandates timeframes for these districts to submit District Improvement Plans to the Louisiana Department of Education (LDE) and for the LDE to review require districts to implement these approved plans; describes sanctions for districts entering District Improvement in line with current law, requiring that they either implement a new curriculum, arrange for particular schools to come under public governance per R.S. 17:1990, or authorize students to transfer to a higher-performing public school operated
by another local educational agency after reaching an agreement with the other LEA.
See starting page 2031: http://doa.louisiana.gov/osr/reg/0710/0710.doc#_Toc180395357
Title: LAC 28:LXXXIII.603, 613, and 4313
Source: www.lexis.com
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| CA | Vetoed 09/2007 | P-12 | Requires the Superintendent of Public Instruction to incorporate various indicators into the Academic Performance Index, including high school graduation rates, rates by which pupils are offered and complete a course of study at an achievement level that fulfills the requirements and prerequisites for admission to public institutions of postsecondary education, and rates by which pupils complete a course of study that provides the skills and knowledge necessary to attain entry-level employment.
http://www.leginfo.ca.gov/pub/07-08/bill/asm/ab_0351-0400/ab_400_bill_20070919_enrolled.pdf
Veto message: http://www.leginfo.ca.gov/pub/07-08/bill/asm/ab_0351-0400/ab_400_vt_20071014.html
Title: A.B. 400
Source: http://www.leginfo.ca.gov/
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| LA | Adopted 08/2007 | P-12 | Revises the use of Alternative Assessment results in accountability as suggested by the Department of Education's Technical Advisory Committee. Revises district accountability to better align with the high school redesign efforts initiated by the governor. Amends teacher certification indicator and 8th grade persistence indicator (based on a district's success at keeping 8th grade students enrolled in school).
Defines the requirements for exiting District Improvement in anticipation of districts' first opportunity to exit. Pages 3-5 of 79: http://www.doa.louisiana.gov/osr/reg/0708/0708RUL.pdf
Title: LAC 28:LXXXIII.4302 and 4313
Source: www.doa.louisiana.gov
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| LA | Adopted 04/2007 | P-12 | Replaces District Responsibility Index with District Responsibility Indicators to provide a more specific picture of how districts are to be held accountable. (Details of the District Accountability Release required clarification because of the 2005 hurricanes.) Pages 1-3 of 45: http://www.doa.louisiana.gov/osr/reg/0704/0704rul.pdf
Title: LAC 28:LXXXIII.4301, 4302, 4310, 4311, 4313, 4315, 4503, and 4517
Source: Lexis-Nexis/StateNet
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| WV | Signed into law 03/2007 | P-12 | From Fiscal Note: The purpose of this bill is to revise the standards, assessment and accountability system to accommodate the higher order thinking and learning skills consistent with the state's 21st Century Initiative. School and district improvement plans are to be electronic. The annual performance measures used for school and school system accreditation are separated from those required by the federal No Child Left Behind Act. The comprehensive statewide student assessment program will define a system of assessments to be administered under the direction of the state board. The assessment program is broadened to authorize formative assessments across the grade levels to support summative assessment, improve student achievement and promote 21st Century skills. The grade levels tested for calculating adequate yearly progress (AYP) would be 3 through 8 and 11.Allows the state board to require that student proficiencies be measured through the ACT EXPLORE and the ACT PLAN assessments or approved comparable assessments. Sets a uniform statewide assessment rate of at least 95% or the average of the participation rate for the current and the precenting two years is nine-five percent for the school, county and state. Another level of accreditation status is added for schools called "Distinguished" status, and the current "Seriously Impaired" status is renamed as "Low Performing" status.
http://www.legis.state.wv.us/Bill_Text_HTML/2007_SESSIONS/RS/BILLS/sb657%20enr.htm
Title: S.B. 657
Source: http://www.legis.state.wv.us
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| CO | Signed into law 02/2007 | P-12 | Requires the convening of a technical advisory panel to assist in the development of a longitudinal growth model to measure the academic growth of students; requires the panel to develop a new method to identify schools that demonstrate the highest rate of academic growth for the Governor's distinguished improvement awards; requires the Department of Education to calculate adequate longitudianal growth for each student and each school every year.
http://www.leg.state.co.us/Clics/Clics2007A/csl.nsf/fsbillcont3/A7771383FCF31AFB87257251007D6668?Open&file=1048_enr.pdf
Title: H.B. 1048
Source: Colorado Legislature
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| LA | Adopted 11/2006 | P-12 | Transition made to new accountability system that includes iLEAP and Graduation Index. Page 1: http://www.doa.louisiana.gov/osr/reg/0611/0611RUL.pdf
Title: LAC 28:LXXXIII.301 and 303
Source: Lexis-Nexis/StateNet
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| LA | Adopted 11/2006 | P-12 | Adjusts accountability policy to more effectively address conditions imposed by the hurricanes of 2005 and implementation of a new testing program. Page 2 of 67: http://www.doa.louisiana.gov/osr/reg/0611/0611RUL.pdf
Title: LAC 28:LXXXIII.301 and 4527
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 09/2006 | P-12 | Deletes certain items from the list of school conditions for which assessments are required to be included in the school accountability report card, including the quality of school instruction and leadership, the degree to which pupils are prepared to enter the workforce, and whether the school qualifies for the Governor's Performance Award Program. Requires each school district to make it most recent report care available through the Internet or hard copies by a specified date each year.
http://www.leginfo.ca.gov/pub/bill/sen/sb_1501-1550/sb_1510_bill_20060831_enrolled.pdf
Title: S.B. 1510
Source: California Legislature
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| CA | Adopted 08/2006 | P-12 | Amends rules relating to high priority schools grant program. Provides clarification regarding the use of valid APIs in the determination of significant growth, outlines the process of determining positive API growth for schools without a valid API in one or two years, and defines criteria to demonstrate academic growth equivalent to significant growth for schools without a valid API.
Title 5; Division 1; Ch. 2; Subchapter 4; Article 1.6
CALIFORNIA 17211
http://government.westlaw.com/linkedslice/default.asp?Action=TOC&RS=GVT1.0&VR=2.0&SP=CCR-1000
Title: Title 5 CCR Sections 1030.7, 1030.8
Source: California Rules
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| LA | Adopted 08/2006 | P-12 | Designed to address the impact of natural disasters on schools/districts ability to meet the objectives of the accountability system. Creates one-year waiver from accountability for "severe impact" schools and districts, as defined in rule. Also establishes provisions for severe impact schools following a one-year disaster waiver; directs the department of education to provide specific entry and exit codes for students displaced by natural disaster; establishes assessment and graduation rate indices for displaced students in limited impact schools; and offers schools and districts impacted by a natural disaster a one year exclusion from the subgroup component in accountability. Pages 1-3 of 55: http://www.doa.louisiana.gov/osr/reg/0608/0608RUL.pdf
Title: LAC 28:LXXXIII.Chapter 45
Source: www.doa.louisiana.gov
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| IA | Signed into law 06/2006 | P-12 | Directs each local board to annually develop, maintain, and distribute a financial report. Provides that the objective of the financial report shall be to facilitate public access to a variety of information and statistics relating to the education funding received by the school district, enrollment and employment figures, and additional information.
Requires the financial report to contain, at a minimum, information on:
a. All property tax levies, income surtaxes, and local option sales taxes in place in the school district, listed by type of levy, rate, amount, duration, and notification of the maximum rate and amount limitations permitted by statute.
b. The amount of funding received on a per pupil basis through the operation of the school finance formula, and from any other state appropriation or state funding source.
c. Federal funding received per student or teacher population targeted to receive the funds, and any other federal grants or funding received by the district.
d. Teacher and administrator minimum, maximum, and average salary paid by the district, and the percentage and dollar increase under teacher and administrator salary and benefits settlement agreements.
e. Teacher and administrator health insurance and other alternative health benefit information, including the monthly premium, the percentage of the premium paid by the district, and the percentage of the premium paid by a teacher or administrator for single and family insurance.
f. Teacher and administrator employment statistics, including the annual number of licensed full-time and part-time teachers and administrators employed by the school district during the preceding five years, and including the number of teachers and administrators no longer employed by the district, and new hires.
g. Student enrollment levels during the preceding five years, including regular enrollment, special education enrollment, and enrollment adjustments made pursuant to supplementary weighting.
h. Such additional information as the school district may determine.
Requires copies of a district's financial report for the previous school year to be posted on the district Web site at the beginning of the school year. Provides that if the district does not maintain or develop a Web site, the school district must either distribute or post written copies of the financial report at specified locations throughout the school district.
Provides that, prior to certifying any levy by board approval, or submitting a levy for voter approval, local boards must facilitate public access to a complete listing of all outstanding levies within the school district by rate, amount, duration, and the applicable maximum levy limitations. Requires that the information on outstanding levies be posted on the district Web site at the beginning of the school year, and updated prior to board approval or submission for voter approval of any levy during the school year. Provides that if the district does not maintain or develop a Web site, the district must either distribute or post written copies of the listing at specified locations throughout the district. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 14-15
Source: coolice.legis.state.ia.us
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| FL | Signed into law 05/2006 | P-12 | Makes revisions to school grade provisions, such as the inclusion of information for students receiving a special diploma and grades for K-3 and alternative schools.
Each school that has students who are tested and included in the school grading system, except an alternative school that receives a school-improvement rating pursuant to s. 1008.341, will receive a school grade; however, an alternative school may choose to receive a school grade under this section in lieu of a school-improvement rating. Additionally, a school that serves any combination of students in kindergarten through grade 3 which does not receive a school grade because its students are not tested and included in the school grading system will receive the school grade designation of a K-3 feeder pattern school identified by the Department of Education and verified by the school district. A school feeder pattern exists if at least 60 percent of the students in the school serving a combination of students in kindergarten through grade 3 are scheduled to be assigned to the graded school.
A school's grade will be based on a combination of: 1. Student achievement scores, including achievement scores for students seeking a special diploma. 2. Student learning gains as measured by annual FCAT assessments in grades 3 through 10; learning gains for students seeking a special diploma, as measured by an alternate assessment tool, must be included not later than the 2009-2010 school year. 3. Improvement of the lowest 25th percentile of students in the school in reading, math, or writing on the FCAT, unless these students are exhibiting satisfactory performance.
Effective with the 2005-2006 school year, the achievement scores and learning gains of eligible students attending alternative schools that provide dropout-prevention and academic-intervention services will be used to determine the home school's grade. If an alternative school chooses to be graded pursuant to this section, student performance data for eligible students will not be included in the home school's grade but will be included only in the calculation of the alternative school's grade. School districts must require collaboration between the home school and the alternative school in order to promote student success.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 45)
Source: Florida Legislature
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| CO | Signed into law 04/2006 | P-12 | Concerns measuring public school effectiveness; identifies the schools that receive the governor's distinguished improvement awards; instructs the technical advisory panel on the measurement of longitudinal academic growth to determine the method by which to identify schools that demonstrate the highest rate of student academic growth in a school year toward state standards for proficiency.
http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont2/b89455312407ef2a872570bd0083a02c?OpenDocument&Click=872570040059C649.8975551e51fa01d087256dd30080e1d5/$Body/1.2
Title: H.B. 1109
Source: Colorado Legislature
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| FL | Adopted 04/2006 | P-12 | Reviews the current school grading calculation to explore the inclusion of other criteria and/or make current criteria more rigorous. Measures the progress of students and schools in the state. FLORIDA 30430
http://www.firn.edu/doe/rules/6a-1-11.htm#6A-1.09981
Title: FAC 6A-1.09981
Source: Florida Rules
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| FL | Adopted 03/2006 | P-12 | Includes the science grade-level scale scores for each achievement level for use in reporting student proficiency levels in science as part of the student achievement testing program known as the Florida Comprehensive Assessment Test (FCAT). FLORIDA 30220
http://www.firn.edu/doe/rules/6a-1-8.htm#6A-1.09422
Title: FAC 6A-1.09422
Source: Florida Board of Education
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| IN | Signed into law 03/2006 | P-12 | Requires each school corporation (district) to conduct an informational count on May 1, 2007, May 1, 2008, and May 1, 2009 -- in the same manner and with the same standards as eligible pupils are counted to determine current ADM. The department must report the information obtained in the informational count to the:
(1) governor; (2) members of the education roundtable; and (3) executive director of the legislative services agency not later than thirty (30) days after the department receives the informational count reports for the year from all school corporations and transferee corporations. From the fiscal note: The bill specifies that the informational counts should include the following information:
1. A comparison between the number of eligible pupils on the informational count date and the number of eligible pupils in the current ADM.
2. Using a coding system developed by the Department of Education, the number (to the extent known by the school corporation or transferee corporation) of eligible pupils dropping out or otherwise withdrawing from the school corporation or transferee corporation after the date of the current ADM count, grouped by the reason or reasons for withdrawal from school.
3. Using a coding system developed by the Department: a. the number of suspensions and expulsions occurring after the date of the current ADM count, grouped by the reason or reasons for each suspension and expulsion; and b. the number and types of alternative educational placements that were provided or offered to suspended and expelled eligible pupils in each group.
4. The number of tuition transfer students accepted by a transferee corporation after the date of the current ADM count.
http://www.in.gov/legislative/bills/2006/PDF/SE/SE0173.1.pdf
Title: S.B. 173
Source: Lexis-Nexis/StateNet, www.in.gov/legislative/bills
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| IL | Adopted 11/2005 | P-12 | Makes changes in the accountability system for public schools. Changes the requirement for adequate yearly progress and the indicators that will be considered; the targets for each aspect of performance; the subgroups of students, their participation in state level assessments, and the treatment of their scores; and the academic early warning and watch status and the requirements for school and district improvement plans and restructuring plans.
Section 1.10 Public School Accountability Framework
Section 1.20 Operational Requirements
Section 1.30 State Assessment
Section 1.40 Adequate Yearly Progress
Section 1.50 Calculation of Participation Rate
Section 1.60 Subgroups of Students; Inclusion of Relevant Scores
Section 1.70 Additional Indicators for Adequate Yearly Progress (high school dropout rates/graduation rates)
Section 1.75: Student Information System
Section 1.80: Academic Early Warning and Watch Status
Section 1.85: School and District Improvement Plans; Restructuring Plans
Section 1.90: Systems of Rewards and Recognition - The Illinois Honor Role
Section 1.95 Appeals Procedure
http://www.isbe.state.il.us/rules/archive/pdfs/oneark.pdf
AGENCY CONTACT: Sally Vogl, Agency Rules Coordinator, State Board of Education, 100 N First St (W-475), Springfield, IL 62777, 217-782-5270
Title: 23 IAC 1.10, thru .70, .75, .80,
.85, .90, .95,
Source: www.isbe.state.il.us
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| KY | Adopted 11/2005 | P-12 | Amends rules which establish a system for identifying and rewarding successful schools and appropriate consequences for schools failing to meet or exceed their assistance line.
AGENCY CONTACT: Kevin Noland, Deputy Commissioner and General Counsel, Bureau of Operations and Support Services, Department of Education, 500 Mero St, 1st, Capitol Plaza Tower, Frankfort, KY 40601, 502-564-4474, fax 502-564-9321
http://www.lrc.ky.gov/kar/703/005/020.htm
Title: 703 KAR 5:020
Source: Lexis-Nexis, www.lrc.ky.gov
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| TX | Adopted 09/2005 | P-12 | From background information: Proposed amendment to 19 TAC §97.1001 would describe the state accountability rating system and adopt excerpts of the 2005 Accountability Manual, dated June 2005, into rule. The excerpts, Chapters 2-6, 9, 11-13, 16, and 17 of the 2005 Accountability Manual, specify the indicators, standards, and procedures used by the commissioner of education to determine accountability ratings, both standard and alternative education accountability (AEA), for districts, campuses, and charter schools. These chapters also specify indicators, standards, and procedures used to determine Gold Performance Acknowledgment (GPA) on additional indicators for Texas public school districts and campuses. Also specified in Chapters 2-6, 9, 11-13, 16, and 17 of the 2005 Accountability Manual are procedures for submitting an appeal. The TEA will issue accountability ratings under the procedures specified in the 2005 Accountability Manual in August 2005. Ratings may be revised as a result of investigative activities by the commissioner as authorized under TEC, §39.074 and §39.075. The title of §97.1001 would also change from "Annual Accountability Standards" to "Accountability Rating System."
In 2005, campuses and districts will be evaluated using four base indicators: Texas Assessment of Knowledge and Skills (TAKS) results, completion rates, annual dropout rates, and student performance on the State Developed Alternative Assessment (SDAA) II. In 2005, the GPA system will award acknowledgment on 13 separate indicators to districts and campuses rated Academically Acceptable or higher: Attendance Rate for Grades 1-12; Advanced Academic Course Completion; Advanced Placement/ International Baccalaureate Examination Results; College Admissions Test Results; Commended Performance on Reading/English Language Arts (ELA), Mathematics, Writing, Science and/or Social Studies; TAAS/TASP Equivalency; Recommended High School Program Participation; and Comparable Improvement on Reading/ELA and Mathematics.Amends rules concerning institutional reports. Accommodates the accountability system reports that will be presented to the Board at its January meeting. Changes the submission date to November 15.
http://www.tea.state.tx.us/rules/commissioner/proposed/0805/97-1001a-ltrprop.html
Title: 19 TAC 1.17.K.17.101
Source: http://www.tea.state.tx.us
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| TX | Adopted 09/2005 | P-12 | BACKGROUND INFORMATION AND SIGNIFICANT ISSUES: Legal counsel with the Texas Education Agency (TEA) has recommended that the procedures for issuing accountability ratings for public school districts and campuses be adopted as part of the Texas Administrative Code. This decision was made in 2000 given a court decision challenging state agency decision making via administrative letter/publications. Given the statewide application of the accountability rating process and the existence of sufficient statutory authority for the commissioner of education to formally adopt rules in this area, portions of each annual accountability manual have been adopted since 2000. The accountability system evolves from year to year so the criteria and standards for rating and acknowledging schools in the most current year differ to some degree over those applied in the prior year. The intention is to annually update 19 TAC §97.1001 to refer to the most recently published accountability manual.
The proposed amendment to 19 TAC §97.1001 would describe the state accountability rating system and adopt excerpts of the 2005 Accountability Manual, dated June 2005, into rule. The excerpts, Chapters 2-6, 9, 11-13, 16, and 17 of the 2005 Accountability Manual, specify the indicators, standards, and procedures used by the commissioner of education to determine accountability ratings, both standard and alternative education accountability (AEA), for districts, campuses, and charter schools. These chapters also specify indicators, standards, and procedures used to determine Gold Performance Acknowledgment (GPA) on additional indicators for Texas public school districts and campuses. Also specified in Chapters 2-6, 9, 11-13, 16, and 17 of the 2005 Accountability Manual are procedures for submitting an appeal. The TEA will issue accountability ratings under the procedures specified in the 2005 Accountability Manual in August 2005. Ratings may be revised as a result of investigative activities by the commissioner as authorized under TEC, §39.074 and §39.075. The title of §97.1001 would also change from "Annual Accountability Standards" to "Accountability Rating System."
In 2005, campuses and districts will be evaluated using four base indicators: Texas Assessment of Knowledge and Skills (TAKS) results, completion rates, annual dropout rates, and student performance on the State Developed Alternative Assessment (SDAA) II. In 2005, the GPA system will award acknowledgment on 13 separate indicators to districts and campuses rated Academically Acceptable or higher: Attendance Rate for Grades 1-12; Advanced Academic Course Completion; Advanced Placement/ International Baccalaureate Examination Results; College Admissions Test Results; Commended Performance on Reading/English Language Arts (ELA), Mathematics, Writing, Science and/or Social Studies; TAAS/TASP Equivalency; Recommended High School Program Participation; and Comparable Improvement on Reading/ELA and Mathematics.
http://www.tea.state.tx.us/rules/commissioner/proposed/0805/97-1001a-ltrprop.html
Title: 19 TAC §97.1001
Source: http://www.tea.state.tx.us/rules/
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| TX | Adopted 09/2005 | P-12 | Amends rules regarding the annual accountability standards. Describes the state accountability rating system for districts, campuses, and charter schools, and adopts applicable excerpts of the 2005 Accountability Manual, dated June 2005. TEXAS REG 97908 (SN)
Title: 19 TAC 2.97.AA.97.1001
Source: StateNet
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| CO | Vetoed 06/2005 | P-12 | Requires the department to contract every 3 years for an independent evaluation of the state accountability system and the No Child Left Behind Act of 2001. Requires the evaluation to include:
(1) The impact of the accountability systems on learning and teaching;
(2) Public perception of and confidence in the accountability sytems;
(3) The effectiveness of the parties involved in the accountability systems, including the department, districts, state charter school institute, and public schools;
(4) Improvements that may be made to the data collected through the accountability systems; and
(5) Recommended changes to statutes or rules pertaining to the accountability systems.
Requires the report to include an evaluation of the state acceditation indicators and how districts or the state charter school institute can meet or fail to meet such standards.
Changes the school designations in the state accountability system from "excellent", "high", "average", "low" and "unsatisfactory" to "excellent", "high achieving", "achieving", "priority" and "high priority". Requires the state board to develop procedures for a district or the state charter school institute to appeal or waive a school's rating based upon unusual testing circumstances.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/489B14D223FBDD2087256F5D006BE665?Open&file=214_rev.pdf
Title: S.B. 214 (Section 1-2)
Source: www.leg.state.co.us
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| CO | Vetoed 06/2005 | P-12 | Section 7: Encourages the state board to establish accreditation indicators based in part on the diagnostic academic growth calculation added by paragraph (d), section 22-7-604.3.
Section 8: Creates new paragraph (d) in section 22-7-604.3. States that a diagnostic academic growth calculation showing each student's improvement from year to year might more accurately reflect a school's performance. Encourages the department to extend the use of the diagnostic academic growth calculation to the school level, and to use this method to evaluate schools for the state and federal accountability systems.
http://www.leg.state.co.us/clics2005a/csl.nsf/fsbillcont3/489B14D223FBDD2087256F5D006BE665?open&file=214_enr.pdf
Title: S.B. 214 (Section 7-8)
Source: www.leg.state.co.us
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| CA | Vetoed 09/2004 | P-12 | Existing law establishes the Public School Performance Accountability Program which consists of the Academic Performance
Index (API), the Immediate Intervention/Underperforming Schools Program, and the High Achieving/Improving Schools Program. The API
measures the performance of schools and the academic performance of pupils and consists of a variety of indicators.
This bill states the intent of the Legislature to establish the Opportunity for Teaching and Learning (OTL) index as part of the
Public School Performance Accountability Program to measure the opportunities for teaching and learning as evidenced by access to
high-quality learning resources, conditions, and opportunities, based on standards that specify what all schools should have available for
instruction and support.
This bill requires the Superintendent of Public Instruction to, beginning in 2006, publish OTL index values for each school at
the same time and in the same manner as the API. The superintendent is required to, no later than October 15, 2005, develop the OTL index that includes various specified indicators. The superintendent is required to determine a method for computing an OTL index for each school on an annual basis, and to determine minimal standards for indicators measured within the OTL index on a school-level basis.
This bill would provide that its provisions are to be implemented only if funds are appropriated for its purposes. http://www.leginfo.ca.gov/pub/bill/sen/sb_1401-1450/sb_1419_bill_20040818_enrolled.html
Title: S.B. 1419
Source: California Legislative Web site
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| TN | Signed into law 06/2004 | P-12 | Deletes several sections of 49-1-601 and and substitutes new language. Relates to educational performance goals and measures;changes from dropout rates to graduation rates; provides for testing; requires all public schools and local education agencies to make adequate yearly progress in achieving proficiency for all student subgroups in core academic subjects; each school and local education agency is expected to make statistically significant progress toward that goal. The rate of progress within each grade and academic course, necessary to maintain compliance with this part, will be established after two (2) years of consecutive testing with tests adopted for each grade and subject; provides that tests must have fresh, nonredundant items that did not appear on that test in previous years. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0928.pdf
Title: H.B. 3511
Source: http://www.legislature.state.tn.us
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| DE | Rule Adoption 05/2004 | P-12 | Amends regulation to reflect the changes made to Delaware's plan under the federal No Child Left Behind Act of 2001. Changes include: definitions and the addition of State Progress Determinations. DELAWARE REG 1502 (SN) http://legis.state.de.us/LIS/Register.NSF/vwRegisters/712/$file/June2004.pdf?openelement
Title: 14 DAC 103
Source: Delaware State Web site
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| AZ | Signed into law 04/2004 | P-12 | Concerns schools and measures of academic progress; concerns calculation of the measure of academic progress as the extent of academic progress made by each student rather than the percentage of students progressing one academic year. http://www.azleg.state.az.us/FormatDocument.asp?inDoc=/legtext/46leg/2r/laws/0034.htm
Title: H.B. 2353
Source: Arizona Legislative Web site
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| LA | Adopted 04/2004 | P-12 | Adopts rules relating to the implementation of fundamental changes in the classroom by helping schools and communities focus on student achievement. Clarifies method for calculating a School Performance Score for elementary, middle and high schools. Establishes timelines for schools in School Improvement to submit improvement plans, expands the details of the Supplemental Educational Services process, specifies how LEAP Alternative Assessment students are included in NRT calculations, and creates required definitions for English language proficiency. http://www.doa.state.la.us/osr/reg/0404/0404RUL.pdf (see pages 22-27 of 71)
Title: LAC 28:LXXXIII.303, 311, 1701, 2701, 2702, 2703, 2713, 2715, 2717, 2719, 2721, 3905, 4001, 4003, 4005
Source: http://www.doa.state.la.us/osr
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| WV | to governor 03/2004 | P-12 | Part of H.B. 4001 requires standards for determining exemplary student, school and school system performance and progress. These indicators are to be used only as indicators for determining whether accredited and approved schools and school systems should be granted exemplary status. These indicators shall include, but are not limited to, the following:(1) The percentage of graduates who declare their intent to enroll in college and other post-secondary education and training following high school graduation;(2) The percentage of graduates who receive additional certification of their skills, competence and readiness for college, other post-secondary education or employment above the level required for graduation; and (3) The percentage of students who successfully complete advanced placement, dual credit and honors classes.
Title: H.B. 4001- Multiple Sections
Source: West Virginia Legislative Web Site
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| WV | to governor 03/2004 | P-12 | Part of H.B. 4001 requires the state board to adopt and periodically review and update indicators of efficiency for use by the appropriate divisions within the department to ensure efficient management and utilization of resources in the public schools.
Title: H.B. 4001 - Multiple Sections
Source: West Virginia Legislative Web Site
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| WV | Signed into law 03/2004 | P-12 | Requires the department to make available through its web site or the West Virginia education information system an electronic unified school improvement plan boilerplate designed for use by all schools to develop a unified school improvement plan which incorporates all required aspects and satisfies all improvement plan requirements of the No Child Left Behind Act. Each respective plan is to be a five-year plan that includes the mission and goals of the school or school system to improve student, school or school system performance and progress, as applicable. Plan must be revised when required to include each annual performance measure upon which the school or school system fails to meet the standard for performance and progress, the action to be taken to meet each measure, a separate time line and a date certain for meeting each measure, a cost estimate and, when applicable, the assistance to be provided by the department and other education agencies to improve student, school or school system performance and progress to meet the annual performance measure. Requires standards to include annual measures of student, school and school system performance and progress. Requires annual measures to be used for determining school accreditation and school system approval:1) The acquisition of student proficiencies as indicated by student performance and progress in grades 3-8, inclusive, and grade 11 measured by a uniform statewide assessment program. (2) school attendance rate of no less than 90% in attendance excluding student absences excused in accordance with the state board rule, and 3) high school graduation rate of no less than 85% determined from information on the West Virginia education information system on the fifteenth day of August.
Title: H.B. 4001- Mult. Sections - School Improvement
Source: WV Legislative Web Site
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| CA | Vetoed 10/2003 | P-12 | States the intent of the Legislature to establish an Opportunity for Teaching and Learning Index as part of the Public School Performance Accountability Program to measure the opportunity for teaching and learning as evidenced by access to high-quality learning resources, conditions, and opportunities, based on standards specifying what all schools should have available for instruction and support. Requires recommendations for the development of the index by July 1, 2004. http://www.leginfo.ca.gov/pub/bill/sen/sb_0451-0500/sb_495_bill_20030911_enrolled.html
Title: S.B. 495
Source: California Legislative Web site
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| OH | Signed into law 08/2003 | P-12 | Creates the Ohio Accountability Task Force to study the state's accountability system (to make recommendations, periodically review fees for data analysis and reporting, periodically report to the department and state board, to examine the implementation of the value-added progress dimension and the reporting of performance data. Defines "graduation rate" as the ratio of students receiving a diploma to the number of students who entered ninth grade four years earlier. Students who transfer into the district are added to that calculation. Students who transfer out of the district for reasons other than dropout are subtracted from the calculation. Directs the Legislative Office of Education Oversight to conduct a study of each of the following: the academic achievement gap, (2) the provision of intervention services, (3) the Ohio Graduation Test performance of the Class of 2007, and (4) the progress of meeting the federal requirement of having only "highly qualified" teachers in core subject areas. Eliminates the requirement that certain state board rules be approved by the General Assembly prior to taking effect.
Title: H.B. 3--Section 3302.01
Source: www.legislature.state.oh.us
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| OH | Signed into law 08/2003 | P-12 | This section defines "performance index score;" defines subgroups as major racial and ethic groups, students with disabilities, economically disadvantaged, and limited English proficient students. Defines "other academic indicators" as attendance rate for elementary and middle schools and the graduation rate for high schools. Defines "Annual measurable objective"and requires 95% of the student population and each subgroup to be tested, except for any subgroup that contains less than 40 students. In calculating AYP, subgroups of 30 or more are counted, except students with disabilities is not used in the calculation unless it contains 45 or more students.
