 |
State |
Status/Date |
Level |
Summary |
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 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--Learnfare |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
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| Accountability--Sanctions/Interventions--No Pass No Play |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
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| Assessment |
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| Assessment--Accommodations |
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| Assessment--College Entrance Exams |
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| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| Assessment--Formative/Interim |
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| Assessment--High Stakes/Competency |
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| Assessment--Legal Issues |
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| Assessment--NAEP (NAEP Results and NAEP Organization) |
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| Assessment--Performance Based/Portfolio |
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| Assessment--Value Added |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Brain Research |
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| Business Involvement |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
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| Choice of Schools |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Charter Districts |
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| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Choice/Open Enrollment--Research |
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| Choice of Schools--Innovation Schools |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Choice of Schools--Vouchers--Privately Funded |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Civic Knowledge and Literacy |
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| Civic Education--Curriculum/Standards |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
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| Curriculum |
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| Curriculum--Alignment |
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| Curriculum--Arts Education |
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| Curriculum--Censorship |
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| Curriculum--Core Curriculum |
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| Curriculum--Drivers Education |
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| Curriculum--Environmental Education |
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| Curriculum--Excusal |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Geography Education |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Home Economics |
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| Curriculum--International Education |
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| Curriculum--Language Arts |
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| Curriculum--Language Arts--Writing/Spelling |
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| Curriculum--Mathematics |
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| Curriculum--Multicultural |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Curriculum--Speech Education |
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| Data-Driven Improvement |
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| Demographics |
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| Demographics--Condition of Children/Adults |
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| Demographics--Enrollments |
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| Desegregation |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Aid to Private Schools |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Does Money Matter? |
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| Finance--Equity |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Litigation |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Performance Funding |
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| Finance--Private Giving |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--Mandates |
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| Governance--Regional Entities |
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| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Mental Health |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| Health--Teen Pregnancy |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Credit Recovery |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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 | High School--Exit Exams |
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| CA | Signed into law 08/2012 | P-12 | Delays until Class of 2016 the implementation of alternative means for students with disabilites to demonstrate achievement of standards as required for high school exit exam (i.e., extends exemption of students with disabilities from exit exam requirement). Authorizes the state board, by regulation, to extend the July 1, 2015, date by up to one year. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1701-1750/ab_1705_bill_20120827_chaptered.pdf
Title: A.B. 1705
Source: www.leginfo.ca.gov
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| TX | Adopted 08/2012 | P-12 | Provides that the commissioner of education is responsible for determining the level of performance considered to be satisfactory on the assessment instruments. Identifies the performance standards established by the commissioner for state-developed assessments, as required by statute, for all grades, assessments, and subjects. Provides a figure http://ritter.tea.state.tx.us/rules/tac/chapter101/19_0101_3041-1.pdf that identifies, for students first enrolled in Grade 9 or below in the 2011-2012 school year, the performance standards for the STAAR end-of-course (EOC) assessments. Clarifies the standard in place when a student first takes an EOC assessment in a particular content area is the standard that will be maintained in that content area throughout the student's high school career. Also provides, for students first enrolled in Grade 9 prior to the 2011-2012 school year or enrolled in Grade 10 or above in the 2011-2012 school year, a figure http://ritter.tea.state.tx.us/rules/tac/chapter101/19_0101_3041-2.pdf that identifies the performance standards for the TAKS for Grade 10 and exit level. Adopted as published in the June 15, 2012 Texas Register (pages 8-10 of 112): http://www.sos.state.tx.us/texreg/pdf/backview/0615/0615prop.pdf
Title: 19 TAC 101.3004, 3041
Source: www.sos.state.tx.us
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| CA | Signed into law 06/2012 | P-12 | From section 56 of bill summary: Reduces by various amounts appropriations made for supplemental school counseling, special education, partnership academies, instructional support to help pupils pass the high school exit examination, English language tutoring to limited-English-proficient pupils, incentive grants to support the hiring of more K-8 physical education teachers, the Arts and Music Block Grant, certificated staff mentoring, and community colleges. Makes available for reappropriation the unencumbered balances of specified appropriations made in prior fiscal years for various educational purposes and would reappropriate $220,137,000 to the state department of education for apportionment for special education programs. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1001-1050/sb_1016_bill_20120627_chaptered.pdf
Title: S.B. 1016 - Appropriations and Reappropriations
Source: www.leginfo.ca.gov
| |
| OH | Signed into law 06/2012 | P-12 | By December 31, 2013, directs the state board to submit recommended scoring ranges on the state English language arts assessments (including on 3rd grade ELA assessment to be promoted to 4th grade) and Ohio graduation tests necessary to successfully implement the Common Core curriculum and assessments in the 2014-2015 school year. Pages 391-392 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf
Title: S.B. 316 - Common Core and State Assessment Scoring Ranges
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2012 | P-12 | Directs the department or a contractor responsible for scoring of assessments to send each district board a list of the individual scores of all persons taking any of specified state assessments within 75 days of assessment administration; requires that scores be provided no later than June 15, 2013. Pages 396-397 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf
Title: S.B. 316 - Scores on State Assessments, Including OGT
Source: www.legislature.state.oh.us
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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
| |
| TX | Adopted 05/2012 | P-12 | From Texas Register: Repeals §101.3001 and §101.3003 and adopts new §§101.3011 and 101.3021-101.3024, concerning implementation of testing program.
Adopted new 101.3011, Implementation and Administration of Academic Content Area Assessment Instruments, retains provisions from repealed rule, §101.3001, for the implementation of the Texas Education Code (TEC), §39.023(a), (b), (c), (l), and any further testing required due to federal law. Also includes provisions that allow the continued use of the Texas Assessment of Knowledge and Skills (TAKS) in Grades 10 and 11 and provisions for making available certain assessments in an alternative form. Specifies that the implementation date for the 15% course grade requirement begins in the 2012-2013 school year.
Adopted new §101.3021, Required Participation in Academic Content Area Assessments and Course Grading, stipulates that a student first entering Grade 9 in the 2011-2012 school year or thereafter is required to meet the end-of-course (EOC) requirements in the TEC, §39.025. Districts are required to institute a policy where a result on the applicable EOC assessment accounts for 15% of a student's final course grade beginning in the 2012-2013 school year. Also addresses the following requirements:
--To receive a diploma, a student receiving high school course credit through credit by examination or by participating in a dual-credit course or distance-learning course must still meet the EOC assessment requirements for the student's high school graduation program.
--A student receiving course credit by participation in a dual-credit or distance-learning course, or through an advanced placement or International Baccalaureate course, is subject to the 15% course grade requirement beginning in the 2012-2013 school year.
--Students are not subject to the 15% course grade requirement if course credit is received through credit by examination. The 15% course grade requirement does not apply for certain eligible English language learners and students receiving special education services who take an alternate or modified form of an EOC assessment.
Also specifies those students who are not required to take certain EOC assessments due to completion of a course for high school credit prior to the 2011-2012 spring administration for a course for which an EOC assessment would normally apply.
Adopted new §101.3022, Assessment and Cumulative Score Requirements for the Minimum, Recommended, and Distinguished Achievement High School Programs, specifies the assessment and cumulative score requirements for the minimum high school program (MHSP), the recommended high school program (RHSP), and the distinguished achievement high school program (DAP). If a student on the MHSP is enrolled in a course that is not specified by the curriculum requirements as listed in 19 TAC Chapter 74 for the MHSP program, the student's score on the EOC assessment for that course may count toward the cumulative score requirement for the content area at the student's discretion. Students on the RHSP and DAP must take all 12 EOC assessments to receive a Texas diploma. Further, students on the RHSP must also achieve satisfactory performance on Algebra II and English III EOC assessments, and students on the DAP must achieve the advanced standard on Algebra II and English III EOC assessments. The standard in place when a student first takes an EOC assessment is the standard that will be maintained throughout the student's school career for that content area.
Adopted new §101.3023, Participation, Graduation Assessment, and Cumulative Score Requirements for Students Receiving Special Education Services, specifies:
--The admission, review, and dismissal (ARD) committee determines if a student receiving special education services will need to meet satisfactory performance on an EOC assessment and the cumulative score requirements for purposes of graduation. Beginning with the 2011-2012 school year, all Grades 9-12 students with significant cognitive disabilities who are assessed with an alternate assessment as specified in the student's individualized education program (IEP) will be assessed using alternate versions of EOC assessments.
--A student receiving special education services and who is first enrolled in Grade 9 or below in the 2011-2012 school year will be administered a modified version of an EOC assessment instrument as required by the student's IEP.
--If a student receiving special education services is administered an alternate or modified form of an EOC assessment, the 15% course grade requirement of the TEC, §39.023(c), will not apply and a cumulative score will not be reported for alternative or modified assessments.
--If a student receiving special education services is enrolled in a course for which there is an EOC assessment but no corresponding modified or alternate version of that assessment, the student is not required to take an assessment for that course. However, if a student who is receiving special education services is administered a general education EOC assessment as listed in the TEC, §39.023(c), the 15% course grade requirement will apply beginning in the 2012-2013 school year and a cumulative score will be reported for the student.
Adopted new §101.3024, Assessment Requirements for Students First Enrolled in Grade 9 Prior to 2011-2012 School Year or First Enrolled in Grade 10 or Above in 2011-2012 School Year, retains provisions from repealed rule, §101.3003, to specify the assessment graduation requirements needed to achieve a Texas high school diploma. The new rule also specifies that the TAKS-Modified assessments will continue to be the assessment requirement for a student receiving special education services who is enrolled above Grade 9 in the 2011-2012 school year and for whom an IEP specifies that the student will take a modified version of an assessment.
Adopted as published in the March 2, 2012 Texas Register (pages 22-25 of 40): http://www.sos.state.tx.us/texreg/pdf/backview/0302/0302prop.pdf
Title: 19 TAC 101.3001, 3003, 3011, 3021, 3022, 3023, 3024
Source: www.sos.state.tx.us
| |
| CA | Adopted 04/2012 | P-12 | Adopts emergency regulation to extend to January 1, 2013 deadline for state board to implement regulations providing for an "alternative means" high school exit examination for students with disabilities. Pages 20-21 of 28: http://www.oal.ca.gov/res/docs/pdf/notice/14z-2012.pdf
Title: 5 CA ADC 1216.1
Source: www.oal.ca.gov
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| FL | Signed into law 04/2012 | P-12
Postsec. | Beginning with the 2012-2013 school year, requires that the end-of-course assessment in Algebra I be administered four times annually. completion of a full academic year, which begins with the fall term. Provides district reporting requirements for a full-time equivalent student in courses requiring certain statewide, standardized end-of-course assessments and for a student who passes a statewide, standardized end-of-course assessment without being enrolled in the corresponding course.
Bill text (pages 52, 65-68 of 71): http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7059er.docx&DocumentType=Bill&BillNumber=7059&Session=2012
Final bill analysis: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=h7059z.KINS.DOCX&DocumentType=Analysis&BillNumber=7059&Session=2012
Title: H.B. 7059 - End-of-Course Assessments
Source: myfloridahouse.gov
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| MN | Signed into law 04/2012 | P-12 | Extends certain alternatives for students who do not pass the graduation test requirement for math for the 2012-13 and 2013-14 school years.
Article 2, Sec. 4, Subd. 1 https://www.revisor.mn.gov/data/revisor/law/2012/0/2012-239.pdf
Title: H.F. 2949
Source: https://www.revisor.mn.gov/
| |
| OK | Signed into law 04/2012 | P-12 | Adds provisions requiring the state board to adopt rules establishing an appeal process for students who have been denied a standard diploma by the school district in which the student is or was enrolled for failing to meet the requirements for graduation established in this section. A student has 30 days after denial of the standard diploma in which to file a petition for an appeal to the Board. The Board is required to take action on a petition for an appeal no later than forty-five (45) days after receiving the petition. Requires the Board to collect data by school site and district on the number of students petitioning for an appeal and the number of appeals approved. Beginning October 1, 2012, the Board is required to provide an annual report of this data to the Governor, President Pro Tempore of the State Senate and Speaker of the House of Representatives.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB2970%20ENR.DOC
Title: H.B. 2970
Source: http://webserver1.lsb.state.ok.us
| |
| AZ | Signed into law 03/2012 | P-12 | Removes the requirement for a 12th-grade student to have taken the Arizona Instrument to Measure Standards (AIMS) each time it was administered in order to substitute a minimum score determined by the State Board of Education on a national college entrance exam for a passing score on AIMS for the purpose of high school graduation. http://www.azleg.gov/legtext/50leg/2r/bills/sb1252s.pdf
Title: S.B. 1252
Source: azleg.gov
| |
| OH | Signed into law 03/2012 | P-12 | Directs the state board to incorporate into the grades 4-12 social studies standards content regarding the Declaration of Independence, the Northwest Ordinance, the U.S. Constitution and its amendments, with emphasis on the Bill of Rights, and the Ohio Constitution, and to revise the model curricula and assessments to reflect the additional American history and American government content. Directs the state board to make available a list of suggested grade-appropriate supplemental readings that teachers may use as a resource to assist students. Replaces references to social studies end-of-course (EOCs) exams with references to EOCs in American history and American government. By July 2013, requires each local board to adopt interim EOCs to assess mastery of American history and American government standards. Requires all high schools to use such EOCs until the state superintendent and chancellor of the board of regents select EOCs in American history and American government. By July 2014, requires the state superintendent and chancellor to select EOCs in American history and American government.
Revises high school graduation requirements to require one-half unit each of American history and government (legislation previously required one unit of "American history and government". Revises prerequisite provisions on certain social studies courses to allow demonstrated mastery to substitute for basic instruction. Effective with entering 9th graders in the 2012-13 school year, requires American history and American government to include the aforementioned documents to be incorporated in state standards (Declaration of Independence and ff.). Specifies that a valid educator license for teaching social studies in the
applicable grade must be considered sufficient to teach the additional American history and American government content. Directs the state board, by July 2012, to review the revised code and recommend legislation to make changes necessary to fully implement additional American history and American government content. Specifies that nothing limits the ability of a district or public or nonpublic school to offer specified academic content through summer school, online, or any other method offered by the district or school.
http://www.legislature.state.oh.us/BillText129/129_SB_165_EN_N.pdf
Title: S.B. 165
Source: www.legislature.state.oh.us
| |
| SC | Signed into law 03/2012 | P-12 | Provides that students who take two courses based on the same academic standards for which there is an end-of-course test would take the test for the first course and the score would count as 20% of the final grade. If the student passes the first course, the second course would not be a gateway course for that student. The student would not take an end-of-course test for the second course and the student's final grade would be calculated without an end-of-course score (Legislative approval of a state board action). http://www.scstatehouse.gov/sess119_2011-2012/bills/1201.htm
Title: S.J.R. 1201
Source: http://www.scstatehouse.gov
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| WY | Signed into law 03/2012 | P-12 | Creates an integrated district and statewide assessment system. Requires state superintendent to establish a program for administering a standardized computer-adaptive college placement and job skills assessment to all students in grades 11 and 12. Finds that districts must include scores from two exams on high school transcripts. Requires the district assessment system to be designed to determine various levels of student achievement, high school attainment. Provides duties of state superintendent in implementing assessment system. Directs school districts to administer common benchmark adaptive assessments in grades 1 through 8. Provides state board has authority to review, approve each district's assessment system. Stipulates waivers may be granted consistent with NCLB and IDEA statutes.
http://legisweb.state.wy.us/2012/Enroll/SF0057.pdf
Title: S.F. 57
Source: http://legisweb.state.wy.us
| |
| CT | Signed into law 07/2011 | P-12 | Secondary School Reform Act - Delays by two years the implementation of the secondary school reform requirements enacted in 2010 that: (1) Increase the minimum number of credits required to graduate from high school; (2) Require school districts to offer students support and alternative ways to meet the new graduation requirements; and (3) Require the State Department of Education (SDE) to develop end-of-course exams in various subjects. Eliminates a requirement that the state provide grants to help districts implement the new graduation requirements and instead requires SDE to offer technical assistance to districts wishing to start implementing them. Revises and delays by one year the start of biennial status reports on the implementation of the new graduation requirements. Establishes a task force to address implementation issues arising from enhanced high school graduation requirements.
Teacher Evaluations/Tenure - Moves up the deadline for the State Board of Education (SBE), in consultation with the Performance Evaluation Advisory Council (PEAC), to adopt guidelines for teacher evaluations to July 1, 2012 from July 1, 2013. Requires, for tenure purposes, that teachers whose employing boards enter cooperative arrangements to provide educational services retain their credited service with those boards if their employment is transferred to a committee administering the cooperative arrangement.
Student Success Plan - Requires districts to establish a student success plan for each student starting in grade 6.
School Governance Councils - Exempts boards of education with low-achieving schools that have only a single grade or that already have substantially similar school governance councils from the existing requirement to establish school councils according to the existing law. Reorganizes and clarifies the sequence and contents of required SDE reports on the implementation and effectiveness of school governance councils. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00135-R00HB-06498-PA.pdf
Title: H.B. 6498
Source: http://www.cga.ct.gov
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| MN | Signed into law 07/2011 | P-12 | Provides that a school, district or charter school include on a student's high school transcript the current pass status for each subject that has a required graduation assessment. Previously a student's highest scores on specified assessments were listed on his or her transcript. (Article 2, Sec 4)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us
| |
| FL | Signed into law 06/2011 | P-12
Postsec. | Allows a principal to waive the civics end-of-course (EOC) assessment requirement for a transfer student who already completed a civics course (Sec. 25). Establishes an exemption from the intensive reading course requirement for certain students (Sec. 16, 18). Provides the commissioner limited flexibility in reporting student results on statewide assessments and eliminates the 3-week EOC administration window (Sec.25). Requires high schools to evaluate the college readiness of each student who scores a certain level on statewide assessments (Sec. 26).
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 16, 18, 25, 26
Source: http://www.myfloridahouse.gov
| |
| FL | Signed into law 06/2011 | P-12 | Creates Digital Learning Now Act. Requires school districts to establish virtual instruction options. Authorizes establishment of virtual charter schools. Authorizes blended learning courses. Authorizes Florida Virtual School (FLVS) to provide full-time instruction to students in kindergarten through grade 12 and provides additional requirements for FLVS. Provides funding and accountability requirements. Requires high school students entering grade 9 in the 2011-12 school year to complete at least one online course within the 24 credit requirement for high school graduation. Redefines FTE student for purposes of virtual instruction. Requires the Department of Education (DOE) to issue a report identifying and explaining the best methods and strategies for increasing student access to digital learning. Requires the DOE to develop an evaluation method for providers of part-time virtual programs. Provides that all statewide end-of-course assessments be administered online by the 2014-15 school year. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7197er.docx&DocumentType=Bill&BillNumber=7197&Session=2011
Title: H.B. 7197
Source: http://www.myfloridahouse.gov
| |
| OH | Signed into law 06/2011 | P-12 | Removes requirement that the state assessment program assess "other skills necessary in the twenty-first century" (beyond English language arts, mathematics, science, and social studies). Page 6 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Exit Exam
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 06/2011 | P-12 | Provides that for administrations of each state assessment in the 2011-2012 school year and thereafter, the administrations are not to be public record (previously at least 40% of the questions were to be public record).
Amends provisions related to the exit exam system (the "college and work ready assessment system"):
--Repeals provision that the nationally standardized assessment measure competencies in science, math and English language arts. Replaces with provision that nationally standardized assessment measure college and career readiness.
--Adds that for the end-of-course exams in science, math, English language arts and social studies, the state superintendent and the chancellor must select multiple assessments that districts, schools, and chartered nonpublic schools may use, which must include nationally recognized subject area assessments, such as AP examinations, SAT subject tests, International Baccalaureate exams, and other assessments of college and work readiness.
--Repeals the senior project that was the third part of the college and work ready assessment system.
--Repeals provision relating to scoring rubrics and a required overall composite score for the college and work ready assessment system.
Pages 16-19 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - State Assessments
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 06/2011 | P-12 | Directs the state board not to prescribe the three ranges of scores for the assessments prescribed by division (A)(2) of section 3301.0710 of the Revised Code http://codes.ohio.gov/orc/3301.0710, as amended by Am. Sub. H.B. 1 of the 128th General Assembly, until the board adopts the rule required by division (A) of this section. Until that date, the board must continue to prescribe the five ranges of scores required by the version of section 3301.0710 of the Revised Code in effect prior to the effective date of Section 265.20.15 of Am. Sub. H.B. 1 of the 128th General Assembly, and the following apply:
(1) The range of scores designated by the state board as a proficient level of skill remains the passing score on the Ohio Graduation Tests for purposes of sections 3313.61, 3313.611, 3313.612, and 3325.08 of the
Revised Code;
(2) The range of scores designated as a limited level of skill remains the standard for applying the third-grade reading guarantee under division (A) of section 3313.608 of the Revised Code;
(3) The range of scores designated by the state board as a proficient level of skill remains the standard for the summer remediation requirement of division (B)(2) of section 3313.608 of the Revised Code.
(C) This section is not subject to expiration after June 30, 2013, under Section 809.10 of this act.
Pages 981-982 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part3.pdf
Title: H.B. 153 - Ranges of Scores on State Assessments
Source: www.legislature.state.oh.us
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| FL | Signed into law 05/2011 | P-12
Postsec. | Repeals provisions relating to programs that were never implemented or are no longer funded. The programs are: Digital Divide Council and the associated Pilot Project for Discounted Computers and Internet Access for Low-Income Students; the Institute on Urban Policy and Commerce; the Community and Faith-based Organizations Initiative; the Community and Library Technology Access Partnership; the Community computer access grant program; Adult Literacy Centers; the Florida Literacy Corps; Preteacher and Teacher Education Pilot programs, the Teacher Education Pilot Programs for High-Achieving Students; the Merit Award Program; the Critical Teacher Shortage Program, which includes: the Florida Teacher Scholarship and Forgivable Loan Program, the Critical Teacher Shortage Tuition Reimbursement Program, and the Critical Teacher Shortage Student Loan Forgiveness Program.
The legislation also repeals professional service contracts for instructional staff and the requirement for students who took Algebra I in the middle grades from 2007-2008 through 2009-2010 to take the Algebra I end-of-course assessment in the 2010-2011 school year.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.docx&DocumentType=Bill&BillNumber=7087&Session=2011
Title: H.B. 7087
Source: http://www.myfloridahouse.gov
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| OK | Signed into law 05/2011 | P-12 | The measure requires districts to report on transcripts all levels of students' achievements on end-of-instruction tests, rather than just end-of-instruction tests on which they score proficient or higher.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1680%20ENR.DOC
Title: H.B. 1680
Source: http://webserver1.lsb.state.ok.us
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| SC | Signed into law 05/2011 | P-12 | Clarifies the science course requirement for receiving a high school diploma. Current law requires students to pass a science course in a subject in which the end-of-course assessment is administered to earn a state high school diploma. Amends current law to provide that for the graduation classes of 2011 and 2012, students who earn a unit of credit in either biology or physical science will count that course credit as the required science course for graduation purposes. http://www.scstatehouse.gov/sess119_2011-2012/bills/686.htm
Title: S.J.R. 686
Source: http://www.scstatehouse.gov
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| AR | Signed into law 04/2011 | P-12 | Concerning the high-stakes end-of-course assessments for English II. Beginning with the 2014-2015 (changed from 2013-14) school year, all initial high-stakes end-of-course assessments for English II must be administered by grade ten (10).
(Secs 18-)
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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| WA | Signed into law 04/2011 | P-12 | Allows students in the classes of 2012 and 2013 to meet the standard on only one high school mathematics end-of-course assessment.
Effective 07/22/2011
http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/House%20Passed%20Legislature/1412.PL.pdf
Title: H.B. 1412
Source: http://apps.leg.wa.gov
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| GA | Adopted 07/2010 | P-12 | Amends provisions providing alternatives to students who fail the high school graduation assessment. http://public.doe.k12.ga.us/_documents/doe/legalservices/160-1-3-.09.pdf
Title: 160-1-3-.09
Source: public.doe.k12.ga.us
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| LA | Signed into law 06/2010 | P-12 | Relates to xaminations administered to students pursuing a career major curriculum and a career diploma. Requires that construction of end-of-course examination questions reflect content and method of instruction used for related courses.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722197
Title: S.B. 490
Source: http://www.legis.state.la.us/
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| CT | Signed into law 05/2010 | P-12 | Increases the minimum credits required for high school graduation from 20 to 25 and gives greater emphasis to math, science and world languages, beginning with the class of 2018. Students in the Class of 2018 will also be expected to complete "end of the school year examinations" (end-of-course exams) in Algebra I, Geometry, Biology, American History and Grade 10 English. Also requires every student to complete a "capstone project" (independent demonstration project). Beginning with classes graduating in 2018, requires local/regional boards of education to provide adequate student support and remedial services for students beginning in grade 7. Such services must provide an alternate means for a student to complete any high school graduation requirements or end of the year exams. Requires the local/regional board of education to adopt a policy for the granting of credit for on-line coursework. Further requires each local/regional board, beginning with the school year commencing July 1, 2012, to collect information for each student enrolled in public school, beginning in grade 6, that records students' career and academic choices in grades 6 to 12. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 16
Source: http://www.cga.ct.gov
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| GA | Signed into law 05/2010 | P-12 | Directs the state board to consider passage of an industry certification exam or state board-approved licensure exam when considering granting a student a variance from one or more portions of the high school graduation test. Provides that before granting a variance, a student must have failed to pass the relevant portion of the high school graduation test at least four times.
Page 8 of 8: http://www.legis.state.ga.us/legis/2009_10/pdf/hb400.pdf
Title: H.B. 400 - Amended Section 20-2-281
Source: www.legis.state.ga.us
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| SC | Signed into law 05/2010 | P-12 | Directs the state Department of Education, in collaboration with the Education Oversight Committee, to convene a task force to include, but not be limited to, district level instructional and assessment personnel to examine the feasibility of shifting from the use of the High School Apprenticeship Program (HSAP) to end-of-course assessments for meeting federal assessment requirements; Requires the task force to, at a minimum, examine the utility of the HSAP and end-of-course assessment programs and the benefits and information each provides as well as implementation considerations, costs factors, and appropriate transition timelines the state encounters in shifting from HSAP to end-of-course assessments for federal purposes; Requires the task force to submit its findings to the Senate Finance Committee, Senate Education Committee, House Ways and Means Committee, House Education and Public Works Committee, the State Board of Education, and the Education Oversight Committee by January 15, 2011. http://www.scstatehouse.gov/sess118_2009-2010/bills/4823.htm
Title: H.J.R. 4823 - Sec. 7
Source: http://www.scstatehouse.gov
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| FL | Signed into law 04/2010 | P-12 | Redefines the Florida Comprehensive Assessment Test in math and reading as end-of-course exams. Provides that: (1) Beginning with students entering grade 9 in the 2010-2011 school year, in addition to the Algebra I credit requirement, one of the 4 credits in mathematics must be geometry or a series of courses equivalent to geometry as approved by the state board of education; (2) Beginning with students entering grade 9 in the 2010-2011 school year, the end-of-course assessment requirements must be met in order for a student to earn the required credit in Algebra I; (3) Beginning with students entering grade 9 in the 2011-2012 school year, the end-of-course assessment requirements must be met in order for a student to earn the required credit in geometry; and (4) Beginning with students entering grade 9 in the 2012-2013 school year, in addition to the Algebra I and geometry credit requirements, one of the 4 credits in mathematics must be Algebra II or a series of courses equivalent to Algebra II as approved by the state board.
Further provides that: (1) Beginning with students entering grade 9 in the 2011-2012 school year, one of the 3 credits in science must be Biology I or a series of courses equivalent to Biology I as approved by the state board; (2) Beginning with students entering grade 9 in the 2011-2012 school year, the end-of-course assessment requirements must be met in order for a student to earn the required credit in Biology I; and (3) Beginning with students entering grade 9 in the 2013-2014 school year, one of the 3 credits must be Biology I or a series of courses equivalent to Biology I as approved by the state board, one credit must be chemistry or physics or a series of courses equivalent to chemistry or physics as approved by the state board, and one credit must be an equally rigorous course, as determined by the state board.
For courses that require statewide, standardized EOC assessments, a minimum of 30% of a student's course grade shall be comprised of performance on the statewide, standardized EOC assessment. A student with a disability, for whom the IEP committee determines that an end-of-course (EOC) assessment cannot accurately measure the student's abilities, taking into consideration all allowable accommodations, must have the EOC assessment results waived for the purpose of determining the student's course grade and credit. In addition, in order to earn high school credit for an Algebra I, Geometry or Biology I course, a middle school student must pass EOC assessments.
http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0004er.html&Directory=session/2010/Senate/bills/billtext/html/
Title: S.B. 4 - Sec. 1-4
Source: http://www.flsenate.gov
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| FL | Signed into law 04/2010 | P-12 | Statewide Assessment Program - Discontinues the 9th and 10th grade math Florida Comprehensive Assessment Test (FCAT) and the high school math and science FCAT for the 2011-2012 school year; Requires all students currently enrolled in Algebra l (or equivalent) to take the end-of-course (EOC) assessment (30% of the final grade for 9th graders beginning in 2010-2011); Requires the 2010-2011 writing and science FCAT to be administered at least once in high school, middle school and in elementary school; Requires students enrolled in grades 6-8 in the 2010-2011 school year who earned credit during the 2007-2008 and 2009-2010 school years and have not taken 10th grade math FCAT to Algebra l EOC during the 2010-2011 school year; Provides that beginning with the 2011-2012 school year, 9th graders must pass Algebra I EOC to earn credit; In the 20112012 school year, all students enrolled in Geometry and/or biology must take EOC (will be 30% of final grade for 9th graders beginning in the 2011-2012 school year); Beginning in the 2012-2013 school year, 9th graders must pass EOC in Geometry and/or Biology to earn credit.
Directs the commissioner of education, contingent upon funding, to establish an implementaion schedule for the development and administration of additional statewide, standardized EOC in English/Language Arts II (priority), Algebra II, chemistry, physics, earth/space science, US History, and world history.
Equivalent Scores for EOC Assessments - Directs the commissioner of education to analyze the content and equivalent data sets for nationally recognized high school achievement tests and industry certification tests under the Industry Certification Funding List, pursuant to rules adopted by the state board of Education, to assess if equivalent scores for EOC assessment scores can be determined for passage of an EOC assessment.
http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0004er.html&Directory=session/2010/Senate/bills/billtext/html/
Title: S.B. 4 - Sec. 8
Source: http://www.flsenate.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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| NY | Adopted 01/2010 | P-12 | Amends section 100.5 to extend the Regents Competency Test (RCT) safety net provision for an additional year, thereby allowing students with disabilities who first enter grade 9 prior to September 2011 and who fail one or more of the required Regents exams to instead meet testing requirements for the local diploma by passing the corresponding RCT(s) for English or mathematics, or their equivalent, or the department-approved alternatives to the RCTs. Adopted as published in the September 30, 2009 Register (pages 15-18 of 62): http://www.dos.state.ny.us/info/register/2009/sep30/pdfs/rules.pdf
Title: Title 8 NYCRR Section 100.5
Source: www.dos.state.ny.us
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| AZ | Adopted 10/2009 | P-12 | Existing rule, effective through the graduating Class of 2010, allows a student who fails to achieve a passing score on the AIMS assessment for high school graduation to graduate if the student meets alternative graduation requirements based on classroom performance measures (i.e., augmentation of AIMS scores with additional points based on classroom grades of "C" or better in specified courses), participation in test retakes and participation in academic remediation programs. New rulemaking extends existing alternative graduation requirement provisions (with changes noted below) to students in the graduating Classes of 2011, 2012 and 2013. Unless otherwise noted, changes that go into effect for one graduating class remain in effect for subsequent graduating classes.
Makes the following changes for the Class of 2010:
--Existing law releases a district or charter school from allowing a student who fails the AIMS exit exam to pursue alternative graduation requirements if the student would not reach the "Meets the Standard" threshold even after augmenting the student's score on any section of the AIMS assessment by 25%. Revised provision releases a district or charter school from allowing a student to pursue alternative measures if augmenting the student's score by 15% would not bring the student to the "Meets the Standard" threshold.
--Existing law allows students to augment insufficient AIMS scores with points derived from classroom grades in (1) advanced placement (AP) and honors classes and (2) all other classes, with greater points awarded for grades in AP and honors courses, with the greatest points awarded for "A" grades and diminishing points awarded for "B" and "C" grades. Amendment significantly decreases the additional points students may receive for "A", "B" and "C" grades in advanced (AP and honors) and general courses.
Makes the following changes for the Class of 2011:
--Releases a district or charter school from allowing a student to pursue alternative measures if augmenting the student's score by 5% would not bring the student to the "Meets the Standard" threshold.
--Substantially reduces again (from Class of 2010 levels) the augmentation points students may receive for classroom grades in (1) advanced placement (AP) and honors classes and (2) all other classes.
Makes the following changes for the Class of 2012:
--Existing rule specifies that only classes that satisfy specified Carnegie unit requirements may be included in the calculation of additional points to compensate for inadequate AIMS scores. New provision increases from 11.5 to 13 the credits that may be taken into consideration and increases/specifies the credits/types of credits within the following subject areas (this change compensates for the increased Carnegie units required for high school graduation, effective with the Class of 2012): (1) Social studies: Increases credits that may be included in consideration from 1.5 credits to 3. Existing law specifies that these 1.5 credits in social studies may include 1 credit of world history/geography; new provision clarifies that these 3 credits may also include 1 credit of American history, including AZ history; .5 credit of American government, including AZ government; and .5 credit of economics. (2) Math: Increases credits that may be included in consideration from 2 to 3 credits, with references reworded to align with math courses to be required for high school graduation eff. Class of 2012.
Makes the following changes for the Class of 2013:
--Increases from 13 to 15 the Carnegie units that may be taken into consideration in the calculation of additional points to compensate for inadequate AIMS scores. Increases the math credits that may be taken into consideration from 3 to 4, in keeping with increased math credits required for high school graduation effective with the Class of 2013. Increases science credits that may be taken into consideration from 2 to 3.
http://www.azsos.gov/aar/2009/40/exempt.pdf
Title: R7-2-302.06 thru 302.09
Source: http://www.azsos.gov
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| LA | Adopted 09/2009 | P-12 | Amends rules relating to high school graduation requirements. Provides students the opportunity to complete requirements for the senior project to sit for the IBC exam, post graduation as an alternative to the required industry-based certification in the student's area of concentration. Replaces the Graduation Exit Examination with the End- of-Course tests as a graduation requirements for incoming freshmen in 2010-2011 to help prevent dropouts and assist in helping students graduate on time.
http://doa.louisiana.gov/osr/lac/28v115/28v115.doc
Title: LAC 28:CXV.2319
Source: Lexis-Nexis/StateNet
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| OH | Signed into law 07/2009 | P-12 | Replaces all references to "tests" to "assessments".