Title: H.B. 3--3302.01
Source: www.legislature.state.oh.us
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| NV | Signed into law 06/2003 | P-12 | The measure revises the public school accountability provisions of the Nevada Education Reform Act and related sections of the law to conform to requirements of the federal No Child Left Behind Act of 2001. The bill requires the state board to define the measurement for determining whether this state, each school district, and each public school has made adequate yearly progress (AYP) in accordance with the federal law. The primary method of measuring AYP will be standards-based test scores in grades 3 through 8, along with the high school proficiency examination. Secondary indicators will include graduation rates for high schools and attendance rates for all other schools. In addition, the state board is required to prepare an annual report of accountability. Further, the measure requires the state board, each school district, and each public school to develop a plan to improve the achievement of pupils. The bill also revises existing provisions concerning the accountability designations of public schools, and for the first time, requires the Department of Education to designate school districts based upon the achievement of pupils enrolled within the school district as a whole, using categories and criteria similar to the school-level accountability categories. As required under federal law, all students must now be tested, including disabled students and English Language Learners. (114 page bill) http://www.leg.state.nv.us/19thSpecial/bills/SB/SB1_EN.pdf
Title: S.B. 1 (Omnibus Bill)
Source: Research Division, Legislative Counsel Bureau
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| TX | Signed into law 06/2003 | P-12 | Currently, Texas law requires the State Board of Education (SBOE) to adopt rules to evaluate the performance of schools using the academic excellence indicators adopted under Sections 39.051(b)(1) through (7), Education Code, including assessment instrument results; dropout, completion, and attendance rates; and SAT results. Additional criteria to be considered may include consideration of compliance with certain statutory and SBOE requirements and the effectiveness of the district's programs for special populations. S.B. 1820 adds the consideration of the effectiveness of the district's career and technology programs in the rules adopted by SBOE. (from Education Committee Report) http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=01820&VERSION=4&TYPE=A
Title: S.B. 1820
Source: http://www.capitol.state.tx.us
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| AZ | Signed into law 05/2003 | P-12 | Modifies school achievement profile designations and extends for an additional year the time before a school is classified as a school failing to meet academic standards; provides that a parent of a pupil may apply for reimbursement from the failing schools tutoring fund; provides grants for schools. http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=HB2277
Title: H.B. 2277
Source: Arizona Legislative Web site
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| NM | Adopted 12/2002 | P-12 | Establishes rules annually measuring public schools on the five statewide indicators. All scores, rates, and other measures used in the Accountability Rating System are to be verified by the department. Assessment data is to be considered for accountability ratings only when a group represents 10 or more students. Utilizes results from the state- mandated norm referenced achievement test(s) ('NRT') in Spanish or English, and all accomodations or exemptions must comply with federal guidelines. Ratings of "probationary" may be appealed to the Educational Standards Commission. Schools have one full year from the time they're identified as in need of corrective action to meet the standards for improvement. NEW MEXICO REG 3643 (SN)
Title: NMAC 6.19.1.8, 6.19.1.9; 6.19.2.16
Source: StateNet
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| NM | Adopted 12/2002 | P-12 | Amends rules regarding the annual measurement of schools. http://www.nmcpr.state.nm.us/nmac/parts/title06/06.019.0001.pdf 6.19.1.9 Addresses school ratings: A. A school's rating will determine when intervention is appropriate. B. A school's rating is determined by the percentage of data points that are rated as exemplary, exceeds standards, meets standards, and probationary. C. The ratings shall be publicized each year and provided by the department to districts and to schools. D. New schools are not rated. E. A school that receives an overall rating of probationary for a first or second time and will enter either the performance warned or the first year of school improvement categories may appeal the rating to the Educational Standards Commission. The appeal must be made to the State Superintendent of Public Instruction ("State Superintendent") in writing within twenty days of the school's receipt of official notice of the school rating. Provides for use of dropout rates, annual performance measurement (of schools). Uses test results of students in attendance on or prior to the 40-day attendacne count. Considers LEP and IEP test results. Small schools use "rolling averages." Attendance is included as an indicator. Allows intervention at school and district level. 6.19.2.11 allows suspension of a local board until requirements of law, standards or rules have been met, compliance is assured, and the state board removes the suspension. The authority and responsibility of a local board may occur voluntarily -- as an agreement between the state superintendent and the board. Involuntary suspension of local boards may occur if a school within the district has been rated probationary for two out of three consecutive years and has failed to meet the criteria for the extension of school improvement rating for two out of three consecutive years. NEW MEXICO REG 3611 (SN)
Title: 6.19.1, 6.19.2 NMAC
Source: StateNet
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| AK | Adopted 08/2002 | P-12 | Establishes the indicators and formulas used to measure school performance. http://www.eed.state.ak.us/regs/adopted/4AAC06_schooldesignators.pdf
Title: 4 AAC 06 - Article 4
Source: State of Alaska, Dept. of Education & Early Development
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| AK | Adopted 06/2002 | P-12 | Each school will receive accountability points for each student included in school accountability, based on their performance category ("Advanced," "Proficient," "Below Proficient," or "Not Proficient") Performance on Benchmark Test Accountability Points: Advanced 150, Proficient 100, Below Proficient 50, Not Proficient 20, Did Not Participate 0. A school may not exempt or excuse more than 3% of the total number of students enrolled in a grade. The school will receive zero points for students who are accountable but who did not participate, above 3% of the students enrolled in the tested grades; (3) The Status Index for each content area is calculated by adding the total number of points and dividing by the total number of students accountable. (4) The Benchmark Status Index for the school is calculated by adding the total number of index points across all content areas, and dividing by the number of content areas.
Title: 4 AAC 06
Source: http://www.eed.state.ak.us/regs/4AAC06SchoolDesignators.pdf
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| AZ | Signed into law 05/2002 | P-12 | Changes distribution deadline for state board's annual reports for every school and district and the state as a whole from July 1 to September 1; removes "grade equivalents" as an area in which standardized test scores by subject area are to be reported. http://www.azleg.state.az.us/legtext/45leg/2r/laws/0215.htm
Title: S.B. 1331
Source: www.azleg.state.az.us
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| AZ | Signed into law 05/2002 | P-12 | Requires that the academic achievement profile report for schools serving students grades K-8 include as indicators the Arizona Measure of Academic Progress and the Arizona Instrument to Measure Standards (AIMS) test. Academic achievement profile reports for schools serving students grades 9-12 must include as indicators the AIMS test, annual dropout and graduation rates. Establishes school classification system; requires department to determine criteria for each school's classification using specified methodology; requires each school's classification and criteria to appear on school report cards. Requires department to develop parallel achievement profile for accommodation schools, alternative schools, and schools serving fewer than 100 pupils. Addresses required actions of first-year and second-year underperforming schools, including underperforming charter schools. Creates consequences for failing schools that do not submit improvement plans and failing schools that do not make adequate improvement during two consecutive years of designation as such. Permits state board to allow governmental, nonprofit or or private organizations to submit applications to the state board to partially or fully manage the school. Sets out state board duties to periodically review performance of school operated by alternative providers as mentioned above. http://www.azleg.state.az.us/legtext/45leg/2r/laws/0284.htm
Title: H.B. 2658
Source: www.azleg.state.az.us
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| CO | Signed into law 05/2002 | P-12 | Requires state board to establish criteria and application process for a school to be designated an alternative education campus. Mandates that criteria and application process include specified components. Permits charter school meeting criteria to be designated an alternative education campus. Mandates that Colorado Student Assessment Program (CSAP) results for all part-time students at an alternative education campus be included in the school's academic performance and academic improvement ratings. However, any school designated an alternative education campus is exempt from receiving an academic performance or improvement rating unless the state board approves receipt of such ratings. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/631277866E3CECB087256B0300718AF9?Open&file=094_enr.pdf
Title: S.B. 94
Source: www.leg.state.co.us
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| KS | Signed into law 05/2002 | P-12 | Requires review of curriculum standards in certain core academic areas every five instead of three years. Changes date to requires state board to prepare public education performance report card on or before January 1 of each academic year. Eliminates language requiring Kansas, Inc. to perform a study to be conducted in 1997 evaluating changes in pupil performance attributable to the school accreditation system. http://www.kslegislature.org/bills/2002/9.pdf
Title: S.B. 9
Source: www.kslegislature.org
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| VA | Signed into law 03/2002 | P-12 | Directs the Board of Education to include, in its annual fall report on public education needs and schools failing to meet the Standards of Quality (SOQ), a complete listing of the current SOQ, justification for each standard, how long each standard has been in its current form, and whether the Board recommends any changes to the SOQ.
Title: H.B. 884, S.B. 350
Source: Lexis-Nexis/StateNet
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| WA | Signed into law 03/2002 | P-12 | Authorizes the Academic Achievement and Accountability Commission to set performance improvement goals for certain groups of students and dropout goals. The goals shall be consistent with student privacy protection provisions of RCW 28A.655.090(7) and shall not conflict with requirements contained in Title I of the federal elementary and secondary education act of 1965, as amended. The goals may be established for all students, economically disadvantaged students, limited English proficient students, students with disabilities, and students from
disproportionately academically underachieving racial and ethnic backgrounds. The commission may establish school and school district
goals addressing high school graduation rates and dropout reduction goals for students in grades seven through twelve. http://www.leg.wa.gov/pub/billinfo/2001-02/Senate/6450-6474/6456_sl_03192002.txt
Title: S.B. 6456
Source: www.leg.wa.gov
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| WV | Signed into law 03/2002 | Postsec. | Authorizes the rules relating to a higher education report card and performance indicators.
Title: S.B. 533
Source: Lexis-Nexis/StateNet
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| OH | Signed into law 11/2001 | P-12 | Repeals all former district performance indicators, and requires the state board to establish at least 17 new indicators annually through 2006, and every six years thereafter. Requires the state board to notify school districts of new indicators at least two years before they are included in the district's performance rating. Adds the new category of "excellent" to the district performance ratings and permits excellent districts, in addition to effective districts, to be free of certain mandates. Requires district performance ratings to be issued annually rather than triennially as under prior law. Requires the department fo issue report cards for individual buildings in addition to districts. Requires the disaggregation of data on the report cards according to age, race, ethnicity, gender, mobility, vocational education status, and economic status.
Title: S.B. 1
Source:
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| CA | Signed into law 10/2001 | P-12 | Establishes the High Priority Schools Grant Program for Low Performing Schools within the Public Schools Accountability Act. Requires a school that participates in the High Priority Schools Grant Program for Low Performing Schools that maintains kindergarten or any of grades 1 to 5 to jointly develop with parents, for all children enrolled at the schoolsite, a school-parent compact. Provides alternate sanctions to which a school is subject if it does not meet its growth target.
Title: A.B. 961
Source: Lexis-Nexis/StateNet
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| OR | Signed into law 08/2001 | P-12 | Encourages school districts to implement programs to improve student performance and school personnel satisfaction such as the Initiative for Quality in Education; provides the programs shall allow schools to achieve their individual and unique goals as reflected by their local communities; requires the Superintendent of Public Instruction to include certain data in the school performance reports as specified.
Title: S.B. 811
Source: http://www.leg.state.or.us/01reg/measures/sb0800.dir/sb0811.en.html
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| NH | Vetoed 07/2001 | P-12 | Establishes criteria for measuring school performance standards and creates a watch list for schools which are not making satisfactory progress in school performance areas; establishes an education improvement fund in the Department of Education, which shall be funded by a transfer from the Education Trust Fund in the amount of one-third of 1% of the statewide cost of an adequate education for all pupils.
Title: S.B. 164
Source: Lexis-Nexis/StateNet
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| CO | Signed into law 06/2001 | P-12 | Directs new rankings for school report cards; adds new categories of information to be included in school report cards; requires low performing schools to develop a school improvement plan; provides for financial assistance on a matching basis for certain low and unsatisfactory schools by the state board of education.
Title: S.B. 98
Source: Lexis-Nexis/StateNet
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| DE | Signed into law 06/2001 | P-12 | Relates to school and district accountability for student outcomes; provides for notification to the public of school rankings; provides technical and financial assistance to schools classified as needing improvement.
Title: H.B. 220
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/2001 | P-12 | Texas law defines a "student at risk of dropping out of school" by age
rather than grade level for students in grade levels higher than seventh
grade. This definition is used in determining portions of a school
district's funding. S.B. 702 expands the definition of "student at risk of
dropping out of school," and sets forth guidelines for administering and
funding of a compensatory and accelerated instruction program in public
schools.
Title: S.B. 702
Source: http://www.senate.state.tx.us/
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| FL | Filed as Chapter No 05/2001 | P-12 | 2001-90. Revises provisions relating to the designation of school performance grade categories; revises the basis for such designations; revises provisions relating to statewide annual assessments; revises provisions relating to the use of a statistical system for assessment; requires the Commissioner of Education to establish a schedule for administration of assessments; reenacts provisions relating to procedures for certain supplements for teachers based on certain criteria.
Title: H.B. 1633
Source: Lexis-Nexis/StateNet
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| IN | Signed into law 05/2001 | P-12 | Section formerly required each school to develop staff performance evaluation plan that would examine each employee's performance. New language requires each school's staff performance evaluation plan to evaluate "the school's and the school's educators' performance." Former language said evaluation of employees' performance should be based on separate teacher and administrator performance indicators such as the development of parental involvement, student performance on assessments and the teacher's attendance rates for teachers; and student attendance and graduation rates, teacher/student ratio and classroom expenditures per student for administrators. New language deletes these requirements, replacing them with evaluation of performance based on the school's students' performance improvement level including student performance on assessment programs, graduation rates, student SAT scores, and local board-developed standards consistent with state academic standards and student performance improvement levels. Eliminates requirement that local board staff performance evaluation plan provide that teachers be evaluated twice each school year. Specifies that existing sections of code requiring every public school teacher to be employed on a statewide, unamended, uniform teacher's contract apply only to certified district employees. Specifies that a teacher's students' performance improvement levels on state assessment may be used as a factor, but not the only factor, to evaluate a teacher's performance.
Title: S.B. 165
Source: www.state.in.us/legislative
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| IN | Signed into law 05/2001 | P-12 | Eliminates language that defined "expected [school] performance level" by student attendance rates, remediation rates, assessment scores and graduation rates; replaces it with definition of "student performance improvement level" which refers to "improvement in student academic achievement established by the board," which must be at least as rigorous as the performance improvement level set by state board. Changes sections relating to school performance to reflect change from school performance objectives to student improvement levels. Specifies that board assessment and evaluation of education programs offered by the district must be on annual basis, and that assessment must consider the students' status regarding achieving student performance improvement levels. Replaces language requiring board to establish annual performance objectives for each school with language requiring board to establish annual student performance improvement levels for each school that are at least as rigorous as state board student performance improvement levels.
Title: S.B. 165
Source: www.state.in.us/legislative
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| OK | Signed into law 05/2001 | P-12 | Requires state to complete draft Academic Performance Index by July 13, 2001. On or before February 28, 2002, must file the final baseline Academic Performance Index with the governor. Makes assessments contigent on funding.
Title: S.B. 810
Source: http://www2.lsb.state.ok.us/2001-02SB/sb810_enr.rtf
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| SC | Signed into law 05/2001 | P-12 | Relates to the education oversight committee's academic performance ratings and performance indicators under the education accountability act, so as to provide that the committee in all ratings rather than just in the improvement rating shall consider certain criteria.
Title: H.B. 3600
Source: South Carolina Legislative Web Site
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| NM | Vetoed 04/2001 | P-12 | Relates to annual school accountability reporting. There are five indices through which public school performance shall be measured and reported to school districts: (1) student achievement as measured by a nationally norm-referenced or criterion-referenced test approved by the department of education or through a performance-based instrument to measure proficiency; (2) school safety; (3) the dropout rate; (4) attendance; and (5) parent and community involvement. Districts must give a nationally norm-referenced test, standards-based or performance-based assessment to all students enrolled in a public school or state institution in grades four (changed from grade three) through nine. Students with disabilities must participate in the test as determined on their individual education program. Students who have been assessed as non-English or limited English proficient using state-approved language assessments and meeting required thresholds shall be provided an alternative norm-referenced, performance-based or standards-based assessment in their primary language.
Title: S.B. 660
Source: New Mexico Legislative Web Site
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| CO | Signed into law 03/2001 | P-12 | Concerns the replacement of information on student dropout rates with information on school attendance rates in reports for elementary schools.
Title: H.B. 1222
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2000 | P-12 | Requires the State Department of Education to develop and recommend for adoption a standardized template for the school accountability report card, as specified, and definitions for the elements required to be included in the school accountability report card.
Title: S.B. 1632
Source: Lexis-Nexis/StateNet
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| AZ | Signed into law 04/2000 | P-12 | States the State Board of Education shall administer the standardized norm-referenced achievement test two times during each academic year to the random statewide representative sample of pupils selected by the technical advisory committee; states the State Board of Education shall administer a parent quality survey two times each academic year; states each school district or charter school in this state is eligible to revise its budget, as defined.
Title: S.B. 1139
Source: Lexis-Nexis/StateNet
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| CO | Signed into law 06/1999 | Postsec. | Revises the statewide expectations and goals under the quality indicator system for the statewide system of higher education so that the indicators used to measure performance of the institutions match the goals for the higher education system.
Title: S.B. 229
Source: Lexis-Nexis/StateNet
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| NE | Signed into law 05/1999 | P-12 | Sets parameters for one of the state performance indicators. Amends "(c) At least sixty percent of the graduating seniors in the local system have taken a standard college admission test" to include greater detail about the calculation of scores. One of several primary quality factors used as a basis for receiving "quality education incentive payments."
Title: L.B. 813
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 04/1999 | P-12 | Institutes a ranking of California's schools, with rewards for schools that improve and interventions in underperforming ones. Creates an Academic Performance Index (API).
Title: S.B. 1X
Source: California Department of Education
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| VA | Signed into law 03/1999 | P-12 | Provides that the Board of Education shall include consideration of special school division accomplishments, such as numbers of dual enrollments and students in advanced placement and International Baccalaureate courses, and participation in academic year Governor's Schools.
Title: H.B. 2077
Source: Lexis-Nexis/StateNet
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| WI | Signed into law 06/1998 | P-12 | Relates to information included in the annual school and school districts performance reports.
Title: A.B. 883
Source: Information for Public Affairs, Inc.
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| MI | Signed into law 12/1997 | P-12 | Requires MEAP and high school proficiency test scores to be used as an indicator in school improvement process; relates to supporting academic learning through professional development of teachers and administrators, collaborative efforts with supporting agencies and assistance districts.
Title: H.B. 5233
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 08/1997 | P-12 | Requires that the statewide model school accountability report card also include, as a school condition to be assessed, the quality of school nursing services. Requires a school district to include as part of its school accountability report card, an assessment of the number of full-time nurses employed by the school district, and whether the nurses employed by the school district meet the specifications of a school nurse as set forth in existing law.
Title: S.B. 305 School Accountability Report Card
Source: Lexis-Nexis/StateNet
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| Accountability--Reporting Results |
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| LA | Adopted 12/2012 | P-12 | Chapter 11, "School Performance Categories," provides that beginning with the release of 2012-2013 school accountability data, schools will receive A-F letter grades based on the school performance score (SPS) (§1101). Also calls for the identification of schools as gainers or "declining". Amends §1103, "Honor Rolls", which calls for the identification of schools receiving an A or B or whose graduation rate is greater than or equal to the state average. Adds §1105, which provides that if a turnaround operator takes over an entire school that was labeled "F" in the previous school year, the school's grade must be reported as "T" for the first two years of operation. Amends §1301, "Reward Eligibility."
Pages 60-61 of 276: http://www.doa.louisiana.gov/osr/reg/1212/1212.pdf
Title: LAC 28:LXXXIII, Chapter 11, 13
Source: www.doa.louisiana.gov
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| LA | Adopted 12/2012 | P-12 | Amends requirements for board of elementary and secondary education's annual rep0orting on state progress in reaching Louisiana's 2014 goal.
Amends various provisions of Chapter 31, "Data Correction and Appeals/Waivers Procedure."
Pages 63-64 of 276: http://www.doa.louisiana.gov/osr/reg/1212/1212.pdf
Title: LAC 28:LXXXIII, §2901, Chapter 31
Source: www.doa.louisiana.gov
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| CA | Signed into law 09/2012 | P-12 | From bill summary: Authorizes the superintendent of public instruction to develop and implement a specified program of school quality review to complement the Academic Performance Index (API), if an appropriation for this purpose is made in the annual budget act. Requires the state superintendent to annually provide to local educational agencies and the public an explanation of the individual components of the API and their relative values, and prohibits an additional element from being incorporated into the API until at least one full school year after the state board's decision to include the element into the API. Requires the state superintendent to annually determine the accuracy of graduation rate data, and deletes the requirement that the state superintendent report annually to the legislature on graduation and dropout rates. Authorizes the state superintendent to incorporate into the API the rates at which pupils successfully promote from one grade to the next in middle school and high school and matriculate from middle school to high school, as well as pupil preparedness for postsecondary education and career. Deletes the requirement that the API be used to measure the progress of specified schools and to rank all public schools for the purpose of the High Achieving/Improving Schools Program.
Requires that results from certain standards-based achievement tests and the high school exit examination constitute no more than 60% of the value of the index for secondary schools, commencing with the baseline API calculation in 2016 (currently these test results constitute at least 60% of the value of the index). Requires the state superintendent, on or before October 1, 2013, to report to the legislature a method for increasing emphasis on pupil mastery of standards in science and social science through the system of public school accountability or by other means and an alternative method or methods, in place of decile rank, for determining eligibility, preferences, or priorities for any statutory program that uses decile rank as a determining factor.
Incorporates additional changes in Section 52052 of the Education Code, proposed by AB 1668 (http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1651-1700/ab_1668_bill_20120921_chaptered.pdf, chaptered 9/21/12), to be operative only if AB 1668 and this bill are both chaptered and become effective January 1, 2013, and this bill is chaptered last. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1451-1500/sb_1458_bill_20120926_chaptered.pdf
Title: S.B. 1458
Source: www.leginfo.ca.gov
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| MO | Signed into law 07/2012 | P-12 | School districts must include in their annual school accountability report card whether the school district currently has a state-approved gifted education program and the percentage and number of students being served by the program. http://www.senate.mo.gov/12info/pdf-bill/tat/SB599.pdf (page 9)
Title: S.B. 599- Gifted Education
Source: www.senate.mo.gov
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| OH | Signed into law 06/2012 | P-12 | Defines "career-technical planning district". Directs the state board, in consultation with the chancellor of the Ohio board of regents, any office within the office of the governor concerning workforce development, the Ohio association of career and technical education, the Ohio association of city career-technical schools, and the Ohio association of career-technical superintendents, to approve a report card for joint vocational school districts and for other career-technical planning districts that are not joint vocational school districts. Directs the state board to submit details of the approved report card to the governor, and certain legislative leaders principally responsible for education policy. Directs the department of education to annually issue a report card for each joint vocational school district and career-technical planning district, beginning with report cards for the 2012-2013 school year to be published by September 1, 2013. Requires the department to combine certain information so as to report it on the report card for joint vocational school districts and other career-technical planning districts (more details on this information on pages 46-52 of 592).
Pages 51, 53-54 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - Report Card for Joint Vocational School Districts & Other Career-Technical Planning Districts
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2012 | P-12 | Provides that when a student enrolls in a school operated by a school district, a school official with responsibility for admissions must provide the student's parent, during the admissions process, with a copy of the most recent public accountability report card. Pages 95-96 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - Public Accountability Report Card at Student Enrollment
Source: www.legislature.state.oh.us
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| AL | Signed into law 05/2012 | P-12 | Establishes legislative findings. Directs the state superintendent of education to develop a school grading system for schools and districts, using an A, B, C, D, F framework. In developing the system, directs the superintendent to seek input from specified stakeholders on how the system can reflect each school's overall academic proficiency as well as academic progress, along with other key performance indicators. Directs the state superintendent to prescribe the design and content of the school grading system by December 31, 2012, and provides legislative intent that the system be in place by the 2013-14 school year. Permits the state superintendent to assign grades to school feeder patterns or grades that reflect the fiscal health and fiscal efficiency of a school or school system. Provides relative to making grades available to the public and to parents of public school students. Requires that a school's grade, at a minimum, be based on a combination of student achievement scores, achievement gap, college and career readiness, learning gains, and other indicators as determined by the state superintendent.
Establishes the Legislative School Performance Recognition Program to recognize high performance and exemplary progress in school rankings, to be implemented no earlier than the school grading system's 2nd academic year of implementation, provided rules governing the program's administration and implementation have been promulgated by the state department of education. Provides for the awarding of financial awards to selected schools, subject to the availability of appropriated funds. Requires that funds be awarded on a competitive basis. Provides relative to awarding of funds to schools. Provides that a school eligible for an award is exempt from any statute or regulation related to the prescribed use of funds at the school level, or any categorical spending requirements imposed through the appropriation of funds from the state, except those requirements associated with the receipt of federal funds. Requires that a list of schools eligible for an award be posted annually on the department of education website. Provides that a school eligible for an award is eligible for this flexibility regardless of whether the school receives a financial award.
Title: H.B. 588
Source: Westlaw/StateNet
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| AZ | Signed into law 05/2012 | P-12 | Prohibits a school, charter school or school district from displaying a classification or ranking received from any public or private entity if the ranking or classification is no longer current, unless the date the classification or ranking was received is prominently shown and requires the Arizona Department of Education (ADE) to investigate any complaints it receives and issue a written notification to the school or district. http://www.azleg.gov/legtext/50leg/2r/laws/0360.pdf
Title: H.B. 2622
Source: azleg.gov
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| CT | Signed into law 05/2012 | P-12 | (Sec. 88) Requires SDE to annually make the following information available on its website: 1) the statewide performance management and accountability plan required by the amended school accountability law (§ 19); 2) a list of schools ranked from lowest to highest by SPI; 3) the formula and method the department used to calculate each school's SPI, and 4) the alternative versions of the formula used to calculate school subject indexes for non-elementary grades. http://www.cga.ct.gov/2012/ACT/PA/2012PA-00116-R00SB-00458-PA.htm
Title: S.B. 458
Source: cga.ct.gov
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| MS | Signed into law 05/2012 | P-12 | Relating to low-performing schools and school districts: Provides that if a local school district violates accreditation standards determined to be the basis for immediate withdrawal of accreditation, there shall be a show cause hearing conducted by the commission on school accreditation; Authorizes the parent or guardian of a child enrolled in a school district whose accreditation has been withdrawn to petition for a transfer into an accredited school district and to provide for the transfer of state adequate program funds to the transferee school district; Authorizes the State Board of Education to abolish a school district and administratively consolidate with one or more existing school districts in emergency situations with the approval of the transferee school district; Authorizes loans to school districts under conservatorship from the school district emergency assistance fund and provides that such fund is a special fund which shall not lapse into the state general fund; Authorizes and directs the State Board of Education and The State Department of Education to change the performance level terminology for schools and school districts to "A", "B", "C", "D" and "F" based on established benchmarks of student achievement and growth; Provides that such new terminology for accreditation rating purposes is effective upon full implementation of Common Core State Standards and Assessments; Provides that a board member or superintendent in office at the time the governor declares a state of emergency in a school district is not eligible to serve in that office in such school district and provides that the new superintendent in such school district be appointed.
http://billstatus.ls.state.ms.us/documents/2012/pdf/SB/2700-2799/SB2737SG.pdf
Title: S.B. 2737
Source: http://billstatus.ls.state.ms.us/
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| MS | Signed into law 05/2012 | P-12 | Authorizes and directs the State Board of Education and the State Department of Education to change the performance level terminology for schools and school districts to "A", "B", "C", "D" and "F" based on established benchmarks of student achievement and growth. Provides that such new terminology for accreditation rating purposes shall be effective upon full implementation of Common Core State Standards and Assessments.
http://billstatus.ls.state.ms.us/documents/2012/pdf/SB/2700-2799/SB2776SG.pdf
Title: S.B. 2776
Source: http://billstatus.ls.state.ms.us/
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| TN | Signed into law 05/2012 | P-12 | Directs commissioner of education to establish appropriate performance goals and measures for LEAs. Rewards LEAs that reach the achievement and achievement gap closure targets. Stipulates corrective action for LEAs that do not meet targets. Requires public reporting at least every three years. Defines accountability rankings for LEAs. Details three types of interventions for low-achieving schools: school turnaround through school improvement grant (SIG); turnaround through creation of LEA Innovation Zone; or placement into achievement school district. Authorizes commissioner to appoint individuals, nonprofit or governmental entities to manage school operations when founding an achievement school district.