Section 3301.079: Existing law requires the state board to inform all districts when any achievement test has been completed; new provision extends this notification requirement to community schools, STEM schools, and nonpublic schools required to administer the assessment. Combines grades K-2 diagnostic assessments in reading and writing and grade 3 diagnostic assessment in writing into English language arts diagnostic assessment in those grades.
Section 3301.0710: Replaces grades 4, 5, 6 and 8 reading assessments with assessments in English language arts; replaces separate reading and writing assessments in grades 4 and 7 with single English language arts assessment (reducing from three to two the number of assessments administered in grades 4 and 7). Reduces the number of score designations on the state assessments from 5 to 3 (eliminating second-lowest "basic" and second-highest "accelerated" levels). Eliminates provisions establishing testing dates for grades 3-7 achievement tests and graduation tests; replaces with provision directing the state superintendent to designate dates and times for the administration of grades 3-8 assessments and Ohio graduation tests. In setting administration dates, directs the state superintendent to allow a reasonable length of time between the state assessments and the NAEP given in the same grade level. Eliminates provisions (1) directing the state board to require an alternate assessment to be submitted for scoring by a certain date, (2) allowing the state board to administer a state assessment to English language learners a week earlier than the date the instrument is administered to other students, and (3) requiring the state board to administer tests for each grade level over a two-week period.
Section 3301.0711: Specifies that once the new high school assessment system is implemented, the old Ohio graduation tests will not be administered to a person who has fulfilled the curriculum requirements for a high school diploma but who has not passed one or more of the old Ohio graduation tests.
3301.0712: Directs the state board, state superintendent and chancellor of the board of regents to develop a system of college and work ready assessments [OF NOTE: (the "college and work ready assessment system")] to assess whether students upon high school graduation are ready to enter college or the workforce. Provides that these assessments will replace the existing Ohio graduation tests as a prerequisite for a high school diploma. Provides that the system consists of three components:
(1) A nationally-standardized assessment measuring English language arts, math and science competencies, jointly selected by the state superintendent and chancellor
(2) A series of end-of-course exams in English language arts, math, science and social studies, [OF NOTE: jointly selected by the state superintendent and chancellor in consultation with subject area faculty] at University System of Ohio institutions]
[OF NOTE: (3) A senior project completed by a student or group of students. Specifies the purpose of the senior project is to assess the student's
(a) Mastery of core knowledge in a subject area chosen by the student
(b) Written and verbal communication skills
(c) Critical thinking and problem-solving skills
(d) Real-world and interdisciplinary learning
(e) Creative and innovative thinking
(f) Acquired technology, information and media skills
(g) Personal management skills such as self-direction, time management, work ethic, enthusiasm, and the desire to produce a high-quality product.]
[OF NOTE: Directs the state superintendent and chancellor to jointly develop standards for the senior project for students participating in dual enrollment programs. Also directs the state superintendent and chancellor to jointly designate the scoring rubrics and required overall composite score for the assessment system to assess whether each student is college or work ready. Requires that each senior project be judged by the student's high school in accordance with the rubrics designated by the state superintendent and chancellor.]
[OF NOTE: Requires the state board, within 30 days of adoption of the model curricula in English language arts, math, science and social studies (curricula must be adopted by March 31, 2011), to convene a group of national and state experts and local practitioners to provide advice, guidance and recommendations for the alignment of standards and model curricula to the assessments and in the design of the end-of-course exams and scoring rubrics.]
Directs the state board, upon completion of the assessment system, to adopt rules prescribing:
(1) A timeline and plan for implementing the assessment system, including a phased implementation if such is deemed warranted by the state board
(2) The date after which a person entering grade 9 must earn at least the composite score for the assessment system as a prerequisite for the high school diploma
(3) The date after which a person must attain the composite score for the entire assessment system as a prerequisite for an adult education diploma
(4) Whether and the extent to which a person may be excused from a social studies end-of-course exam (certain students are exempt from earning a minimum score on the social studies assessment under the current system)
(5) The date after which a person who has fulfilled the curriculum requirement for a diploma but has not passed one or more of the required assessments must attain at least the composite score for the entire assessment system as a prerequisite for a high school diploma
(6) The extent to which the assessment system applies to students enrolled in a dropout recovery and prevention program.
Requires the state superintendent, at least 45 days before the state board adopts a resolution to adopt the aforementioned rules, to present the assessment system to the house and senate education committees.
Pages 987-1003 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.079, 3301.0710, 3301.0711, 3301.0712
Source: www.legislature.state.oh.us
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| TN | Signed into law 06/2009 | P-12 | Requires commissioner to establish dates for the administration of assessments required for graduation that provide the maximum number of instructional days possible prior to testing while maintaining compliance with federal law; requires the commissioner to establish yearly dates for the administration of the grades three through eight achievement tests that provide the maximum number of instructional days possible prior to testing while maintaining compliance with federal law; establishes August 1 as the earliest date for starting the school year, beginning with the 2010-2011 school year, unless an LEA's board of education establishes a year-round school year by majority vote. - Amends TCA Title 49.
http://www.capitol.tn.gov/Bills/106/Bill/HB1393.pdf
Title: H.B. 1393
Source: http://www.capitol.tn.gov
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| TX | Signed into law 06/2009 | P-12 | Eliminates provision that a student's performance on a college-ready question on an end-of-course assessment may not be used to determine the student's performance on the assessment.
Pages 25-26 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 27
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Defines "college-readiness" as the level of preparation a student must attain in English language arts and math to enroll and succeed, without remediation, in an entry-level general education course in that subject at a general academic teaching institution, as defined by Section 61.003, other than a research institution as defined by the higher education coordinating board, or a postsecondary institution that primarily offers associate degrees or certificates or credentials other than baccalaureate or advanced degrees. Directs the state education agency and higher education coordinating board to ensure that the Algebra II and English III
end-of-course assessment instruments are developed to measure college readiness by the 2011-12 school year. Before the beginning of the 2011-2012 school year, directs the agency, in collaboration with the higher education coordinating board, to gather data and conduct research studies to substantiate the correlation between a certain level of performance by students on the Algebra II and English III end-of-course assessments and college readiness. Requires such study to include an evaluation of any need for remediation courses to facilitate college readiness. Based on the results of the study, directs the commissioner of education and the commissioner of higher education to set college-ready benchmarks on the Algebra II and English III end-of-course assessments.
Directs the agency, in collaboration with the higher education coordinating board, to conduct a similar study for the appropriate science and social studies end-of-course assessments. Provides that if the commissioner of education, in collaboration with the commissioner of higher education, determines that the research studies substantiate a correlation between a certain level of performance on science and social studies end-of-course assessment instruments and college readiness, the commissioner of education, in collaboration with the commissioner of higher education, may establish college-ready benchmarks for science and social studies end-of-course assessments. Directs the agency and the higher education coordinating board, by December 2012, to deliver to the lieutenant governor, the speaker of the house of representatives, and the clerks of the standing committees of the senate and the house K-12 and higher education committees an analysis of the feasibility of establishing college readiness performance standards for science and social studies end-of-course assessments, and a summary of any implementation procedures adopted for each standard. Directs the agency, in collaboration with the higher education coordinating board, to continue to gather data to perform correlation studies on Algebra II, English III and science and social studies end-of-course assessments at least every three years.
Directs the agency and the higher education coordinating board to periodically review the college readiness performance standards and compare the performance standards to performance standards established
nationally and internationally for comparable assessment instruments. Following each review, directs the agency and the higher education coordinating board to deliver to the lieutenant governor, the speaker of the house, and the clerks of the standing committees of the senate and the house of representatives K-12 and higher education committees a report on the results of the review indicating whether the college readiness performance standards are sufficiently rigorous to prepare students to compete academically with students nationally and internationally. Provides that if the agency and the higher education coordinating board
determine that the college readiness performance standards are not sufficiently rigorous, the agency and the coordinating board must recommend changes to the college readiness performance standards.
Directs the agency to gather data and conduct research to substantiate any correlation between a certain level of performance by students on end-of-course assessments and success in military service or a workforce training, certification, or other credential program at a postsecondary educational institution that primarily offers associate degrees or certificates or credentials other than baccalaureate or advanced degrees.
Pages 50-54 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 53, Part I
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Directs the state education agency, in developing state assessments for math, reading, writing, social studies and science for grades 3-8, to allow student scores to provide reliable information relating to a student's satisfactory performance for each performance standard under Section 39.0241, and an appropriate range of performances to serve as a valid indication of growth in student achievement. Amends language in 39.023(b) regarding the assessment of students with disabilities. Eliminates provision allowing a student with disabilities to be exempted from an end-of-course assessment. Excludes assessments that students may retake (i.e., an end-of-course assessment) from those whose questions and answer keys are released to the public every third year. Makes grade 5 final grade in which limited-English proficient students may take statewide assessments in reading, writing, math and science in Spanish (previous provision extended such assessments to students in grade 6.)
Directs the commissioner of education and commissioner of higher education to study the feasibility of allowing students to satisfy end-of-course requirements by successfully completing a dual credit course through an institution of higher education. Requires the commissioner of education and commissioner of higher education to make recommendations based on the study to the legislature by December 2010.
By September 1 of each year, requires the state education agency Web site to report the following information for state assessments in grades 3-8 and end-of-course assessments:
(1) The number of questions on the assessment
(2) The number of questions that must be answered correctly to achieve satisfactory performance
(3) The number of questions that must be answered correctly to achieve satisfactory performance under the college readiness performance standard
(4) The corresponding scale scores.
Previous law required questions indicating college readiness in end-of-course assessments to be administered in a separate section of the assessment. New enactment bars these items from being included in a separate section of the assessment.
Provides the commissioner may not require a school district or charter school to administer an assessment instrument by computer.
Pages 45-50 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 50 through 52
Source: www.legis.state.tx.us
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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 | Repeals existing language on means to determine completion of end-of-course assessment requirements. Replaces with language requiring students to achieve a cumulative score that is at least equal to the
product of the number of end-of-course assessment instruments administered to the student in that subject and a scale score that indicates satisfactory performance, as determined by the commissioner. Requires students to achieve a minimum score as determined by the commissioner to be within a reasonable range of the scale score. Provides that in addition to the aforementioned cumulative score requirements, a student must achieve a score that meets or exceeds the score determined by the commissioner under Section 39.0241(a) for English III and Algebra II end-of-course assessments to graduate under the recommended high school program, and must achieve a score that meets or exceeds the score determined by the commissioner under Section 39.0241(a-1) on English III and Algebra II end-of-course assessment
instruments in order to graduate under the advanced high school program. Permits a student who fails to perform satisfactorily on an Algebra II or English III end-of-course assessment under the college readiness performance standard to retake the exam. Revises means of identifying students for participation in accelerated instruction based on inadequate performance on an end-of-course assessment.
Authorizes the commissioner by rule to determine a method by which a student's satisfactory performance on the PSAT or a preliminary ACT assessment may be used as a factor in determining whether the student satisfies the end-of-course assessment requirements.
Bars a district from administering an exit exam administered as Section 39.025 existed before September 1, 1999. Authorizes a school district to administer to a student who failed to perform satisfactorily on
an assessment instrument administered as Section 39.025 existed before September 1, 1999 an alternate assessment instrument designated by the commissioner. Directs the commissioner to determine the level of performance to be considered satisfactory on an alternate assessment. Bars the district from assessing in an alternate assessment a subject that was was not assessed in an exit exam administered under Section 39.025 as Section 39.025 existed before September 1, 1999. Provides that the commissioner's determination regarding designation of an appropriate alternate assessment and the performance required on the assessment is final and may not be appealed.
Provides a student entering a grade above grade 9 during the 2011-12 school year may not receive a high school diploma unless the student has performed satisfactorily on each required assessment instrument administered under Section 39.023(c) as that section existed before amendment by Chapter 1312 (S.B. No. 1031), Acts of the 80th Legislature, Regular Session, 2007.
Pages 58-63 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 54
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Transfers from the state board to the commissioner the duty of determining the performance level considered satisfactory on specified assessments. Directs the commissioner, in collaboration with the commissioner of higher education, to determine the level of performance on the end-of-course assessments to indicate college readiness. Requires performance standards on state assessments in grades 3-10 to be backmapped from grade 11 performance standards. Makes state education agency development of study guides for state assessments in grades 3-8 optional rather than mandatory.
Creates new Section 39.0242. Directs the state education agency, during the 2009-10 and 2010-11 school years, to collect data through the administration of the annual grade 3-8 assessments and the administration of a sufficiently large statewide sample of students on end-of-course assessments to set performance standards. Directs the agency, before the beginning of the 2011-12 school year, to analyze the data to substantiate the correlation between satisfactory student performance for each performance standard on the:
(1) Grade 3-7 assessments with satisfactory performance under the same performance standard on the same subject area assessment at the next grade level
(2) Grade 8 assessment with satisfactory performance under the same performance standard on the Algebra I and English I end-of-course assessment
(3) English I end-of-course assessment with satisfactory performance under the same performance standard on the English II end-of-course assessment
(4) English II end-of-course assessment with satisfactory performance under the same performance standard on the English III end-of-course assessment
(5) Algebra I end-of-course assessment with satisfactory performance under the same performance standard on the Algebra II end-of-course assessment.
Provides that such correlation studies must include an evaluation of any need for remediation courses to facilitate college readiness. Directs the agency to continue to gather data and perform correlation studies at least once every three years. Provides that if the data do not support the correlation between student performance standards and college readiness, the commissioner of education, in collaboration with the commissioner of higher education, must revise the standard of performance considered to be satisfactory. Provides that, based on the data and correlation studies, the commissioner must increase the rigor of the performance standard as the commissioner determines necessary.
Pages 54-58 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 53, Part II
Source: www.legis.state.tx.us
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| GA | Vetoed 05/2009 | P-12 | Directs the state board to consider a passing score on an employer or industry certification exam or state board-approved state licensure exam when considering whether to grant a student a waiver from one or more sections of the graduation exam requirement. Provides that the state board may not grant a waiver unless the student has attempted and failed to pass the relevant portion of the high school graduation test at least three times.
Bill: http://www.legis.state.ga.us/legis/2009_10/pdf/sb178.pdf
Veto Message 11 (scroll toward bottom of page): http://gov.georgia.gov/00/press/detail/0,2668,78006749_139486062_140372354,00.html
Title: S.B. 178, Section 11
Source: www.legis.state.ga.us
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| MN | Signed into law 05/2009 | P-12 | Ties course credits to state and local academic standards. Requires Minnesota students to successfully pass state graduation exams effective August 1, 2012, and applicable to 9th grade students beginning in the 2012-2013 school year and later.
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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| MN | Signed into law 05/2009 | P-12 | Aligns high school tests with required academic standards. Strikes the requirement for constructed response questions. Makes GRAD tests applicable in 2012-2013 to those few students who have not passed the Minnesota basic skills tests. Requires the state assessment system to be aligned to state academic standards. Provides a timeline for aligning mathematics, science, and language arts and reading standards and assessments. Allows students enrolled in grade 8 in any school year between the 2005-2006 and 2009-2010 school year who do not pass the math graduation-required assessment for diploma (GRAD) to receive a diploma with a passing state notation if they satisfactorily complete all coursework and credits required for graduation and participate in academic remediation and up to two re-test attempts. Allows a school board to include a notation of high achievement on students' high school diplomas indicating exemplary academic achievement during high school based on board-established criteria.
For purposes of federal accountability requirements, directs the commissioner to develop reading and math assessments for grades 3 through 8, state-developed high school reading and math tests aligned with state standards, and science assessments. Prohibits the commissioner from requiring students to achieve a passing score on high school science assessments in order to graduate. Requires assessment results to include a value-added growth indicator of student achievement. Requires schools, school districts, and charter schools to administer statewide assessments to evaluate student proficiency in the context of the state's grade-level academic standards. Makes the temporary alternative to the state's reading and math GRAD tests applicable in the 2009-2010 through 2013-2014 school years. Makes the statutory timeline for aligning assessments to standards effective July 1, 2010, and the legislature specifically authorizes the number, subject area, grade level, and consequence of a high school math assessment. Causes the 11th grade math GRAD to remain in effect if the legislature does not act by July 1, 2010.
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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| TN | Signed into law 05/2009 | P-12 | Removes requirement of passage of the Tennessee comprehensive assessment program tests in order to receive a full diploma. (No impact of substance for end-of-course assessments.)
http://www.capitol.tn.gov/Bills/106/Bill/SB2312.pdf
Title: S.B. 2312
Source: http://www.capitol.tn.gov/
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| AR | Signed into law 04/2009 | P-12 | Adds transcript requirements to provide evidence of end-of-course assessment credit for Algebra I and/or English II for specified future school years.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1307.pdf
Title: H.B. 1959
Source: http://www.arkleg.state.ar.us/
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| NV | Adopted 04/2009 | P-12 | Revises various provisions governing proficiency examinations, include pass of proficiency examinations and an alternative method to demonstrate proficiency in science, social studies, and automobile technology . http://www.leg.state.nv.us/NAC/CHAPTERS.HTMl
Title: NAC 389
Source: http://www.leg.state.nv.us
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| WA | Adopted 03/2009 | P-12 | Complies with the legislative directive to implement an alternative assessment method that shall be an evaluation of a collection of work samples prepared and submitted by an applicant to demonstrate achievement of the state content areas in which the student has not yet met the standard on the high school Washington assessment of student learning (WASL).