http://www.capitol.tn.gov/Bills/107/Bill/SB2208.pdf
Title: S.B. 2208
Source: http://www.capitol.tn.gov
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| FL | Signed into law 04/2012 | P-12 | Requires a school improvement plan to include strategies for improving student achievement if a school has a significant student achievement gap for one or more subgroups, has not significantly decreased the percentage of students scoring below satisfactory on statewide assessments, or has significantly lower graduation rates for a subgroup compared to the state's graduation rate. Revises provisions requiring a charter school to implement a school improvement plan to raise student achievement. Revises corrective actions to be selected and implemented by a low-performing charter school. Provides requirements for implementation of corrective actions and intervention and support strategies identified in a charter school's school improvement plan. Provides for termination of a charter school not making continuous improvement unless it meets specified criteria. Revises provisions relating to the state board's authority to enforce public school improvement, to require the state board to comply with the federal flexibility waiver approved by the U.S. secretary of education. Beginning with the 2011-12 school year, directs the department of education to annually identify each public school in need of intervention and support to improve student academic performance. Defines all schools earning a grade of "D" or "F" as schools in need of intervention and support. Directs the state board to adopt by rule a differentiated matrix of intervention and support strategies for assisting traditional public schools and rules for assisting a charter school that has earned a "D" or "F." Specifies that the state board must apply the most intense intervention and support strategies to schools earning an "F" grade. Deletes department duties relating to the categorization of low-performing schools. Provides state board, district, and school requirements for implementing strategies and turnaround options to improve school performance. Revises turnaround options available to a district, and requires state board approval of the option selected for implementation. Directs the state board to adopt rules relating to plans for implementing turnaround options. Requires districts, for the 2012-13 school year, to use 15% of their Title I funds to meet supplemental educational services requirements. Requires that supplemental educational services be provided in Title I schools to students performing at Level 1 or Level 2 on the FCAT. Requires each district to contract with department-approved supplemental educational service providers. Revises the contents of the annual report of statewide assessment program results. Requires school report cards to include the percent of students performing at or above grade level and making a year's learning growth in a year's time in reading and math. Revises certain criteria on which school letter grades are based, including permitting more than 50% of a high school's grade to be based on specified factors (previous legislation made specified factors 50% of a high school's letter grade). Includes Postseconary Education Readiness Test as part of calculation of high school's letter grade. Amends methodology for calculating a school district's grade. Requires district grades to be calculated using student performance and learning gains data on statewide assessments for students enrolled in a district for a full school year. http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7127er.docx&DocumentType=Bill&BillNumber=7127&Session=2012
Title: H.B. 7127 - School Improvement and Education Accountability
Source: myfloridahouse.gov
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| GA | Signed into law 04/2012 | P-12 | Directs the office of student achievement to work in coordination to review, and revise as necessary, indicators of quality. Requires such review to be conducted annually, rather than biennially. Requires that school and school system indicators include financial efficiency and school climate, and permits the office to include other indicators. Requires quality of learning indicators to be based on student achievement, achievement gap closure, and student progress, and to be disaggregated by all subgroups as required by the Elementary and Secondary Education Act. Deletes existing student achievement and school performance indicators. Identifies permissible components of financial efficiency and school climate determinations. Requires financial efficiency and school climate to be rated from 1 to 5 stars, and requires each of these ratings to be included on school and school system report cards, along with an explanation of the criteria that inform each of these ratings.. Requires school and school system quailty of learning ratings to be a numerical score on a scale of 0-100, with a majority of the quality of learning score based on student achievement. Requires school completion data to be included in school and school system indicators of quality of learning. Requires school and school system report cards to include performance data on quality of learning, financial efficiency, and school climate. Repeals language requiring school performance data in report cards to be compared to specified other performance indicators. Requires statewide report card to include rating for each school and school system (previously only school ratings included). Makes awarding of financial financial awards by director of office of student achievement optional rather than mandatory, and bases awards on reduction of achievement gap. Adds unacceptable progress in achievement gap closure to grounds for assistance and intervention in a school. http://www.legis.ga.gov/Legislation/20112012/127822.pdf
Title: S.B. 410
Source: www.legis.ga.gov
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| AZ | Signed into law 03/2012 | P-12 | Enables a school that is assigned a letter grade of "D" for less than three consecutive years to also be assigned a letter grade of "F" if State Board of Education determines that it is not reasonably likely that the school will achieve an average level of performance within the next two years. http://www.azleg.gov/legtext/50leg/2r/laws/0076.pdf
Title: H.B. 2663
Source: azleg.gov
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| OR | Signed into law 03/2012 | P-12 | Establishes and sets membership for the Task Force on Accountable Schools to develop a plan to improve accountability practices for schools and make recommendations.(sec. 22)
http://www.leg.state.or.us/12reg/measpdf/hb4000.dir/hb4014.en.pdf
Title: H.B. 4014
Source: leg.state.or.us
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| UT | Signed into law 03/2012 | P-12 | Directs the state board to determine how reporting requirements may be modified or eliminated to reduce the time district and charter school personnel spend in completing reports. Directs the state board to seek to eliminate redundancy in reporting information and consider eliminating a report that has low value compared to the time and effort spent to produce the report. Directs the state board to report to the Education Interim Committee by October 2012 on state board actions to modify or eliminate reporting requirements, and recommendations for the elimination or modification of reporting requirements imposed by state statute. Repeals these provisions effective July 1, 2013. http://le.utah.gov/~2012/bills/hbillenr/hb0500.pdf
Title: H.B. 500
Source: le.utah.gov
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| WY | Signed into law 03/2012 | P-12 | Establishes indicators to measure student achievement and school-level performance. Stipulates that indicators will be used to create an overall school performance rating system. Details rewards and sanctions based on where schools are rated. Requires the state board to publish performance reports comparing school performance to established targets.
http://legisweb.state.wy.us/2012/Enroll/SF0057.pdf
Title: S.F. 57
Source: http://legisweb.state.wy.us
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| IL | Signed into law 01/2012 | P-12 | Directs the state board of education, through the state superintendent of education, by October 31, 2013 and each October 31 thereafter, to prepare a state report card, district report cards and school report cards, and provide each district with its district and school report cards by the most economic means. Repeals language establishing indicators for state, district and school report cards. Repeals provision directing each Chicago attendance center to prepare a report card in accordance with state guidelines. Directs the state superintendent to determine, in addition to any information required by federal law, the indicators and presentation of the school report card, including in Chicago. Requires that the report card include specified information related to (1) school characteristics and student demographics; (2) curriculum information, including as applicable Advanced Placement, International Baccalaureate, dual enrollment courses, foreign language classes, school personnel resources (including Career Technical Education teachers), before- and after-school programs, extracurricular activities, health and wellness initiatives (including the average number of days of physical education per week per student), awards received, community partnerships, and special programs such as programming for the gifted and talented, students with disabilities, and work-study students); (3) student outcomes, including as applicable the percentage of 8th graders who pass algebra, the percentage of students enrolled in post-secondary programs within two semesters of high school graduation, the percentage of students graduating high school college-ready and/or career-ready, percentage of graduates enrolled in a remedial course; (4) student progress, including as applicable the percentage of 9th graders who have earned at least 5 credits without failing more than one core class, a measure of students' kindergarten readiness, a measure of growth, and the percentage of students entering high school on track for college and career readiness; (5) the school environment (including various indicators of student and teacher absenteeism, teacher and principal turnover).
Clarifies that the school report card must allow current outcome, progress and environment data to be compared to the state average, to the school data from the past 5 years, and to the outcomes, progress and environment of similar schools based on the type of school and enrollment of low-income, special education, and limited English proficiency students. Provides that at the state superintendent's discretion, district report cards also include a subset of the aforementioned information required for school report cards, as well as information related to per-pupil operating expenses and other district finances, and state report cards include a subset of the information required for school report cards. Gives the state superintendent discretion at any time to amend or update any and all metrics on the school, district or state report card. Specifies that every district, within 30 calendar days of receipt of the district and school report cards, present such report cards at a regular school board meeting. Repeals provision that required districts to submit report cards to the office of the district's regional superintendent. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0671.pdf
Title: H.B. 605
Source: www.ilga.gov
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| NM | Adopted 01/2012 | P-12 | Requests a work group to review the public school reporting requirements.
http://www.nmlegis.gov/Sessions/12%20Regular/memorials/house/HM013.pdf
Title: H.M. 13
Source: http://www.nmlegis.gov
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| MI | Signed into law 12/2011 | P-12 | Requires the board of a schooldistrict or ISD or the board of directors of a PSA to post a notice of the adequate yearly progress (AYP) status of each school it operates on the homepage of its website, within 20 days after the board is informed of the AYP status of its schools for purposes of the No Child Left Behind Act, for the most recent school year for which it is available. Also, within 20 days after Department of Education informs the board or board of directors of the accreditation status of its schools for the most recent school year for which it is available, the board must post a notice of the accreditation status of each school it operates on the homepage of its website. [taken directly from bill]
http://www.legislature.mi.gov/documents/2011-2012/publicact/pdf/2011-PA-0277.pdf
Title: S.B. 618
Source: legislature.mi.gov
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| NV | Signed into law 06/2011 | P-12 | Creates the Office of Parental Involvement and Family Engagement within the Department of Education. Describes the duties of the office, which include adopting policies and developing a list of practices designed to increase the involvement of parents and the engagement of families in the support of the education of their children. Revises the contents of the annual reports of accountability for school districts prepared by school districts to include information on the involvement of parents and the engagement of families in the education of their children.Revises requirement that all school districts develop a plan for improving the pupil achievement to require that such plans include strategies and practices to improve and promote effective involvement and engagement of parents and families. Requires the Commission on Professional Standards in Education to prescribe coursework on parental involvement and family engagement. Revises the membership of the Statewide Council for the Coordination of the Regional Training Programs to include the Director of the Office of Parental Involvement and Family Engagement. Requires the Statewide Council to establish a statewide program for teachers and administrators concerning parental involvement and family engagement. Requires the regional training programs for the professional development of teachers and administrators to provide training on parental involvement and family engagement.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB224_EN.pdf
Title: A.B. 224
Source: http://www.leg.state.nv.us
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| OR | Signed into law 06/2011 | P-12 | Requires education service districts (ESDs) to prepare annual audit of district books and accounts. Authorizes Oregon Department of Education (ODE) to withhold State School Fund (SSF) distributions from ESDs if auditing deficiencies are identified.
http://www.leg.state.or.us/11reg/measures/sb0001.dir/sb0027.en.html
Title: S.B. 27
Source: http://www.leg.state.or.us
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| SC | Signed into law 06/2011 | P-12 | Suspends the requirement that the Department of Education (DOE) provide printed copies of 2011 district and school report cards. Requires a school district or school within the district to provide parents with a link to the report cards via email or other communication methods upon certain conditions. Requires the DOE to suspend writing assessments for certain grades and to provide that writing assessments may not be used in growth calculation. Suspends the requirement that schools advertise district and school 2011 report cards, but requires the results to be provided to an area newspaper of general circulation. Allows high schools to offer state-funded WorkKey assessments to certain students. Provides for a one-year grace period for certain recipients of a South Carolina Teacher Loan and requires the South Carolina Student Loan Corporation to develop forms and procedures to implement the grace period. http://www.scstatehouse.gov/sess119_2011-2012/bills/3663.htm
Title: H.B. 3663
Source: http://www.scstatehouse.gov
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| IN | Signed into law 05/2011 | P-12 | Allows charter schools to opt in to the state health insurance plans. Establishes the charter school board as a statewide sponsor of charter schools. Provides that the department of education shall provide staff to the charter school board until the board begins receiving administrative fees from schools chartered by the board. Adds certain nonprofit private colleges and universities as eligible charter school sponsors. Establishes certain accountability criteria for charter school sponsors, and places charter schools under accountability standards for public schools. Adds: (1) student academic growth; (2) financial performance and stability; and (3) board performance and stewardship; to the list of items to be included in a charter school's charter. Requires uniform and consistent transfer of credits for students who transfer from a charter school to another public school. Stipulates that a teacher in a conversion charter school may be an employee of the charter school or the school corporation as determined in a charter school's charter. Provides that at least 90% of the full time teachers in a charter school must be licensed or in the process of obtaining a license. Ends the virtual charter school pilot program, and allows existing virtual charter schools to seek sponsors. Provides that a virtual charter school's funding is equal to the sum of: (1) the virtual charter school's ADM multiplied by 85% of the school's foundation amount (rather than 80% of the statewide average basic tuition support, under current law); plus (2) the total of any special education grants to which the virtual charter school is entitled. Provides that each school year, at least 60% of the students who are enrolled in virtual charter schools for the first time must have been included in the state's ADM count for the previous school year. Sets out the conditions, accounting process, and reporting procedures for a charter school sponsor concerning the collection of fees from its sponsored charter schools. Requires the department of education to establish a charter school page on the department's Internet web site. Establishes the charter school facilities assistance program and fund. Specifies the purposes for which grants and loans of money in the fund may be used. Provides that money in the fund may be used to match federal grants from the United States Department of Education for charter school facilities, and deletes current law that allows common school fund interest to provide these state matching funds. Changes the procedure for converting a public school into a charter school. Establishes a "trigger" for conversion of a school to a charter school with both parents and the school board signing off on the conversion. Establishes a process by which charter schools may lease or purchase unused, closed, or unoccupied school buildings that are maintained by school corporations and are not being used for classroom instruction. Permits the state board of education to close a charter school, transfer sponsorship of a charter school, or reduce the administrative fees collected by the sponsor of the charter.
http://www.in.gov/legislative/bills/2011/HE/HE1002.1.html
Title: H.B. 1002
Source: http://www.in.gov
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| MT | Signed into law 05/2011 | P-12 | Excerpts from the fiscal note: SB 329, as amended, increases the basic and per-ANB entitlements for K-12 public schools by 1.1% in FY 2012 and by 0.63% in FY 2013. The bill eliminates the 0.76% growth factor on school block grants after FY 2011 and retains oil and natural gas production taxes at the state level for school districts whose tax allocation exceeds 150% of the district's maximum or adopted general fund budget. SB 329 will create increased revenue in the state general fund of $11.3 million in FY 2012 and $1.1 million in FY 2013. Section 3 of the bill allows school districts to enter into multidistrict agreements to perform any services, activities, and undertakings of the participating districts. This section also authorizes each participating district to transfer funds into the interlocal cooperative fund from the general fund or any other budgeted fund of the district. Under SB 329, there is no limit on the amount that can be transferred from budgeted funds other than the school district general fund which is limited to the amount of the district's direct state aid (DSA).
Section 5(2), requires the OPI to develop publicly available district educational profiles that include include school district contact information, state criterion-referenced testing results, programs and course offerings, student enrollment and demographic information by grade level, and graduation rates. Section 5(3) requires each school district to annually report to the OPI the number and type of employee positions; compensation paid to each employee; the certification held by the employee and required by the position, student-teacher ratios by grade; the amount spent by the district for operation and maintenance and for debt service; district expenditures per pupil; the total budget for all funds; the total number of students enrolled and average daily attendance; the total amount spent by the district on extracurricular activities and the number of students who participated; and the number of students who entered 9th grade but did not graduate. Requires each district to post on its website copies of collective bargaining agreements and the district costs associated with employee union representation, collective bargaining, union grievance procedures, and litigation resulting from union employee grievances. Requires oil and natural gas production taxes allocated to a district to be distributed to the district in accordance with section 7 of SB 329. Effective July 1, 2012, establishes a state school oil and natural gas impact account to help counties and school districts that are not receiving oil and natural gas production taxes, but are impacted by oil and natural gas production, defray costs associated with increased school enrollments, teacher shortages, and infrastructure. The balance in the account may not exceed $7.5 million. Any amount in excess of $7.5 million must be deposited in the state general fund.
Fiscal note: http://data.opi.mt.gov/bills/2011/FNPDF/SB0329.pdf
Full text: http://data.opi.mt.gov/bills/2011/billpdf/SB0329.pdf
Title: S.B. 329
Source: http://data.opi.mt.gov/bills/2011
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| NV | Signed into law 05/2011 | P-12 | Section 1 of this bill removes the requirement that the automated system of accountability information have the capacity to identify which paraprofessionals are assigned to provide services to individual pupils and removes the requirement that the information on pupil achievement maintained in the system be used to evaluate paraprofessionals. Under existing law, the board of trustees of each school district and the governing board of each charter school are required to administer certain examinations to determine the achievement and proficiency of pupils and to report the results of those examinations to the Department of Education. Section 2 and 3 revise the manner in which the results of pupils on those examinations are reported by requiring the governing body of each charter school to submit the results and other required information through the sponsor of the charter school.
Title: S.B. 35
Source: http://www.leg.state.nv.us
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| NV | Signed into law 05/2011 | P-12 | Revised the requirements for the reports of accountability information prepared by the State Board of Education and the board of trustees of each school district to include: (1) certain information relating to adult diplomas; and (2) reports on incidents resulting in suspension or explusion for bullying, cyber-bulling, harassment and intimidation.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB138_EN.pdf
Title: A.B. 138--Report Cards
Source: http://www.leg.state.nv.us
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| OK | Signed into law 05/2011 | P-12 | Adds a new section of that that requires the assignment and reporting of school grades. Requires that grades of schools be based 33 percent upon test scores, 17 percent learning gains in reading and mathematics, 17 percent on improvement of the lowest 25th percentile of students in the school in reading and mathematics on criterion-referenced tests and end-of-instruction tests and 33 percent on whole school improvement. For middle school grades and elementary school grades, total school improvement will be based upon the drop-out rate, the percentage of students taking higher level coursework at a satisfactory or higher level and any other factors selected by the superintendent of public instruction.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1456%20ENR.DOC
Title: H.B. 1456
Source: http://webserver1.lsb.state.ok.us
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| AR | Signed into law 04/2011 | P-12 | Requires the annual school performance report to be submitted to the Senate and the House Committees on Education.
Requires the annual school performance report to be made available on the Web sites of the department of education and school districts. Requires information about student participation in ACT or SAT testing and college preparatory enrichment programs in the annual school performance report.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/SB737.pdf
Title: S.B. 737
Source: http://www.arkleg.state.ar.us
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| AZ | Signed into law 04/2011 | P-12 | Directs each school district to submit the following to Arizona Department of Education and, if the district maintains a website, post a link on the website to where the reports are available on the Arizona Department of Education website: (1) the school district's annual financial report for the previous fiscal year by October 15; (2) the school district' proposed budget by July 5 or no later than the posted public notice of the mandatory public hearing; and (c) the final adopted budget by July 18. Chapter 197
http://www.azleg.gov/legtext/50leg/1r/bills/hb2421s.pdf
Title: H.B. 2421
Source: http://www.azleg.gov/
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| ID | Signed into law 04/2011 | P-12 | Modifies the duties of the state department of education to include the posting of a fiscal report card on each school district and charter school on the department's internet site.
Appends the Creation of Internet Based Expenditure Website data concerning all expenditures made by the education provider to include posting the annual budget approved by the education provider's governing board within thirty days after its approval, and any current master labor agreements approved by the education provider's governing board.
http://legislature.idaho.gov/legislation/2011/S1184.pdf
Title: S.B. 1184 - Accountability
Source: http://legislature.idaho.gov
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| WA | Signed into law 04/2011 | P-12 | Relating to second-class school districts and compliance reports. Permits second-class districts to submit condensed compliance
reports to the Office of Superintendent of Public Instruction (OSPI). Requires the OSPI to develop a condensed compliance report form for second-class districts. Adds a provision to numerous chapters of the common school code allowing second-class districts to satisfy any compliance reporting requirements in those chapters by submitting a condensed compliance report. Effective 07/22/2011
http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/Session%20Law%202011/5184-S.SL.pdf
Title: S.B. 5184
Source: http://apps.leg.wa.gov
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| UT | Signed into law 03/2011 | P-12 | Requires the state board of education to establish a school grading system in which a school receives a grade of A, B, C, D, or F based on the performance of the school's students on statewide assessments, and, for a high school, the graduation rate and measures that indicate college and career readiness. Directs the state board to model the school grading system using school performance data for the 2010-11 school year. Outlines method of calculating points for students' proficiency in language arts, math, science and writing, and for student learning gains in language arts, math and science. Requires that the school grading system take effect in the 2011-12 school year and replace the U-PASS accountability system. Imposes requirements for the reporting of a school's grade. Directs the state board of education to make rules to implement the school grading system, and make reports and recommendations for proposed legislation to the education interim committee. http://le.utah.gov/~2011/bills/sbillenr/sb0059.pdf
Title: S.B. 59
Source: le.utah.gov
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| WY | Signed into law 03/2011 | P-12 | State Board of Education:
--Pilot statewide benchmark adaptive assessment for school year 2011-2012
(1) Results of pilot program will be used to establish student achievement level alignment with the statewide summative
assessment and performance target levels for school year 2012-2013
(2) Report development and implementation of pilot program to Select Committee with a final report December 1, 2011
--State Board of Education to develop and implement statewide benchmark adaptive assessment for school year 2012-2013
(1) Benchmark adaptive reading and mathematic assessments administered at district level
(2) State Board of Education is to establish statewide standards for assessing student growth in math and reading for students in
grades K-8
(3) Statewide standards are to be separate from but correlated with the statewide assessment system
(4) Statewide standards shall include: (a) Uniform, statewide benchmark testing system; (b) Prescribed growth by subject area and
grade level; (c) Procedures for aligning benchmark assessment results, with 2011-2012 as baseline year; (d) Use of assessment
results to design educational strategies for improvement and enhancement of student performance
--State Board of Education is to align statewide assessment components with accountability system
--State Board of Education will review an alternative to current body of evidence system
(1) Provide a district level of assessment enabling considtent, comparable and aligned measures
(2) Provide multiple opportunities for students to demonstrate proficiency at the student, teacher, school and district levels
(3) Consider end-of-course examinations as an alternative to body of evidence system
(4) Goal is to replace current body of evidence system for school year 2012-2013
(5) State Board is to report to Select Committee on Accountability
--Changes to current statewide assessment system
(1) State board also tasked with developing a statewide multiple-choice, standardized summative assessment meeting the
minimum requirements of NCLB
(2) Statewide assessment will no longer require the comprehensive and in-depth measurement of state content and performance
standards (Stoplight Report)
(3) Develop an authentic statewide assessment of student writing skills which is: (a) Limited to one writing prompt in school year
2011-12, the initial year of implementation statewide as a pilot assessment; (b) Based upon research and encourages rigor in
the classroom; (c) Developed outside of and not as a part of the requirements under NCLB; (d) Administered separately and at
different times from the statewide summative assessment in other subject areas; (e) Fully implemented in the 2012-2013 school
year and each year thereafter; (f) At least 30 days prior to issuing a request for proposal to commence development and
implementation of a statewide summative assessment, the state superintendent shall submit the proposed RFP to the Select
Committee on Accountability for review
Local school district boards of trustees will:
--Continue to use "body of evidence" system until school year 2012-2013 to extent not inconsistent with growth assessment
features
--Implement the statewide benchmark assessment system established by the State Board of Education which requires
administration of benchmark testing not less than two times per year, with appropriate linkages to teachers and schools within
districts
--Statewide education accountability system requires evaluation of school principal performance by district superintendent
--Shall report in writing to State Board of Education verification of principal performance including that principals have scored
sufficiently to continue employment.
Act is effective immediately except for changes to statewide assessment which are effective July 1, 2012.
Title: S.F. 70--Assessment
Source: http://legisweb.state.wy.us
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| AK | Adopted 01/2011 | P-12 | Revises various provisions regarding the other academic indicator, including graduation rate, for school, district and state accountability. Repeals provision allowing target to be met by "any" improvement with provisions requiring differential improvement on the 4-year or 5-year extended graduation rate. Previously, 55.58% served as the minimum graduation rate target for public accountability; new rulemaking increases the minimum graduation rate target to 85%. Amends provisions relating to graduation rate for schools serving fewer than 25 students. Creates definition for "five year extended graduation rate." Creates definition of "émigré" for purposes of school, district and state accountability.
Title: 4 AAC 06.825, 895, 899
Source: AS 14.03.123 AS 13.07.060 AS 14.50.080
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| NY | Signed into law 08/2010 | P-12 | Amends provisions related to reporting violence and disruptive incidents in public schools. Repeals provision requiring commissioner to identify the schools and districts with the least and greatest incidence of violent and disruptive incidents, and the least and most improvement since the previous year(s). Replaces with provision directing the commissioner to compare the incidence of violent and disruptive incidents in schools and districts with other schools and districts based on similarity in size, grade levels and other characteristics, including student need and resources, as determined by the commissioner.
http://assembly.state.ny.us/leg/?default_fld=%0D%0A&bn=A11566&Summary=Y&Actions=Y&Text=Y
Title: A.B. 11566 - Section 4
Source: assembly.state.ny.us
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| TX | Adopted 07/2010 | P-12 | The Texas Education Agency (TEA) proposes an amendment to s.97.1005, concerning accountability and performance monitoring. The section describes the purpose of the Performance-Based Monitoring Analysis System (PBMAS) and manner in which school districts and charter school performance is reported. The section also adopts the most recently published PBMAS Manual. The proposed amendment would adopt applicable excerpts of the Performance-Based Monitoring Analysis System 2010 Manual. Earlier versions of the manual will remain in effect with respect to the school years for which they were developed. Adopted as published in the July 30, 2010 Texas Register (pp 5-10 of 51): http://www.sos.state.tx.us/texreg/pdf/backview/0730/0730adop.pdf
Title: 19 TAC 97.1005
Source: www.sos.state.tx.us
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| LA | Signed into law 06/2010 | P-12 | Requires each local public school system to post the four-year cohort graduation rate for each high school and for the system as a whole on its Internet website. Districts must send a written notice to the parent or other legal guardian of high school students that contains the four-year cohort dropout rate of the school and the number of students in the school that have been identified as failing pursuant to the school and district accountability system.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722458
Title: S.B. 753
Source: http://www.legis.state.la.us/
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| LA | Signed into law 06/2010 | P-12 | In addition to any other performance-related labels or designations assigned to schools and districts, the State Board of Elementary and Secondary Education, in consultation with parents, teachers, school administrators, and other education stakeholders, shall develop a letter grade system reflective of school and district performance. The letter grades will be included in school and district report cards.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722542
Title: H.B. 925
Source: http://www.legis.state.la.us/
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| OH | Signed into law 06/2010 | P-12 | Establishes the Healthy Choices for Healthy Children Council. Directs the council to:
(1) Monitor progress in improving student health and wellness
(2) Make periodic policy recommendations to the state board of education on ways to improve the nutritional standards for food and beverages served in public schools
(3) Make periodic recommendations to the department of education for the development of a clearinghouse of best practices in the areas of student nutrition, physical activity for students, and body mass index (BMI) screenings
(4) Assist the department of health in developing a list of resources on health risks associated with weight status, for distribution to parents
(5) Regularly review developments in science and nutrition to inform recommendations to the state board and department of education.
Requires the department of education, upon receipt of the council's initial recommendations, to establish a clearinghouse of best practices that schools may use to promote student health. Directs the department to update the clearinghouse as needed to reflect subsequent council recommendations.
Establishes new Section 3313.674, which requires students in kindergarten, 3rd, 5th and 9th grades to undergo a BMI and weight status category screening. Allows parents to opt their child out of screening requirement. Requires parents of each screened student to be notified of any health risks associated with the student's results and to be provided with information about appropriately addressing the risks. Requires local boards/charter school governing authorities to report aggregated BMI and weight status category data and any other demographic data required by the director of health, to the department of health. Allows a local board/governing authority to obtain a waiver from this requirement.
Directs the department of education to issue an annual report on public schools' compliance with new Section 3313.674. Establishes new Section 3313.6016, which directs the department of education, beginning in the 2011-12 school year, to administer a pilot program requiring daily physical activity for students. Permits any district, charter school, STEM school or nonpublic school to choose to participate; if a district elects to participate, requires all buildings operated by that district to participate. Specifies that participating schools must require students (grades K-12) to engage in at least 30 minutes of moderate to rigorous physical activity, not including recess, and that physical activity as part of a physical education course or before- or after-school activity may count towards this requirement. Identifies students excused from this requirement, including among others kindergarten students not enrolled in a full-day kindergarten program. Requires participating districts or schools to report to the department how the 30 minutes of daily physical activity was implemented and the financial cost of implementation; requires the department to issue an annual report of this data.
By December 31, 2011, directs the state board of education to develop a measure of (1) student success in meeting benchmarks in the physical education standards; (2) compliance with the requirements for local wellness policies prescribed by the federal "Child Nutrition and WIC Reauthorization Act of 2004"; (3) whether a school or district is complying with or operating under a waiver from Section 3313.674; and (4) whether a district or building is participating in the physical activity pilot program established through new Section 3313.6016. Requires the measure to be included in building and district report cards, beginning with report cards issued for the 2012-13 school year, but specifies that the measure will not be a factor in performance ratings issued. Permits the department to accept, receive and expend gifts, devises or bequests of money for the purpose of establishing this measure.
Amends high school graduation requirements to require the half-unit of health to include instruction in nutrition and the benefits of nutritious foods and physical activity for overall health.
Requires that each public, charter and STEM school teacher hired after July 2013 to teach physical education holds a valid license for teaching physical education.
Pages 1-14, 22 and 28-29 of 32: http://www.legislature.state.oh.us/BillText128/128_SB_210_EN_N.pdf
Title: S.B. 210, Part I
Source: www.legislature.state.oh.us
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| OK | Signed into law 06/2010 | P-12 | Creates the school district transparency act; requires school district expenditure information be made available on state department of education website. Requires the Department to make the data available on its website within 120 days of transmission of the expenditures to the Department by the school district.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB1633_ENR.RTF
Title: S.B. 1633
Source: http://webserver1.lsb.state.ok.us
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| ID | Signed into law 04/2010 | P-12 | The purpose of this legislation is to provide public transparency for the spending of Idaho's public
school districts and other education providers. By the end of 2010, the legislation requires that
each school district with over 300 students to post on the internet all of their expenditures in either
a nonsearchable pdf format, a searchable pdf format, a spreadsheet or in a database format.
The internet based website will contain only information that is a public record. Chapter 263
http://www.legislature.idaho.gov/legislation/2010/H0699.htm
Title: H.B. 699
Source: http://www.legislature.idaho.gov
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| TN | Signed into law 04/2010 | P-12 | Requires the Commissioner of Education to include a description of short and long-term educational programs that are
offered to juveniles in detention facilities and the number of juveniles served in the Commissioner's annual report.
http://www.capitol.tn.gov/Bills/106/Bill/SB2198.pdf
Title: S.B. 2198
Source: http://www.capitol.tn.gov
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| UT | Signed into law 03/2010 | P-12 | Modifies the state superintendent's annual report of the public school system by: (1) requiring reporting of data on average class sizes calculated in accordance with state board of education rule; (2) modifying the reporting of pupil-teacher ratios and (3) deleting the reporting of pupil-adult ratios. Rewrites statutory language on method for calculating school and district pupil-teacher ratios in the state superintendent's annual report. Requires data on pupil-teacher ratios to additionally be reported by district, and by state-level aggregate for charter schools and public schools. Requires the section of the state superintendent's annual report dealing with pupil-teacher ratios to indicate the Web site where pupil-teacher ratios for each school in the state may be accessed. Requires data on charter school funding, including state allocations and local expenditures, to be included in the state superintendent's annual report.
Specifies how average class size at the elementary and secondary school levels must be reported. Requires that special education classes and online classes be excluded when determining average class sizes at the elementary and secondary school levels. http://le.utah.gov/~2010/bills/sbillenr/sb0056.pdf
Title: S.B. 56
Source: le.utah.gov
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| UT | Signed into law 03/2010 | P-12
Postsec. | Section 1: Directs the state board, by December 31, 2010, to review mandates provided for in administrative rule, to determine whether some could be waived to remove funding pressures on public schools temporarily.
Sections 2-4: Eliminates the requirement to administer criterion-referenced tests to students in grade 2. Directs the state board, before the October 2010 Education Interim Committee meeting, to present its plan for a pilot program for the 2010-11 and 2011-12 school years to (1) replace the 10th-grade basic skills competency test with computer adaptive testing of basic skills, and (2) administer the ACT exam to high school students. Directs the state board to implement such a pilot program during the 2010-11 and 2011-12 school years. Exempts districts and charter schools from administering the 10th-grade basic skills competency test during the the 2010-11 and 2011-12 school years. Directs the state board to re-direct the money saved by not administering the 10th-grade basic skills competency test to fund implementation of the pilot program during the 2010-11 and 2011-12 fiscal years. Exempts a student from the 10th-grade basic skills competency test requirement if the student was in 10th grade in the 2008-09 or 2009-10 school years and did not pass the competency test (10th-grade basic skills competency test functions as exit exam unless certain waivers apply).
Section 5: Exempts local boards from the requirement to develop and administer activity disclosure statements for high school-level extracurricular activities (as called for in Section 53A-3-420) until the 2012-13 school year.
Section 6: Exempts the state board, until the 2012-13 school year, from the requirements called for in Section 53A-3-602.5 to annually (1) develop a school performance report for schools, districts and charter schools, and (2) collect and electronically report specified performance data for schools, districts and charter schools.
Section 7: Exempts a school district from certain requirements related to the disposal of textbooks until the 2012-13 school year.
Section 8: Until the 2012-13 school year, releases districts from the requirement in Section 53A-13-107 that an annual presentation on adoption be given to students in grades 7-12.
Section 9: Until the 2012-13 school year, releases districts from the requirement in Section 53A-14-107 regarding alignment of primary instructional materials aligned with the core curriculum adopted under Section 53A-1-402.
http://le.utah.gov/~2010/bills/hbillenr/hb0166.pdf
Title: H.B. 166
Source: le.utah.gov
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| VA | Signed into law 03/2010 | P-12 | Requires each local school board to include in its annual report to the Board of Education the number of students who passed the state Workplace Readiness Skills assessment.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB630ER+pdf
Title: S.B. 630
Source: http://leg1.state.va.us/
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| WA | Signed into law 03/2010 | P-12 | Relates to school finance; provides that school districts must comply with building energy requirements only to the extent funds are available; provides that online access to certain information for parents concerning vaccines, child abuse, and other matters satisfies certain requirements; makes other changes concerning traffic safety courses, college credit programs, employee training programs, certain curriculum and special education requirements, student assessments and learning plans, and other matters. Chapter 244
Title: S.B. 6604
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 02/2010 | P-12 | Requires each local school board to include in its annual report to the Board of Education the number of students who passed Virginia's Workplace Readiness Skills assessment. This number is in addition to the current related reporting requirements of the number of industry certifications obtained, state licensure examinations passed, and career and technical education completers who graduate; requires all four numbers to be reported as four separate categories on the School Performance Report Card.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB566ER+pdf
Title: H.B. 566
Source: http://leg1.state.va.us
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| IL | Signed into law 08/2009 | P-12 | Requires teacher supply and demand reports to be published every three years instead of annually. Deletes provision that adequate yearly progress for students with disabilities must be based on students' individual education plans. Provides that schools and districts that do not submit accurate data within the state board's timeframes may have federal funds withheld. Eliminates provision that schools and districts that do not make adequate yearly progress in same subgroup in two consecutive years or successive years are subject to accountability provisions. Requires schools to make adequate yearly progress for two consecutive years (previously was one year) to be removed from any accountability warning designation. Replaces reference to state board's "research department" with reference to "data division." Pages 1-11 of 63: http://www.ilga.gov/legislation/96/SB/PDF/09600SB1977lv.pdf
Title: S.B. 1977 - Reporting, Accountability and Data
Source: www.ilga.gov
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| LA | Signed into law 07/2009 | P-12 | Requires districts to provide uniform data collection and reporting for how finance formula funds are spent on certain students and activities, including: at-risk students, career and technical education course units, special education students other than gifted and talented students, and gifted and talented students, professional services, instructional materials, equipment and supplies.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=667658
Title: H.B. 821
Source: http://www.legis.state.la.us/
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| OH | Signed into law 07/2009 | P-12 | Partially from the DOE summary of H.B. 1:Modifies the current requirement for the state board to develop a standard for reporting financial information to the public. Requires districts and educational service center boards to report revenues and expenditures by school building, including expenditures for salaries, and with expenditures for classroom teachers, other certified staff, and all other employees reported separately, as well as per-pupil expenditures per building.
Provides that the state board's existing minimum standards for all public schools must require instructional materials and equipment, including library materials, to be aligned with the academic content standards. Directs the state board to adopt minimum operating standards for school districts, which districts must comply with unless they receive a waiver from the state superintendent. According to DOE summary, the operating standards override any conflicting provisions of a collective bargaining agreement. Provides the operating standards must include:
(1) Standards for the effective and efficient organization, administration and supervision of districts (full text of this provision in "full text" field below)
(2) Standards for the establishment of business advisory councils and family and civic engagement teams by school districts
(3) Standards incorporating the classifications for the components of the adequacy amount under Chapter 3306 of the Revised Code into core academic strategy components and academic improvement components, as specified in rules adopted under section 3306.25 of the Revised Code
(4) Standards for school district organizational units, as defined in sections 3306.02 and 3306.04 of the Revised Code, that require:
(i) The effective and efficient organization, administration and supervision of each school district organizational unit so that it becomes a thinking and learning organization according to principles of systems design and collaborative professional learning communities research as defined by the state superintendent, including a focus on the personalized and individualized needs of each student; a shared responsibility among organizational unit administrators, faculty and staff to develop a common vision, mission and set of guiding principles; a shared responsibility among organizational unit administrators, faculty and staff to engage in a process of collective inquiry, action orientation and experimentation to ensure the academic success of all students; commitment to job-embedded professional development and professional mentoring and coaching; established periods of time for teachers to pursue planning time for the development of lesson plans, professional development, and shared learning; commitment to effective management strategies that allow administrators reasonable access to classrooms for observation and professional development experiences; commitment to teaching and learning strategies that utilize technological tools and emphasize inter-disciplinary, real-world, project-based, and technology-oriented learning experiences to meet the individual needs of every student; commitment to high expectations for every student and commitment to closing the achievement gap so that all students achieve core knowledge and skills in accordance with the statewide academic standards adopted under section 3301.079 of the Revised Code; commitment to the
use of assessments to diagnose the needs of each student; effective connections and relationships with families and others that support student success; commitment to the use of positive behavior intervention supports throughout the organizational unit to ensure a safe and secure learning environment for all students
(ii) A school organizational unit leadership team to coordinate positive behavior intervention supports, family and civic engagement services, learning environments, thinking and learning systems, collaborative planning, planning time, student academic interventions, student extended learning opportunities, and other activities identified by the team and approved by the district board of education. Provides that the team must include the building principal, representatives from each collective bargaining unit, the building lead teacher, parents, business representatives and others that support student success.
Eliminates requirement that state board develop a state plan for technology to encourage the use of technology in educational settings.
DOE summary document: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Bill text (pages 979-984 of 3120): http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.07
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Amends types of data that must be maintained in the education management information system (EMIS http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=1281). Adds that EMIS must include data on achievement levels on college and work ready assessments as created by 3301.0712 (as created in 2009 H.B. 1). Eliminates requirement that EMIS report the percentage of students receiving corporal punishment. Replaces "master teacher" with "lead teacher" in requirement that EMIS report on the number of such teachers in each district and building.
Pages 1003-1013 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.0714
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Partially from the DOE summary of H.B. 1:
3302.01: Amends performance index score to reflect combination of reading and writing tests into one English language arts test.
3302.02: Eliminates the requirement that there be a minimum of 17 performance indicators. Requires the state board, within a year of adoption of rules for implementation of the new assessment system for high school graduation and once every six years thereafter, to establish new performance indicators for district and school report cards, based on recommendation of the state superintendent. By December 31, 2011, requires the state board, upon recommendation of the state superintendent, to establish a performance indicator reflecting the level of services provided to, and the performance of, students identified as gifted.
Pages 1046-1047 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3302.01 and 3302.02
Source: www.legislature.state.oh.us
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| CT | Signed into law 06/2009 | P-12 | Adds truancy data to annual school report cards. The bill spells out all data that schools are required to report on an annual basis to the commissioner of education. The bill also addresses the reduction of duplicate reports by the department of information technology.
http://www.cga.ct.gov/2009/ACT/Pa/pdf/2009PA-00143-R00SB-00940-PA.pdf
Title: S.B. 940
Source: http://www.cga.ct.gov/
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| TX | Signed into law 06/2009 | P-12 | Directs the state education agency to develop and maintain a comprehensive schedule that addresses all district reporting requirements (including those imposed by entities other than the state education agency), and that specifies the date by which a school district must comply with each requirement. Directs the state education agency to determine the manner in which the schedule is made readily accessible to school districts. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03041F.pdf
Title: H.B. 3041
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Deletes provision that education Internet portal provides secure access to student assessment data. Amends 32.258 to direct the state education agency to create a student assessment data portal for use by school districts, teachers, parents, students and public institutions of higher education. Provides the portal must allow:
(1) Students and parents to easily access the student's individual assessment data. The system must allow students and parents to track a student's progress on assessment requirements for graduation.
(2) Authorized district employees, including teachers, to readily access individual assessment data of district students
(3) Authorized employees of public postsecondary institutions to readily access individual assessment data of students applying for admission for use in developing strategies for improving student performance
(4) Public access to general student assessment data.
Requires student assessment data in the portal to be available by the first instructional day of the school year following that in which the data is collected, and to include student performance data on assessment
instruments over multiple years, beginning with the 2007-2008 school year, including any data indicating progress in student achievement. Specifies the system must permit comparisons of student performance information at the classroom, campus, district and state levels.
Pages 42-45 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 48 and 49
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Creates new Subchapter J, "Parent and Educator Reports." Provides that in addition to the indicators adopted under Section 39.053, the commissioner must adopt indicators of the quality of learning for the purpose of preparing parent and educator reports, and review these indicators for possible revisions every other year. Provides performance on such adopted indicators must be evaluated in the same manner provided for evaluation of the student achievement indicators under Section 39.053(c). Requires indicators to include:
(1) Percentage of high school graduates who complete the minimum, recommended or advanced high school programs
(2) Results of the SAT, ACT, articulated postsecondary degree programs described by Section 61.852, and certified workforce training programs described by Chapter 311, Labor Code
(3) Subsequent state assessment scores of students who do not meet performance standards as established by Section 39.0241 or who do not pass state-level assessments
(4) Number of students at each campus who choose to complete the minimum high school program, disaggregated by major student subpopulations
(5) Specified remediation and student promotion indicators
(6) Percentage of limited English-proficient students exempted from the administration of an assessment instrument under Sections 39.027(a)(1) and (2)
(7) Percentage of students with disabilities assessed through assessment instruments developed or adopted under Section 39.023(b)
(8) Percentage of students who satisfy the college readiness measure
(9) Progress toward dual language proficiency under Section 39.034(b) for limited English-proficient students
(10) Percentage of students who are not educationally disadvantaged
(11) Percentage of students who enter an institute of higher education the year after high school graduation
(12) Percentage of students who complete the first year of postsecondary education without needing a developmental education course.
Specifies that performance on the indicators described by Section 39.053(c) and items (3), (4) and (9) above must be based on longitudinal student data that is disaggregated by the bilingual education or special language program that current or former limited English-proficient students are/were enrolled in.
Adds Section 39.302, which directs the state education agency to report to each district the comparisons of student performance made under Section 39.034 (annual improvement needed for a student to perform satisfactorily on grade 5 and 8 assessments and end-of-course assessments, page 67 of 180 of 2009 H.B. 3). Adds Section 39.303, which requires districts to provide each student's parent with a record of the comparisons made under Sections 39.302 and 39.034. Provides that for a student who did not perform satisfactorily on a state assessment, the district must include specific information in the notice about access to online educational resources at the appropriate assessment instrument content level, including educational resources described by Section 32.252(b)(2) and assessment instrument questions and answers released under Section 39.023(e).
Adds Section 39.304, which requires districts to provide teachers at the beginning of the school year with a record of the comparisons made under Sections 39.302 and 39.034. Requires report to go to each teacher for all students, including incoming students, who were assessed on a grades 3-8 assessment or high school end-of-course exam, and all students who took a grades 3-8 assessment or high school end-of-course exam the previous year. Provides the report must indicate whether the student performed satisfactorily or, if the student did not perform satisfactorily, whether the student met the standard for annual improvement.
Amends campus report card content. Repeals provision requiring campus performance to be compared to comparable campus group performance. Requires campus report cards to include the student achievement
indicators described by Section 39.053(c) and the reporting indicators described by Sections 39.301(c)(1) through (5). Requires district report cards to include information indicating the district's accreditation status and identifying each district campus awarded a distinction designation under Subchapter G or considered an unacceptable campus under Subchapter E
Pages 137-142 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part VIII (Parent and Educator Reports, Campus and District Report Cards)
Source: www.legis.state.tx.us
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| WI | Signed into law 06/2009 | P-12 | Provides that if a school board enters into an agreement with an American Indian tribe to establish a charter school, the board must, upon request, distribute to the parent or guardian of each student in the school a school and school district performance report that includes the information reported for traditional public schools, regardless of the location of the charter school. Requires such a school board to administer the state assessments to students in grades 4, 7, and 10 to students in the charter school. Requires such a charter school to be located either within the school district or within the boundaries of the tribe's or band's reservation. Requires the school board to determine whether the charter school is an instrumentality of the school district, regardless of the location of the charter school.
Page 468, 470, 471 of 692: http://www.legis.state.wi.us/2009/data/acts/09Act28.pdf
Title: A.B. 75
Source: www.legis.state.wi.us
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| CO | Adopted 05/2009 | P-12 | Expands mandatory school age to match current law and revises timelines for implementation of the on-time graduation and completion rates.
http://www.sos.state.co.us/CCR/NumericalSubDocList.do?deptID=4&deptName=300%20Department%20of%20Education&agencyID=109&agencyName=301%20Colorado%20State%20Board%20of%20Education&ccrDocID=2866&ccrDocName=1%20CCR%20301-67%20ADMINISTRATION%20OF%20COLORADO%20DATA%20REPORTING%20FOR%20SCHOOL%20ACCREDITATION
Title: 1 CCR 301-67
Source: http://www.sos.state.co.us/
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| MN | Signed into law 05/2009 | P-12 | Requires the statewide educational accountability and reporting system to measure and separately report the adequate yearly progress of schools and the academic growth of individual students. Requires the system to include statewide measures of high and low student academic growth. Requires school districts to annually determine whether schools meet federal expectations for student achievement. Requires the state's educational assessment system to measure individual students' educational growth. Directs the commissioner to annually report to the public and the legislature, beginning June 30, 2012, the organizational and curricular practices implemented by schools that demonstrate medium and high student growth.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| OK | Adopted 05/2009 | P-12 | Requires that a high school representative annually provide for review and discussion a report for each site regarding first-year college performance and remediation of local high school graduates.
Title: OAC 210:35-25-4
Source: Lexis-Nexis/StateNet
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| OK | Adopted 05/2009 | P-12 | Requires that a school representative annually report the dropouts for each school site that serves students in Grades 7-12 to the local school board following the certification of the same data to the State Department of Education for its annual statewide dropout report.
Title: OAC 210:35-25-3
Source: Lexis-Nexis/StateNet
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| TN | Signed into law 05/2009 | P-12 | Requires the Department of Education (DOE) to develop standards for parental involvement in K-12 public schools and include a report on local education agency (LEA) compliance at the district and school levels in the DOE Tennessee Education Report Card beginning in the 2010-11 school year and subsequent years.
http://www.capitol.tn.gov/Bills/106/Bill/SB0293.pdf
Title: S.B. 293
Source: http://www.capitol.tn.gov
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| CO | Signed into law 04/2009 | P-12 | Concerns education data reporting requirements; clarifies that the Education Data Advisory Committee is directed to review the reporting requirements imposed on districts and public schools; directs the committee to inform agencies of the estimated cost to districts and schools of complying with the proposed requirements; requires the committee to publish a written report listing data reporting requirements that are not cost-effective or that are duplicative; makes related changes.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/DC92B80DFED82CF48725754C000D957D?open&file=1214_enr.pdf
Title: H.B. 1214
Source: http://www.leg.state.co.us
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| IA | Signed into law 04/2009 | P-12 | Deletes several requirements for reporting (i.e., simply the number of graduates, rather than specifying that the number has to be calculated according to the NGA definition; and the number of students who graduated in past five years but were not proficient in core content areas). Deletes the requirement that diagnostic assessment results be reported to parents when students are performing below expected levels. Adds a provision that an area education agency director, officer, or teacher cannot act as an agent for textbook or athletic or similar sales in the local district or areas districts. Requires hearing dates and times for the school budget review committee located within the departmetn of education to be posted on the state departement Web site.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF687
Title: H.B. 687
Source: http://coolice.legis.state.ia.us/
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| NM | Signed into law 04/2009 | P-12 | Creates an alternative school accountability system pilot project; provides for data collection and analysis; provides for periodic reports to the Governor and the Legislature. The pilot system demonstrates the usefulness of a student growth model of accountability for targeting resources to improve elementary and middle schools most in need, and for recognizing elementary and middle schools that make the greatest progress in increasing student academic performance.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0156.pdf
Title: S.B. 156
Source: http://nmlegis.gov/
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| KY | Signed into law 03/2009 | P-12 | Repeals provisions relating to rewards for successful schools. Establishes provisions to recognize schools that would have been rewarded under the former system. Repeals provision directing the state board to develop a formula for a school accountability index.
Requires the state board, after adopting revised academic standards by December 15, 2010 and a revised assessment system for use in the 2011-12 school year, to adopt rules establishing a new accountability system based on the revised standards and assessments. Requires the accountability system to include the results of program assessments of arts and humanities, practical living skills and career studies and writing programs as specified in revised KRS 158.6453 (7)((a) - (c) (revised by 2009 S.B. 1). Directs the state board, before adopting rules relating to the new accountability system, to seek advice from the School Curriculum, Assessment, and Accountability Council; the Office of Education Accountability; the Education Assessment and Accountability Review Subcommittee; and the National Technical Advisory Panel on Assessment and Accountability. Repeals requirement that student be counted for accountability purposes if the student has been enrolled in the school 100 days of the school year prior to the beginning of the statewide testing period; replaces with requirement that student be enrolled in a school for at least a full academic year to be counted for accountability purposes. Repeals provisions relating to procedures for school audits.
Repeals provision requiring the department to report quarterly to the interim joint committee on education on (1) information about the estimated error of the accountability index, as well as information about the connections between index score changes and estimated changes in student performance levels and (2) the annual audit of portfolio scores in ways that serve to minimize the differences between teacher-produced scores and audit-generated scores.
Effective with the 2012-13 school year, requires state assessment results to be reported to schools no later than 75 days following the first day the assessment can be administered. Requires local targets for closing the achievement gap and school improvement plans to address those targets to be reported annually by October 1 (former provisions required adoption mid/late school year every other year). Directs the local superintendent to report to the commissioner of education if a school fails to meet its targets to reduce the gap in student achievement for any student group for 2 consecutive years (former provision required reporting after two successive biennia).
Pages 24-31 and 32-35 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 4, 5 and 7
Source: www.lrc.ky.gov
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| NM | Signed into law 03/2009 | P-12
Postsec.
Community College | Requires public post-secondary educational institutions to report annually to public high schools on freshman year outcomes of the students from those high schools; provides that information in the reports may be used by the high schools and public post-secondary education institutions to improve instruction, student preparation and advisement.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0152.pdf
Title: S.B. 152
Source: http://nmlegis.gov
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| KY | Adopted 02/2009 | P-12 | Amends rules regarding content and distribution of school and district report cards. Provides that as accurate, reliable data become available from student information systems, the department of education will link school, district and state data to the school and district report cards, including existing reports, participation, and performance in Advanced Placement courses, the issuance of commonwealth diplomas, participation in gifted and talented programs and participation in special education with instructional and testing accommodations, all disaggregated to the extent permitted under KRS 160.700-160.730, which protects the confidentiality of an individual student's educational records. http://www.lrc.ky.gov/kar/703/005/140reg.htm
Title: 703 KAR 5:140
Source: www.lrc.ky.gov
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| 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
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| SC | Signed into law 06/2008 | P-12 | Revises the Education Accountability Act. Adds poverty, limited English proficiency status, disability status, or other groups required by federal statutes or regulations to the requirement for disaggregation of achievement data. Changes terminology from "improvement" to "growth." Requires the statewide assessment program to specifically include English/language arts, mathematics, science and social studies (referred to earlier as "the four academic areas") and to be administered in 2009. Sets and defines student performance levels of "Not Met, Met and Exemplary." Allows publication of the annual report card to be delayed until no later than February 2010. Describes required components of report cards. Requires the state board to create a statewide adoption list of formative assessments for grades 1-9 aligned with state standards in English/language arts and mathematics -- for use beginning in the 2009-2010 school year. Revises other features of assessment and accreditation. d; provide for a designation to signify varying levels of school academic performance; revises provisions regarding education accountability; provides that the Palmetto Achievement Challenge Test does not meet certain requirements; provides for use of the monetary savings from revised inspection provisions. http://www.scstatehouse.net/html-pages/house2.html or
http://www.scstatehouse.net/sess117_2007-2008/prever/4662_20080529.doc
Title: H.B. 4662
Source: http://www.scstatehouse.net
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| TN | Signed into law 05/2008 | P-12 | Requires the commissioner of education to report on a semi-annual basis to the select oversight committee on education and the education committees of each house of the general assembly regarding disciplinary actions in Tennessee schools. - Amends TCA Title 37 and Title 49.
http://www.legislature.state.tn.us/bills/currentga/BILL/HB3321.pdf
Title: H.B. 3321
Source: http://www.legislature.state.tn.us
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| VA | Signed into law 03/2008 | P-12 | Requires local school divisions to publish their annual budget on the local school division website. If there is no local school division website, the budget must be available in hard copy. This bill has a delayed effective date of January 1, 2009.
http://leg1.state.va.us/cgi-bin/legp504.exe?081+ful+CHAP0404
Title: S.B. 376
Source: http://leg1.state.va.us
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| WA | Signed into law 03/2008 | P-12 | The Center for the Improvement of Student Learning (CISL) and the education ombudsman are directed to identify strategies to improve the academic success rates of students with disabilities. The CISL is also directed to provide best practices and information on programs to assist students with disabilities.
Also, when reporting results on the Washington assessment of student learning (WASL), the office of the superintendent must provide results that are disaggregated by at least: White, Black, Hispanic, American Indian/Alaska Native, Asian, Pacific Islander/Hawaiian Native, low income, transitional bilingual, migrant and special education.
http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202008/3212-S.SL.pdf
Title: H.B. 3212
Source: http://www.leg.wa.gov/legislature
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| 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
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| 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
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| CA | Signed into law 08/2007 | P-12 | Relates to the Classroom Instructional Improvement and Accountability Act. Deletes items from the list of school conditions for which assessments are required to be included in the school accountability report card (SARC), including the quality of instruction and leadership, classroom discipline and climate for learning, the availability of qualified substitute teachers, the degree to which pupils are prepared to enter the workforce, and whether the school qualifies for the Governor's Performance Award Program. Requires the state department of education, the legislature and the governor to report on the feasibility of combining elements, linking reporting of elements in other locations or otherwise improving the usability and readability of the SARC.Requires the department of education to include on the standardized template for the SARC the URLs for the department's Dataquest site, the Univ. of California president's and a statement concerning the availability of Internet access at public libraries and other public locations. No less than triennially, each school district is to compare the content of the SARC of the school district to the model SARC adopted by the state. Chapter 530
http://www.leginfo.ca.gov/pub/07-08/bill/asm/ab_1051-1100/ab_1061_bill_20071012_chaptered.pdf
Title: A.B. 1061
Source: http://www.leginfo.ca.gov
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| 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
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| OR | Signed into law 07/2007 | P-12 | The purpose of the Oregon Report Card is to monitor trends among school districts and Oregon¢s progress toward achieving the goals stated in this chapter and the Department of Education key performance measures established by the Oregon Progress Board. The Oregon Report Card shall include information on the following:
(a) Student performance on Oregon state assessments and national assessments;
(b) Data required by the federal No Child Left Behind Act of 2001 (P.L. 107-110, 115 Stat.1425);
(c) Public school funding, expenditures and employee salary information;
(d) Instructional hours;
(e) School staff information;
(f) District size, student demographics and student enrollment;
(g) Dropout rates;
(h) Alternative education programs;
(i) Public charter schools;
(j) Early childhood education and Oregon prekindergarten; and
(k) Programs for students with special needs.
http://www.leg.state.or.us/07reg/measpdf/hb2200.dir/hb2263.c.pdf
Title: H.B. 2263C, Section 9
Source: http://www.leg.state.or.us
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| NV | Signed into law 06/2007 | P-12 | Revises provisions governing the annual reports of accountability and the plans to improve. Eliminate the requirement for the establishment of technical assistance partnerships. Revises provisions governing the school support teams and the recommendation of corrective action. Revises provisions governing the factors for consideration by the Commission in awarding grants of money from the Account. Requires the Commission to conduct an assessment of the needs of each school district relating to educational technology during the spring semester of each even-numbered school year for submission to the Legislative Committee on Education and the Legislature.
http://www.leg.state.nv.us/74th/Bills/SB/SB184_EN.pdf
Title: S.B. 184
Source: http://www.leg.state.nv.us
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| AZ | Signed into law 05/2007 | P-12 | Relates to accountability and standard measurements of acceptable academic progress. Adds provisions for calculating academic gains on the AIMS test for students in grades K-12 according to statutory classification statewide, for each school district and each school by determining the average scale scores for each student for the current year as compared to the previous year. Establishes that the State Department of Education and the Superintendent may develop a classification label for school districts and charter school operators based on the following four components: 1) Measures of academic progress; 2) pupil assessment data; 3) attendance rates and graduation rates of pupils who are educator in that charter school operator's charter school or in that school district's schools; 4) percentage of parents of pupils enrolled in that charter school or school district that categorizes the quality of their child's education as excellent on a parental rating of school quality. (Chapter No. 200)
http://www.azleg.gov/FormatDocument.asp?inDoc=/legtext/48leg/1r/summary/h.sb1522_05-09-07.doc.htm
Title: S.B. 1522
Source: http://www.azleg.gov
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| CO | Signed into law 05/2007 | P-12 | Concerns modifications to school accountability reports. Spells out various proceedures and requirements related to state and No Child Left Behind school, district and state accountability report cards.
http://www.leg.state.co.us/clics/clics2007a/csl.nsf/fsbillcont3/DA90BC5DA6E1E7E58725727D005C73E7?open&file=1345_enr.pdf
Title: H.B. 1345
Source: Colorado Legislature
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| AR | Signed into law 04/2007 | P-12 | Section 1: Provides for the accountability information formerly reported by the Department of Education will now be reported on each district's website. Act No. 1573.
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/SB274.pdf
Title: S.B. 274 (Accountability Provisions)
Source: http://www.arkleg.state.ar.us
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| AR | Signed into law 04/2007 | P-12 | Relates to information that school districts must publish on their websites; relates to education assessment programs and the confidentiality of state-mandated tests and assessments; establishes methods for reprimanding violations of these confidentiality provisions which may involve revocation or suspension of ones license and mandated professional development; requires annual reports related to school district performance; relates to school improvement programs; relates to employment screening. Act No. 1573.
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/SB274.pdf
Title: S.B. 274
Source: http://www.arkleg.state.ar.us
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| AZ | Signed into law 04/2007 | P-12 | Requires the Department of Education to provide a single achievement profile to schools that offer instruction in grades K-12 or a combination of the grades and requires the State Board of Education to define the size of an extremely small school that must receive a parallel achievement profile from the Department of Education. The profile shall be used to determine a school classification that designates each school as one of the following: a) an excelling school; b) a highly performing school; c) a performing school; d) an underperforming school; or e) a school failing to meet academic standards. Profile is based on state assessment tests. Grades 9-12 profiles consists of the test results, annual dropout rate, annual graduation rate and results of the English language learners tests.
http://www.azleg.gov/DocumentsForBill.asp?Bill_Number=HB2039
Title: H.B. 2039
Source: http://www.azleg.gov
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| NY | Signed into law 04/2007 | P-12 | Provides that by July 1, 2008, a student progress report must be prepared for all students. States that the progress report must provide parents with information on their child's performance on state assessments over multiple years of testing, and must also explain the process by which parents may inquire further about their child's progress. Requires all districts and charter schools to prepare and disseminate the student progress report to parents in a timely manner.
Directs the commissioner to develop methods to support educators in the use of performance data to assist in student learning, which must be periodically improved based on feedback from educators. Also directs the commissioner to develop informational materials to help parents and teachers understand the regents learning standards and the results of state assessments.
Directs the commissioner to develop a school leadership report card and a separate school progress report card to assist boards of education, the state and the public in assessing the performance of school leaders, including superintendents and principals, and the schools they lead. Provides the report cards must include an assessment of the school's progress in achieving standards of excellence, including parent involvement, curriculum, teacher quality, and accountability measures. Directs the commissioner to promulgate regulations requiring trustees or boards of education to attach copies of such report cards to the statement of estimated expenditures, and to otherwise make the report cards publicly available in the same manner as a district report card.
http://assembly.state.ny.us/leg/?bn=S02107&sh=t
Title: S.B. 2107 - Part A, Section 2
Source: assembly.state.ny.us
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| NY | Signed into law 04/2007 | P-12 | Requires every district with at least one school currently identified as requiring academic progress or in need of improvement or in corrective action or restructuring status to prepare a contract for excellence if the district receives an increase in total foundation aid compared to the base year in an amount that equals or exceeds either $15 million or 10% of the amount received in the base year, whichever is less, or receives a supplemental educational improvement plan grant. Provides that in the 2007-2008 school year, the increase must be the amount of the difference between total foundation aid received for the current year and the total foundation aid base. Provides that in New York City, a contract for excellence must be prepared for the city school district and for each community district that meets the above criteria.
Requires each contract for excellence to describe how the sum of amounts apportioned to the district in the current year, in total foundation aid and supplemental educational improvement plan grants, in excess of 103% of the district's foundation base, will be used to support new programs/activities or expand the use of programs/activities demonstrated to improve student achievement. Requires each contract for excellence to state, for all funding sources (federal/state/local), the instructional expenditures per pupil, the special education expenditures per pupil, and the total expenditures per pupil, projected for the current year and actually incurred in the base year. Provides each contract for excellence is subject to approval by the commissioner and his/her certification that the expenditure of additional aid or grant amounts is in accordance with these provisions. Provides the school district audit report certified to the commissioner by an independent certified public accountant, an independent accountant or the comptroller of the city of New York must include a certification by such accountant or comptroller and that the increases in total foundation aid and supplemental educational improvement plan grants have been used to supplement and not supplant funds allocated by the district in the base year for such purposes.
Requires the contract to specify the new or expanded programs for which additional foundation aid or grants will be used, and to affirm that such programs will predominately benefit students with the greatest educational needs, including limited English proficient students, students in poverty and students with disabilities.