Title: WAC 392-501-510
Source: http://apps.leg.wa.gov
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| MD | Adopted 02/2009 | P-12 | Establishes rules relating to the graduation requirements in public high schools in the state. In particular, procedures for denial of high school diploma and appealing such decisions.
http://www.dsd.state.md.us/comar/13a/13a.03.02.09-1.htm
Title: COMAR 13A.03.02.09-1
Source: http://www.dsd.state.md.us/comar/
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| NM | Adopted 01/2009 | P-12 | The objective of this rule is to establish procedures for implementing the high school readiness assessment system, including: (a) the process for identifying acceptable short-cycle diagnostic type assessment instruments for grades nine and ten; (b) identification of acceptable college placement and workforce readiness assessments; and (c) specific requirements for alternate demonstration of competency in the New Mexico's academic content standards required for high school graduation.
http://www.nmcpr.state.nm.us/nmac/parts/title06/06.019.0007.htm
Title: NMAC 6.19.7.1, .2, .3, .4, .5, .6, .7, .8, .9, .10, .11
Source: http://www.nmcpr.state.nm.us
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| UT | Signed into law 10/2008 | P-12 | Allows the State Board of Education to exempt a school district or charter school from testing requirements under the Utah Performance Assessment System for Students (U-PASS) if the school district or charter school pilots an assessment system that incorporates online classroom-based assessment that utilizes adaptive testing in all grades, online writing assessment in grades 4-12, and assessments administered in grades 8, 10, and 11 to determine readiness for postsecondary education. Authorizes the state board to provide such exemptions to up to three rural districts, up to two urban districts, and up to five charter schools.
Provides that a district or charter school that receives such an exemption is subject to an accountability plan and high school graduation standards based on the piloted assessment system, and that are developed and adopted by the state board of education.
Directs the state board, by the November 2009 meeting of the interim education committee, to develop recommendations on the state's assessment system.
Provides that a student in a district or charter school that is exempt from administering the 10th grade basic skills competency test is subject to high school graduation standards adopted by the state board.
Title: S.B. 2002A
Source: www.lexis.com
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| AL | Adopted 05/2008 | P-12 | Deletes reference to the Alternate Adult High School Diploma option for students who do not pass specified sections of the high school graduation exam.
Title: 290-4-2-.02
Source: www.lexis.com
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| AL | Adopted 05/2008 | P-12 | Increases the minimum number of teaching days in the school year from 175 to 180 (in compliance with 2003 S.B. 4). Permits secondary school students (in both summer school and regular school year) to demonstrate mastery of Alabama course of study content standards without specified instructional time. Authorizes local boards to create honors curricula that include rigor above that of the Advanced Academic Endorsement. Provides that effective with the ninth grade class of 2009-2010 (Class of 2013), the Alabama High School Diploma with Advanced Academic Endorsement becomes the first-choice diploma option for high school students. Permits local boards of education to voluntarily implement this endorsement as the first-choice diploma option for the 2008-2009 school year. Provides that effective with 9th grade students during the 2008-2009 school year, students will be required to complete one distance-learning course prior to graduation. Allows exceptions through Individualized Education Plans.
Eliminates the Alternate Adult High School Diploma, which allowed students who did not pas all sections of the graduation exam to earn a high school diploma by completing all course requirements and passing the GED.
Establishes the Alabama High School Diploma with Credit-Based Endorsement for students who have taken the Alabama High School Graduation Exam through the 12th grade and have passed the reading, mathematics, and one of the science, language, or social studies subject-area tests of the exam. Provides that effective for students in the 12th grade during 2007-2008 school year, to earn an Alabama High School Diploma with Credit-Based Endorsement, eligible general education students and students with disabilities must complete the required credits in the core curriculum for an Alabama diploma and earn one additional Career/Technical Education (CTE) or academic credit related to the student's career objective consistent with any guidelines established by the State Department of Education and local boards of education.
Authorizes local boards to establish Credit Recovery programs allowing certain students learning opportunities to master concepts and skills in one or more failed courses. Requires course content for credit recovery courses to be composed of standards in which students proved deficient rather than all standards of the original course. Provides schools may offer these courses using computer software, online instruction, or teacher-directed instruction. Requires the curriculum to align with state board courses of study content standards in which students are deficient.
Eliminates provision that a secondary school student may earn no more than ten credits during a school year.
Title: 290-3-1-.02
Source: www.lexis.com
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| WA | Signed into law 03/2008 | P-12 | Beginning with the 2009 administration of the Washington assessment of student learning (WASL), the superintendent is directed to redesign the assessment in math, reading and science in all grades except high school by reducing the number of questions (short answer and extended response).
The superintendent is also directed to develop state-wide end-of-course assessments in high school mathematics. End-of-course assessments must be developed in Algebra I, Geometry and Integrated Math I and II. Algebra I and Intergrated Math I are to be available on an optional basis to districts in the 2009-2010 school year and all must be implemented in the 2010-2011 school year. For the class of 2013 and for purposes of the certificate of academic achievement, the results from the algebra I end-of-course assessment plus the geometry end-of-course assessment or results from the integrated mathematics I end-of-course assessment plus the integrated mathematics II end-of-course assessment may be used in place of the WASL to demonstrate compliance with state standards on the mathematics content area of the WASL. All subsequent classes may only take the end-of-course assessments; however, students who do not pass may take any other approved alternate assessment.
http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202008/3166-S.SL.pdf
Title: H.B. 3166
Source: http://www.leg.wa.gov/legislature
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| NM | Signed into law 02/2008 | P-12
Postsec.
Community College | Relates to public schools; changes the statewide college and workplace readiness assessments; allows the eleventh grade standards-based assessments to serve as the assessment required for graduation; provides that financial literacy shall be offered as an elective course; addresses graduation requirements, student graduation plans and exit exams.
http://www.sos.state.nm.us/2008/SBill460.pdf
Title: S.B. 460
Source: http://legis.state.nm.us/LCS/default.asp
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| LA | adopted 01/2008 | P-12 | Amends chapters of Bulletin 118 - Statewide Assessment Standards and Practices relating to test security, assessment program overview, and graduation exit examination. Makes changes to several Sections of Chapter 3, language is removed from §305 that references supplemental materials in the test security policy, new language regarding "administrative errors" that can and do occur during the administration of statewide assessments in §312 is added, an inclusion of the new online assessment data system, Enhanced Assessment of Grade Level Expectations (EAGLE) is added to the policy along with the rules and guidelines for its correct use among educational personnel statewide, and language is updated about emergencies during testing in §315. Chapter 7, §701 chart is updated with the names of new implemented statewide assessments and Chapter 13, §1351 restructures the policy for clearer understanding of "transfer rules" for students' placement in grades as well as adds to the policy Chapter 13, §1355.A.8 for students who enroll in Louisiana schools and transfer multiple times during grades 7, 8, 9, 10, and 11.
Pages 66-69: http://doa.louisiana.gov/osr/reg/0801/0801.doc
Title: LAC 28:CXI.303, 305, 312, 315, 701, 1351, and 1355
Source: doa.louisiana.gov
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| PA | Adopted 01/2008 | P-12 | New state board regulations change high school graduation requirements to ensure the academic preparedness of high school seniors. These regulations institute a series of optional, end-of-course high school exams in the core academic areas of math, science, English and social studies. They are collectively known as Graduation Competency Assessments, or GCAs and will go into effect starting with the graduating class of 2014. Students will have a menu of ways to show they have the necessary skills in English, math, science and social studies to succeed in college and careers. These options include:
• Passing the new Graduation Competency Assessments.
• Passing the Pennsylvania System of School Assessment.
• Passing an Advanced Placement or International Baccalaureate test.
• Passing a local assessment that independent evaluators certify is equivalent to Graduation Competency Assessments.
http://www.pdenewsroom.state.pa.us/newsroom/cwp/view.asp?a=3&q=138281
http://www.pde.state.pa.us/stateboard_ed/cwp/view.asp?A=283&Q=138596
Title: Chapter 4 Revisions
Source: http://www.pde.state.pa.us
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| AL | Adopted 12/2007 | P-12 | Allows alternate requirements for students currently protected by Section 504 of the Rehabilitation act of 1973 to receive the Alabama High School Diploma. Specifies that if a student with a disability does not pass one subject-area test of the Alabama High School Graduation Exam, but all other graduation requirements have been met, the alternate documentation to earn the high school diploma must indicate the disability/disabilities that substantially limits the student's ability to demonstrate achievement in the area where a subject-area test of the AHSGE is not passed, and that the student participated in remediation of the AHSGE subject-area test not passed. Amends similar language relating to individuals enrolled in an adult diploma program.
Changes the science subject-area test of Alabama High School Graduation Exam to biology only, effective with students who were first-time ninth-graders in or after the 2006-2007 school year (Class of 2010).
Title: AAC 290-4-2-.02
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 09/2007 | P-12 | Requires the Superintendent of Public Instruction to identify alternative criteria and measures by which high school pupils who are regarded as proficient but unable to pass the high school exit examination may demonstrate their competence and receive a high school diploma, and to hold related public hearings. Requires the Superintendent to report the findings and make recommendations for the development of a multiple measures approach to the Legislature.
http://www.leginfo.ca.gov/pub/07-08/bill/asm/ab_1351-1400/ab_1379_bill_20070919_enrolled.pdf
Veto message: http://info.sen.ca.gov/pub/07-08/bill/asm/ab_1351-1400/ab_1379_vt_20071010.html
Title: A.B. 1379
Source: http://www.leginfo.ca.gov/
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| CA | Signed into law 09/2007 | P-12 | Relates to funding for intensive instruction for pupils that have not satisfied the exit examination requirements, the use by a school district of its uniform complaint process to identify and resolve deficiencies related to availability of the intensive instruction and services options, requiring school counselors explain the availability of intensive instruction and services, and school visits by county superintendents of schools to verify pupils are informed of such instruction. Revises the definition of "eligible pupil" to include pupils who have not satisfied the requirement that they pass the high school exist exam and have failed one or both parts of the exam by the end of grade 12; authorizes the receipt of instruction and services on Saturdays, evenings or at a time and location deemed appropriate by the school district for eligible pupils; expans the authorized scope of intensive instruction and services to include instruction in English language arts or mathematics. Requires a county superintendent of schools to conduct school visits and verify that pupils who have not passed the high school exist exam by the end of grade qw are informed that they are entitled to receive intensive instruction and services for up to 2 consecutive academic years after completion of grade 12 or until the pupil has passed both parts of the exit exam and verifying that those pupils who elected to receive the instruction and services are being served. Chapter 526.
http://www.leginfo.ca.gov/pub/07-08/bill/asm/ab_0301-0350/ab_347_bill_20071012_chaptered.pdf
Title: A.B. 347
Source: http://www.leginfo.ca.gov/
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| NV | Signed into law 06/2007 | P-12
Postsec. | Expands the annual reports of accountability information to include the rate of pupils who drop out of school in grades 6, 7 and 8. Requires the State Board to prescribe alternative criteria that a pupil may satisfy to receive a standard high school diploma if that pupil passes the mathematics and reading subject areas of the high school proficiency examination but has not passed the examination in its entirety after taking the examination at least three times before 12th grade. Provides that a pupil may be granted credit for a course without attending the course if he passes an examination, as prescribed by the State Board, demonstrating competency in the subject area of the course. Requires the board of trustees of each school district to adopt a policy for a pupil to be placed on academic probation and to earn credits required for high school while the pupil is completing the requirements for promotion to high school. Expands the age of compulsory school attendance to 18 years.
http://www.leg.state.nv.us/74th/Bills/SB/SB312_EN.pdf
Title: S.B. 312
Source: http://www.leg.state.nv.us
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| TN | Signed into law 06/2007 | P-12 | Present law requires that, before graduation, every high school student have the opportunity to take an exit examination as adopted by the state board of education. The results of these examinations are shared with the legislative oversight committee on education. This bill replaces the optional high school exit exam with three assessment exams, to be administered in grades eight, 10, and 11, to provide educators with diagnostic information to assist in developing interventions to increase graduation rates and improve readiness for post secondary education. These assessments are to be approved by the Commissioner of Education and provide educators with diagnostic information to assist in developing interventions for the purpose of increasing high school graduation rates and improving student preparation for postsecondary achievement. Each year, the results of such examinations shall be analyzed and reported by the Commissioner of Education to the Select Oversight Committee on Education.
http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0273.pdf
Title: S.B. 2175
Source: http://www.legislature.state.tn.us
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| TX | Signed into law 06/2007 | P-12 | From bill analysis: This bill would phase out TAKS and replace it with end of course exams in the four core subject areas in grades 9-12. The end of course exams would count as 15% of the student's overall grade in a class. The bill would maintain accountability for schools while providing multiple pathways to graduation for students by allowing a student to satisfy graduation requirements in different ways instead rather than a single pass/fail test. The bill promotes college readiness by allowing satisfactory performance on AP/IB or similar college level avenues to substitute for end of course exams. The bill also requires students to complete college readiness diagnostics and college entrance exams at state expense. Finally, the bill provides for safeguards and criminal penalties to maintain the security and integrity of our assessment system.
http://www.capitol.state.tx.us/tlodocs/80R/billtext/pdf/SB01031F.pdf
Title: S.B. 1031
Source: http://www.capitol.state.tx.us
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| MN | Signed into law 05/2007 | P-12 | Amends laws concerning state's assessment system. Transitions from to MCA IIs to GRAD assessment program at the high school level.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [Statewide Testing and Reporting System]
Source: http://www.revisor.leg.state.mn.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 | Amends state's high school assessment system. Phases out MCA II's and phases in Graduation Required Assessment for Diploma (GRAD) exam. Establishes achievement levels necessary for passge of exam. (Sections 10 + 36)
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [High School Assessment]
Source: http://www.revisor.leg.state.mn.us
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| TX | Vetoed 05/2007 | P-12 | Extends the provision allowing students transferring into Texas schools to use their SAT or ACT scores to "test out" of the math and language arts portions of the TAKS exit exams to military dependents in their junior or senior year and requires the Texas Education Agency to establish performance levels that would allow a student to test out of specified portions of the TAKS exit exams.
http://www.capitol.state.tx.us/tlodocs/80R/billtext/pdf/SB00960F.pdf
Title: S.B. 960
Source: http://www.capitol.state.tx.us
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| WA | Signed into law 04/2007 | P-12 | A conditional delay of the Washington Assessment of Student Learning (WASL) as a graduation requirement in mathematics is created for the graduating classes of 2008 through 2012, to graduate without a Certificate of Academic Achievement (CAA) or Certificate of Individual Achievement (CIA). Students who meet all the state and school district graduation requirements and do not meet the state standard on the mathematics WASL, or an approved alternative assessment, are required to earn one or two additional mathematics credits or career and technical course equivalents as specified for the graduating class. Additionally, the students must continue to take the appropriate mathematics assessment until graduation. The governor vetoed sections pertaining to the state board implementing end-of-course exams instead of the current exit exam and pertaining to the appeals process by which students would demonstrate proficiency.
http://www.leg.wa.gov/pub/billinfo/2007-08/Pdf/Bills/Session%20Law%202007/6023-S.SL.pdf
Title: S.B. 6023
Source: http://www.leg.wa.gov
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| LA | Adopted 03/2007 | P-12 | Approves for advertisement revisions to Bulletin 118- Statewide Assessment Standards and Practices. Consolidates statewide test information. Provides easy access to that information. Incorporates guidelines for newly adopted statewide assessments. Adds new language to established assessment guidelines. Reflects the renaming of the division to the Division of Standards, Assessments, and Accountability. Pages 3-8 of 118: http://www.doa.louisiana.gov/osr/reg/0703/0703rul.pdf
Title: LAC 28:CXI.305 and Chapter 19
Source: Lexis-Nexis/StateNet
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| MA | Adopted 03/2007 | P-12 | Enhances the Competency Determination standard for high school graduation and revises the Certificate of Mastery to increase the proportion of public high school graduates prepared for college, careers and citizenship. Changes the criteria for Certificates of Mastery to indicate that the recipientis prepared for college or employment opportunities that require many of the same skills and knowledge as beginning college students. Establishes a new honor, the Certificate of Mastery with Distinction. MASSACHUSETTS 8809
http://www.doe.mass.edu/lawsregs/stateregs.html
Title: 603 CMR 30.00, -31.00
Source: Mass. Code of Regulations
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| VA | Signed into law 03/2007 | P-12 | Provides for the phasing out of the eighth grade cumulative history test in the 2007-2008 school year, and the implementation of the United States History to 1877, United States History: 1877 to the Present, and Civics and Economics tests in the 2008-2009 school year; clarifies that a career and technical education course may be used as an option to fulfill credit requirements for graduation; adds effective classroom management to the listing of professional development programs to be provided to teachers and principals; emphasizes that student improvement efforts should focus particularly on educationally at-risk students; requires local school divisions to post a current copy of the school division policies, including the Student Conduct Policy, on the local division's website while ensuring that printed copies of such policies are available, as needed, to citizens who do not have Internet access; makes technical changes to standards 1, 3, 4, 5, 6, and 7 of the Standards of Quality. http://leg1.state.va.us/cgi-bin/legp504.exe?071+ful+SB795ER
Title: S.B. 795
Source: http://legis.state.va.us/
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| AK | Adopted 12/2006 | P-12 | Amend rules to the Department of Education and Early Development,dealing with 10th grade standards based assessments. Repeals and readopts new 10th grade proficiency scores in reading, writing and mathematics. Establishes new cut scores for the High School Graduation Qualifying Exam.