Requires the contract in New York City to also include a plan to reduce average class sizes within five years. Provides the plan must also include class size reduction for low-performing and overcrowded schools and include the methods to be used to achieve such class sizes, such as the creation or construction of more classrooms and buildings, the placement of more than one teacher in a classroom, or other means.
Directs the commissioner to adopt regulations establishing allowable programs and activities to improve student achievement; directs that these are limited to class size reduction, programs that increase student time on task, teacher and principal quality initiatives, middle and high school restructuring, and full-day kindergarten or prekindergarten. Authorizes districts to use up to 15% of the additional funding they receive for experimental programs to demonstrate the efficacy of other strategies to improve student achievement. Provides that in the 2007-2008 school year, up to$30 million or 25% of such additional funding, whichever is less, may be used to maintain investments in commissioner-approved and other programs and activities to improve student achievement.
Directs the commissioner to assist districts that include in their contract for excellence the implementation of incentives, developed in collaboration with teachers in the collective bargaining process, for highly qualified and experienced teachers to work in low-performing schools, to ensure that such incentives are effective.
Requires a district contract for excellence developed in the 2008-2009 school year and thereafter to be developed through a public process, in consultation with parents, teachers, administrators, and any appointed distinguished educator. Requires this process to include at least one public hearing; requires this process in New York City to be held within each county of the city. Requires each community district contract for excellence in New York City to be consistent with the citywide contract for excellence, and to be submitted by the community superintendent to the community district education council for review and comment at a public meeting.
Requires the trustees or board of education, or New York City comptroller, of each district with a contract for excellence to assure that procedures are in place for parents to bring complaints concerning implementation of the district's contract for excellence.
Directs districts subject to contract for excellence provisions to publicly report the expenditure of total foundation aid in the form and manner prescribed by the commissioner, which must ensure full disclosure of such funds.
Directs the department to develop a methodology for all districts subject to contract for excellence provisions to report school-based expenditures.
http://assembly.state.ny.us/leg/?bn=S02107&sh=t
Title: S.B. 2107 - Part A, Section 12
Source: assembly.state.ny.us
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| UT | Signed into law 03/2007 | P-12 | Specifies how average class size shall be calculated for the purpose of reporting class size by grade and subject on annual school performance reports; specifies that a pupil-teacher ratio shall be calculated by dividing the total number of students in a grade at a school by the total number of licensed classroom teachers in that grade at the school; and an adult-student ratio shall be calculated by dividing the total number of students in a grade at a school by the total number of adults who work with students in an instructional setting in that grade at the school. For reporting purposes, average class size by grade and subject is to be calculated in accordance with the following: (A) for kindergarten through grade six, average class size by grade shall be calculated by dividing grade membership on October 1 by the number of classes in the corresponding grade; and (B) for grades seven through twelve, average class size shall be calculated for core language arts, mathematics, and science courses by dividing membership on October 1 in core language arts, mathematics, or science course classes by the number of classes for the corresponding course.
http://le.utah.gov/~2007/bills/hbillenr/hb0215.htm
Title: H.B. 215
Source: http://www.le.state.ut.us/
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| NJ | Signed into law 01/2007 | P-12 | Revises various provisions of The New Jersey Quality Single Accountability Continuum public school district monitoring system, related reporting, and oversight requirements.
http://www.njleg.state.nj.us/2006/Bills/A4000/3676_R1.PDF
Title: A.B. 3676
Source: New Jersey Legislature
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| CA | Signed into law 09/2006 | P-12 | Relates to students whose primary language is not English. Requires the Department of Education to monitor adherence to requirements relating to parental notification in their primary language as part of its regular monitoring and review of public schools and districts to make certain related determinations, and to notify school districts of certain related information. Requires the notification be made using electronic methods.
Title: A.B. 680
Source: California Legislature
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| CA | Vetoed 09/2006 | P-12 | Deletes certain items from the list of school conditions for which assessments are required to be included in the school accountability report card, including the quality of school instruction and leadership, the degree to which pupils are prepared to enter the workforce, and whether the school qualifies for the Governor's Performance Award Program. Requires each school district to make it most recent report care available through the Internet or hard copies by a specified date each year.
http://www.leginfo.ca.gov/pub/bill/sen/sb_1501-1550/sb_1510_bill_20060831_enrolled.pdf
Title: S.B. 1510
Source: California Legislature
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| CA | Signed into law 08/2006 | P-12 | Requires the superintendent of public instruction to report on the number and percentage of pupils who failed to receive a diploma of graduation from high school in 2006 due to the failure of those pupils to pass the high school exit examination, aggregated by ethnicity, English learner status, and other information as may be determined to be necessary to understanding the meaning and consequences of the failure to pass the high school exit examination.
http://www.leginfo.ca.gov/pub/bill/sen/sb_1551-1600/sb_1592_bill_20060825_enrolled.pdf
Title: S.B. 1592
Source: California Legislature
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| DE | Adopted 07/2006 | P-12 | Enables school districts to choose to either track students back to the school of residence or to make the school that is providing the instruction the accountability school for students in an intradistrict intensive learning center or intradistrict special school or program. Requires schools to use thehighest test scores a student receives in the AYP calculation when the studentis tested a second time as part of the state mandated summer school program. Allows for the composite score for the State Progress Determination to be a two year average or current year, whichever is higher. DELAWARE 1856
http://www.state.de.us/research/AdminCode/title14/100/103.shtml#TopOfPage
Title: 14 DAC 103
Source: Delaware Regulations
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| IA | Signed into law 06/2006 | P-12 | Directs each local board to annually develop, maintain, and distribute a financial report. Provides that the objective of the financial report shall be to facilitate public access to a variety of information and statistics relating to the education funding received by the school district, enrollment and employment figures, and additional information.
Requires the financial report to contain, at a minimum, information on:
a. All property tax levies, income surtaxes, and local option sales taxes in place in the school district, listed by type of levy, rate, amount, duration, and notification of the maximum rate and amount limitations permitted by statute.
b. The amount of funding received on a per pupil basis through the operation of the school finance formula, and from any other state appropriation or state funding source.
c. Federal funding received per student or teacher population targeted to receive the funds, and any other federal grants or funding received by the district.
d. Teacher and administrator minimum, maximum, and average salary paid by the district, and the percentage and dollar increase under teacher and administrator salary and benefits settlement agreements.
e. Teacher and administrator health insurance and other alternative health benefit information, including the monthly premium, the percentage of the premium paid by the district, and the percentage of the premium paid by a teacher or administrator for single and family insurance.
f. Teacher and administrator employment statistics, including the annual number of licensed full-time and part-time teachers and administrators employed by the school district during the preceding five years, and including the number of teachers and administrators no longer employed by the district, and new hires.
g. Student enrollment levels during the preceding five years, including regular enrollment, special education enrollment, and enrollment adjustments made pursuant to supplementary weighting.
h. Such additional information as the school district may determine.
Requires copies of a district's financial report for the previous school year to be posted on the district Web site at the beginning of the school year. Provides that if the district does not maintain or develop a Web site, the school district must either distribute or post written copies of the financial report at specified locations throughout the school district.
Provides that, prior to certifying any levy by board approval, or submitting a levy for voter approval, local boards must facilitate public access to a complete listing of all outstanding levies within the school district by rate, amount, duration, and the applicable maximum levy limitations. Requires that the information on outstanding levies be posted on the district Web site at the beginning of the school year, and updated prior to board approval or submission for voter approval of any levy during the school year. Provides that if the district does not maintain or develop a Web site, the district must either distribute or post written copies of the listing at specified locations throughout the district. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 14-15
Source: coolice.legis.state.ia.us
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| KY | Adopted 06/2006 | P-12 | Establishes rules regarding the standards for a school and district report card. http://www.lrc.ky.gov/kar/703/005/140.htm
Title: 703 KAR 5:140
Source: Lexis-Nexis/StateNet
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| CO | Vetoed 05/2006 | P-12 | Concerns school accountability; establishes that, if a school covers more than one school level, it shall be assigned one academic performance rating and one academic growth of students rating and receive one school accountability report.
http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont3/7F98372AFBE9CA56872570C7006E5546?Open&file=069_enr.pdf
Title: S.B. 69
Source: Colorado Legislature
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| FL | Signed into law 05/2006 | P-12 | School districts and boards must provide information regarding performance of students and educational programs as required pursuant to ss. 1008.22 and 1008.385 and implement a system of school reports as required by statute and State Board of Education rule.This legislation requires school reports to add a school's grade, high school graduation rate calculated without GED tests, disaggregated by student ethnicity, category and performance data as specified in state board rule.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 11)
Source: Florida Legislature
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| FL | Signed into law 05/2006 | P-12 | Adds the following reporting requirements. The Department of Education must annually provide a report on the following: (a) Longitudinal performance of students in mathematics and reading. (b) Longitudinal performance of students by grade level in mathematics and reading. (c) Longitudinal performance regarding efforts to close the achievement gap. (d) Longitudinal performance of students on the norm-referenced component of the FCAT. (e) Other student performance data based on national norm-referenced and criterion-referenced tests, when available, and numbers of students who after 8th grade enroll in adult education rather than other secondary education. 244
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 40)
Source: Florida Legislature
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| FL | Signed into law 05/2006 | P-12 | Requires school report cards to be delivered -- not just available -- to parents.
The Department of Education will annually develop, in collaboration with the school districts, a school report card to be delivered to parents throughout each school district. The report card shall include the school's grade, information regarding school improvement, an explanation
of school performance as evaluated by the federal No Child Left Behind Act of 2001, and indicators of return on investment.
Each school's report card mustl be published annually by the department on its website, and the school district must provide the school report card to each parent.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 46)
Source: Florida Legislature
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| FL | Signed into law 05/2006 | P-12 |
Alternative schools that provide dropout-prevention and academic-intervention services pursuant to s. 1003.53 shall receive a school-improvement rating. The school-improvement rating must identify schools as having one of the following ratings: (a) "Improving" means schools with students making more academic progress than when the students were served in their home schools. (b) "Maintaining" means schools with students making progress equivalent to the progress made when the students were served in their home schools. (c) "Declining" means schools with students making less academic progress than when the students were served in their home schools.
The school-improvement rating will be based on a comparison of student performance data for the current year and previous year. Schools that improve at least one level or maintain an "improving" rating pursuant to this section are eligible for school recognition awards.
Student Learning Gains
For each alternative school receiving a school-improvement rating, the Department of Education will annually identify the percentage of students making learning gains as compared to the percentage of the same students making learning gains in their home schools in the year prior to being assigned to the alternative school.
School Report Cartds
The Department of Education will annually develop, in collaboration with the school districts, a school report card for alternative schools to be delivered to parents throughout each school district. The report card will include the school-improvement rating, identification of student
learning gains, student attendance data, information regarding school improvement, an explanation of school performance as evaluated by the federal No Child Left Behind Act, and indicators of return on investment.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 47)
Source: Florida Legislature
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| FL | Signed into law 05/2006 | P-12 | Makes revisions to school grade provisions, such as the inclusion of information for students receiving a special diploma and grades for K-3 and alternative schools.
Each school that has students who are tested and included in the school grading system, except an alternative school that receives a school-improvement rating pursuant to s. 1008.341, will receive a school grade; however, an alternative school may choose to receive a school grade under this section in lieu of a school-improvement rating. Additionally, a school that serves any combination of students in kindergarten through grade 3 which does not receive a school grade because its students are not tested and included in the school grading system will receive the school grade designation of a K-3 feeder pattern school identified by the Department of Education and verified by the school district. A school feeder pattern exists if at least 60 percent of the students in the school serving a combination of students in kindergarten through grade 3 are scheduled to be assigned to the graded school.
A school's grade will be based on a combination of: 1. Student achievement scores, including achievement scores for students seeking a special diploma. 2. Student learning gains as measured by annual FCAT assessments in grades 3 through 10; learning gains for students seeking a special diploma, as measured by an alternate assessment tool, must be included not later than the 2009-2010 school year. 3. Improvement of the lowest 25th percentile of students in the school in reading, math, or writing on the FCAT, unless these students are exhibiting satisfactory performance.
Effective with the 2005-2006 school year, the achievement scores and learning gains of eligible students attending alternative schools that provide dropout-prevention and academic-intervention services will be used to determine the home school's grade. If an alternative school chooses to be graded pursuant to this section, student performance data for eligible students will not be included in the home school's grade but will be included only in the calculation of the alternative school's grade. School districts must require collaboration between the home school and the alternative school in order to promote student success.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 45)
Source: Florida Legislature
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| FL | Signed into law 05/2006 | P-12
Postsec.
Community College | To provide data required to implement education performance accountability measures in state and federal law, the Commissioner of Education must initiate and maintain strategies to improve data quality and timeliness. All data collected from state universities shall, as determined by the commissioner, be integrated into the K-20 data warehouse. The commissioner will have unlimited access to such data solely for the purposes of conducting studies, reporting annual and longitudinal student outcomes, and improving college readiness 2823
and articulation. All public educational institutions must provide data to the K-20 data warehouse in a format specified by the commissioner.
School districts and public postsecondary educational institutions shall maintain information systems that will provide the State Board of Education, the Board of Governors of the State University System, and the Legislature with information and reports necessary to address the specifications of the accountability system.
The Commissioner of Education will determine the standards for the required data, monitor data quality, and measure improvements. The commissioner shall report annually to the State Board of Education, the Board of Governors of the State University System, the President of the Senate, and the Speaker of the House of Representatives data quality indicators and ratings for all school districts and public postsecondaryeducational institutions.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 44)
Source: Florida Legislature
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| AZ | Signed into law 04/2006 | P-12 | Relates to publications and payment of claims for printing; provides for the powers and duties of the Superintendent of Public Instruction; provides that the superintendent may publish on the web site maintained by the department of education a list of the top schools in the state based on the school's academic gains according to measures selected by the department of education.
http://www.azleg.gov/legtext/47leg/2r/bills/sb1270s.pdf
Title: S.B. 1270
Source: Arizona Legislature
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| KY | Signed into law 04/2006 | P-12
Postsec. | Section 1:
Requires the state assessment system, by the 2007-2008 school year, to include:
1. A high school readiness examination to assess English, reading, math and science in grade 8;
2. A college readiness examination to assess English, reading, math and science in grade 10;
3. The ACT college admissions and placement examination to assess English, reading, math and science, to be taken by all students in grade 11; and
4. Any other component necessary to comply with the No Child Left Behind Act of 2001.
These assessments are to be administered in lieu of a customized or commercially available norm-referenced test.
Provides that a student whose scores on the grade 8 high school readiness exam indicate a high degree of readiness for high school must be counseled to enroll in accelerated courses. Provides that a student whose scores on the grade 10 college readiness exam or grade 11 ACT indicate a high degree of readiness for college must be counseled to enroll in accelerated courses, with an emphasis on Advanced Placement (AP) courses.
Specifies that the department will pay for the initial ACT exam, but that the student must pay for additional ACT exams.
Provides that students in grades 10, 11 and 12, by the 2007-2008 school year, may take the WorkKeys assessments in reading for information, locating information, and applied mathematics, with the cost of the initial assessment paid by the department of education. Provides that a student whose scores on the WorkKeys assessments indicate that additional assistance is required in reading for information, locating information, or applied mathematics must have intervention strategies for accelerated learning incorporated into his or her learning plan. Provides that a student meeting the WorkKeys threshold established by the Cabinet for Workforce Development must be issued the appropriate Kentucky employability certificate.
Provides that the high school readiness assessment in grade 8, the college readiness assessments in grades 10 and 11, and the WorkKeys assessments are to be collectively known as the "Kentucky Work and College Readiness Examination" or "Readiness Examination."
Directs the department of education to conduct periodic studies comparing the standards in reading, mathematics, and science for middle and high school within the Kentucky core content for assessment and the concepts and content measured by the ACT and the high school and college readiness examinations. Provides that if the department determines that if the grade 8 high school readiness and grades 10 and 11 college readiness exams in reading, math and science are shown to provide direct measures of content standards and concepts identified in the Kentucky core content for assessment, the state board must seek the advice of the Office of Education Accountability, the School Curriculum, Assessment, and Accountability Council, and the National Technical Advisory Panel on Assessment and Accountability regarding reducing the number of questions on the Commonwealth Accountability Testing System. Directs the department to continue to include open-response or multiple-choice items, or both, that assess student knowledge and skills in reading, mathematics, and science to the degree necessary for adequate coverage of the elements of the Kentucky core content for assessment not covered by the examinations.
Specifies the types of accommodations to be provided a student with a disability taking the ACT.
Requires the reporting system to include:
(1) An individual student report to parents for each 5th grade student summarizing the student's readiness in reading and math based on the student's 4th grade state assessment results. The school's 5th grade staff must develop a plan for accelerated learning for any student with identified deficiencies;
(2) An individual report for each student who takes a high school or college readiness exam that:
1. Provides the student's test scores;
2. Provides a judgment regarding whether or not a student has met or failed to meet the expectations for each standard assessed; and
3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation; and
(3) A student's scores on the ACT examination or WorkKeys assessments. Requires scores from the state-sponsored ACT exam to be recorded on the student's official high school transcript.
Section 2:
Mandates that a high school student whose scores on the grade 8 high school readiness exam, on the grade 10 college readiness exam, or on the WorkKeys indicate that additional assistance is required in English, reading, or math must have intervention strategies for accelerated learning incorporated into his or her learning plan. Mandates that a high school student whose score on the state-administered ACT exam in English, reading, or math is below the system-wide standard established by the Council on Postsecondary Education for entry into a credit-bearing course at a public postsecondary institution without placement in a remedial course or an entry-level course with supplementary academic support must be provided the opportunity to participate in accelerated learning designed to address his or her identified academic deficiencies prior to high school graduation.
Requires a high school, in collaboration with its school district, to develop and implement accelerated learning that:
(a) Allows a student's learning plan to be individualized to meet the student's academic needs based on an assessment of test results and consultation among parents, teachers, and the student; and
(b) May include changes in a student's class schedule.
Directs the department of education, the council on postsecondary education, and public postsecondary institutions to offer support and technical assistance to schools and school districts in the development of accelerated learning. Provides that a student who participates in accelerated learning due to inadequate scores on the grade 8 high school readiness exam, the grade 10 college readiness exam, the WorkKeys or the ACT must be allowed to take the ACT exam a second time prior to high school graduation at the expense of the Kentucky Department of Education. The cost of any subsequent administrations of the achievement test shall be the responsibility of the student.
http://www.lrc.ky.gov/RECORD/06RS/SB130/bill.doc
Title: S.B. 130
Source: www.lrc.ky.gov
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| MA | Signed into law 04/2006 | P-12 | Describes the requirements for providing student records to parents and the information that must be included academic and other indicators.
http://www.mass.gov/legis/bills/senate/st02/st02206.htm
Title: S.B. 2206
Source: Massachusetts Legislature
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| IN | Signed into law 03/2006 | P-12 | Requires district report cards to report:
--The number and percentage of students participating in the school flex program, if offered (see IC 20-30-2-2.2 http://www.in.gov/legislative/ic/code/title20/ar30/ch2.html)
--The number of students who have dropped out of school, including the reasons for dropping out.
--The number of student work permits revoked.
--The number of student driver's licenses revoked.
--The number of students who have not advanced to grade 10 due to a lack of completed credits.
--The number of students suspended for any reason.
--The number of students receiving an international baccalaureate diploma.
http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 7
Source: www.in.gov/legislative
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| IN | Signed into law 03/2006 | P-12 | Requires the department to develop a plan to upgrade the financial management, analysis, and reporting system for school corporations (districts) and schools.
Requires the plan to:
(1) Provide the use of generally accepted accounting principles based on the system of accounting used by school corporations and schools on June 30, 2006, and a unified income and expense statement and balance sheet;
(2) Provide school corporations and schools the ability to track expenditures individually and according to the expenditure category the program under which the expense was incurred, and the school building where the expense was incurred;
(3) Provide real time or other timely access to expenditures, and across functions, schools, and school corporations; and
(4) Enable periodic and annual analysis and reporting to the leadership of a school, the superintendent and governing body of a school corporation, the general public, the department, the state board, the governor, and the general assembly.
Directs the department and the state board to submit the plan to the governor and the general assembly by October 1, 2006.
http://www.in.gov/legislative/bills/2006/PDF/HE/HE1006.1.pdf
Title: H.B. 1006 - Section 4
Source: www.in.gov
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| WI | Signed into law 12/2005 | P-12 | From Legislative Council Memo: Prior law required each school board to annually distribute, by January 1, to the parent or guardian of each pupil enrolled in the school district a copy of the school district performance report (SPR) or give it to each pupil to take home. The SPR contains information, by school and by school district, on items such as: academic achievement, including scores on statewide pupil assessment examinations; various indicators of school and school district performance, including attendance data and suspension and expulsion data; certain staffing and financial data; information about use of the open enrollment program; and the method of reading instruction. The SPR also includes a comparison of the school district's performance on academic achievement and certain other indicators of performance with the performance of other school districts in the same athletic conference. 2005 Wisconsin Act 62 does the following:
• Requires that each school board distribute or send home the SPR only upon request; provides that annually, by January 1, each school board must notify the parent or guardian of each pupil enrolled of the right to request the SPR.
• Requires that, if requested, the SPR be distributed or sent home annually by May 1.
• Provides that if the school district maintains an Internet site, the SPR must be made available to the public on that site.
http://www.legis.state.wi.us/2005/data/lc_act/act062-ab425.pdf
Title: A.B. 425
Source: http://www.legis.state.wi.us
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| CA | Signed into law 09/2005 | P-12 | The Classroom Instructional Improvement and Accountability Act requires each school district to develop and implement a school
accountability report card. This bill would add new sections and impose a state-mandated local program by specifying reporting requirements for the assessment of estimated expenditures per pupil, and would require that assessment of estimated expenditures per pupil include salaries of personnel at the schoolsite.
Title: S.B. 687
Source: StateNet
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| TX | Adopted 09/2005 | P-12 | From background information: Proposed amendment to 19 TAC §97.1001 would describe the state accountability rating system and adopt excerpts of the 2005 Accountability Manual, dated June 2005, into rule. The excerpts, Chapters 2-6, 9, 11-13, 16, and 17 of the 2005 Accountability Manual, specify the indicators, standards, and procedures used by the commissioner of education to determine accountability ratings, both standard and alternative education accountability (AEA), for districts, campuses, and charter schools. These chapters also specify indicators, standards, and procedures used to determine Gold Performance Acknowledgment (GPA) on additional indicators for Texas public school districts and campuses. Also specified in Chapters 2-6, 9, 11-13, 16, and 17 of the 2005 Accountability Manual are procedures for submitting an appeal. The TEA will issue accountability ratings under the procedures specified in the 2005 Accountability Manual in August 2005. Ratings may be revised as a result of investigative activities by the commissioner as authorized under TEC, §39.074 and §39.075. The title of §97.1001 would also change from "Annual Accountability Standards" to "Accountability Rating System."
In 2005, campuses and districts will be evaluated using four base indicators: Texas Assessment of Knowledge and Skills (TAKS) results, completion rates, annual dropout rates, and student performance on the State Developed Alternative Assessment (SDAA) II. In 2005, the GPA system will award acknowledgment on 13 separate indicators to districts and campuses rated Academically Acceptable or higher: Attendance Rate for Grades 1-12; Advanced Academic Course Completion; Advanced Placement/ International Baccalaureate Examination Results; College Admissions Test Results; Commended Performance on Reading/English Language Arts (ELA), Mathematics, Writing, Science and/or Social Studies; TAAS/TASP Equivalency; Recommended High School Program Participation; and Comparable Improvement on Reading/ELA and Mathematics.Amends rules concerning institutional reports. Accommodates the accountability system reports that will be presented to the Board at its January meeting. Changes the submission date to November 15.
http://www.tea.state.tx.us/rules/commissioner/proposed/0805/97-1001a-ltrprop.html
Title: 19 TAC 1.17.K.17.101
Source: http://www.tea.state.tx.us
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| CA | Signed into law 07/2005 | P-12 | Legislative intent: (a) Promote good data management practices with respect to education data.
(b) Support the efforts of the State Department of Education to minimize data redundancy, maximize data value, and reduce the reporting
burden on local educational agencies by: (1) Referring to the department's Data Resource Guide prior to collecting data in order to determine if the data sought is already collected. (2) Utilizing the preferred variation for data elements referenced in the department's common data architecture. (3) Allowing data collection to occur within windows specified by the state superintendent. (c) Providing sufficient lead time for local educational agencies and the department to collect new data elements within existing collection procedures.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0101-0150/ab_110_bill_20050718_chaptered.pdf
Title: A.B. 110 -- Reporting Section
Source: http://www.leginfo.ca.gov
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| KS | Signed into law 07/2005 | P-12 | Makes changes to the School District Finance and Quality Performance Act, other school funding legislation, and enact policies relating to the state department, the Courts, and the Legislature. The bill provides for increases in Base State Aid Per Pupil (BSAPP), reimposes correlation weighting, and establishes a Local Activities Budget of 2 percent of the school district general fund budget. The bill appropriates
funding totaling $119,000,000 in FY 2006 and $20,000,000 in FY 2007 for various state aid programs. The bill funds the Skills for Success
Program in FY 2007, and makes other policy changes, including, for example: School District Budget Deadline – For the 2005-06 school year
only, the school district budget deadline for filing the budget with county clerks would be delayed from August 25 to September 7. For the 2005-06 school year only, the cap on the school district contingency fund would be increased from 4 percent to 6 percent of the school district's general fund budget. Requires that at least 65 percent of the moneys appropriated, distributed, or otherwise provided by the state to school districts would be expended in the classroom or used for instructional purposes as defined by the National Center for Education Statistics. School District Administrative Reorganization Plan – Requires the state board to design an administrative reorganization plan for all
school districts. Provides that no money from a school district's general fund can be spent for attorney fees or other costs in support of litigation against the State of Kansas or any state officer, official, agent, or agency. No money from a school district's general fund can be used by a district for lobbying. Computer Reporting System – Adds a provision that the Kansas Department of Education is to have the new computer reporting system required by 2005 HB 2247 in use by December 31, 2005. Teacher Bonuses – Allows the preschool at-risk, atrisk,
bilingual, and vocational education funds to carry forward balances or be used for teacher bonuses when the teachers' efforts resulted in achievement of mastery of basic reading skills based on State Board guidelines (preschool at-risk and at-risk funds); in achievement of English for ESL students.
http://www.kslegislature.org/supplemental/2005special/SN0003.pdf
Title: S.B. 3
Source: http://www.kslegislature.org
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| CO | Signed into law 06/2005 | P-12 | Requires the state board to identify volunteer districts, boards of cooperative services and a charter school to send representatives to form the "educational data advisory committee" to work with the department to review school data reporting requirements. Requires the committee, on its own or by written request of a district, board of cooperative services or the state charter school institute, to review these entities' reporting requirements to determine whether the costs of such requirements outweigh the benefits. Authorizes the committee to make recommendations to the state board on repealing or amending statutory and regulatory reporting requirements and requires the state board to forward all recommendations on alterations to statutory reporting requirements to the general assembly. Requires the committee to review each data reporting request not required by statute or rule and notify districts, boards of cooperative services and the state charter school institute whether compliance with the request is mandatory or voluntary.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/DC1884F5438814D187256F6B0076EE38?Open&file=019_enr.pdf
Title: S.B. 19
Source: www.leg.state.co.us
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| CO | Signed into law 06/2005 | P-12 | Modifies definition of "sufficient academic growth" for purposes of diagnostic assessment. Makes related changes to governor's distinguished improvement awards. Repeals provision requiring the state board to contract with a nationally recognized, independent auditing firm to annually audit the process of preparing the accountability reports. Makes appropriation.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/E3E46C5DD449721587256F8D0053612C?Open&file=1217_enr.pdf
Title: H.B. 1217
Source: www.leg.state.co.us
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| CO | Vetoed 06/2005 | P-12 | Section 4: Repeals and reenacts 22-7-605 pertaining to the content and format of state-mandated school accountability reports.
Section 5: Adds new subsection requiring the department to print selected school accountability reports in Spanish. Requires the department to work with each district and the state charter school institute to determine whether a school's report will be printed in Spanish and the number of reports to be printed in Spanish for each selected public school.