Title: 4 AAC 06.739, .755
Source: Lexis-Nexis/StateNet
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| UT | Adopted 12/2006 | P-12 | Exempts adult education students from attempting or passing the Utah Basic Skills Competency Test (UBSCT) in order to qualify for an adult education diploma; makes adult education students eligible only for an adult education secondary diploma; after the 2006-2007 school year disallows adult education diplomas from being upgraded or changed to traditional, high school-specific diplomas. http://www.rules.utah.gov/publicat/bulletin/2006/20061101/29132.htm
Title: R277-705
Source: http://www.rules.utah.gov/main/
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| UT | Adopted 11/2006 | P-12 | Provides definitions, criteria and procedures for private school students, home school students, electronic high school (EHS) students, and Bureau of Indian Affairs (BIA) students to participate in the state's public education school achievement tests required for a high school diploma; requires school districts to develop policies for all students identified in the rule. http://www.rules.utah.gov/publicat/bull_pdf/2006/b20061001.pdf (see pg. 23)
Title: R277-604
Source: http://www.rules.utah.gov/main/t
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| CA | Vetoed 09/2006 | P-12 | Requires the Department of Education to conduct a study to determine which of the Standards Tests or combination of those tests, is equivalent to the English language arts portion or the mathematics portion of the high school exit examination, and the performance level on the test or tests that is equivalent to a passing score on the pertinent portion of the high school exit examination, and to report its findings to the Legislature.
Title: A.B. 2937
Source: California Legislature
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| CA | Signed into law 09/2006 | P-12 | Relates to the State High School Exit Examination. Extends provisions relating to the granting or denial of a high school diploma by a school district or state special school to pupils with disabilities who are scheduled to graduate from high school in 2007, and have not passed the high school exit exam or are eligible for an exam waiver, have not received a waiver and meet other specified criteria. Requires the Superintendent of Public Instruction to recommend a course of action for regarding such pupils.
http://www.leginfo.ca.gov/pub/bill/sen/sb_0251-0300/sb_267_bill_20060907_enrolled.pdf
Title: S.B. 267
Source: California Legislature
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| CA | Signed into law 09/2006 | P-12 | Relates to the 21st Century High School After School Safety and Enrichment for Teens Program to assist pupils in passing high school exit exams. Provides hours of operation per week for each program. Revises grant application procedures and requirements for schools and grant priorities for the Department of Education. Requires specified program outcome reports. Revises the grant application requirements. Provides for local assistance funds to support program improvement and technical assistance.
http://www.leginfo.ca.gov/pub/bill/sen/sb_0601-0650/sb_638_bill_20060921_chaptered.pdf
Title: S.B. 638
Source: California Legislature
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| CA | Signed into law 09/2006 | P-12
Community College
Postsec. | Relates to prohibiting a principal from recommending, for any particular grade level, for community college summer session attendance, more than 5% of the total number of pupils who completed that grade prior to the time of recommendation. Exempts a pupil recommended for enrollment in a course that does not offer college credit in English language arts or mathematics, but is necessary to assist specified pupils to pass the High School Exit Exam. Requires specified reports.
http://www.leginfo.ca.gov/pub/bill/sen/sb_1301-1350/sb_1303_bill_20060908_enrolled.pdf
Title: S.B. 1303
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
| |
| CA | Rule Adoption 07/2006 | P-12 | Establishes emergency rules relating to high school exit examination.
a) Eligible pupils in grade 11 who have not yet passed one or both sections of the examination shall have up to two opportunities per year to take the section(s) of the examination not yet passed and may elect to take the examination during these opportunities.
b) Eligible pupils in grade 12 shall have up to three opportunities to take the section(s) of the examination not yet passed.
The district shall offer either three opportunities during 12 or two opportunities in grade 12 and one opportunity during the following grade to take the section(s) of the examination not yet passed. Eligible pupils in grade 12 may elect to take the examination during district-provided opportunities.
c) Eligible adult students shall have up to three opportunities per year to take the section(s) of the examination not yet passed and may elect to take the examination during these opportunities.
d) Districts shall not test eligible pupils in grade 11 in successive administrations within a school year. Eligible pupils in grades 11 and 12 and eligible adult students should be offered appropriate remediation or supplemental instruction before being retested.
Title 5; Division 1; Ch.2; Subchapter 6; Article 2
http://government.westlaw.com/linkedslice/default.asp?Action=TOC&RS=GVT1.0&VR=2.0&SP=CCR-1000
Title: Title 5 CCR Sections 1204.5, 1207.1, 1207.2
Source: California Rules
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| MD | Adopted 07/2006 | P-12 | Extends to students graduating before 2009 the option of substituting participation in a Department-approved test for participation in a Maryland High School Assessment. MARYLAND 10594
http://www.dsd.state.md.us/comar/subtitle_chapters/13A_Chapters.htm#Subtitle03
Title: COMAR 13A.03.02.08
Source: Maryland Regulations
| |
| 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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| LA | Adopted 06/2006 | P-12 | Full text of language on pages 8-20 of 62: http://www.doa.louisiana.gov/osr/reg/0606/0606RUL.pdf
Changes define/outline/clarify the following:
--school performance score goals (page 8-10 of 62);
--calculating the SPS (School Performance Scores) component (pp 11-12 of 62);
--incentive points for a school in which a repeating 4th or 8th grade student scores at a higher achievement level on a LEAP test of math, English language arts, science or social studies than the previous spring (p of 62);
--calculating a K-8 assessment index (pp 12-13 of 62);
--calculating a 9-12 assessment index (p 13 of 62);
--the state assessments in which students in grades 3-11 will participate in annually (p 13 of 62);
--inclusion of schools (pp 13-14 of 62);
--pairing/sharing of schools with insufficient test data (p 14 of 62);
--growth targets (pp 14-15 of 62);
--defining, determining a cohort for, documenting and calculating a graduation index (pp 15-16 of 62);
--calculating a graduation rate (p 17 of 62);
--subgroup component indicators and failing the subgroup component (pp 16-17 of 62);
--safe harbor (pp 16-17 of 62);
--levels of academic assistance (p 17 of 62);
--levels of school improvement, entry into and exit from school improvement, school improvement requirements and state support at each level (pp 17-18 of 62);
--recovery school district (p 19 of 62);
--inclusion of alternative education students and option considerations (p 19 of 62);
--valid data considerations and NRT/CRT data (pp 19-20 of 62);
--attendance and dropout/exit data (p 20 of 62);
--and subgroup component adequate yearly progress (p 20 of 62).
Chapter 45, Disaster Consideration for School and District Accountability, is a proposed amendment designed to address the impacts of Hurricane Katrina and Rita and other disasters that may occur.
Title: LAC 28:LXXXIII.Chapters 3, 4, 5, 6, 7, 14, 15, 17, 21, 24, 35, 41,43, and 45
Source: www.doa.louisiana.gov
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| AZ | Signed into law 05/2006 | P-12 | Describes alternative high school graduation requirements.
http://www.azleg.gov/legtext/47leg/2r/bills/sb1443s.pdf
Title: S.B. 1443
Source: Arizona Legislature
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| FL | Signed into law 05/2006 | P-12 | Requires local boards to modify basic courses, as necessary, to to assure exceptional students the opportunity to meet the graduation requirements for a standard diploma, using one of the following strategies:
1. Assignment of the exceptional student to an exceptional education class for instruction in a basic course with the same student performance standards as those required of nonexceptional students in the district student progression plan; or
2. Assignment of the exceptional student to a basic education class for instruction modified to accommodate the student's exceptionality.
Requires local boards to determine which strategies to use based on an assessment of the student's needs and requires this decision to be reflected in the student's individual education plan.
Directs the state board to adopt rules on test accommodations and modifications of procedures for students with disabilities that demonstrate the student's abilities rather than reflect the student's impaired sensory, manual, speaking, or psychological process skills.
Requires a student with disabilities who meets all state and local course, grade point average and testing requirements to be awarded a standard diploma. Provides that a student who completes the course requirements but is unable to meet the testing requirements, additional local requirements or minimum grade point average to be awarded a certificate of completion. Allows a student entitled to a certificate of completion to remain in school as a full- or part-time student for up to 1 additional year and receive special instruction designed to remedy his/her identified deficiencies.
Requires each district to provide instruction to prepare students with disabilities to demonstrate proficiency in the skills and competencies necessary for successful grade-to-grade progression and high school graduation. Allows a student with a disability whose IEP team determines the FCAT cannot accurately measure the student's abilities to have the FCAT diploma requirement waived to receive a standard diploma, provided the student completes the course requirements and does not earn a passing score on the FCAT after one opportunity each in grades 10 and 11.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 23 (3) - (8)
Source: www.myfloridahouse.gov
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| FL | Signed into law 05/2006 | P-12 | Revises policies for the statewide Florida Comprehensive Assessment Test. Previously, the FCAT was being administered annually in grades 3 through 10 to measure reading, writing, science, and mathematics. This legislation directs the commissioner to administer the FCAT reading and mathematics in grades 3 through 10. The assessment of writing and science shall be administered at least once at the elementary, middle, and high school. Further, the commissioner must document the procedures used to ensure that the versions of the FCAT which are taken by students retaking the grade 10 FCAT are equally as challenging and difficult as the tests taken by students in grade 10 which contain performance tasks
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
| |
| FL | Signed into law 05/2006 | P-12
Postsec. | The State Board of Education must analyze the content and concordant data sets for widely used high school achievement tests, including, but not limited to, the PSAT, PLAN, SAT, ACT, and College Placement Test, to assess if concordant scores for FCAT scores can be determined for high school graduation, college placement, and scholarship awards. In cases where content alignment and concordant scores can be determined, the Commissioner of Education must adopt those scores as meeting the graduation requirement in lieu of achieving the FCAT passing score and may adopt those scores as being sufficient to achieve additional purposes as determined by rule. Each time that test content or scoring procedures are changed for the FCAT or one of the identified tests, new concordant scores must be determined.
In order to use a concordant subject area score to satisfy the assessment requirement for a standard high school diploma, a student must take each subject area of the grade 10 FCAT a total of three times without earning a passing score. This requirement will not apply to a new student who enters the Florida public school system in grade 12, who may either achieve a passing score on the FCAT or use an approved subject area concordant score to fulfill the graduation requirement.
The State Board of Education may define allowable uses, other than to satisfy the high school graduation requirement, for concordant scores. Such uses may include, but need not be limited to, achieving appropriate standardized test scores required for the awarding of Florida Bright Futures Scholarships and college placement.
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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| MD | Rule Adoption 05/2006 | P-12 | Amends rules regarding exemption of students from taking the Maryland High School Assessment for algebra/data analysis if they completed and passed algebra in a nonpublic middle school or an out-of- state middle school and have mastered the core learning goals.
http://www.dsd.state.md.us/comar/13a/13a.03.02.04.htm
Title: COMAR 13A.03.02.04, .12
Source: Maryland Rules
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| OK | Signed into law 05/2006 | P-12 | Clarifies that testing for grades 3, 4, 6 and 7 is contingent on the availability of federal and state funds. Eliminates grade 3 stand-alone language arts test. Clarifies that grade 5 social studies assessment must include U.S. history, the Constitution and government, and geography. Adds a criterion-referenced test in geography in grade 7. Eliminates references to arts assessments.
Requires the grade 8 reading and math assessments to be administered online with raw score test results reported immediately and complete results reported in less than 2 weeks, beginning in the 2007-08 school year.
Adds English III end-of-course exam as requirement for high school diploma once test is implemented. Requires the end-of-course tests in English III, Geometry, and Algebra II to be developed and field tested during the 2006-07 school year, and implemented during the 2007-08 school year. Requires the the multiple choice portion of the end-of-instruction tests to be administered online with raw score test results reported immediately and complete results reported in less than 2 weeks beginning in the 2008-09 school year. Clarifies that only students who do not score at at least the satisfactory level are eligible to retake end-of-course tests. Increases number of possible retakes from once before graduation to up to 3 times each calendar year until at least achieving at the satisfactory level.
Provides that, beginning with students who enter grade 9 in the 2008-09 school year, districts must report the student's performance levels of satisfactory and above on the end-of-instruction tests, rather than the the highest achieved state test performance level, on the student's high school transcript.
Provides that state content standards must be aligned with American Diploma Project benchmarks.
Directs the state board to review, realign, and recalibrate, as necessary, the grade 3-8 tests in reading and math and the end-of-instruction tests. Directs the state board to determine the cut scores for the performance levels on the end-of-instruction tests, which must be phased in over a multi-year period. Directs the board to conduct an ongoing review to compare the end-of-instruction test content and performance descriptors with those of other states and, upon receipt of the review, to adjust the cut scores as necessary.
Directs the state board, for the purposes of conducting reliability and validity studies, monitoring contractor adherence to professionally accepted testing standards, and providing recommendations for testing program improvement, to retain the services of an established, independent agency or organization that is nationally recognized for its technical expertise in educational testing but is not engaged in the development of aptitude or achievement tests for elementary or secondary level grades. Requires these national assessment experts to annually conduct reliability and validity studies of the end-of-instruction tests. Provides that validity studies must include studies of decision validity, concurrent validity and the validity of performance level cut scores.
Moves deadline for vendor delivery of school, district and state assessment results from July 1 to September 1.
Eliminates obsolete/outdated language.
http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF
Title: S.B. 1792 - Section 4
Source: webserver1.lsb.state.ok.us
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| OK | Signed into law 05/2006 | P-12 | Clarifies that 2 of the 6 end-of-course exams all students must pass effective with the Class of 2012 are Algebra I and English II. Provides that students must pass 2 additional end-of-course exams chosen from Algebra II, Biology I, English III, geometry and U.S. history. Clarifies that remediation must be provided students who fail any end-of-course exam, and that a student must have the opportunity to retake an exam until at least a satisfactory score is attained on the Algebra I, English II and two of the other 5 end-of-course exams, or an approved alternate test. Provides that technology center schools are authorized to provide intervention and remediation in Algebra I and Biology I to students enrolled in technology center schools.
Gives state board authority for determining alternate methods by which students who do not pass end-of-course exams may demonstrate mastery of state academic content standards, and for determining exceptions/exemptions to the end-of-course exam requirements. Requires the board to collect data by school and district on the number of students provided and categories of exceptions and exemptions granted. Beginning October 1, 2012, requires the board to provide an annual report of this data.
Clarifies that a student with disabilities must have an appropriate statement on the student's individualized education program (IEP) requiring administration of the end-of-course assessment with or without accommodations or an alternate assessment. Provides that any accommodations normally employed for the assessment must be approved by the state board and be provided for in the IEP. Requires all documentation for each student to be on file in the school prior to administration of the assessment.
Provides that English language learners must be assessed in a valid and reliable manner with the state academic assessments with acceptable accommodations as necessary or, to the extent practicable, with alternate assessments aligned to the state assessment provided by the school district in the language and form most likely to yield accurate data of the student's knowledge of the content areas.
Authorizes the state board to contract with an entity to develop and advise on the implementation of a communications campaign to build public understanding of and support for the testing requirements of this section.
Deletes obsolete language. http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF
Title: S.B. 1792 - Section 6
Source: webserver1.lsb.state.ok.us
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| ID | Signed into law 04/2006 | P-12 | Specifies that $1,100,000 of the appropriation in section 3 of the bill be distributed to the Idaho Digital Learning Academy, as follows:
(1) $200,000 shall be utilized to reduce or eliminate tuition charged by the Idaho Digital Learning Academy to Idaho students. Requires any funds remaining after the elimination of such tuition charges to be used to provide advanced placement coursework.
(2) Of the remaining $900,000, the highest priority shall be to provide remedial coursework for students failing to achieve proficiency in 1 or more areas of the Idaho Standards Achievement Test. Allows funds to be used to provide basic coursework, advanced placement coursework, and other specialized coursework not available in many small school districts.
http://www3.state.id.us/oasis/2006/H0847.html#billtext
Title: H.B. 847 Section 9
Source: www3.state.id.us
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| AZ | Adopted 03/2006 | P-12 | Exempts rules relating to high school students taking the ArizonaInstrument to Measure Standards (AIMS) test and test scores for students in the2006 and 2007 graduating classes. ARIZONA 3965
Title: R7-2-302.05, -302.06
Source: Lexis-Nexis/StateNet
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| CA | Adopted 03/2006 | P-12 | 1204.5. Grades 11 and 12 and Adult Education Testing Dates.
(a) Eligible pupils in grade 11 and eligible adult students who have not yet passed one or both sections of the examination shall have up to two opportunities per year to take the section(s) of the examination not yet passed and may elect to take the examination during these opportunities. (b) Eligible pupils in grade 12 shall have up to three opportunities to take the section(s) of the examination not yet passed. The district shall offer either three opportunities during grade 12 or two opportunities in grade 12 and one opportunity in the year following grade 12 to take the section(s) of the examination not yet passed. Eligible pupils in grade 12 may elect to take the examination during district-provided opportunities. (c) Districts shall not test eligible pupils in grade 11 and eligible adult students in successive administrations within a school year. Eligible pupils in grades 11 and 12 should be offered appropriate remediation or supplemental instruction before being retested.
Title: Title 5 CCR Sections 1204.5 thru 1207.2
Source: California Code of Regulations
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| LA | Adopted 03/2006 | P-12 | Permits seniors who wish to retest for diploma endorsements to test during the fall retest. Provides guidelines and rules about administrative error that may occur during statewide assessment. Provides guidelines and rulesregarding cell phones and other electronic devices usage during the administration of statewide assessments. http://www.doa.state.la.us/osr/reg/0603/0603RUL.pdf (beginning page 5 of 57)
Title: LAC 28:CXI.312, 316 and 1351
Source: Lexis-Nexis/StateNet
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| SC | Signed into law 03/2006 | P-12 | Existing provision provides for the Budget and Control Board to issue a request for proposals for the purpose of conducting a study to determine the feasibility and cost of converting the state assessment program to a computer-based or computer-adaptive format. New provisions states that tests must include a writing assessment and multiple-choice questions designed to reflect a range of cognitive abilities beyond the knowledge level. Constructive response questions may be included as a component of the writing assessment.Adds purpose of state assessment to promote student learning. The statewide assessment program in the four academic areas must include grades three through eight, an exit examination in English/language arts and mathematics, which is to be first administered in a student's second year of high school enrollment beginning with grade nine, and end-of-course tests for gateway courses awarded Carnegie units of credit in English/language arts, mathematics, science, and social studies. Beginning with the graduating class of 2010, students are required to pass a high school credit course in science and a course in United States history in which end-of-course examinations are administered to receive the state high-school diploma. By March 31, 2007, the state board is to create a statewide adoption list of formative assessments aligned with the state content standards and satisfying professional measurement standards in accordance with criteria jointly determined by the Education Oversight Committee and the State Department of Education. The formative assessments must provide diagnostic information in a timely manner to all school districts for each student during the course of the school year. For use beginning with the 2007-08 school year, with funds appropriated by the General Assembly, local districts must be allocated resources to select and administer formative assessments from the statewide adoption list to use to improve student performance in accordance with district improvement plans. However, if a local district already administers formative assessments, the district may continue to use the assessments if they meet the state standards and criteria pursuant to this subsection. Requires the state board to adopt a developmentally appropriate formative reading assessment for use in first and second grades to be administered initially in the 2007-08 school year. The assessment must provide opportunities for periodic formative assessment during the school year, reports that are useful for informing classroom instruction, strand, or significant groupings of standards level information about individual students, and must be compatible with best practices in reading instruction and reading research. The state department is to provide appropriate and on-going professional development to support appropriate use of the assessment. Reqiores the state department to provide on-going professional development in the development and use of classroom assessments, the use of formative assessments and the use of the end-of-year state assessments so that teaching and learning activities are focused on student needs and lead to higher levels of student performance.
To reduce the number of days of testing, to the extent possible, field test items must be embedded with the annual assessments. In accordance with the requirements of the federal No Child Left Behind Act, science assessments must be administered annually to all students in one elementary and one middle school grade. The state department is required to develop a sampling plan to administer science and social studies assessments to all other elementary and middle school students. The plan shall provide for all students and both content areas to be assessed annually; however, individual students, except in census testing grades, are not required to take both tests. In the sampling plan, approximately half of the assessments must be administered in science and the other half in social studies in each class. To ensure that school districts maintain the high standard of accountability established in the Education Accountability Act, performance level results reported on school and district report cards must meet consistently high levels in all four core content areas. Beginning with the 2007 report card, the core areas must remain consistent with the following percentage weightings established and approved by the Education Oversight Committee: in grades three through five, thirty percent each for English/language arts and math, and twenty percent each for science and social studies; and in grades six through eight, twenty-five percent each for English/language arts and math, and twenty-five percent each for science and social studies. The state board is to establish a task force to recommend alternative evidence and procedures that may be used to allow students to meet graduation requirements even if they have failed the exit examination. The alternative evidence only may be used in the rare instances where there is compelling evidence that a student is well qualified for graduation, but extreme circumstances have interfered with passage of the exit examination and, for that reason alone, the student would be denied a state high school diploma. The state department is required annually to convene a team of curriculum experts to analyze the results of the assessments, including performance item by item.
http://www.scstatehouse.net/sess116_2005-2006/prever/4328_20060315a.htm
Title: H.B. 4328
Source: http://www.scstatehouse.net/
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| WA | Signed into law 03/2006 | P-12 | Requires state superintendent to implement alternative methods of assessment and appeal processes for the certificate of academic achievement. Declares that one alternative assessment method shall be a combination of the applicant's grades in applicable courses
and the applicant's highest score on the high school Washington assessment of student learning. Requires the superintendent of public instruction to develop an alternative assessment method that shall be an evaluation of a collection of work samples prepared and
submitted by the applicant, as provided in this act and, for career and technical applicants. Provides that a student's score on the mathematics portion of the preliminary scholastic assessment test (PSAT), the scholastic assessment test (SAT), or the American college
test (ACT) may be used as an objective alternative assessment for demonstrating that a student has met or exceeded the mathematics standards for the certificate of academic achievement. Directs the Washington state institute for public policy to conduct an independent and objective evaluation of the reliability, validity, and rigor of the alternative assessment methods authorized. Provides that, by September of 2006, the state superintendent is to develop informational materials for parents, teachers, and students regarding the collection of work samples and the status of its development as an alternative assessment method. Provides that the act shall be null and void if appropriations are not approved.
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/6475-S.SL.pdf
Title: S.B. 6475
Source: http://www.leg.wa.gov
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| LA | Adopted 02/2006 | P-12 | Amends Bulletin 118--Statewide Assessment Standards and Practices.
(1) Revise the names of two of Louisiana's statewide assessment tests by removing for the 21st Century from each. Graduation Exit Examination (GEE) and
Louisiana Educational Assessment Program (LEAP).
(2) Adds Chapter 20, Louisiana Alternate Assessment, Level 2 (LAA2) explaining a new test assessment instrument for special education students.
(3) Revises the name of Louisiana Alternate Assessment (LAA) chapter 19, to Louisiana Alternate Assessment, Level 1 (LAA1).
(4) Relocates information about the assessment programs The Iowa Tests of Basic Skills (ITBS) and Iowa Tests of Educational Development (ITED) from §107.D to
§107.H. The Integrated Louisiana Educational Assessment Program (iLEAP) will replace these tests in §107.D.
http://www.doa.state.la.us/osr/reg/0602/0602RUL.pdf (starting page 6 of 39)
Title: LAC 28:CXI.107, 305, 307, 309, 313, 315, 701, 1101, 1115, 1141, 1151,1153, 1301, 1313, 1335, 1345, 1347, 1349, 1351, 1355, 1501, 1701, 1901, 2001,2501, 2701, 3303, 3305, 3307
Source: Lexis-Nexis/StateNet, www.doa.state.la.us
| |
| CA | Signed into law 01/2006 | P-12 | Requires school districts or state special schools to grant a high school diploma to a pupil with a disability who is scheduled to graduate from high school in 2006, has not passed the high school exit examination, has not received a high school exit examination waiver, and meets other specified criteria. The bill requires districts or state special schools that fails to grant a high school diploma to such a pupil to submit
certain documentation to the State Board of Education within 15 days of its determination that the pupil does not meet the specified criteria, and requires the board to review that failure to grant a high school diploma.
http://www.leginfo.ca.gov/pub/bill/sen/sb_0501-0550/sb_517_bill_20060130_chaptered.html
Title: S.B. 517
Source: California Legislative Site
| |
| GA | Adopted 12/2005 | P-12 | Establishes "variance" procedure for a student not eligible for waiver (not rendered incapable of passing a section of the GHSGT or the
GHSWT due to a disability or substantial hardship) to demonstrate proficiency on Georgia High School Graduation Tests (GHSGT) and the Georgia
High School Writing Test (GHSWT). Requires every district to develop a process for notifying students and parents or guardians of the procedures related to the application and granting of waivers and variances. Requires a local superintendent, upon receipt of a waiver or variance request, to certify that the student has met minimum eligibility criteria. Establishes requirements for district transmission of waiver and variance requests to the state superintendent. Establishes state board procedures for the approval of waiver and variance requests. Requires variance requests to the state board to include a statement describing opportunities provided by the school to assist the student in preparing for the test(s), including remediation classes, tutoring sessions, etc., and the participation of the student in such activities.
Authorizes the state board, by a majority vote, to grant a variance to students who satisfy all of the following requirements:
(i) The student has passed any three of the five graduation tests (four content sections of the GHSGT and the GHSWT);
(ii) The student has met the attendance and course unit requirements for graduation as described in State Board of Education Rule 160-4-2-.47 High School Graduation Requirements for Students Enrolling in the Ninth Grade for the First Time in the 2002-03 School Year and Subsequent Years;
(iii) The student has a 90% or better attendance record, excluding excused absences, while enrolled in grades 9-12;
(iv) The student has obtained a scale score that falls within one standard error of measurement (SEM) for passing the relevant section of the GHSGT or GHSWT. The SEM shall be applied to the student's highest score achieved over multiple administration; and
(v) The student has successfully passed each of the End-of-Course Tests (EOCT) related to the sections of the GHSGT or the GHSWT in which the variance is being sought.
http://www.doe.k12.ga.us/_documents/doe/legalservices/proposed/pr160-1-3-.09.pdf
Title: GAC 160-1-3-.09
Source: Lexis-Nexis/StateNet, www.doe.k12.ga.us
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| LA | Adopted 12/2005 | P-12 | Allows the Superintendent of Education to waive the final component of the General Education Exam for student with disabilities if the Department of Education determines that the student's disability significantly impacts their ability to pass the final required component.
Page 6 of 106: http://www.doa.state.la.us/osr/reg/0512/0512RUL.pdf
AGENCY CONTACT: Nina A Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064
Title: LAC 28: CXV.2319
Source: Lexis-Nexis/StateNet,
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| CA | Vetoed 10/2005 | P-12 | An act to add Section 60856.1 to the Education Code, relating to academic assessment. This bill would permit a pupil to satisfy the English language arts or mathematics portion of the high school exit examination by passing an alternative performance assessment offered by his or her school district or charter school if the Superintendent certifies that the alternative performance assessment meets certain minimum
requirements. This bill would repeal those provisions 5 years after the Superintendent grants the 1st certification of any alternative performance assessment, as specified
Title: H.B. 1531
Source: StateNet
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| CA | Signed into law 10/2005 | P-12 | An act to amend Sections 33054, 47605, 47605.6, 47607, 47612.5, and 51745.6 of, and to add Section 47612.6 to, the Education Code, relating to charter schools. Existing law requires that charter schools meet specified statewide standards and conduct the specified pupil assessments. This bill would require that these standards and pupil assessments include the high school exit examination, and would require a pupil completing grade 12 to successfully pass the exit examination as a condition of receiving a diploma of graduation.
Title: H.B. 1610
Source: StateNet
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| CA | Vetoed 10/2005 | P-12 | High school exit examination: pupils with disabilities. This bill would require a school district to grant a high school
diploma to a pupil with a disability, if he or she is scheduled to graduate from high school in 2006 or 2007, does not qualify for that
high school exit examination waiver, and meets other specified criteria, including having an individualized education program or
other specified plan. The bill would require a school district, consistent with that program or plan, to provide pupils who meet the
criteria the opportunity to participate in specified instruction. The bill also would require the school district to report to the
Superintendent of Public Instruction regarding the number and characteristics of pupils granted diplomas in this manner.
Title: S.B. 586
Source: StateNet
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| CA | Signed into law 09/2005 | P-12 | States that funds received through section 37252 for supplemental instruction may be used to provide intensive instruction and services to students who have failed one or both parts of the California High School Exit Examination (CAHSEE). Requires the state superintendent to rank schools on the basis of the percentage of eligible pupils (students who have failed one or both parts of the exam and who are required to pass the exam to graduate from high school). Authorizes the superintendent to give priority to schools with the highest percentage of eligible pupils who have failed both parts of the examination. Requires $600 per eligible pupil to be awarded to districts identified by the superintendent (until the appropriation is exhausted) for services and instruction to help eligible pupils pass the California High School Exit Examination. Identifies activities that may be funded for such services, including purchasing, scoring, and reviewing diagnostic assessments; counseling and appropriate teacher training to meet the needs of eligible pupils.
Requires every district receiving funds under this program to:
(1) Ensure that each eligible pupil receives an appropriate diagnostic assessment to identify that pupil's areas of need.
(2) Ensure that each pupil receives intensive instruction and services based on the results of the diagnostic assessment.
(3) Demonstrate that funds will be used to supplement and not supplant existing services.
(4) Provide to the Superintendent of Public Instruction, in a manner and by a date certain determined by the Superintendent, the number of eligible pupils at each high school in the school district.
(5) Submit an annual report to the Superintendent in a manner determined by the Superintendent that describes the number of pupils served, the types of services provided, and the percentage of pupils in the school district who successfully pass the California High School Exit
Examination.
Makes an appropriation. Declares that it is to take effect immediately as an urgency statute.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0101-0150/ab_128_bill_20050913_chaptered.pdf
Title: A.B. 128
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2005 | P-12 | An act to add Section 60851.3 to the Education Code, relating to education. Require the exit examination to be offered to a person regularly enrolled in an adult education program. http://www.leginfo.ca.gov/pub/bill/asm/ab_1051-1100/ab_1057_bill_20050908_enrolled.pdf
Title: A.B. 1057
Source: www.leginfo.ca.gov
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| GA | Adopted 07/2005 | P-12 | Clarifies rules regarding testing programs and student assessment. Clarifies assessment participation requirements for English language learners, students with disabilities, students in each grade K-8, and students taking the Georgia High School Graduation Tests, as well as staff development opportunities on use of assessments in the instructional program. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-3-1-.07.pdf
Title: GAC 160-3-1-.07
Source: www.doe.k12.ga.us
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| MA | Rule Adoption 07/2005 | P-12 | Amends the Comprehensive Assessment System and Standards for Competency Determination rules. Adds one discipline in science and technology and engineering to the subjects to be included in the competency determination required for high school graduation starting with the class of 2010.
Title: 603 CMR 30.00
Source: StateNet
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| NY | Emergency Rule Adoption 07/2005 | P-12 | Revises requirements for obtaining a Regents high school diploma, a Regents diploma with advanced designation, and a local high school diploma. This amendment phases in the 65 passing score on the five required Regents exams to meet graduation requirements: students who enter grade 9 in the 05-06 school year are required to achieve 65 or above on 2 required Regents exams and a score of 55 or above on the remaining 3 exams; students who enter grade 9 in the 06-07 school year are required to achieve 65 or above on 3 required Regents exams and a score of 55 or above on the remaining 2 exams; students who enter grade 9 in the 07-08 school year are required to achieve 65 or above on 4 required Regents exams and a score of 55 or above on the remaining 1 exam; and students who enter grade 9 in the 08-09 school year are required to achieve 65 or above on all 5 required Regents exams.
This amendment also provides a safety net for all students with disabilities entering grade 9 in the 05-06 school year, by providing that students with disabilities may achieve a passing score of 55-64 on the 5 required Regents examinations to meet local diploma requirements.
This amendment also establishes an appeal process for students who fail to attain a score of 65 or better on a required Regents exam for graduation.
http://www.dos.state.ny.us/info/register/2005/aug10/pdf/rules.pdf
Title: 100.5 Title 8 NYCRR
Source: StateNet
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| TN | SIGNED BY GOVERNOR. 06/2005 | P-12 | Authorizes the state board of education to promulgate regulations whereby a student, who narrowly misses passage of one or more of the Tennessee comprehensive assessment program tests, including one or more parts of the Gateway examination, may petition for and may be awarded bonus test points based upon clear indicia of student classroom performance and achievement meritorious of a full
diploma upon graduation from high school. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0446.pdf
Title: S.B. 1015/Act 446
Source: http://www.legislature.state.tn.us
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| WA | Passed 06/2005 | P-12 | Amends rule regarding the Washington Assessment of Student Learning (WASL). Corrects problem of not adequately covering the reasons why a student might not take the WASL and might not be able to show the statutorily required scale score on the transcript. WASHINGTON REG 24488 (SN)
Title: WAC 180-57-070
Source: StateNet
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| AZ | Signed into law 05/2005 | P-12 | Replaces reference to "reimbursement" with reference to "certificate of supplemental instruction" for student attending a school designated
as an underperforming school or a school failing to meet academic standards. Eliminates option for parent to request reimbursement from the district; eliminates provision that school may apply to state board for grants to provide supplemental instruction. Extends eligibility for supplemental instruction to students who have failed to pass one or more portions of the Arizona Instrument to Measure Standards (AIMS) test in order to graduate from high school. Requires the state board to determine application guidelines and maximum value for each certificate of supplemental instruction. Requires the state board to annually conduct a market survey to determine the maximum value for each certificate of supplemental instruction.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1516
Title: S.B. 1516 (Section 2)
Source: www.azleg.state.az.us
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| AZ | Signed into law 05/2005 | P-12 | States that a student who does not pass the AIMS must receive a high school diploma if the student meets the alternative graduation requirements established in section 15-701.02. Creates new section 15-701.02 that allows a student in the Class of 2006 and 2007 who do not pass the AIMS to attempt to receive a high school diploma with augmented test scores provided the student (1) has taken the test each time it was offered; (2) has passed all required coursework; and (3) has participated in any academic remediation programs available in the student's school in the subject areas in which the student did not pass the AIMS. meet alternative graduation requirements. Allows students to augment AIMS scores with grades in high school courses.
States that a student who transfers into the state and has passed a statewide assessment on state-adopted standards substantially equivalent to the state board-adopted academic standards is not required to pass the AIMS to graduate from high school.
Requires the state board to review the academic competency standards for high school graduation and performance measurement mechanisms used in at least 10 other states identified as having the most effective K-12 educational systems by one or more nationally recognized education performance rankings. Requires the state board, on the basis of these findings, to compare the passing score for the math portion of the AIMS test with the passing scores for similar tests in states with academic standards similar to Arizona's among the states reviewed, and to report these results to the legislature by January 31, 2006. Requires the state board, on or before January 31, 2006, to confirm or modify the passing score for the math portion of the AIMS test for school year 2006 and thereafter so that the score is statistically comparable to the passing scores for similar tests in states with academic standards that are similar to Arizona's among the states in the aforementioned review.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1038
Title: S.B. 1038
Source: www.azleg.state.az.us
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| DE | Signed into law 05/2005 | P-12 | Eliminates multi-tiered diplomas in Delaware, establishing instead the "State of Delaware High School Diploma" to each student graduating from a Delaware public high school, beginning with the Class of 2008. Mandates that, beginning with the Class of 2008, diplomas be awarded to students who (1) pass their high school course requirements and (2) achieve proficient scores on the state high school assessments in conjunction with other academic indicators defined by the department.