Section 6: Requires state acceditation process to be based on individual student improvement (in addition to student achievement), both in the subjects tested in the state assessment system (reading, writing, math and science) and in subjects for which there are state model content standards but no statewide assessment.
http://www.leg.state.co.us/clics2005a/csl.nsf/fsbillcont3/489B14D223FBDD2087256F5D006BE665?open&file=214_enr.pdf
Title: S.B. 214 (Section 4-6)
Source: www.leg.state.co.us
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| NV | Signed into law 06/2005 | P-12 | The board of trustees of each school district and the principal of each public school must prepare an annual summary of accountability information for public dissemination. This bill changes the requirements for the annual report of accountability and expands the school designations that may be appealed. This bill also makes changes to the proficiency exam requirements, including the grade levels for administering the writing and science proficiency exams. Under existing law, fees collected pursuant to the Private Elementary and Secondary Education Authorization Act are deposited in the State General Fund. This bill requires those fees to be deposited in the appropriate account of the Department of Education.
http://leg.state.nv.us/73rd/bills/AB/AB154_EN.pdf
Title: H.B. 154
Source: StateNet
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| TX | Signed into law 06/2005 | P-12 | From bill analysis: Under current law, public schools and school districts are given annual performance ratings by the Texas Education Agency. The four levels of performance are "exemplary", "recognized", "academically acceptable" or "academically unacceptable." Although these ratings are meant to provide information about the quality and performance of public schools, many people are unaware they exist. This information is important to Texas families seeking a superior education for their children. House Bill 3297 requires a school district to distribute the latest performance rating of each school campus with a student's first grade report. It also requires a school district that maintains an Internet website, to make available to the public information contained in the most recent campus report cards and district performance report with a definition and explanation of that information. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=03297&VERSION=5&TYPE=B
Title: H.B. 3297
Source: http://www.capitol.state.tx.us
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| OK | Signed into law 05/2005 | P-12 | A new section requires the state board to study and assess ways to eliminate, reduce, consolidate, and simplify the number, type, and length of reports, data, statistics, and other information required of any school district or school district personnel by the board or state department of education. Subject to the availability of funding, authorizes the state board to retain a consultant or expert to complete the study. The study is to include the feasibility of coordinating reporting dates and must identify all requirements for maintaining, completing and filing records and reports mandated by law or rule and make recommendations for any amendments that may be necessary to implement the recommendations. Research for the study must provide for the input and participation of school districts and school district personnel. Requires (by December 31, 2005) the state board to issue a preliminary report of any findings and recommendations collected prior to that date. Upon the availability of funding, the board is to complete the findings and recommendations of the study and file a final report with the Governor, Speaker of the House of Representatives, and the President Pro Tempore of the Senate. http://www2.lsb.state.ok.us/2005-06HB/hb1444_enr.rtf
Title: H.B. 1444
Source: http://www2.lsb.state.ok.us
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| OK | Signed into law 05/2005 | P-12 | One section of this bill creates the Student Tracking and Reporting (STAR) Pilot Program. Requires interoperability with other state student data management and reporting systems; directs exploration of delivery systems for certain purposes; requires utilization of certain system model; requires model to include certain capabilities; creates the Student Tracking and Reporting (STAR) Coordinating Committee.The purpose of the Pilot Program is to provide for the development and implementation of a horizontal school district and school site level student data management and reporting system based on the Schools Interoperability Framework (SIF) industry open-standard. The developed student data management and reporting system is required to provide horizontal articulation of student academic data, student demographic data and other relevant student information. Horizontal articulation must assimilate the data from the classroom level, to the school site level, and to the district level, with the capability to analyze and disseminate the data back to the school site and classroom level when required by teachers and administrators to support informed and improved classroom instruction. The Pilot Program must incorporate the following objectives:
1. Provide for academic performance reporting at the district level for all students in grade levels five, eight, ten and twelve. Academic performance reporting shall include report card grades, student performance results from multiple standardized assessments, including at least one norm-referenced assessment, state testing program results for grade levels five, eight, and End-of-Instruction assessments, and ACT college entrance examination scores when applicable;
2. Provide for a horizontal data aggregation system at the school district and site level that facilitates storage, retrieval and distribution of data both horizontally, at the school district and site levels, and vertically to the Wave Program, including all necessary student data elements to support academic performance reporting;
3. Provide for a reporting structure at the district level that shall address all state and federal reporting requirements, including those specified in the federal act known as the No Child Left Behind Act (NCLB), and data elements used in determining district and site performance levels for the Academic Performance Index. The district level reporting structure shall also provide for the transfer of aggregated school district and site level data in Extensible Markup Language (XML), an industry open-standard data format, to both state and federal agencies if required by the agencies in an aggregated format;
4. Develop, define and implement necessary data elements and codes to meet reporting requirements to support horizontal articulation of data at the district and site level and to provide effective transfer of data for state and federal reporting. Provided, that if SIF or the State Board of Education has not defined data elements and codes necessary for the development of the student data management and reporting system, the participating pilot program school districts may create the necessary data elements and codes to support horizontal articulation of data at district and site levels and to provide effective transfer of data for state and federal reporting requirements. Nothing in this paragraph shall prohibit the State Board of Education from defining data elements and codes not defined in the SIF specifications for the Wave Program and from requiring all school districts, including the pilot program school districts, to use the data elements for the vertical transfer of data. These data elements and codes may include, but are not limited to, expanded student entry, gain and loss codes and unique course identification codes;
5. Provide for a historical data warehousing system at the school district and site levels to archive and retrieve comprehensive student data in order to provide all Pilot Program teachers and administrators with the necessary student academic performance indicators, including report card grades and multiple assessment data, to inform and improve instructional programs at the classroom level;
6. Provide for the aggregation of student performance credentialing at both school district and site levels. The Pilot Program schools shall develop credentialing criteria that shall include, but is not limited to, all areas of academic performance as outlined in paragraph 1 of this subsection, plus additional performance indicators pertaining to life skills, citizenship, and when applicable, employability skills and career awareness/exploration. Pilot Program schools shall develop a summary or condensed portfolio of student credentialing results within the transcript of all graduating students, to include cumulative credentialing data for students from grades six through twelve. The student credentialing portfolio shall be developed so that it can be electronically distributed via secure vertical transmission. Any transmission of a student portfolio to institutions of higher education and to other entities such as potential employers shall comply with the provisions of the Family Education Rights & Privacy Act (FERPA);
7. Provide for a continuous school and student improvement framework through the measurement of comprehensive, cumulative student growth by analyzing multiple academic performance measurements. Such measurements shall document relative growth over time so as to determine continuous improvement at the individual student, grade and school-wide levels; and
8. Provide for professional development in the use of techniques and tools to improve student achievement to teachers in the Pilot Program. Provide training to administrators and support personnel in the implementation of the student data management and reporting system.
Title: H.B. 1021 (multiple provisions)
Source: http://www2.lsb.state.ok.us/2005-06HB/hb1900_engr.rtf
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| AR | Signed into law 04/2005 | P-12 | Increases from six to nine the number of hours of training that a newly elected member of a school board of directors is required to obtain following election. Specifies that every local board member who has served for at least 12 consecutive months must complete six hours of training annually. Requires training for both new and experienced board members to include topics relevant to school laws, school operations, and the powers, duties, and responsibilities of the local board members, including legal requirements, role differentiation, financial management and improving student achievement. Allows hours of training and instruction obtained in excess of the minimum requirements each year to accumulate and be carried forward from year to year.
Requires a statement of each board member's hours of training and instruction in the preceding year be: (A) Part of the comprehensive school plan and goals; (B) Published in the same way that other components of the comprehensive school plan and goals are required to be published; and (C) Made a part of the annual school performance report.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB2517.pdf
Title: H.B. 2517
Source: www.arkleg.state.ar.us
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| AR | Signed into law 04/2005 | P-12 | Concerns assessments scores for students attending the Arkansas school for mathematics, sciences and the arts of the University of Arkansas. Requires assessment scores under the Arkansas Comprehensive, Testing, Assessment and Accountability Program for
assessments taken by students attending the Arkansas School for Mathematics, Sciences, and the Arts to be sent to the public school district the student attended immediately prior to transferring to the Arkansas School for Mathematics, Sciences, and the Arts. Requires these scores to be included on the school district's reports.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2881.pdf
Title: H.B. 2881
Source: www.arkleg.state.ar.us
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| AZ | Signed into law 04/2005 | P-12 | Authorizes local boards to adopt guidelines for the standardization of the format of school accountability report cards required by section 15-746 http://www.azleg.state.az.us/FormatDocument.asp?inDoc=/ars/15/00746.htm&Title=15&DocType=ARS
Authorizes local boards to adopt policies that require parental notification when a law enforcement officer interviews a student on school grounds. Provides both optional and mandatory parameters for such policies, including under what circumstances a parent may be present when a law enforcement officer interviews the student.
Expands school crime reporting requirements to mandate that school report cards report the total number of incidents that occurred not only on school grounds but also at school bus stops, on school buses and at school sponsored events that required a law enforcement officer, including a certified peace officer who serves as a school resource officer, to be contacted. Specifies that the total number of incidents reported must only include reports that law enforcement officers report to the school are supported by probable cause.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1044
Title: S.B. 1044
Source: www.azleg.state.az.us
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| 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
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| GA | Adopted 12/2004 | P-12 | Clarifies rules regarding the following: single statewide accountability system; accountability system definitions; accountability profiles; and accountability system awards and consequences.
Single statewide accountability system: http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.01.pdf
Definitions: http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.02.pdf
School profiles: http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.03.pdf
Awards and consequences: http://www.doe.k12.ga.us/_documents/doe/legalservices/160-7-1-.04.pdf
Title: GAC 160-7-1-.01 thru .04
Source: StateNet
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| CA | Vetoed 09/2004 | P-12 | Existing law establishes the Public School Performance Accountability Program which consists of the Academic Performance
Index (API), the Immediate Intervention/Underperforming Schools Program, and the High Achieving/Improving Schools Program. The API
measures the performance of schools and the academic performance of pupils and consists of a variety of indicators.
This bill states the intent of the Legislature to establish the Opportunity for Teaching and Learning (OTL) index as part of the
Public School Performance Accountability Program to measure the opportunities for teaching and learning as evidenced by access to
high-quality learning resources, conditions, and opportunities, based on standards that specify what all schools should have available for
instruction and support.
This bill requires the Superintendent of Public Instruction to, beginning in 2006, publish OTL index values for each school at
the same time and in the same manner as the API. The superintendent is required to, no later than October 15, 2005, develop the OTL index that includes various specified indicators. The superintendent is required to determine a method for computing an OTL index for each school on an annual basis, and to determine minimal standards for indicators measured within the OTL index on a school-level basis.
This bill would provide that its provisions are to be implemented only if funds are appropriated for its purposes. http://www.leginfo.ca.gov/pub/bill/sen/sb_1401-1450/sb_1419_bill_20040818_enrolled.html
Title: S.B. 1419
Source: California Legislative Web site
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| CA | Signed into law 09/2004 | P-12 | Requires the comparable improvement in academic achievement to be measured by the Academic Performance Index for all numerically significant pupil subgroups within a school, including ethnic subgroups, socioeconomically disadvantaged pupils, English language learners and pupils with disabilities. Defines a numerically significant pupil subgroup by requiring the test scores of the pupils in the subgroup to be valid test scores and by requiring the subgroup to meet certain other criteria to ensure that the subgroup is numerically significant as compared to the total pupil population. http://www.leginfo.ca.gov/pub/bill/sen/sb_0701-0750/sb_722_bill_20040930_chaptered.pdf
Title: S.B. 722
Source: California Legislative Web site
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| CA | Signed into law 09/2004 | P-12 | SEC. 19: Existing law requires the governing board of a school district maintaining an elementary or secondary school to develop and cause to be implemented for each school in the school district a school accountability report card that includes specified information regarding the academic achievement of the school. Other existing law establishes the Standardized Testing and Reporting (STAR) Program which requires each school district, charter school, and county office of education to administer to each of its pupils in grades 2 to 11, inclusive, an achievement test and a standards-based achievement test, as specified.
This bill would require the Commission on State Mandates, on or before December 31, 2005, to reconsider certain decisions it issued relating to state reimbursement for the school accountability report card and the STAR Program, and to reconsider its parameters and guidelines for calculating the state reimbursement, in light of federal statutes enacted and state court decisions rendered since those mandates were enacted. http://www.leginfo.ca.gov/pub/bill/asm/ab_2851-2900/ab_2855_bill_20040826_enrolled.html
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_2853_2855_2856_sign.pdf
Title: A.B. 2855 (multiple provisions)
Source: California Legislative Web site
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| CA | Vetoed 09/2004 | P-12 | Deletes the requirement, under the Classroom Instructional Improvement and Accountability Act, that the School Accountability Report Card include information on the degree to which pupils are prepared to enter the workforce and whether the school qualifies for the Governor's Performance Award Program. Requires each school district to include within the report card information regarding career technical education, the availability of sufficient textbooks and materials, any needed maintenance of school facilities to ensure good repair, the misassignments of teachers, including misassignments of English learner teachers, and the number of vacant teacher positions for the most recent 3-year period. http://www.leginfo.ca.gov/pub/bill/asm/ab_2551-2600/ab_2596_bill_20040827_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2596_veto.pdf
Title: A.B. 2596
Source: StateNet
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| CA | Signed into law 09/2004 | P-12 | SEC. 13: Requires the county superintendent of schools to include in the review of audit exceptions those audit exceptions related to use of instructional materials program funds, teacher misassignments, and information reported on the school accountability report card and to
determine whether the exceptions are either corrected or an acceptable plan of correction developed. Prohibits a local educational agency from being required to repay an apportionment based on a significant audit exception related to the verification of the sufficiency of textbooks and instructional materials, teacher misassignments, and the accuracy of the information reported on the school accountability report card if the county superintendent of schools certifies to the Superintendent of Public Instruction and the Controller that the audit exception was corrected or that an acceptable plan of correction was submitted to the county superintendent of schools. 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 | 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 | Signed into law 09/2004 | P-12 | SEC. 2: Requires a district compliance audit to include verification of the reporting requirements for the sufficiency of textbooks and instructional materials, teacher misassignments, and the accuracy of information reported on the school accountability report card. 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 | Signed into law 09/2004 | P-12 | SEC. 10: Requires the school accountability report card to include information regarding the availability of sufficient textbooks and other instructional materials for each pupil, any needed maintenance of school facilities to ensure good repair, the misassignments of teachers, including misassignments of English learner teachers, and the number of vacant teacher positions for the most recent 3-year period. Defines ''misassignment'' and ''vacant position'' for this purpose.
Requires the template for the school accountability report card to include a field to report the determination of the sufficiency of textbooks and instructional materials and a summary statement of the condition of school facilities. Requires the department to provide examples of summary statements of the condition of school facilities that are acceptable and those that are unacceptable. Declares that these provisions further the purposes of the Classroom Instructional Improvement and Accountability Act. 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 | Signed into law 09/2004 | P-12 | Requires a master contracts with nonpublic, nonsectarian schools for the provision of special education and related services to include that, with respect to a nonpublic, nonsectarian school that is associated with a licensed children's institution, there be a method of evaluating whether the school meets specified guidelines, and with respect to a nonpublic, nonsectarian school, the school be subject to the alternative accountability system of the Public School Performance Accountability Program in the same manner as public schools during the school's testing period, and each pupil placed in the school be tested in accordance with that accountability program, and the school prepare a school accountability report card. Requires the test results to be reported by the nonpublic, nonsectarian school to the State Department of Education.
Authorizes the Superintendent of Public Instruction to certify a nonpublic, nonsectarian school or agency for a period of not longer than 18 months. Requires a nonpublic, nonsectarian school or agency to make notification of its intent to seek certification. Requires that only those nonpublic, nonsectarian schools and agencies that provide special education that utilize staff who hold a certificate, permit, or other document equivalent to that which staff in a public school would be required to hold may be certified.
Requires a nonpublic, nonsectarian school that provides special education and related services to an individual with exceptional needs to certify in writing to the Superintendent of Public Instruction that the school satisfies various requirements relating to, among others, access to standards-based curriculum and instructional materials, access to specific instruction and assistance, and a discipline policy. http://www.leginfo.ca.gov/pub/bill/asm/ab_1851-1900/ab_1858_bill_20040930_chaptered.pdf
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_1858_sign.pdf
Title: A.B. 1858 (multiple provisions)
Source: www.leginfo.ca.gov
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| AK | Signed into law 07/2004 | P-12 | Relates to reports on school and school district performance; relates to accountability of public schools and school districts. http://www.legis.state.ak.us/basis/get_bill_text.asp?hsid=HB0405Z&session=23
Title: H.B. 405
Source: Alaska Legislative Web site
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| CO | Emergency Rule Adoption 07/2004 | P-12 | Clarifies rules regarding the administration of accountability for alternative campuses and processes for being designated an alternative campus. http://www.cde.state.co.us/cdeboard/brdbook/2004/JULY%202004/VIII-A-1as.pdf
Title: 1 CCR 301-57
Source: Colorado State 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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| CO | Signed by Governor 06/2004 | P-12 | Requires the Department of Education, no later than 15 days after the effective date of the act, to choose a public or private entity to develop a model to calculate students' annual academic growth for diagnostic purposes; directs the department to calculate annually the amount of each student's and each school's academic growth in reading, writing, and mathematics over the periods between the administration of the CSAP assessments. http://www.leg.state.co.us/clics2004a/csl.nsf/fsbillcont3/F4561E2B63FB898087256DEF00574D0F?Open&file=1433_enr.pdf
Title: H.B. 1433
Source: Colorado Legislative Web site
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| NH | Signed into law 06/2004 | P-12 | Specifies that it is the purpose of the state charter school statutes to encourage the establishment of public charter schools that meet the needs and interests of pupils, parents, communities, regions and the state as a whole. Adds that proposed charter school application must include a projected budget for the next two years. Requires proposed charter school application to include a proposed accountability plan with a school evaluation program and which contains an acknowledgement that a full accountability plan shall be developed and ready to implement prior to the date of opening. Requires the state board to annually report to the joint legislative oversight committee regarding charter school approvals and denials for the preceding 12 months and the reasons for such approvals or denials. http://gencourt.state.nh.us/legislation/2004/SB0421.html
Title: S.B. 421
Source: gencourt.state.nh.us
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| CO | Signed into law 04/2004 | P-12 | Concerns changes to the school accountability report to include a page that specifies certain information a parent may request from a school. http://www.leg.state.co.us/clics2004a/csl.nsf/fsbillcont2/
Title: H.B. 1217
Source: Colorado Legislative Web site
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| KY | Signed into law 04/2004 | P-12 | Amends KRS 158.6455 to require that a student be enrolled in a specific school for at least 100 days prior to the beginning of the statewide testing period being counted in the school's accountability index. A student's test scores must be counted in the accountability index of the school in which the student was previously enrolled if the student was enrolled in that school for at least 100 days of the school year prior to the beginning of the statewide testing period. A student's test scores must be counted in the accountability index of the district if the student is enrolled in the district at least 100 days of the school year prior to the beginning of the statewide testing period. Requires that a student who is not enrolled for 100 days be counted in the state accountability index. http://www.lrc.state.ky.us/RECORD/04RS/HB176/bill.doc
Title: H.B. 176
Source: www.lrc.state.ky.us
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| VA | Signed into law 04/2004 | P-12 | Requires the state board to include requirements for the reporting of the Standards of Learning assessment scores and averages for each year as part of the board's requirements relating to the School Performance Report Card. Such scores must be disaggregated for each school by gender and by race or ethnicity, and shall be reported to the public within three months of their receipt. These reports must be posted on the portion of the Department of Education's website relating to the School Performance Report Card, in a format and in a manner that allows year-to-year comparisons, and (ii) may include the National Assessment of Educational Progress state-by-state assessment. http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+HB1254ER
Title: H.B. 1254
Source: http://leg1.state.va.us
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| VA | Signed into law 04/2004 | P-12 | Requires the state board, in consultation with the chairpersons of the eight regional superintendents' study groups, to provide for timely review of the Standards of Learning test scores by school divisions for coding and other errors and prompt reporting to the local school divisions by the Department of Education of the test scores that will be used to determine each school's status pursuant to the provisions of the federal No Child Left Behind Act of 2001 (P.L. 107-110). http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0404
Title: S.B. 416
Source: http://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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| CO | Signed into law 03/2004 | P-12 | Changes the state school accountability report to add information on adequate yearly progress; adds information on achievement levels for various subgroups of students. http://www.leg.state.co.us/clics2004a/csl.nsf/fsbillcont3/C2D25CD76E178B3687256DE40060AE49?Open&file=1124_enr.pdf
Title: H.B. 1124
Source: Colorado Legislative Web site
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| AR | Signed into law 02/2004 | P-12 | Allows the Department of Education to extend the deadline for test results if the deadline substantially increases the cost of administration of the tests or compromises the validity of the test results. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/HB1132.pdf
Title: H.B. 1132
Source: Arkansas Legislative Web site
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| AR | Signed into law 01/2004 | P-12 | Amends Ark. Code § 6-15-404, adds 6-15-434, 6-15-1806, 6-15-1901, 6-15-1902, 6-15-1903 .Creates the Student Assessment and Educational Accountability act of 2003; requires the establishment of a reporting system of schools' academic performance on the state-mandated criterion-referenced exam; student performance data shall be reported to parents and the public and serve as one of the components in developing a school improvement plan; beginning with the 2004-05 school year, information on the prior school year shall be published annually by October 15 and include demographic breakdowns, graduation rate, drop-out rate, transfers under the unsafe school choice option and transfers under the Public School Choice Act; annual reports must use a school rating system and performance goals.
http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/SB33.pdf
Title: S.B. 33 §§ 1, 4, 5, 6
Source: Arkansas Legislative Web site
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| MI | Signed into law 08/2003 | P-12 | Sec. 19. (1) A district shall comply with any requirements of sections 1204a, 1277, 1278, and 1280 of the revised school code, MCL 380.1204a, 380.1277, 380.1278, and 380.1280, commonly referred to as "public act 25 of 1990" that are not also
required by the no child left behind act of 2001, Public Law 107-110, 115 Stat. 1425, as determined by the department.
(2) Each district and intermediate district shall provide to the department, in a form and manner prescribed by the
department, information necessary for the development of an annual progress report on the required implementation
of sections 1204a, 1277, 1278, and 1280 of the revised school code, MCL 380.1204a, 380.1277, 380.1278, and 380.1280,
commonly referred to as "public act 25 of 1990".
[1204a: Annual education report for district, prerequisite for accreditation; enrollment of high school students in postsecondary courses
1277: School improvement plan; criteria for evaluation; intermediate school district plan; review and report
1278: Core academic curriculum content standards; recommended model; curriculum for special education students; special assistance in reading; nonessential elective courses
1280: Accreditation of public schools; full building-level evaluation standards; summary accreditation standards; interim status; review of school performances; technical assistance; failure to meet standards; report to legislature]
(3) A district or intermediate district shall comply with all applicable reporting requirements specified in state and
federal law. Data provided to the center, in a form and manner prescribed by the center, shall be aggregated and
disaggregated as required by state and federal law.
(4) Each district shall furnish to the center not later than 7 weeks after the pupil membership count day, in a manner
prescribed by the center, the information necessary for the preparation of the district and high school graduation report. The center shall calculate an annual graduation and pupil dropout rate for each high school, each district, and
this state, in compliance with nationally recognized standards for these calculations. The center shall report all
graduation and dropout rates to the senate and house education committees and appropriations committees, the state
budget director, and the department not later than June 1 of each year.
(5) A district shall furnish to the center, in a manner prescribed by the center, information related to educational
personnel as necessary for reporting required by state and federal law.
(6) If a district or intermediate district fails to meet the requirements of subsection (2), (3), (4), or (5), the
department shall withhold 5% of the total funds for which the district or intermediate district qualifies under this act
until the district or intermediate district complies with all of those subsections. If the district or intermediate district
does not comply with all of those subsections by the end of the fiscal year, the department shall place the amount
withheld in an escrow account until the district or intermediate district complies with all of those subsections.
(7) If a school in a district is not accredited under section 1280 of the revised school code, MCL 380.1280, or is not
making satisfactory progress toward meeting the standards for that accreditation, the department shall withhold 5% of
the total funds for which the district qualifies under this act that are attributable to pupils attending that school. The
department shall place the amount withheld from a district under this subsection in an escrow account and shall not
release the funds to the district until the district submits to the department a plan for achieving accreditation for each
of the district's schools that are not accredited under section 1280 of the revised school code, MCL 380.1280, or are not
making satisfactory progress toward meeting the standards for that accreditation.
(8) Before publishing a list of schools or districts determined to have failed to make adequate yearly progress as
required by the federal no child left behind act of 2001, Public Law 107-110, 115 Stat. 1425, the department shall allow
a school or district to appeal that determination. The department shall consider and act upon the appeal within 30 days
after it is submitted and shall not publish the list until after all appeals have been considered and decided.
http://www.michiganlegislature.org/documents/2003-2004/billenrolled/house/pdf/2003-HNB-4401.pdf
Title: H.B. 4401 (multiple provisions)
Source: www.michiganlegislature.org
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| MI | Signed into law 08/2003 | P-12 | Sec. 94a. (1) There is created within the office of the state budget director in the department of management and
budget the center for educational performance and information. The department of management and budget shall
provide administrative support to the center. The center shall do all of the following:
(a) Coordinate the collection of all data required by state and federal law from all entities receiving funds under this
act.
(b) Collect data in the most efficient manner possible in order to reduce the administrative burden on reporting
entities.
(c) Establish procedures to ensure the validity and reliability of the data and the collection process.
(d) Develop state and model local data collection policies, including, but not limited to, policies that ensure the
privacy of individual student data. State privacy policies shall ensure that student social security numbers are not
released to the public for any purpose.
(e) Provide data in a useful manner to allow state and local policymakers to make informed policy decisions.
(f) Provide reports to the citizens of this state to allow them to assess allocation of resources and the return on their
investment in the education system of this state.
(g) Assist all entities receiving funds under this act in complying with audits performed according to generally
accepted accounting procedures.
(h) Other functions as assigned by the state budget director.
(2) The state budget director shall appoint a CEPI advisory committee, consisting of the following members:
(a) One representative from the house fiscal agency.
(b) One representative from the senate fiscal agency.
(c) One representative from the office of the state budget director.
(d) One representative from the state education agency.
(e) One representative each from the department of career development and the department of treasury.
(f) Three representatives from intermediate school districts.
(g) One representative from each of the following educational organizations:
(i) Michigan association of school boards.
(ii) Michigan association of school administrators.
(iii) Michigan school business officials.
(h) One representative representing private sector firms responsible for auditing school records.
(i) Other representatives as the state budget director determines are necessary.
(3) The CEPI advisory committee appointed under subsection (2) shall provide advice to the director of the center
regarding the management of the center's data collection activities, including, but not limited to:
(a) Determining what data is necessary to collect and maintain in order to perform the center's functions in the most
efficient manner possible.
(b) Defining the roles of all stakeholders in the data collection system.
(c) Recommending timelines for the implementation and ongoing collection of data.
(d) Establishing and maintaining data definitions, data transmission protocols, and system specifications and
procedures for the efficient and accurate transmission and collection of data.
(e) Establishing and maintaining a process for ensuring the accuracy of the data.
(f) Establishing and maintaining state and model local policies related to data collection, including, but not limited
to, privacy policies related to individual student data.
(g) Ensuring the data is made available to state and local policymakers and citizens of this state in the most useful
format possible.
(h) Other matters as determined by the state budget director or the director of the center.
(4) The center may enter into any interlocal agreements necessary to fulfill its functions.
(5) From the general fund appropriation in section 11, there is allocated an amount not to exceed $363,400.00 for
2003-2004 to the office of the state budget in the department of management and budget to support the operations of
the center. In addition, from the general fund appropriation in section 11 for 2003-2004, there is allocated $1,500,000.00
to the center for a contract with Standard & Poor's for the school evaluation services website. The center shall
cooperate with the state education agency to ensure that this state is in compliance with federal law and is maximizing
opportunities for increased federal funding to improve education in this state. In addition, from the federal funds
appropriated in section 11 for 2003-2004, there is allocated the following amounts in order to fulfill federal reporting
requirements:
(a) An amount estimated at $1,000,000.00 funded from DED-OESE, title I, disadvantaged children funds.
(b) An amount estimated at $284,700.00 funded from DED-OESE, title I, reading first state grant funds.
(c) An amount estimated at $46,800.00 funded from DED-OESE, title I, migrant education funds.
(d) An amount estimated at $500,000.00 funded from DED-OESE, improving teacher quality funds.
(e) An amount estimated at $100,000.00 funded from DED-OESE, drug-free schools and communities funds.
(6) Federal funds allocated under this section that are not expended in the fiscal year in which they were allocated
may be carried forward to a subsequent fiscal year.
(7) The center may bill departments as necessary in order to fulfill reporting requirements of state and federal law.
(8) As used in this section:
(a) "Center" means the center for educational performance and information created under this section.
(b) "DED-OESE" means the United States department of education office of elementary and secondary education.
(c) "State education agency" means the department.
http://www.michiganlegislature.org/documents/2003-2004/billenrolled/house/pdf/2003-HNB-4401.pdf
Governor explanation of veto (page 9/36): http://www.michiganlegislature.org/documents/2003-2004/journal/house/pdf/2003-HJ-08-13-064.pdf
Title: H.B. 4401 (multiple provisions)
Source: www.michiganlegislature.org
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| OH | Signed into law 08/2003 | P-12 | Requires, by July 1, 2005 and not later than July 1, 2007, the implementation of a value-added progress dimension for districts and buildings, and the integration of that dimension into the report cards and performance ratings. Requires the state board to adopt rules. Requires assessment data to be disaggregated by age group, race/ethnicity, gender, performance of those who have been enrolled in a district or school for 3 or more years, performance of those enrolled in a district or school for one year or less, economically disadvantaged, those enrolled in a conversion community school (charter school), limited proficient, disabilities and migrant. Reports must include information pertaining to any change from the previous year on any performance indicator and a list of additional iformation collected by the department that is available for the district or building for which the report card is issued. When available, this must include mobility data disaggregated by race and socioeconomic status, college enrollment data, and data from other required reports. The minimum number for reporting subgroup information is 10. Annual reports must include the performance index score of the district or building, whether it has made adequate yearly progress, and whether it is excellent, effective, needs continuous improvement, is under academic watch, or is in a state of academic emergency. In calculating the rates of achievement on the performance indicators and the performance index scores for each a school performance report, the department must exclude all students with disabilities. Requires the inclusion of the percentage of "highly qualified" teachers on the report cards. Reports may include additional education and fiscal data.
Title: H.B. 3--Sec. 3302-021
Source: www.legislature.state.oh.us
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| NH | Became law without governor's signature 07/2003 | P-12 | States that a comprehensive, statewide educational accountability system should include reporting on pupil performance at the school, school district, and state levels. Not later than December 1, 2003, and annually thereafter, the department must issue a public report on the condition of education statewide and on a district-by-district and school-by-school basis. This report shall be entitled "New Hampshire School District Profiles" and shall be made available at every school administrative unit for public review. It must include demographic and pupil performance data on (a) Attendance rates. (b) Annual and cumulative drop-out rates of high school pupils and annual drop-out rates for pupils in grades 7 and 8. (c) School environment indicators, such as safe-schools data. (d) Number and percentage of graduating pupils going on to post-secondary education, military service, and advanced placement participation. (e) Performance on state tests administered pursuant to RSA 193-C and other standardized tests administered at local option. (f) Expulsion and suspension rates, including in-school and out-of-school suspensions, which shall be reported for each school year. (g) Number and percentage of classes taught by highly qualified teachers. (h) Teacher and administrative turnover rates at the school and district levels. and other relevant statistics as determined by the department of education. Comparisons with state averages are to be provided for all data reported. Comparisons of each district and school to itself based on its own statewide improvement and assessment performance for the prior school year and its most recent 3-year rolling averages are to be provided. Statewide rankings of each district and school are to be provided, including a statewide ranking of each school and school district based on the percentage increase of improvement as compared with the same school district's performance in the previous year. The report must be organized and presented in a manner that is easily understood by the public and that assists each school district with the identification of trends, strengths, and weaknesses and the development of its local school education improvement plan. http://gencourt.state.nh.us/legislation/2003/hb0139.html
Title: H.B. 139 (193-E:3, III)
Source: http://gencourt.state.nh.us
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| NY | Adopted 07/2003 | P-12 | Establishes rules to establish criteria and procedures to ensure State and local educational agency compliance with the provisions of the Federal No Child Left Behind Act of 2001 relating to public reporting requirements. NEW YORK REG 15899 (SN) The proposed amendment to section 100.2(m) establishes criteria and procedures to ensure compliance with the public reporting requirements of the NCLB, including the issuance of the New York State Report Card and local report card requirements. Each board of education shall make its report card available by appending it to copies of the proposed budget, making it available for distribution at the annual meeting, transmitting it to local newspapers of general circulation and making it available to parents. In accordance with the district's plan for school-based management and shared decision making, each board of education shall initiate measures designed to improve student achievement on the State learning standards. In a district in which a school performs below the benchmark established by the Commissioner, a local assistance plan shall be developed that specifies the actions to be taken to raise student results above such benchmark. A district may incorporate the elements of such plan into a comprehensive district education plan in lieu of a separate local assistance plan. The local assistance plan shall annually be made widely available through public means according to a timeline established by the Commissioner.