For those students graduating in 2007, requires the department to award either a "State of Delaware High School Diploma" or a "State of Delaware Distinguished Achievement Diploma" utilizing the rules and regulations for issuing diplomas for the 2005-2006 school year.
Requires the department, by January 2008, to establish by regulation the proficiency levels of performance on the state high school assessments, and the use of other academic indicators and their proficiency levels to receive a high school diploma. States that "other academic indicators" must include assessments such as the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), Advanced Placement test scores, American College Test (ACT), local district assessments and indicators used to determine student proficiency relative to the content standards, and other assessments approved at the state level in a content area.
Permits a student receiving a State of Delaware High School Diploma in 2004 or 2005 to seek a re-evaluation and upgrade to a Distinguished Achievement Diploma on the basis of the new standards, once adopted. States that if it is determined the student qualifies for a Distinguished Achievement Diploma under the standards in place at the time of his or her request, the department must retroactively award such diploma.
Expresses the general assembly's intent to continue and encourage the ongoing discussions relating to Delaware high school graduation requirements and to guide the progress of change to ensure the establishment of more effective and appropriate measures of student performance and standards for high school graduation. Also expresses the assembly's desire to offer a forum for that continued discussion to interested parties who have or will come forward with their concerns and contributions.
http://www.legis.state.de.us/LIS/LIS143.NSF/vwLegislation/HB+3?Opendocument
Title: H.B. 3
Source: www.legis.state.de.us
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| DE | Signed into law 05/2005 | P-12 | Provides that high school diplomas issued in 2005 will be the same as were awarded in 2004. States that in 2006, the department must award a "State of Delaware High School Diploma" to a student who completes the state course requirements, or the district requirements, if these are higher than the state's. Requires the department, with the state board's approval, to determine the proficiency levels of performance on the state high school assessments, and the use of other academic indicators and their corresponding proficiency levels for a student to receive a State of Delaware Distinguished Achievement Diploma. Other academic indicators may include but are not limited to assessments such as the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), Advanced Placement test scores, American College Test (ACT), local district assessments and indicators used to determine student proficiency relative to the content standards, and other assessments approved at the state level in a content area.
States that in 2007, in addition to the requirements for the Class of 2006, the department must determine the proficiency levels on the state hgh school assessments and the use of other academic indicators and their corresponding proficiency levels, for receiving the State of Delaware High School Diploma and the State of Delaware Distinguished Achievement Diploma.
States that students who fail to achieve a proficient level of performance on the state high school assessments may retake the assessments each succeeding year they continue in high school. Students taking the alternative assessment are exempt from this requirement.
Requires the department to issue a certificate of performance to a student who has met the requirements of the student's Individualized Education Program but has not completed the high school graduation course requirements established by the state, or the district, if district credit requirements are higher than those of the state.
Permits a student receiving a State of Delaware High School Diploma in 2004 or 2005 to request that his or her district or charter school reevaluate the diploma determination based on any adjustment or addition of other academic indicators for the determination of the Distinguished Achievement Diploma. States that if it is determined the student earned the Distinguished Achievement Diploma, the department must retroactively award such diploma
http://www.legis.state.de.us/LIS/LIS143.NSF/vwLegislation/SB+72?Opendocument
14 Delaware Code, Section 1220(a) (14 Del.C. §1220(a)) 14 DE Admin. Code 101
http://www.state.de.us/research/register/february2006/final/9%20DE%20Reg%201175%2002-01-06.htm#P8_154
Title: S.B. 72
Source: www.legis.state.de.us
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| NV | Adopted 05/2005 | P-12 | Amends provisions governing high school proficiency examinations. NEVADA REG 3705 (SN)
Title: NAC 389.027, .051, .056, .058, .061, .071
Source: StateNet
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| OK | Signed into law 05/2005 | P-12 | New law establishing the Achieving Classroom Excellence Act of 2005. One new section establishes the Oklahoma Mathematics Improvement Program. The purpose is to improve student mastery of the Priority Academic Student Skills (PASS) for sixth-grade mathematics through Algebra I by enhancing sixth-, seventh- and eighth-grade public school teachers' mastery of the subject matter content and process skills. Offers $1,000 stipends to teachers who pass the mathematicssubject area test and participate in approved professional development programs. Mathematics academies, customized higher education courses, small learning community lesson studies facilitated by a mathematics coach and utilizing the Internet and video technology are programs the state board may approve. Phases in full-day kindergarten requirements; requires three years of high school math and a college bound curriculum unless parents sign a statement opting out of the curriculum; implements end-of-instruction testing in eighth grade and high school, ultimately requiring students to pass tests to graduate; provides remediation to students who fail tests; establishes special math labs for middle school students and math training programs for middle school teachers; encourages high school seniors to take concurrent college courses with state paying tuition for six credit hours per semester; and addresses access for professional teaching organizations. http://www2.lsb.state.ok.us/2005-06SB/sb982_enr.rtf
Title: S.B. 982
Source: http://www.lsb.state.ok.us/house/news7622.html
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| OK | Signed into law 05/2005 | P-12 | Creates new section. Beginning with students entering the ninth grade in the 2008-2009 school year, every student must demonstrate mastery of the state academic content standards in a minimum of four out of six selected subject areas in order to receive a high school diploma from a public school in this state. To demonstrate mastery, the student must attain a satisfactory or advanced score on the end-of-instruction criterion-referenced tests. Requires that each of the six tests assess core academic subjects and that two of the four required end-of-instruction tests include Algebra I, or the additional mathematics test developed based upon the recommendation of the Achieving Classroom Excellence Task Force and English II. Students who do not attain a satisfactory or advanced score on any required test must be provided remediation and the opportunity to retake the test until a satisfactory or advanced score is attained. Determination of the two additional end-of-instruction tests to be developed is to be made by the Legislature upon receipt of recommendations of the Achieving Classroom Excellence Task Force.
Students who do not meet requirements may receive a high school diploma by demonstrating mastery of state academic content standards by alternative methods as recommended by the Achieving Classroom Excellence Task Force. Students who have individualized education programs pursuant to the Individuals with Disabilities Education Act (IDEA) are to be exempt from the requirements unless provided for in the student's individualized education program. http://www2.lsb.state.ok.us/2005-06SB/sb982_enr.rtf
Title: S.B. 982, Sections 6 and 8
Source: http://www2.lsb.state.ok.us
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| AR | Signed into law 04/2005 | P-12 | Requires a student not passing an immediately previous grades 3-8 benchmark assessment or in a secondary level end-of-course assessment to participate in remediation activities as required in the student's individualized academic improvement plan beginning in the school year the
assessment results are reported. If a student with disabilities has an individualized education program that addresses any academic area or areas in which the student is not proficient on state-mandated criterion-referenced assessments, the individualized education program meets the requirements of the aforementioned academic improvement plan. Requires districts to notify the student's parent of the parent's role and responsibilities as well as the consequences for the student's failure to participate in the plan.
Beginning with the 2005-2006 school year, requires students in grades 3-8 identified as not passing a benchmark assessment and who fail to participate in the subsequent academic improvement plan to be retained and not promoted to the next grade until the student is deemed to have participated in an academic improvement plan or the student passes the benchmark assessment for the current grade level in which the student is retained.
Beginning with the 2005-2006 school year, mandates that any student required to take an end-of-course assessment who does not pass a particular assessment must participate in remediation activities as required in the student's individualized academic improvement plan in the school year the assessment results are reported in order to receive credit on his or her transcript for the course related to the end-of-course assessment.
Beginning with the 2009-2010 school year, requires all initial end-of-course assessments to be administered by grade 10 for each student. Beginning with the 2009-2010 school year, a student who does not pass an initial end-of-course assessment may receive credit for the course until the student passes a subsequent end-of-course assessment; or the student, by the end of grade twelve 12, passes an Alternative assessment directly related to the Alternative exit course. If a student does not meet the satisfactory pass levels on an initial end-of-course assessment or does not satisfy the remedial requirements, that student will not graduate with a high school diploma from an Arkansas high school or charter school.
To the extent any school district is determined to have knowingly failed to administer these provisions of law or rules, the superintendent's license shall be subject to probation, suspension or revocation.
Requires tthe department of education to annually make public at least 50% of the test questions on the most recent initial benchmark and end-of-course assessments.
Creates Alternative Exit Course and Alternative Course Exam for students who have failed an end-of-course assessment three times. Requires such a student to take and pass an Alternative exit course and meet a satisfactory Alternative level score on a subsequent Alternative assessment to graduate from high school. Allows the Alternative exit course to be offered through a distance learning class and to be offered by the district outside the course of the normal school day.
Repeals Arkansas Code § 6-15-203 on remediation and student promotion/retention.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2824.pdf
Title: H.B. 2824
Source: www.arkleg.state.ar.us
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| AZ | Vetoed 04/2005 | P-12 | Requires the department to report to specified members of the legislature on its budget status every two months for the first half of each fiscal year and every month thereafter. Requires every report to include the department's current funding surplus or shortfall projections for basic state aid and other major formula-based programs. Requires every report to be submitted 30 days after the end of the applicable reporting period.
Requires the department to report annually to the joint legislative budget committee on: (a) the raw and adjusted scores on the Arizona Instrument to Measure Standards (AIMS) test for high school students who have not received AIMS test tutoring services from the department, and the raw and adjusted AIMS scores of high school students who have received AIMS test tutoring from the department, both before and after receiving tutoring services. The report must also include contractual and policy changes made to the tests that would impact student achievement, and a description of any scoring errors or reporting delays and any actions taken to address the errors or delays.
Text of bill as vetoed: http://www.azleg.state.az.us/legtext/47leg/1r/bills/hb2033s%2Epdf
Title: H.B. 2033
Source: www.azleg.state.az.us
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| AZ | Signed into law 04/2005 | P-12 | States that a student with an individualized education program (IEP) is not required to earn a passing score on a competency test required for high school graduation unless the student is learning at a level appropriate for the student's grade level in a specific academic area and unless the student's IEP as agreed upon by the student's parents and the IEP team or the student if 18 or older, requires passing scores on a competency test. Requires the competency test to be administered to the student in a manner in keeping with the student's IEP and requires schools to make specific and appropriate accommodations on the test for students with IEPs. Makes similar provisions for a student with a section 504 plan. States that a student with an IEP or a section 504 plan who graduates from high school but is not required to achieve a passing score on a competency test to graduate must receive a standard diploma.
Requires the IEP team to indicate in the IEP the student's requirements for high school graduation, including provisions for testing and testing accommodations.
Requires the state board to adopt guidelines to define a parent's or guardian's role or pupil's role if the pupil is at least 18 years old, in the development of a student's section 504 plan, including testing and testing accommodations.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1352
Title: S.B. 1352
Source: www.azleg.state.az.us
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| IN | Signed into law 04/2005 | P-12
Postsec. | Beginning with the 2010-2011 school year, requires, with certain exceptions, a student to complete the Core 40 curriculum in order to graduate from high school. Beginning with the 2011-2012 academic year, requires, with certain exceptions, a student to have completed the Core 40 curriculum or a curriculum that is the equivalent to be admitted to a four-year degree program in a state educational institution. Adds the following options for students who fail to pass the high school graduation exam: Completes i) the course and credit requirements for a general diploma, including the career academic sequence; ii) a workforce readiness assessment; and (iii) at least one (1) career exploration internship, cooperative education, or workforce credential recommended by the student's school; or obtains a written recommendation from a teacher of the student in each subject area in which the student has not achieved a passing score on the graduation examination. The written recommendation must be concurred in by the principal of the student's school and be supported by documentation that the student has attained the academic standard in the subject area based upon:(i) tests other than the graduation examination; or (ii) classroom work. Upon the request of a student's parent, the student may be exempted from the Core 40 curriculum requirement. Itemizes other provisions that apply to students not completing the Core 40. Requires the department of education to conduct a study to determine whether a shortage of math, science, and special education teachers exists, particularly in urban and rural areas. Makes transitional provisions maintaining the current standards until the new standards take effect. http://www.in.gov/legislative/bills/2005/SE/SE0200.1.html
Title: S.B. 200
Source: http://www.in.gov
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| VA | Signed into law 03/2005 | P-12 | Directs the Board of Education to provide for the award of verified credits for passing scores on industry certifications, state licensure examinations, and national occupational competency assessments approved by the Board of Education. School boards shall report annually to the Board of Education the number of industry certifications obtained and state licensure examinations passed, and will include this number as a category on the school's achievement report card. Currently, the Standards of Accreditation (SOA) require the accumulation of a specific number of standard and verified units of credit for standard diplomas. The verified unit of credit is awarded upon passage of the relevant Standards of Learning (SOL) test (additional tests approved by the Board of Education), as well as the course. The Standard Diploma requires 22 credits, six of which must be verified units of credit, while the Advanced Studies Diploma requires 24 credits, with nine verified units. The SOA currently require verified units of credit in specific subjects, such as English, mathematics, science, history and social science. The Modified Standard Diploma is awarded to students with disabilities who are "unlikely to meet the credit requirements for a Standard Diploma."
School accreditation is based on pass rates for the SOL assessments. http://leg1.state.va.us/cgi-bin/legp504.exe?051+ful+CHAP0345
Title: S.B. 1045
Source: http://leg1.state.va.us
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| MD | Rule Adoption 02/2005 | P-12 | Adopts rules to the Maryland State Board of Education. Deals with graduation requirements in public high schools in Maryland. Merges the English Grade 9 High School Assessment with the Grade 10 Reading Assessment to create a single test - an English High School Assessment to be administered after completion of the second high-school English credit (for most students, this is tenth-grade English).
MARYLAND REG 10179 (SN)
Title: COMAR 13A.01.04.04, .05, .03.02.02, .04, .01 thru .09
Source: StateNet
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| OH | Signed into law 02/2005 | P-12 | Designates the fourth week of September as Parent's Week; revises provisions governing child support collection. Qualifies teachers employed by chartered nonpublic schools for annual stipends for holding valid certificates issued by the National Board for Professional Teaching Standards. Allows students who otherwise must pass the ninth grade proficiency tests for a high school diploma to substitute passage of the Ohio Graduation Test in a particular subject for passage of the ninth grade test in the same subject to satisfy that testing requirement.
http://www.lsc.state.oh.us/analyses125/04-hb493-revised-125.pdf
http://lsc.state.oh.us/analyses/analysis125.nsf/6407a071d8587c3c85256da200703bb6/
Title: H.B. 493
Source: http://www.lsc.state.oh.us
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| CA | Vetoed 09/2004 | P-12 | Establishes the High School Remediation Funding Flexibility Program for the purpose of providing funding flexibility for remediation instruction for high school pupils in grades 9 to 12 who are at risk of not passing the high school exit examination. Provides for remediation instruction class size. Requires such instruction to be in the core subject areas that are tested, and to be provided by a certificated employee who is highly qualified, as defined by the state board of education for purposes of the federal No Child Left Behind Act of 2001. Authorizes a school district to participate in the program only if it received funding pursuant to the Morgan-Hart Class Size Reduction Act of 1989 continuously since the 2001-02 fiscal year, in which case, the bill would authorize the school district to use any available funds from that act for purposes of the program. http://www.leginfo.ca.gov/pub/bill/asm/ab_2601-2650/ab_2647_bill_20040825_enrolled.html
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2647_veto.pdf
Title: A.B. 2647
Source: California Legislative Web site
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| LA | Vetoed 07/2004 | P-12 | Provides for the awarding of certificates of attendance by the board of elementary and secondary education to any public high school student who fails to pass the graduation exit exam but has completed all required coursework and all other graduation requirements. Such a student would not be barred from receiving a diploma if he or she later passed the exit exam.