The proposed amendment to section 100.2(bb) establishes criteria and procedures relating to school district data reporting to ensure compliance with the NCLB. Each school district shall submit electronic records to the Department for each student enrolled in a public school in the district or placed out of the district for educational services by the district Committee on Special Education, including information relating to student demographic data, services provided, performance on State assessments, credentials awarded, and documentation of transfers and dropouts for secondary level students, and such other information as the Commissioner may require. The district files on record in the Department will be used for public reporting and for determining school/district accountability. The proposed amendment to section 119.3 establishes criteria and procedures relating to data and reporting requirements for charter schools to ensure compliance with the NCLB. The charter school files on record in the Department will be used for public reporting and for determining school accountability. http://www.regents.nysed.gov/July2003/0703brca2.htm
Title: Section 100.2(m) of Title 8 NYCRR
Source: http://www.regents.nysed.gov
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| NY | Adopted 07/2003 | P-12 | Establishes rules to establish criteria and procedures relating to school district data reporting to ensure State and local educational agency compliance with the provisions of the Federal No Child Left Behind Act of 2001 relating to public reporting requirements. NEW YORK REG 15900 (SN) http://www.regents.nysed.gov/July2003/0703brca2.htm
Title: 8 NYCRR Section 100.2(bb)
Source: http://www.regents.nysed.gov
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| DE | Rule Adoption 06/2003 | P-12 | Establishes rules due to changes in state and federal statutes concerning school, district and state accountability for student performance; continues the mandates for the development of profiles for schools districts and the state; includes the information that must appear in each type of profile; defines when and how the profiles will be published. http://www.state.de.us/research/AdminCode/Education/Education%20Administrative%20Code%20-%20100%20Accountability.htm#P4_57
Title: 14 DAC 104
Source: Delaware State Web site
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| FL | Signed into law 06/2003 | P-12 | Expands legislative intent for K-20 education performance accountability system; provides requirements and implementation schedule for performance-based funding; provides mission, goals, and measures; requires collection of certain data; provides eligibility criteria for participation in Florida School Recognition Program; relates to equivalent scores for purpose of graduation; relates to the No Child Left Behind Act.
http://www.leg.state.fl.us/house/Session/index.cfm?Mode=Bills&BI_Mode=ViewBillInfo&BillNum=0915&Chamber=House&Year=2003&Title=%2D%3EBill%2520Info%3AH%25200915%2D%3ESession%25202003
Title: H.B. 915
Source: Florida Legislative Web site
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| NV | Signed into law 06/2003 | P-12 | Senate Bill 1 also revises provisions governing accountability and reporting requirements, in accordance with implementing spring testing for all statewide achievement tests in grades 3 through 8. Until the 2005-2006 school year, the state will use the combination of standards-based criterion referenced tests (CRTs) and norm referenced tests (NRTs) that are currently in place. Beginning in the 2005-2006 school year, grades 3 through 8 will utilize CRTs, and the NRTs will be permanently shifted to spring administrations in grades 4, 7, and 10. Reporting dates and related accountability deadlines also are changed to accommodate spring administrations. Additional accountability reporting elements for all schools and districts will include the percentage of paraprofessionals who are not qualified as defined within the federal law. (114 page bill) http://www.leg.state.nv.us/19thSpecial/bills/SB/SB1_EN.pdf
Title: S.B. 1 (Omnibus Bill)
Source: Research Division, Legislative Counsel Bureau Summary
| |
| TX | Signed into law 06/2003 | P-12 | Requires the commissioner to develop a process for auditing school district dropout records electronically. The commissioner must also develop a system and standards for review of the audit or use systems already available at the agency. The system must be designed to identify districts that are at high risk of having inaccurate dropout records and that, as a result, require on-site monitoring of dropout records. If the electronic audit of a district's dropout records indicates that a district is not at high risk of having inaccurate dropout records, the district may not be subject to on-site monitoring under this subsection. If the risk-based system indicates that a district is at high risk of having inaccurate dropout records, the district is entitled to an opportunity to respond to the commissioner's determination before on-site monitoring may be conducted. The district must respond not later than the 30th day after the date the commissioner notifies the district of the commissioner's determination. If the district's response does not change the commissioner's determination that the district is at high risk of having inaccurate dropout records or if the district does not respond in a timely manner, the commissioner shall order agency staff to conduct on-site monitoring of the district's dropout records. Rules must ensure that the Public Education Information Management System links student performance data to other related information for purposes of efficient and effective allocation of scarce school resources, to the extent practicable. Allows the use of compensatory funds for at risk or drop-out prevention programs but requires oversight of those districts with potential mis-use of funds. http://www.capitol.state.tx.us/tlo/78R/billtext/SB00894F.HTM
Title: S.B. 894
Source: http://www.capitol.state.tx.us
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| TX | Became law without GOVERNOR'S signature. 06/2003 | P-12 | Relates to computation and reporting of the ratios of a school district's expenditures and personnel relating to direct student instruction.
Title: S.B. 900
Source: StateNet
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| CO | Vetoed 05/2003 | P-12 | Eliminates the requirement that the department of education print and provide to each public school a specified number of school accountability reports; eliminates the requirement that a public school distribute copies of its school accountability report to every parent or legal guardian of a student at the school.
http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/EBCBEFA2DAA42A9987256CE600679E28?Open&file=275_enr.pdf
Title: S.B. 275
Source: Colorado Legislative Web site
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| DE | Signed into law 05/2003 | P-12 | Requires the State Department of Education to issue Delaware Public Education Profiles for all public schools, including charter schools and vocational-technical school districts, on or before August 1 of each year. The purpose of the profiles is to report on the state of the public education system and the progress toward achieving educational goals established by the State Legislature, the State and the federal ESEA Act of 2001. The Department is to develop a performance-based system of rewards and sanctions for schools and school districts. http://www.legis.state.de.us/Legislature.nsf/fsLIS?openframeset&Frame=Main&Src=/LIS/LIS142.NSF/Home!Openform
Title: S.B. 76
Source: Delaware Legislative Web site
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| IA | Signed into law 05/2003 | P-12 | Specifies that the state board must incorporate reporting of student achievement into the standards and accreditation system. NEW SUBSECTION. 53. Develop and implement a statewide program of educational assessment reporting. The director shall provide information needed to improve public schools by collecting and disseminating data and information resulting rom assessments made of public school students, to aid in the development and evaluation of educational programs and policies by school districts, and to inform parents of the educational progress of their children in the public schools. Information collected under the department's statewide program of educational assessment reporting shall be utilized as part of the state report card on school performance and on statewide progress by the state in accordance with implementation of the federal No Child Left Behind Act of 2001, Pub. L. No. 107-110. The program shall include the assignment of a unique student identifier to each student attending kindergarten through grade twelve. (Vetoed Section Five) 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: http://www.legis.state.ia.us
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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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| MD | Signed into law 05/2003 | P-12 | Extends the implementation date for the applicability of specified standards for data collection forms for schools, school systems, and the state department of education. http://mlis.state.md.us/2003rs/bills/hb/hb1055t.rtf
Title: H.B. 1055
Source: StateNet
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| AR | Signed into law 04/2003 | P-12 | Amends §§ 6-15-420 - 6-15-429. Requires the state board to establish a clear concise system of reporting the academic performance of each school on the state mandated criterion reference exam which conforms with the requirements of the No Child Left Behind Act of 2001. Requires the state board to develop policy requiring the Department of Education to implement a program for identifying, evaluation, assisting and addressing school district failing to meet established levels of achievement mandated states as required in the Arkansas Comprehensive Testing, Assessment, and Accountability Program (§§ 6-15-402 - 6-15-406). http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2697.pdf
Title: H.B. 2697 (Omnibus Bill)
Source: Arkansas Legislative Web site
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| AR | Signed into law 04/2003 | P-12 | Amends §§ 6-15-402 - 6-15-406. Creates the Arkansas Comprehensive Testing, Assessment, and Accountability Program Act; including requiring the State Board of Education to establish standards defining what students should know in content areas and a system for reporting schools' performance on state mandated exams to comply with No Child Left Behind; requires the State Board to develop a mandatory school readiness screening system for kindergarten students; requires a school improvement system. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2697.pdf
Title: H.B. 2697 (Omnibus Bill)
Source: Arkansas Legislative Web site
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| AZ | Signed into law 04/2003 | P-12 | Requires the Arizona Department of Education (ADE) to submit two reports to the Governor and Legislature that summarize the reporting requirements of school districts, charter schools and state education entities including recommendations to repeal any duplicative or unnecessary reports. http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=HB2303&x=26&y=6
Title: H.B. 2303
Source: Arizona Legislative Web site
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| CO | Signed into law 04/2003 | P-12 | Concerns the schedule by which the Department of Education releases school accountability reports; deletes the requirement that the department wait to update its website to include reports until after the department transmits the reports for printing. http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/B43F5B5F6581B53187256CA2006BBA60?Open&file=117_enr.pdf
Title: S.B. 117
Source: Colorado Legislative Web site
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| IN | Signed into law 04/2003 | P-12 | Changes the required publication date and some components of school corporation annual performance reports. Provides for reports to be made available on the Internet. Requires school corporations to provide free copies of reports upon request. Removes language concerning the performance based accreditation program. Provides a method for calculating the graduation rate for high school students. http://www.in.gov/serv/lsa_billinfo?year=2003&session=1&request=getBill&docno=1120#latest_info
Title: H.B. 1120
Source: StateNet
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| CO | Signed into law 03/2003 | P-12 | Concerns modifications for notifying schools districts of unsatisfactory schools. Concerns deadlines for charter school proposals. http://www.leg.state.co.us/2003a/pubhome.nsf
Title: S.B. 137
Source: State legislative web site
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| NM | Signed into law 03/2003 | P-12 | Adds a new section (22-2A-11). Requires state board to adopt the format for reporting student scores to parents. If the state board has adopted a state improving schools program, the annual report must include the results of that program for each public school. Local boards may establish additional indicators, but each report must include results of a parent survey and be publicly disseminated. Stipulates questions that must be included. District reports must be published no later than November 15 and must include names of local board members who failed to attend annual mandatory training. Also must include expenditures information. Requires the state department to create an accountability data system, provide resources to train district personnel and annually report to the legislature on districts using performance-based budgeting. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| PA | Signed into law 12/2002 | P-12 | Amends the Public School Code (P.L.30, NO.14). Provides for a state report card and for the collection of data that meets the requirements of NCLB. Specifies that the report card information is to be distributed on the Web and contain data for the state, district and local levels. http://www.legis.state.pa.us/WU01/LI/BI/BT/2001/0/HB0204P4696.HTM
Title: H.B. 204
Source: StateNet
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| AZ | Active 10/2002 | P-12 | Arizona LEARNS Achievement Profiles Results: http://www.ade.az.gov/azlearns/
Title: N/A
Source: Arizona Department of Education Web site
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| GA | Active 10/2002 | P-12 | 2000-01 Report Card web page: (http://techservices.doe.k12.ga.us/reportcard/)
Title: N/A
Source: Georgia Department of Education
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| ID | Active 10/2002 | P-12 | 2000-01 State and District Profiles: http://www.sde.state.id.us/DistProfiles/DistrictProfiles.asp
Title: N/A
Source: Idaho Department of Education Web site
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| LA | Active 10/2002 | P-12 | Accountability Reports: (http://www.doe.state.la.us/DOE/asps/home.asp?I=PROF98)
1998-1999 Report Cards: (http://www.doe.state.la.us/DOE/asps/home.asp?I=PARENTS)
Title: N/A
Source: Louisiana Department of Education Web site
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| MD | Active 10/2002 | P-12 | Performance Reporting Web site: http://msp.msde.state.md.us/
Title: N/A
Source: Maryland Department of Education Web site
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| MS | Active 10/2002 | P-12 | 2000-2001 Mississippi Record Card: (http://www.ms.gov/frameset.jsp?URL=http://www.mde.k12.ms.us/)
Title: N/a
Source: Mississippi Department of Education Web site
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| NE | Active 10/2002 | P-12 | 2000-2001 Report Card: (http://reportcard.nde.state.ne.us/Main/PDFDownload.asp)
Title: N/A
Source: Nebraska Department of Education Web site
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| OK | Active 10/2002 | P-12 | Report Cards and Statistics: http://www.sde.state.ok.us/other.html
Title: N/A
Source: Oklahoma Department of Education Web site
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| SC | Active 10/2002 | P-12 | 2001 Report Cards web page: (http://www.myscschools.com/reportcard/)
Title: N/A
Source: North Carolina Department of Education Web site
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| WV | Active 10/2002 | P-12 | Report Cards web page: http://wvde.state.wv.us/data/report_cards/
Title: N/A
Source: West Virginia Department of Education Web site
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| CA | Signed into law 09/2002 | P-12 | Requires the school accountability report card to include the rate of pupils who earn Governor's scholarship awards. Deletes provisions which limit the amount of compensation of a school board member. Deletes the certification requirement regarding charter school revenue limits. Relates to the computation of average daily attendance. Permits a county superintendent of schools to grant an exemption from minimum expenditures for classroom teacher salaries.
Title: A.B. 1818
Source: Lexis-Nexis/StateNet
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| WA | Active 09/2002 | P-12 | 2002-03 District and school report card requirements: (http://www.k12.wa.us/ESEA/pubdocs/Reportcardchecklist.pdf). Also, Washington has a special edition of its report card -- one that meets the requirements of No Child Left Behind (NCLB or ESEA). To view, use the following link: http://www.k12.wa.us/edprofile/
Title: N/A
Source: Washington Department of Education Web site
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| IL | Signed into law 07/2002 | P-12 | Amends the School Code. Provides that the school report card assessing the performance of a school district's schools and students must specify the amount of money that the district receives from all sources. Amends the State Mandates Act to require implementation without reimbursement.
Title: H.B. 5663
Source: Lexis-Nexis/StateNet
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| AK | Signed into law 06/2002 | P-12 | Requires school report cards to include performance designations and the department to monitor the progress of the implementation of school improvement plans starting in January 2005 rather than January 2003. Requires the department to begin assigning performance designations in September 2004 rather than August 2002. http://www.legis.state.ak.us/basis/get_bill_text.asp?hsid=HB0352C&session=22
Title: H.B. 352
Source: www.legis.state.ak.us
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| AK | Adopted 06/2002 | P-12 | Amends the number of students that must be tested in order to publicly report test results from 3 to 10. http://www.eed.state.ak.us/regs/adopted/4AAC06.170_schoolreport.pdf
Title: Regulations Change - 4 AAC 06.170
Source: State of Alaska Dept. of Education & Early Development
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| CO | Signed into law 06/2002 | P-12 | Requires department to develop single test for districts to identify students eligible to participate in K-12 English language proficiency programs; establish statewide proficiency levels and accomodations on test; and disaggregate testing data to track the academic progress of ESL students who have been in a Colorado public school for three years or more or have subsequently been assessed as having attained proficiency in English. Also mandates creation of advisory commission within department and membership thereof to assist in implementing the above changes. Beginning July 1, 2005, requires districts to use single test developed by department to identify students eligible to participate in K-12 English language proficiency programs. Requires districts to annually report to the department the number of non-English languages which are the primary language of students served, as well as the number of students who speak each non-English language as their primary language. Requires as an accreditation indicator the results of the assessments of students whose dominant language is other than English but who have been enrolled in a Colorado public school for at least three years or have been assessed as proficient in English, and are consequently required to take the state assessment in English. Authorizes the state board to recommend to the general assembly any format or content changes to the school accountability reports, as well as to reconfigure and rearrange the data due to space limitations. Beginning in the 2005-06 academic year, provided there are sufficient funds from "No Child Left Behind," school accountability reports must provide a chart indicating the progress of students on the test to determine if the student's dominant language is one other than English. Requires scores of students whose dominant language is not English and who have attained a proficient score in English in each component of the test to identify students eligible to participate in K-12 English language proficiency programs to be included in the calculation of school academic performance ratings and accreditation. Requires the department to administer reading assessments in Spanish for 3rd- and 4th-graders whose dominant language is Spanish and a writing assessment in Spanish to such 4th-graders. Provided there are sufficient funds provided by the "No Child Left Behind Act of 2001," the board must develop and, starting spring 2003 the department must administer a writing assessment in Spanish for 3rd-graders whose dominant language is Spanish http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/5FC3C9C533C2716287256B3C0059EE95?Open&file=109_enr.pdf.
Title: S.B. 109
Source: www.leg.state.co.us
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| IL | Signed into law 06/2002 | P-12 | Requires schools that are part of the sample drawn by the National Center for Education Statistics to administer the biennial State academic assessments of 4th and 8th grade reading and mathematics under the National Assessment of Educational Progress. Provides that the school report card must be posted on the schools website rather than automatically mailed to parents, and a written notice sent home to parents with the Web site address. Printed copies are available on request. Requires districts to adopt policies for the transfer of students within the district. Requires requests for transfer in relation to ESEA to be made within 30 days of notification of right to transfer. Establishes criteria under which local board may refuse request to transfer. Requires the notifice of parents of child's placement in bilingual education program to include more specific information, including reasons why child was placed in program, child's level of English proficiency, how this level was assessed, and the child's current level of academic achievement. Permits parents to immediately withdraw child from bilingual program rather than at time of notice or end of semester. Increases supplemental aid to low income school districts. http://www.legis.state.il.us/publicacts/pubact92/acts/92-0604.html
Title: S.B. 1983
Source: www.legis.state.il.us
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| AZ | Signed into law 05/2002 | P-12 | Requires that the academic achievement profile report for schools serving students grades K-8 include as indicators the Arizona Measure of Academic Progress and the Arizona Instrument to Measure Standards (AIMS) test. Academic achievement profile reports for schools serving students grades 9-12 must include as indicators the AIMS test, annual dropout and graduation rates. Establishes school classification system; requires department to determine criteria for each school's classification using specified methodology; requires each school's classification and criteria to appear on school report cards. Requires department to develop parallel achievement profile for accommodation schools, alternative schools, and schools serving fewer than 100 pupils. Addresses required actions of first-year and second-year underperforming schools, including underperforming charter schools. Creates consequences for failing schools that do not submit improvement plans and failing schools that do not make adequate improvement during two consecutive years of designation as such. Permits state board to allow governmental, nonprofit or or private organizations to submit applications to the state board to partially or fully manage the school. Sets out state board duties to periodically review performance of school operated by alternative providers as mentioned above. http://www.azleg.state.az.us/legtext/45leg/2r/laws/0284.htm
Title: H.B. 2658
Source: www.azleg.state.az.us
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| CO | Signed into law 05/2002 | P-12 | Requires state board to establish criteria and application process for a school to be designated an alternative education campus. Mandates that criteria and application process include specified components. Permits charter school meeting criteria to be designated an alternative education campus. Mandates that Colorado Student Assessment Program (CSAP) results for all part-time students at an alternative education campus be included in the school's academic performance and academic improvement ratings. However, any school designated an alternative education campus is exempt from receiving an academic performance or improvement rating unless the state board approves receipt of such ratings. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/631277866E3CECB087256B0300718AF9?Open&file=094_enr.pdf
Title: S.B. 94
Source: www.leg.state.co.us
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| KS | Signed into law 05/2002 | P-12 | Requires review of curriculum standards in certain core academic areas every five instead of three years. Changes date to requires state board to prepare public education performance report card on or before January 1 of each academic year. Eliminates language requiring Kansas, Inc. to perform a study to be conducted in 1997 evaluating changes in pupil performance attributable to the school accreditation system. http://www.kslegislature.org/bills/2002/9.pdf
Title: S.B. 9
Source: www.kslegislature.org
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| IN | Signed into law 03/2002 | P-12 | Changes the required publication date and some components of school corporation annual performance reports; provides for reports to be made available on the Internet; requires school corporations to provide free copies of reports to persons who request copies; removes language concerning the obsolete performance based accreditation program; moves the September 2002 publication date to January 2003.
Title: H.B. 1108
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/2002 | P-12 | Directs the Board of Education to include, in its annual fall report on public education needs and schools failing to meet the Standards of Quality (SOQ), a complete listing of the current SOQ, justification for each standard, how long each standard has been in its current form, and whether the Board recommends any changes to the SOQ.
Title: H.B. 884, S.B. 350
Source: Lexis-Nexis/StateNet
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| WA | Signed into law 03/2002 | P-12 | Authorizes the Academic Achievement and Accountability Commission to set performance improvement goals for certain groups of students and dropout goals. The goals shall be consistent with student privacy protection provisions of RCW 28A.655.090(7) and shall not conflict with requirements contained in Title I of the federal elementary and secondary education act of 1965, as amended. The goals may be established for all students, economically disadvantaged students, limited English proficient students, students with disabilities, and students from
disproportionately academically underachieving racial and ethnic backgrounds. The commission may establish school and school district
goals addressing high school graduation rates and dropout reduction goals for students in grades seven through twelve. http://www.leg.wa.gov/pub/billinfo/2001-02/Senate/6450-6474/6456_sl_03192002.txt
Title: S.B. 6456
Source: www.leg.wa.gov
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| WV | Signed into law 03/2002 | Postsec. | Authorizes the rules relating to a higher education report card and performance indicators.
Title: S.B. 533
Source: Lexis-Nexis/StateNet
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| OH | Signed into law 11/2001 | P-12 | Repeals all former district performance indicators, and requires the state board to establish at least 17 new indicators annually through 2006, and every six years thereafter. Requires the state board to notify school districts of new indicators at least two years before they are included in the district's performance rating. Adds the new category of "excellent" to the district performance ratings and permits excellent districts, in addition to effective districts, to be free of certain mandates. Requires district performance ratings to be issued annually rather than triennially as under prior law. Requires the department fo issue report cards for individual buildings in addition to districts. Requires the disaggregation of data on the report cards according to age, race, ethnicity, gender, mobility, vocational education status, and economic status.
Title: S.B. 1
Source:
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| CA | Signed into law 10/2001 | P-12 | Establishes the High Priority Schools Grant Program for Low Performing Schools within the Public Schools Accountability Act. Requires a school that participates in the High Priority Schools Grant Program for Low Performing Schools that maintains kindergarten or any of grades 1 to 5 to jointly develop with parents, for all children enrolled at the schoolsite, a school-parent compact. Provides alternate sanctions to which a school is subject if it does not meet its growth target.
Title: A.B. 961
Source: Lexis-Nexis/StateNet
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| OR | Signed into law 08/2001 | P-12 | Encourages school districts to implement programs to improve student performance and school personnel satisfaction such as the Initiative for Quality in Education; provides the programs shall allow schools to achieve their individual and unique goals as reflected by their local communities; requires the Superintendent of Public Instruction to include certain data in the school performance reports as specified.
Title: S.B. 811
Source: http://www.leg.state.or.us/01reg/measures/sb0800.dir/sb0811.en.html
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| CO | Signed into law 06/2001 | P-12 | Directs new rankings for school report cards; adds new categories of information to be included in school report cards; requires low performing schools to develop a school improvement plan; provides for financial assistance on a matching basis for certain low and unsatisfactory schools by the state board of education.
Title: S.B. 98
Source: Lexis-Nexis/StateNet
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| DE | Signed into law 06/2001 | P-12 | Relates to school and district accountability for student outcomes; provides for notification to the public of school rankings; provides technical and financial assistance to schools classified as needing improvement.
Title: H.B. 220
Source: Lexis-Nexis/StateNet
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| MO | Signed into law 06/2001 | P-12 | Requires an annual report for each building in a district to be made available in several ways, including but not limited to, providing the report when a student enrolls or receives grades, in newspapers, or on the Internet. Instead of reporting financial information on a building level only when a district has 2 or more buildings that hold the same grades, the bill requires reporting financial information on the district as a whole and by attendance center.
Title: H.B. 865; S.B. 575
Source: Lexis-Nexis/StateNet
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| IN | Signed into law 05/2001 | P-12 | Eliminates language that defined "expected [school] performance level" by student attendance rates, remediation rates, assessment scores and graduation rates; replaces it with definition of "student performance improvement level" which refers to "improvement in student academic achievement established by the board," which must be at least as rigorous as the performance improvement level set by state board. Changes sections relating to school performance to reflect change from school performance objectives to student improvement levels. Specifies that board assessment and evaluation of education programs offered by the district must be on annual basis, and that assessment must consider the students' status regarding achieving student performance improvement levels. Replaces language requiring board to establish annual performance objectives for each school with language requiring board to establish annual student performance improvement levels for each school that are at least as rigorous as state board student performance improvement levels.
Title: S.B. 165
Source: www.state.in.us/legislative
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| NV | Signed into law 05/2001 | P-12 | Revises provisions governing the accountability of public schools; revises provisions governing the requirements for a person to take tests on general education development; revises provisions governing the pupil count and the calculation of basic support under certain circumstances; revises provisions governing the reporting of results of certain achievement and proficiency examinations; revises the requirements for a course in American government and a course in American history.
Title: S.B. 165
Source: Lexis-Nexis/StateNet
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| NV | Signed into law 05/2001 | P-12 | Requires regional subdistricts created in certain school districts to prepare annual reports, prescribing the information required to be reported, requires the boards of trustees of such school districts to prepare a compilation of the reports that includes an evaluation of the equity among the regional subdistricts.
Title: A.B. 364
Source: Lexis-Nexis/StateNet
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| SC | Signed into law 05/2001 | Postsec. | Relates to the Commission on Higher Educations Annual Report under the Education Accountability Act; provides for that information which must be submitted by two- and four-year postsecondary institutions for inclusion in the report.
Title: H.B. 3533
Source: Lexis-Nexis/StateNet
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| TN | Signed into law 05/2001 | P-12 | Requires the disaggregation of the Tennessee Comprehensive Assessment Program scores prior to release as part of the commissioner's annual report due on November 1.
Title: H.B. 1301
Source: Tennessee Legislative Web Site
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| TX | Signed into law 05/2001 | P-12 | Requires the commissioner to, in consultation with the comptroller, develop and implement a financial accountability rating system for school districts. The system must include uniform indicators adopted by the commissioner by which to measure a district's financial management performance. Districts are required to issue reports and hold public hearings on those reports.
Title: S.B. 218
Source: http://www.senate.state.tx.us/
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| NM | Vetoed 04/2001 | P-12 | Relates to annual school accountability reporting. There are five indices through which public school performance shall be measured and reported to school districts: (1) student achievement as measured by a nationally norm-referenced or criterion-referenced test approved by the department of education or through a performance-based instrument to measure proficiency; (2) school safety; (3) the dropout rate; (4) attendance; and (5) parent and community involvement. Districts must give a nationally norm-referenced test, standards-based or performance-based assessment to all students enrolled in a public school or state institution in grades four (changed from grade three) through nine. Students with disabilities must participate in the test as determined on their individual education program. Students who have been assessed as non-English or limited English proficient using state-approved language assessments and meeting required thresholds shall be provided an alternative norm-referenced, performance-based or standards-based assessment in their primary language.
Title: S.B. 660
Source: New Mexico Legislative Web Site
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| UT | Signed into law 04/2001 | P-12 | Modifies the provisions relating to the State System of Public Education by requiring school districts to have published in an newspaper the district's annual financial report and the annual report on teachers' salaries within the district.
Title: H.B. 235
Source: Lexis-Nexis/StateNet
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| CO | Signed into law 03/2001 | P-12 | Concerns the replacement of information on student dropout rates with information on school attendance rates in reports for elementary schools.
Title: H.B. 1222
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 03/2001 | P-12 | Modifies provisions related to the State System of Public Education to address issues related to the Utah Performance Assessment System for Students (U-PASS); expands the categories for disaggregating student performance data to include limited English proficiency; requires each local school boards staff be provided a professional development program to effectively maintain U-PASS; requires additional data to be reported annually.
Title: S.B. 28
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2000 | P-12 | Requires the State Department of Education to develop and recommend for adoption a standardized template for the school accountability report card, as specified, and definitions for the elements required to be included in the school accountability report card.
Title: S.B. 1632
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 09/2000 | P-12 | Puts into legislation recommendations of Task Force on Learning Standards and Accountability in Public Education created by 1999 legislation. Creates both norm-referenced and criterion-referenced tests for students in most grades; writing assessments for students in grades 6 and 9; and 10th-grade basic skills competency test. Test results shall identify schools for assistance starting in 2003-2004. State Board shall also develop school performance report to provide information, including U-PASS scores, for every public school in the state.
The Task Force (named above) shall also seek public input on a possible system of rewards and interventions and on discontinuing social promotion. Task Force shall present report by November 30, 2000.
Title: H.B. 177
Source: Lexis-Nexis
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| DE | Signed into law 07/2000 | P-12 | Requires the Secretary of Education to provide a graduate follow up study each year to the Governor and to the General Assembly. Provides the report must show the dropout rate among seniors in Delaware high schools and the enrollment in a post-secondary institutions and/or employment status of students who complete the 12th grade.
Title: S.B. 387
Source: Lexis-Nexis/StateNet
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| HI | Signed into law 06/2000 | P-12 | Requires the Department of Education to implement the educational accountability system for Hawaii's public schools; requires Department of Education to develop a collaborative process with stakeholders, including representatives of affected bargaining units, parents, administration, and students; allows students input into quality of education.
Title: S.B. 2837
Source: Lexis-Nexis/StateNet
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| IL | Signed into law 05/2000 | P-12 | Public Act No. 91-4587; Amends the School Code to provide that the School Safety and Educational Improvement Block Grant Program shall provide funding for school report cards and criminal background investigations; adds the Summer Bridges program to the programs included in the general education block grant.
Title: H.B. 4587
Source: Lexis-Nexis/StateNet
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| MS | Signed into law 04/2000 | P-12 | Direct the State Department of Education to provide an annual recognition program for schools for providing full inclusion of children with disabilities in all aspects of academic and extracurricular activities.
Title: S.B. 2745
Source: Lexis-Nexis/StateNet
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| CO | Signed into law 03/2000 | P-12 | Directs the Department of Education to evaluate the academic performance and safety environment of every public school within the state; specifies the methodology for such evaluation; requires the department to develop a comprehensive data collection and reporting system to enable the evaluation of every public school in the state; assists in performance decisions at all levels of school administration. Includes component that requires all 11th graders to take the ACT test.
Title: S.B. 186
Source: Lexis-Nexis/StateNet
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| GA | Signed into law 03/2000 | P-12 | The Governor may appoint study commissions as he deems appropriate to study education questions, issue findings and make recommendations to the Education Coordinating Council. This provision will go into effect upon signature to allow the current Education Reform Commission to continue. The Education Coordinating Council (ECC) is created. The ECC is assigned 15 duties, some of which include exercising oversight of accountability systems in other departments and coordinating the activities of state, regional, and local cooperative public education agencies, offices, or councils. The Office of Education Accountability (OEA) is also created. The OEA is directed to establish accountability policies and standards for the state and establish the "official" report card. The Governor and the OEA will give rewards to successful schools. The State Board of Education is given the task of mandating interventions for failing schools, including appointing special masters, mandating school improvement teams, removal of school personnel, allow for a state charter school, mandating the complete reconstitution of the school and hiring all new staff and mandating that parents have the option to relocate to another public school in the district. The OEA develops and both the Council and the State Board of Education adopt a definition for which students are performing "below grade level" and the definition of "dropout." It is charged with setting the pass score for the CRCT and end of course tests.
Title: H.B. 1187
Source: Georgia Department of Education
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| IN | Signed into law 03/2000 | P-12 | Requires the mailing, instead of publishing, of the school corporation performance report; provides that a child must be at least five years of age on July 1 of the 2000-2001 school year or any subsequent school year to officially enroll in a kindergarten program offered by a school corporation; provides that an assessment for early entry must consist of more than an intelligence test; states that $ 25 is the maximum fee a parent must pay to obtain a waiver for early entry.
Title: S.B. 489
Source: Lexis-Nexis/StateNet
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| NE | Signed into law 07/1999 | P-12 | Provides for the implementation of educational standards and assessment for public schools, the School at the Center Program, a needs study and cost analysis for local system financial reporting, specific certificates and permits that do not require all of the statutory requirements for teacher and administrator certification, and testing of graduating seniors in education degree programs and instructors of education methodology. Schools at the Center Program is created to assure that rural schools meet individual needs and develop skills for students to be effective participants in the civic, cultural, and economic life of their rural community; connect community and school improvement plans that are consistent with state standards; and develop clusters of rural schools to provide community-based education consistent with state and local standards. The assessment and reporting system must be aligned with state standards and implemented beginning with the 1999-2000 school year. Program beginning 9-01-99 and ending 12-31-2001 will use validated tests to determine the knowledge/skills of graduating students and instructors teaching classes in education methodology.
Title: L.B. 812
Source: Nebraska Legislature
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| NE | Signed into law 07/1999 | P-12 | Reduces General Fund appropriation to department to implement a state assessment system. Intent language added to direct that $220,000 of remaining appropriation in each year of the biennium to be used for reporting system that will result in a statewide report card for primary and secondary education. Report card to include information on student performance, teacher and student attendance, teacher qualifications and salaries, graduate tracking, and demographics. Additional $80,000 is left in the second year appropriation for incentives and reimbursements for schools that participate in the next National Assessment of Educational Progress. [Governor made some line item reductions that did not affect the above].
Title: L.B. 144
Source: Nebraska Legislature
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| HI | Signed into law 06/1999 | P-12 | Requires the Director of Education to establish a comprehensive accountability system, including a student assessment program and a school profile which reports on student performance measures, school attendance, dropout rates, and parental involvement for each school.
Title: S.B. 1307
Source: Lexis-Nexis/StateNet
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| RI | Became law without governor's signature 06/1999 | P-12 | Provides a description of the education program provided to each student suspended for over then (10) consecutive school days in a school year in a report on school discipline presented annually to the general assembly.
Title: H.B. 6241
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/1999 | P-12 | Relates to public school campus improvement plans and school district performance reports.
Title: S.B. 1724
Source: Lexis-Nexis/StateNet
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| TX | Signed by governor 06/1999 | P-12 | Provides that the annual campus report card will no longer include the pupil/teacher ratio. It will instead list the average class size by grade level and subject.
Title: S.B. 576
Source: "Advocate," Summer 1999
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| FL | Signed into law 05/1999 | P-12 | Enhances the comprehensive management information system to clarify that the system must be able to collect, via electronic transfer, all student and school performance data and produce a comprehensive annual report on school and district performance. Commissioner must prepare reports that include descriptions of performance of all schools participating in assessment program, including their major student populations. Reports must include the median scores of all students who scored at or in the lowest 25th percentile of the state in the prior year. Beginning with 1998-99 school year, annual report must identify schools as being "A" through "F", as defined by state board of education rule.
Title: H.B. 751, 753, 755
Source: Academic Excellence Council 1999 End-of-Session Report
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| CA | Signed into law 04/1999 | P-12 | Institutes a ranking of California's schools, with rewards for schools that improve and interventions in underperforming ones. Creates an Academic Performance Index (API).
Title: S.B. 1X
Source: California Department of Education
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| IN | Signed into law 04/1999 | P-12 | Removes the requirement in the law concerning improvement in student achievement in certain cities. Indianapolis public Schools(IPS) must publish an annual performance report. (Current law requires IPS to also publish an annual performance report under a statute that is applicable to all school corporations.). Requires IPS to include certain information in the annual performance report that is not required of other school corporations.
Title: H.B. 1197
Source: Lexis-Nexis/StateNet
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| AR | Signed into law 03/1999 | P-12 | Provides for annual individual school performance reports and for distribution of the reports to all parents or guardians of children enrolled in public schools.
Title: S.B. 125
Source: Lexis-Nexis/StateNet
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| MT | Signed into law 12/1998 | P-12 | Changes the various annual reporting date requirements from September to the second Monday in September, revised the reporting time requirements of a district superintendent or county high school principal regarding pupil attendance, absence, and enrollment; authorizes trustees to deposit proceeds from insurance settlements on real or personal property insured by the district into an appropriate fund.
Title: S.B. 69
Source: Lexis-Nexis/StateNet
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| WI | Signed into law 06/1998 | P-12 | Relates to information included in the annual school and school districts performance reports.
Title: A.B. 883
Source: Information for Public Affairs, Inc.
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| MS | Died 05/1998 | P-12 | Requires that the annual Mississippi Report Card shall include a special report assessing the implementation of the Mississippi Adequate Education Program in all school districts with less than a level III accreditation; authorizes the child prep to develop and conduct such assessment and to prescribe the components of the assessment; requires an annual report with recommendations to the legislature.
Title: S.B. 2836 Accountability
Source: Lexis-Nexis/StateNet
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| MS | Died 05/1998 | P-12 | Requires the State Department of Education to annually prepare a comprehensive evaluation report on the state of public education in each county; requires the department to publish the report in conjunction with the Mississippi report card.
Title: H.B. 244 Accountability
Source: Lexis-Nexis/StateNet
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| NH | Signed into law 05/1998 | P-12 | Requires the Department of Education to publish an annual report of special education statistics detailing certain specific categories to be analyzed statewide and by individual school districts; makes this report available to legislators, school districts, and the general public.
Title: H.B. 1526 Special Education
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 04/1998 | P-12 | Requires school boards to report, annually, on or before January 1, to the public the pupil/teacher ratios in the current school year by school, teacher, grade, and class; includes only the teachers who teach the grade and class on a full-time basis and excludes resouce teachers in elementary school grades and classes and all special education teachers, principals, assistant principals, counselors, and librarians in elementary, middle and secondary schools.
Title: H.B. 211 Pupil/Teacher Ratios
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 08/1997 | P-12 | Requires that the statewide model school accountability report card also include, as a school condition to be assessed, the quality of school nursing services. Requires a school district to include as part of its school accountability report card, an assessment of the number of full-time nurses employed by the school district, and whether the nurses employed by the school district meet the specifications of a school nurse as set forth in existing law.
Title: S.B. 305 School Accountability Report Card
Source: Lexis-Nexis/StateNet
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| AL | Signed into law 07/1995 | P-12 | Requires the implementation of a nationally normed test to assess student achievement in grades three through eleven; requires a comprehensive core curriculum for high schools, including four years each of English, mathematics, science, and social studies; requires English, social studies, mathematics, and science be taught each year in grades one through eight; requires every elementary school to include the teaching of phonics; requires funds to be budgeted for tutorial assistance programs at each school for students identified on normed reference tests as being one or more grade levels below the national norm; requires state assistance and state intervention for school identified as being in need of assistance; requires the implementation of a new budgeting and financial reporting system; requires school level accountability reports; includes restrictions on the use of state appropriated funding for instructional salaries and classroom instructional support; and requires the development of a plan for the reduction of teacher paperwork.
Title: H.B. 466/S.B. 391 Nationally Normed Test
Source: Legislative Fiscal Office; American Chemical Society, State & Local Reaction
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| Accountability--Rewards |
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| AL | Signed into law 05/2012 | P-12 | Establishes legislative findings. Directs the state superintendent of education to develop a school grading system for schools and districts, using an A, B, C, D, F framework. In developing the system, directs the superintendent to seek input from specified stakeholders on how the system can reflect each school's overall academic proficiency as well as academic progress, along with other key performance indicators. Directs the state superintendent to prescribe the design and content of the school grading system by December 31, 2012, and provides legislative intent that the system be in place by the 2013-14 school year. Permits the state superintendent to assign grades to school feeder patterns or grades that reflect the fiscal health and fiscal efficiency of a school or school system. Provides relative to making grades available to the public and to parents of public school students. Requires that a school's grade, at a minimum, be based on a combination of student achievement scores, achievement gap, college and career readiness, learning gains, and other indicators as determined by the state superintendent.
Establishes the Legislative School Performance Recognition Program to recognize high performance and exemplary progress in school rankings, to be implemented no earlier than the school grading system's 2nd academic year of implementation, provided rules governing the program's administration and implementation have been promulgated by the state department of education. Provides for the awarding of financial awards to selected schools, subject to the availability of appropriated funds. Requires that funds be awarded on a competitive basis. Provides relative to awarding of funds to schools. Provides that a school eligible for an award is exempt from any statute or regulation related to the prescribed use of funds at the school level, or any categorical spending requirements imposed through the appropriation of funds from the state, except those requirements associated with the receipt of federal funds. Requires that a list of schools eligible for an award be posted annually on the department of education website. Provides that a school eligible for an award is eligible for this flexibility regardless of whether the school receives a financial award.
Title: H.B. 588
Source: Westlaw/StateNet
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| AZ | Signed into law 05/2012 | P-12 | Exempts school districts that have received a letter grade of "A" for three consecutive years and do not have any schools within the district that have received a letter grade of "F" during the same three-year period from certain statutes and rules; Allows a qualifying school district to identify and submit exemptions to statutes and rules relating to schools, governing boards and school districts to SBE for approval; Requires SBE to review and approve the school district's proposed exemptions and determines issues that cannot be included; Allows SBE to make adjustments to the list of exemptions to comply with voter-approved mandates and federal law, in the least restrictive manner; Stipulates that exemptions issued by SBE will be immediately discontinued if a school
district falls below a letter grade of "A" for three consecutive years or becomes a "C" , "D" or "F" school district at any time; Requires SBE to submit an annual report by December 1st to the Governor, Legislature and Secretary of State listing the exemptions submitted by school districts and the exemptions denied by SBE. http://www.azleg.gov/legtext/50leg/2r/laws/0335.pdf
Title: H.B. 2599
Source: azleg.gov
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| TN | Signed into law 05/2012 | P-12 | Directs commissioner of education to establish appropriate performance goals and measures for LEAs. Rewards LEAs that reach the achievement and achievement gap closure targets. Stipulates corrective action for LEAs that do not meet targets. Requires public reporting at least every three years. Defines accountability rankings for LEAs. Details three types of interventions for low-achieving schools: school turnaround through school improvement grant (SIG); turnaround through creation of LEA Innovation Zone; or placement into achievement school district. Authorizes commissioner to appoint individuals, nonprofit or governmental entities to manage school operations when founding an achievement school district.
http://www.capitol.tn.gov/Bills/107/Bill/SB2208.pdf
Title: S.B. 2208
Source: http://www.capitol.tn.gov
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| GA | Signed into law 04/2012 | P-12 | Directs the office of student achievement to work in coordination to review, and revise as necessary, indicators of quality. Requires such review to be conducted annually, rather than biennially. Requires that school and school system indicators include financial efficiency and school climate, and permits the office to include other indicators. Requires quality of learning indicators to be based on student achievement, achievement gap closure, and student progress, and to be disaggregated by all subgroups as required by the Elementary and Secondary Education Act. Deletes existing student achievement and school performance indicators. Identifies permissible components of financial efficiency and school climate determinations. Requires financial efficiency and school climate to be rated from 1 to 5 stars, and requires each of these ratings to be included on school and school system report cards, along with an explanation of the criteria that inform each of these ratings.. Requires school and school system quailty of learning ratings to be a numerical score on a scale of 0-100, with a majority of the quality of learning score based on student achievement. Requires school completion data to be included in school and school system indicators of quality of learning. Requires school and school system report cards to include performance data on quality of learning, financial efficiency, and school climate. Repeals language requiring school performance data in report cards to be compared to specified other performance indicators. Requires statewide report card to include rating for each school and school system (previously only school ratings included). Makes awarding of financial financial awards by director of office of student achievement optional rather than mandatory, and bases awards on reduction of achievement gap. Adds unacceptable progress in achievement gap closure to grounds for assistance and intervention in a school. http://www.legis.ga.gov/Legislation/20112012/127822.pdf
Title: S.B. 410
Source: www.legis.ga.gov
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| GA | Signed into law 04/2012 | P-12 | Repeals Section Section 20-2-253, relating to achievement grants to recognize schools and school systems with high achievement, high levels of improved achievement, or to raise the performance of low-performing schools. Page 6 of 11: http://www.legis.ga.gov/Legislation/20112012/127649.pdf
Title: H.B. 706 - Achievement Grants
Source: www.legis.ga.gov
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| WY | Signed into law 03/2012 | P-12 | Establishes indicators to measure student achievement and school-level performance. Stipulates that indicators will be used to create an overall school performance rating system. Details rewards and sanctions based on where schools are rated. Requires the state board to publish performance reports comparing school performance to established targets.
http://legisweb.state.wy.us/2012/Enroll/SF0057.pdf
Title: S.F. 57
Source: http://legisweb.state.wy.us
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| OH | Signed into law 06/2011 | P-12 | Directs the department of education to develop a system to rank all districts, community schools and STEM schools according to: (1) performance index score for district/community school/STEM school and for each separate building of such; (2) Student performance growth from year to year, using the value-added progress dimension, if applicable, and other measures of student performance growth designated by the superintendent of public instruction for subjects and grades not covered by the value-added progress dimension; (3) Performance measures required for career-technical education; (4) Current per-pupil operating expenditures; (5) Of total current operating expenditures, percentage spent for classroom instruction as determined under standards adopted by the state board of education; (6) Performance of, and opportunities provided to, students identified as gifted using value-added progress dimensions, and other relevant measures as designated by the superintendent of public instruction. Directs the department to rank each district, community school, and STEM school annually in accordance with this system. Requires the department to annually issue a report for school district, each community school, and each STEM school indicating the district's or school's rank on each measure (1) through (5) above, including each separate building's rank among all public school buildings according to performance index score in (1) above.
Creates the governor's effective and efficient schools recognition program. Directs the governor to annually recognize the top 10% of public schools in the state, including district schools, community schools and STEM schools. Requires that the top 10% be identified by the department according to department-established standards, which must include but need not be limited to student performance and fiscal performance, including cost-effectiveness measures.
Pages 54-55 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - More Efficiency and Effectiveness
Source:
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| TX | Signed into law 06/2011 | P-12 | Specifies that an open-enrollment charter school may not be awarded a distinction designation if the charter school is evaluated under alternative education accountability procedures adopted by the commissioner. Specifies that for purposes of the subchapter of chapter 39 of the education code related to distinction designations, a district includes an open-enrollment charter school that operates on more than one campus, and a campus includes an open-enrollment charter school campus. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB01484F.pdf#navpanes=0
Title: S.B. 1484
Source: www.legis.state.tx.us
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| NY | Signed into law 03/2011 | P-12 | Creates the School District Performance Awards Grant program. Directs the commissioner of education to award competitive grants to school districts that have demonstrated the most improved academic achievement gains and student outcomes, and/or have implemented strategies that have the most potential for continued improvements in student performance, narrowing student achievement gaps and increasing academic performance in traditionally underserved student groups. Requires that grants first be awarded during the 2011-12 school year. Directs the commissioner to create a scoring rubric that gives priority to eligible districts that have the most significant measurable improvements in academic achievement and student outcomes and have:
(1) Implemented rigorous programs to improve middle school student performance
(2) Newly established or expanded participation in college-level or early college programs
(3) Significantly increased college admission rates
(4) Exemplary career and technical education programs with a record of successful student outcomes, or
(5) Other innovative and replicable strategies for student achievement.
Provides the rubric must give priority to eligible districts whose programs benefit traditionally underserved groups, English language learners, low-income students, students with disabilities and students with low academic achievement. Identifies criteria that eligible districts must meet, including that the district shows the greatest gains in student performance in its category (by size and need) in the previous school year as reflected by increases in student outcome, as well as other measures for closing the achievement gap, improving high school performance and graduation rates, and increasing college attendance and retention rates as compared to student performance in those areas in the baseline year.
Directs a district receiving an award to expend grant funds in accordance with a plan submitted with its response to the RFP. Provides the plan must specify how such funds will be used to enhance the activities/strategies that have been or will be implemented to increase student performance, narrow the achievement gap, and increase academic performance among traditionally underserved students.
Chapter 58 http://assembly.state.ny.us/leg/?default_fld=&bn=S02808&Summary=Y&Memo=Y&Text=Y
Title: S.B. 2808 - Part B, Sec. 2
Source: assembly.state.ny.us
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| FL | Signed into law 07/2010 | P-12 | Repeals Subsection (5) of section 1003.413, which directed the commissioner of education to implement the Secondary School Improvement Award Program to reward secondary schools that demonstrate continuous student academic improvement and show the greatest student achievement gains in reading and math. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7037er.docx&DocumentType=Bill&BillNumber=7037&Session=2010
Title: HB 7037 - Sec 25
Source: http://www.myfloridahouse.gov
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| OK | Signed into law 06/2010 | P-12 | Relates to the Academic Achievement Award program; modifyies number of awards granted under the program and adds or specifies award levels; changes date for distributing monetary award; directs the State Board of Education to identify school sites for the various levels of awards; modifies calculation of the awards; specifies allocation of funding for awards based on availability of funds; establishing API score requirements for each award; deletes monetary awards for certain categories; modifies amounts and definitions; limits award to certain qualified employees; requires the State Board to announce and post list of award winners on its Internet website.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB2302_ENR.RTF
Title: H.B. 2302
Source: http://webserver1.lsb.state.ok.us
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| TX | Adopted 06/2010 | P-12 | Establishes procedures and adopts guidelines for the administration of awards for teacher excellence. Incorporates statutory changes resulting from H.B. 3646, 81st Texas Legislature, 2009. Pages 1-6 of 182: http://www.sos.state.tx.us/texreg/pdf/backview/0618/0618adop.pdf
Title: 19 TAC 102.1073
Source: www.sos.state.tx.us
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| WA | Signed into law 03/2010 | P-12 | Creates a coherent and effective accountability framework for improvement for all schools and districts to provide an excellent and equitable education, the tools necessary for accountability, including the necessary accounting and data reporting systems, assessment systems to monitor student achievement, and a system of general support; recognizes schools for raising achievement and closing achievement gaps; provides funding for the lowest performing schools; identifies the schools in need of improvement. Phase I of this system will: (1) recognize schools that have done an exemplary job of raissing student achievement and closing the achievement gaps using the state board of education's accountability index; and (2) target the lowest five percent of persistently lowest-achieving schools to provide federal funds and federal intervention models through either a voluntary option or a required action process. Phase II of the system will work toward implementing the state board of education's accountability index for identification of schools in need of improvement and the use of state and local intervention models and state funds. The expectation from implementation of this system is the improvement of student achievement for all students to prepare them for postsecondary education, work, and global citizenship in the twenty-first century. Chapter 235
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/6696-S2.PL.pdf
Title: S.B. 6696
Source: http://apps.leg.wa.gov
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| 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
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| CA | Signed into law 01/2010 | P-12 | Adds Chapter 18 (commencing with Section 53100) to the Education Code. Numbers below relate to new section numbers.
53100: For purposes of implementing the federal Race to the Top program, (1) authorizes the state superintendent and president of the state board to enter into a memorandum of understanding with a local education agency (LEA), and (2) directs participating LEAs to enter into a memorandum of understanding with the state superintendent and president of the state board.
53101: Directs the governor, state superintendent and state board to develop one or multiple plans to submit as part of a Race to the Top application. Requires that the plan address how the Race to the Top program funds and any other applicable federal funds will be used to provide resources to the low-achieving and persistently lowest-achieving schools as defined in statute, and provides that these resources may include professional development, technical assistance, and partnering with schools that have successfully transitioned from low- to higher-performing status. Provides legislative intent that funding for LEAs be the highest priority in the allocation of Race to the Top program funds.
53102: By January 2011, directs the state superintendent to contract for an independent evaluation of the implementation and impact of the state plan submitted in application for a federal Race to the Top Fund grant award. Requires that the legislative, governor and state board be provided an interim report by June 2012, and a final report by June 2014.
53201: Defines "low-achieving school" as any Title I school in improvement, corrective action or restructuring. Defines "persistently lowest-achieving school" as meeting any of a number of criteria. Some of these criteria include: the lowest 5% of low-achieving schools as measured by proficiency on NCLB assessments in reading/language arts and math; any secondary school eligible for but not receiving Title I funds that is in the lowest 5% as measured by proficiency on NCLB assessments in reading/language arts and math; and any of either such school (or any high school in improvement, corrective action, or restructuring) that has had a graduation rate below 60% in each of the previous three years.
53201.5: Requires the state superintendent to notify a local governing board, or governing body of a charter school, if any school in its jurisdiction has been identified as a persistently lowest-achieving school.
53202: Provides that for purposes of implementing the federal Race to the Top program, a local board must implement for any persistently lowest-achieving school the turnaround model, the restart model, school closure, or the transformation model (as described in Appendix C of the Notice of Final Priorities, Requirements, Definitions, Selection Criteria for the Race to the Top program published in Volume 74 of Number 221 of the Federal Register on November 18, 2009). Provides an exception. Establishes a hearing process for any school subject to an intervention prior to selection of an intervention. Establishes parameters to allow a school implementing the turnaround or transformation model to participate in a school-to-school partnership program by working with a mentor school that has successfully transitioned from a low-achieving school to a higher-achieving school. (Higher-achieving school must either have exited Program Improvement under NCLB, or increased (in statewide Academic Performance Index rankings) by two or more deciles over the last five years, using the most recent data available.) Requires the principal and, at the principal's discretion, the staff of a mentor school to provide guidance to a persistently lowest-achieving school to develop a reform plan, and provide guidance on how the mentor school transformed the culture of the school from low-achieving to higher-achieving and how that transformation could be replicated at the school implementing a turnaround or transformation model. To the extent such funds are available, requires the mentor school to receive federal funds for serving as a mentor school; as a condition of receipt of funds, requires the mentor school's principal (and staff, at the principal's discretion), to meet regularly with the assigned persistently lowest-achieving school for at least three years.
53203: Directs regional consortia to provide technical assistance and support to LEAs with one or more persistently lowest-achieving schools in implementing any interventions for persistently lowest-achieving schools. Identifies 11 areas that such technical assistance may address, including:
(1) Identifying staff recruitment and retention strategies
(2) Identifying strategies to provide increased instructional time
(3) Implementing professional development activities identified in the state's Race to the Top proposal
(4) Developing a new governance structure, which may include establishment of a turnaround office in the LEA or the department, that a school implementing the turnaround model
will report to
(5) Developing social-emotional and community-oriented services (including parental involvement strategies)
(6) Identifying, reviewing, and recommending quality charter school operators, charter management organizations, or education management organizations that can operate a persistently lowest-achieving school
(7) Identifying higher-achieving schools in the district, including charter schools, to relocate pupils attending a school that is scheduled for closure
(8) Developing a rigorous, transparent and equitable teacher and principal evaluation system that includes student growth data and other factors such as multiple observation-based assessments that all schools implementing the turnaround or transformation model may use
(9) Identifying strategies to identify and reward school leaders, teachers, and other staff who, in implementing the transformation model, have increased pupil achievement and high school graduation rates and have identified and removed those, who, after ample opportunities, have been provided for them to improve their professional practice, have not done so
(10) Identifying and approving mentor schools
(11) Consistent with the collective bargaining agreement, assisting an LEA in:
(a) meeting federal guidelines that encourage the state to ensure that persistently lowest-achieving schools are not required to accept a teacher without mutual consent of the teacher and principal, regardless of the teacher's seniority.
(b) Implementing schoolsite-based teacher hiring decisions
(c) Giving persistently lowest-achieving schools first priority in selecting from the qualified district applicant pool, among those teachers who have specifically applied to work at the school.
Pages 8-13 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Section 8
Source: www.leginfo.ca.gov
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| DE | Signed into law 06/2009 | P-12 | Creates a pilot Academic Achievement Awards program, which would use federal stimulus funds to make financial awards to schools that significantly close the achievement gap and schools that exceed their adequate yearly progress for two or more consecutive years. The awards are focused on schools that have high percentages of economically disadvantaged students.
http://legis.delaware.gov/LIS/lis145.nsf/vwLegislation/SB+151/$file/legis.html?open
Title: S.B. 151
Source: http://legis.delaware.gov
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| TX | Signed into law 06/2009 | P-12 | Adds national board-certified teachers as a group of educators eligible to be awarded stipends for improved student achievement through the educator excellence awards program. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00709F.pdf
Title: H.B. 709
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Section 11: Provides that the educator excellence fund will be annually funded by an amount determined by legislative appropriation, rather than by $1,000 per teacher. Eliminates reference in 21.703(a) to awards for student achievement program. Bill also repeals Subchapter N, Chapter 21 of the Education Code, "Awards for Student Achievement Program" and Section 21.704(b) authorizing the district-level committee to use a campus incentive plan as part of a local awards plan.
Section 12: Adds language that a local awards plan under the educator excellence awards program must provide for teachers and principals eligible to receive awards to be notified of the specific criteria and any formulas on which the awards will be based before the beginning of the period on which the awards will be based.
Section 13: Adds principals to school staff eligible for award payments for improving student achievement under the educator excellence awards program. Clarifies that one use of award funds may be providing teacher induction and mentoring support, including stipends to effective mentors or teacher coaches. Clarifies that stipends to successful teachers at hard-to-staff schools are for purposes of recruiting and retaining teachers, and makes principals who are successful for improving student performance eligible for stipends at such hard-to-staff schools. Eliminates provision allowing award payments to go to teacher stipends for teachers holding postgraduate degrees; eliminates provision allowing award payments to go to principals generally who effectively increase student performance as determined by objective measures. Allows award funding to be used to provide funding for previously developed incentive programs.
Section 14: Eliminates references in 21.706(a) to awards for student achievement program and educator excellence awards program.
Pages 8-12 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Sections 11-14
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Establishes new Subchapter G, "Distinction Designations". Directs the commissioner at the beginning of each school year to award distinction designations to districts and campuses. Directs the commissioner by rule to establish a recognized and exemplary rating for awarding districts and campuses an academic distinction designation. Requires the commissioner's rule to include criteria for the ratings, including percentages of students who demonstrate college readiness on specified end-of-course assessments, or other factors indicating students' postsecondary readiness. Requires a campus to be awarded a distinction designation if the campus is in the top 25% of campuses statewide in annual improvement in student achievement as determined under Section 39.034. Additionally requires a campus to be awarded a distinction designation if the campus significantly diminishes or eliminates performance differentials between student subpopulations and is ranked in the top 25% of campuses statewide in annual improvement in student achievement. Directs the commissioner to adopt rules to ensure that a campus does not artificially diminish or eliminate performance differentials by inhibiting the achievement of the highest achieving student subpopulation.
Additionally provides that a campus that satisfies the criteria established in new Section 39.204 must be awarded a distinction designation for programs/categories of performance, namely (1) academic achievement in English language arts, math, science, or social studies; (2) fine arts; (3) physical education; (4) 21st Century Workforce Development program; and (5) second language acquisition program. Establishes 39.204, which directs the commissioner by rule to establish standards for considering campuses for distinction designations and methods for awarding campus distinction designations. Requires establishment of a separate committee to develop criteria for the aforementioned subject area/program-specific distinction designations. Establishes criteria for membership of each such committee, and procedures for each committee to develop criteria for distinction designations. Repeals Section 39.111, "Recognition and Rewards"
Amends 39.263, "Awards." Provides criteria for identifying schools in Texas Successful Schools Awards System must include consideration of performance on the student achievement indicators adopted under Section 39.053(c) and consideration of the distinction designation criteria prescribed by or developed under Subchapter G.
Requires the regional and district level report developed per Section 39.333 to indicate, for each campus granted an exemption from the maximum class size in grades K-3, a statement of whether the campus has been awarded a distinction designation under Subchapter G or has been identified as an unacceptable campus under Subchapter E. Existing language requires the regional and district report to indicate a summary of district waivers granted under Section 7.056 or 39.232; new legislation additionally requires report to provide a summary of school-level exemptions permitted by these Sections.
Requires the first written notice of a student 's performance that a school district gives during a school year to include a statement of whether the campus at which the student is enrolled has been awarded a distinction designation under Subchapter G or has been identified as an unacceptable campus under Subchapter E, and an explanation of the significance of this information.
Pages 125-135, 155-157 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part VI (Distinction Designations and Awards)
Source: www.legis.state.tx.us
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| OK | Vetoed 05/2009 | P-12 | Amends Academic Achievement Award program to allow for more schools to receive awards (was limited to four). Adds and clarifies award levels; directs the State Board of Education to identify school sites for awards; establishes API score requirements for awards; modifies monetary awards for certain categories; provides monetary award amounts.
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