Bill text: http://www.legis.state.la.us/leg_docs/04RS/CVT1/OUT/VETHB740.PDF
Veto message: http://www.legis.state.la.us/archive/04RS/veto/HB740v.pdf
Title: H.B. 740
Source: www.legis.state.la.us
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| TX | Rule Adoption 07/2004 | P-12 | Amends rules concerning exemption from the requirements of the Texas Success Initiative. Exempts high school students who achieve certain standards on the Mathematics and/or English/Language Arts sections of the exit-level Texas Assessment of Knowledge and Skills from state mandated testing for college readiness for the corresponding sections. Allows students who achieve certain standards on certain sections of the SAT and ACT to be exempt from the assessment required under this title for those corresponding sections. TEXAS REG 95579 (SN)
Title: 19 TAC 1.4.C.4.54
Source: StateNet
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| DE | Signed into law 05/2004 | P-12 | Requires the Department of Education to award diplomas based on current rules and regulations for students who graduate in 2004; allows the national panel of experts to examine the performance levels and math cut scores of the Student Testing Program and determine whether changes are necessary; provides that students may request recalculation of test scores to determine their eligibility for the Distinguished Achievement Diploma. http://www.legis.state.de.us/Legislature.nsf/fsLIS?openframeset&Frame=Main&Src=/LIS/LIS142.NSF/Home?Openform
Title: S.B. 285
Source: Delaware Legislative Web site
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| FL | Signed by Governor 05/2004 | P-12
Postsec. | Revises course requirements in college & career preparatory accelerated high school graduation program; amends requirements for grade point average that must be earned; establishes requirements for selection of accelerated graduation options; authorizes SAT & ACT as alternative assessments to grade 10 FCAT required for high school graduation if students have attempted to pass grade 10 FCAT at least 3 times; provides rights for K-3 students with reading deficiencies; establishes a Reading Enhancement and Acceleration Development (READ) Initiative to prevent the retention of grade 3 students and to offer intensive reading instruction to students with reading deficiencies. http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0364er.html&Directory=session/2004/Senate/bills/billtext/html/
Title: S.B. 364
Source: Florida Legislative Web site
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| VA | Signed into law 04/2004 | P-12 | Amends an uncodified act to direct local school boards to adopt procedures, pursuant to Board of Education guidelines, to award verified units of credit for standard diplomas to students who have entered the ninth grade for the first time during the school years of 2000-2001, 2001-2002, and 2002- 2003, and passed the relevant coursework. http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+HB1257ER
Title: H.B. 1257
Source: http://leg1.state.va.us
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| VA | Signed into law 04/2004 | P-12 | Directs local school boards to notify parents of the educational rights of students who fail to graduate or who have failed to achieve the number of verified units of credit required for graduation as provided in the standards of accreditation or who have been identified as having limited English proficiency or who have been identified as disabled and receive special education of their right to a free public education through age 21. Pursuant to §§ 22.1-1 and 22.1-5, public schools are free to "persons of school age" (at least age five on or before September 30 of the school year and under 20 years of age on or before August 1). In addition, subsection D of § 22.1-5 sets forth for students for whom English is a second language the opportunity for a free public education through the age of 21. Finally, persons who have been identified as disabled who receive special education are entitled to a "free and appropriate education" through 21 years of age pursuant to the federal Individuals with Disabilities Education Act (IDEA) and § 22.1-213. http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0509
Title: S.B. 438
Source: http://leg1.state.va.us
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| AL | Adopted 03/2004 | P-12 | Allows high schools to confer the High School Diploma on students with disabilities who have failed a subject area test of the Graduation Exam in the area in which they have a disability(s), using alternate requirements for/instead of assessment in conjunction with the attainment of required course credits and all other requirements for graduation. http://www.alabamaadministrativecode.state.al.us/UpdatedMonthly/VolXXIIN6/p188.htm#T1
Title: AAC 290-3-1-.02
Source: Alabama State Web site
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| AL | Emergency Rule Adoption 03/2004 | P-12 | Allows students with disabilities who fail one portion of the Alabama High School Graduation Exam and meet certain other criteria to receive the Alabama High School Diploma. http://www.alabamaadministrativecode.state.al.us/UpdatedMonthly/VolXXIIN6/p189.htm#T1
Title: AAC 290-4-2-.02
Source: Alabama State Web site
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| MS | Rule Adoption 03/2004 | P-12 | Revises rules regarding graduation requirements and exit examinations. MISSISSIPPI REG 9026 (SN)
Title: THF-1
Source: StateNet
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| WA | Signed into law 03/2004 | P-12 | 1) The high school assessment system shall include but need not be limited to the Washington assessment of student learning, opportunities for a student to retake the content areas of the assessment in which the student was not successful, and if approved by the legislature pursuant to subsection (11) of this section, one or more objective alternative assessments for a student to demonstrate achievement of state academic standards. The objective alternative assessments for each content area shall be comparable in rigor to the skills and knowledge that the student must demonstrate on the Washington assessment of student learning for each content area.
(2) Subject to the conditions in this section, a certificate of academic achievement shall be obtained by most students at about the age of sixteen, and is evidence that the students have successfully met the state standard in the content areas included in the certificate. With the exception of students satisfying the provisions of section 104 of this act, acquisition of the certificate is required for graduation from a public high school but is not the only requirement for graduation.
(3) Beginning with the graduating class of 2008, with the exception of students satisfying the provisions of section 104 of this act, a student who meets the state standards on the reading, writing, and mathematics content areas of the high school Washington assessment of student learning shall earn a certificate of academic achievement. If a student does not successfully meet the state standards in one or more content areas required for the certificate of academic achievement, then the student may retake the assessment in the content area up to four times at no cost to the student. If the student successfully meets the state standards on a retake of the assessment then the student shall earn a certificate of academic achievement. Once objective alternative assessments are authorized pursuant to subsection (11) of this section, a student may use the objective alternative assessments to demonstrate that the student successfully meets the state standards for that content area if the student has retaken the Washington assessment of student learning at least once. If the student successfully meets the state standards on the objective alternative assessments then the student shall earn a certificate of academic achievement. The student's transcript shall note whether the certificate of academic achievement was acquired by means of the Washington assessment of student learning or by an alternative assessment.
(4) Beginning with the graduating class of 2010, a student must meet the state standards in science in addition to the other content areas required under subsection (3) of this section on the Washington assessment of student learning or the objective alternative assessments in order to earn a certificate of academic achievement.
(5) The state board of education may not require the acquisition of the certificate of academic achievement for students in home-based instruction under chapter 28A.200 RCW, for students enrolled in private schools under chapter 28A.195 RCW, or for students satisfying the provisions of section 104 of this act.
Title: H.B. 2195
Source: http://www.leg.wa.gov
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| TX | Rule Adoption 11/2003 | P-12 | Amends rules relating to basic education. Clarifies that commission youth are administered state educational assessments required to complete a high school diploma. TEXAS REG 90170 (SN)
Title: 37 TAC 3.91.B.91.41, 91.43
Source: StateNet
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| CA | Signed into law 10/2003 | P-12 | Requires the superintendent of public instruction to develop a request for a proposal for an independent consultant to assess options and provide recommendations for alternatives to the high school exit examination for pupils with disabilities to be eligible for a high school diploma. Requires the establishment of an advisory panel for the purpose of advising the independent consultant. Provides for funding. http://www.leginfo.ca.gov/pub/bill/sen/sb_0951-1000/sb_964_bill_20031011_chaptered.html
Title: S.B. 964
Source: California Legislative Web site
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| TX | Adopted 09/2003 | P-12 | Requires the state board to determine the level of performance considered to be satisfactory on the assessment instruments. Sets the "commended" and "met" standards based on spring 2003 operational test forms. The adopted amendment to §101.23 incorporates into rule a table depicting the performance standards established by the board for every grade and subject area and maintains equivalent test forms in the future. Future forms will be equated by the Texas Education Agency to the 2003 assessments in order to ensure that equivalent standards are maintained. The exit-level standard in place when a student enters Grade 10 is the standard that will be maintained throughout the student's high school career. For example, a student in Grade 12 during the 2004-2005 school year will be allowed to graduate under the TAKS exit-level standard that was in place at the time the student entered Grade 10 in the 2002-2003 school year. The alternative assessment of academic skills will measure annual growth based on appropriate expectations for each student receiving special education services, as determined by the student's admission, review, and dismissal (ARD) committee. The adopted amendment to §101.33 revises language to reflect the statutory change requiring a reduction in the frequency of releasing assessments to the public to only every other year.
Title: 19TAC §101.23 & 101.33
Source: TEA.state.tx.us
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| TX | Rule Adoption 09/2003 | P-12 | §101.23. Performance Standards. (a) Except as otherwise provided by the Texas Education Code (TEC), Chapter 39, Subchapter B, the State Board of Education (SBOE) shall determine the level of performance considered to be satisfactory on the assessment instruments. The table in this subsection identifies the performance standards established by the SBOE for the Texas Assessment of Knowledge and Skills (TAKS). The "commended" and "met" standards are based on spring 2003 operational test forms. Future forms will be equated by the Texas Education Agency to the 2003 assessments in order to ensure that equivalent standards are maintained. The exit-level standard in place when a student enters Grade 10 is the standard that will be maintained throughout the student's high school career. For example, a student in Grade 12 during the 2004-2005 school year will be allowed to graduate under the TAKS exit-level standard that was in place at the time the student entered Grade 10 in the 2002-2003 school year.
(b) The alternative assessment of academic skills will measure annual growth based on appropriate expectations for each student receiving special education services, as determined by the student's admission, review, and dismissal (ARD) committee in accordance with criteria established by the commissioner of education as required by the TEC, §39.024(a).Amends rules concerning development and administration of tests. Relates to performance standards and release of tests. TEXAS REG 86271 (SN) http://www.tea.state.tx.us/rules/board/adopted/0903/101-023a-two.html
http://www.tea.state.tx.us/rules/board/adopted/0903/101-023a.pdf
Title: 19 TAC 101.23, .33
Source: http://www.tea.state.tx.us
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| MA | Rule Adoption 07/2003 | P-12 | Students in the graduating class of 2003 shall meet or exceed the Needs Improvement threshold scaled score of 220 on both the English Language Arts and the Mathematics MCAS grade 10 tests in order to satisfy the requirements of the Competency Determination. The Board intends to raise the threshold scaled score required for the Competency Determination in future years.
Title: 603 CMR 30.03
Source: Westlaw
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| FL | Signed into law 06/2003 | P-12 | Provides learning opportunities for out-of-state and out-of- country transfer students and students needing additional instruction to meet high school graduation requirements; provides requirements for certain transfer students; provides for alternate assessments for the grade 10 Florida's Comprehensive Assessment Test and immersion English language instruction. http://www.flsenate.gov/data/session/2003B/House/bills/billtext/pdf/h0023Ber.pdf
Title: H.B. 23
Source: Florida Legislative Web site
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| NC | Signed into law 06/2003 | P-12 | Modifies the state competency testing program to ensure that high school students who do not pass the competency test are given an opportunity to take an alternative test. http://www.ncga.state.nc.us/Sessions/2003/Bills/House/PDF/H801v4.pdf
Title: H.B. 801
Source: http://www.ncga.state.nc.us
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| NV | Signed into law 06/2003 | P-12 | Addresses the mathematics portion of the high school proficiency exam. A passing score on this exam is required for Nevada students to obtain a high school diploma. The bill requires the Department of Education to reset the passing score in accordance with a 95 percent confidence interval for the recommended passing score. This change will make the passing rate for students similar to that of the reading portion of the test. For 2003 only, students graduating in 2003 who have otherwise met all requirements for graduation must be allowed to participate in district graduation ceremonies under the presumption that they have passed the tests; however, such a student would not receive a diploma until their score was determined to meet or exceed the new passing score. The Department is directed to incrementally increase the passing score over the next several years, until it is at least the same as the current passing score for the class graduating high school in 2007. During the 2003-2005 interim period, the school districts are required to review their curriculum and the amount and type of mathematics credits they require for high school graduation, make any necessary adjustments, and submit certain information to the Superintendent of Public Instruction for report back to 2005 Legislature. Adding science to the high school proficiency test is effective July 1, 2007. (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
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| TX | to governor 06/2003 | P-12 | Requires the principal or other staff to identify each student who (1) hasn't performed well on assessments; (2) is not likely to receive a diploma before the fifth year of high school and then develop a graduation plan for each student that (1) identifies educational goals; (2) includes diagnostic information, appropriate monitoring and intervention, etc.; (3) includes an intensive instruction program; (4) addresses participation of the parent or guardian; provides innovative mthods to promote the student's advancement, including flexible scheduling, alternative learning environments, on-line instruction, and other interventions that are proven to accelerate the learning process and have been scientifically validated to improve learning and cognitive ability. For a student with disabilities, this program must be designed to: (1) enable the student to attain a standard of annual growth on the basis of the student's individualized education program; and (2) if applicable, carry out the purposes of Section 28.0211.
http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM
Title: S.B. 1108 (Section 28.0212)
Source: http://www.capitol.state.tx.us
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| MN | Signed into law 05/2003 | P-12 | Effective the 2003-04 school year and later, bars the state education commissioner from implementing the profile of learning portion of the state's results-oriented graduation rule, or classroom assessments that schools must use. Replaces references to "results oriented graduation rule" with "academic standards." (Retains requirement that students pass basic skills test to be eligible for high school graduation.) Requires students to complete district-determined course credit requirements to be eligible for high school graduation starting with students entering the ninth grade during the 2004-05 school year.
Establishes language arts, math, science, social studies and the arts as subject areas required for statewide accountability. Requires public elementary and middle schools to offer at least three and require at least two of the following four arts areas: dance, music, theater and visual arts. Requires public high schools to offer at least three and require at least one of the following five arts areas: media arts, dance, music, theater and visual arts. Requires the commissioner to submit proposed science and social studies standards to the legislature by February 1, 2004. Requires the commissioner to consider recommendations from specified stakeholders when developing state academic standards in language arts, math, science, social studies and the arts. Specifies that standards must: (1) be clear, concise, objective, measurable, and grade-level appropriate; (2) not require a specific teaching methodology or curriculum; and (3) be consistent with the constitutions of the United States and the state of Minnesota. Requires the commissioner to adopt rules for implementing statewide rigorous core academic standards in language arts, math and the arts. Specifies that after the rules are initially adopted, the commissioner may not amend or repeal these rules nor adopt new rules on the same topic without specific legislative authorization. Requires these academic standards to be implemented for all students beginning in the 2003-2004 school year. Additionally requires the commissioner to supplement the required state academic standards with grade-level benchmarks, although high school benchmarks may cover more than one grade. Establishes other requirements regarding benchmarks.
Requires every district to establish its own standards in the elective subject areas of health and physical education, vocational and technical education, and world languages. Requires every district to offer courses in all above elective subject areas, and to use a locally selected assessment to determine whether a student has achieved an elective standard. Additionally requires every district, by the 2007-08 school year, to adopt graduation requirements that meet or exceed state graduation requirements. Must provide students who enter grade 9 in or before the 2003-04 school year the opportunity to earn a diploma based on existing local graduation requirements in effect when student entered ninth grade.
Establishes graduation requirements based on course credits in language arts, math, science, social studies and electives, including the arts, for students entering grade 9 in the 2004-05 school year.
Beginning the 2005-06 school year and later, requires annual statewide testing in language arts and math in grades 3 through 8 and at the high school level. Also requires annual science assessments in one grade in grades 3-5 span, the grades 6-9 span, and the grades 10-12 span for the 2007-08 school year and later. Requires a state-developed test in a subject other than writing, developed after the 2002-03 school year, to include both multiple choice and constructed response questions. Requires state tests to be aligned with state academic standards, and for statewide results to be aggregated at the school and district level. Deletes language excluding test scores of students receiving limited English proficiency instruction from school and district testing results. Permits exemption of limited English proficiency students if the student has been in the United States for fewer than three years. Requires state assessments, by the 2006-07 school year to include a value-added component to measure student achievement growth over time. Requires commissioner to include alternative assessments for the very few students with disabilities for whom statewide assessments are inappropriate and for students with limited English proficiency.
Permits school, district or charter school to use a high school student's performance on a state assessment as a percentage of the student's final grade in a course or to place the student's assessment score on the student's transcript.
Requires the commissioner to develop language arts, math and science assessments aligned with state standards, which districts must use. Specifies that commissioner must not develop state assessments for academic standards in social studies and the arts.
http://www.revisor.leg.state.mn.us/cgi-bin/getbill.pl?session=ls83&version=latest&number=HF302&session_number=0&session_year=2003
Title: H.F. 302 (multiple provisions)
Source: www.revisor.leg.state.mn.us
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| MN | Signed into law 05/2003 | P-12
Postsec. | Effective the day after enactment, requires the commissioner to provide written recommendations to the committees of the legislature having jurisdiction over kindergarten through grade 12 education policy and budget issues by February 1, 2004, that: (1) identify the cut-scores on high school reading and mathematics assessments indicating that remedial instruction in the state's two-year higher education institutions is unneeded; (2) recommend alternative assessments, including student portfolios; (3) recommend whether students must pass state end-of-course examinations as a requirement for high school graduation; (4) evaluate the feasibility of including state percentile rankings and a national comparison; and (5) establish a method for using the grade 8 language arts and math tests to satisfy basic skills requirements.
See Article 2, Section 2: http://www.revisor.leg.state.mn.us/cgi-bin/getbill.pl?session=ls83&version=latest&number=HF302&session_number=0&session_year=2003
Title: H.F. 302 (multiple provisions)
Source: www.revisor.leg.state.mn.us
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| TX | Signed into law 05/2003 | P-12 | To facilitate the transfer of military personnel and their dependents to and from the public schools of this state, the agency is required to pursue reciprocity agreements with other states governing the terms of those transfers. Reciprocity agreement must permits a student to satisfy the requirements of Section 39.025 through successful performance on comparable exit-level assessment instruments administered in another state. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=00591&VERSION=5&TYPE=B
Title: H.B. 591
Source: http://www.capitol.state.tx.us
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| NM | Signed into law 03/2003 | P-12 | Amends Section 22-13-1.1. Increases graduation requirements: 4 units of English, with major emphasis on grammar and literature; 3 units of math, at least one of which is equivalent to algebra 1 or higher; 2 units of science, one of which has a lab requirement, but for students entering 9th grade beginning in 2005-2006, 3 units of science -- one with a lab requirement; 3 units social science (including U.S. history and geography, world history and geography, and government & economics); 1 unit physical education or other physical activity; 1 unit communication skills or business education, with a major emphasis on writing and speaking and that may include a language other than English; 9 elective units and 8 elective units for students entering 9th grade in the 2005-2006 school year. Service learning must be offered as an elective. Students may not receive a diploma if they have not passed a state graduation examination in reading, English, math, writing, science and social science. Without passage of such exam, student receives an appropriate state certificate indicating the number of credits earned and the grade completed. May pass the test within 5 years and receive a diploma. Section 22-13-1.2 adds a requirement that end-of-course tests be aligned with the placement tests in two and four-year public postsecondary institutions. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
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| VA | Signed into law 03/2003 | P-12 | Requires school boards to provide programs of prevention, intervention, and remediation for students failing an end-of-course test required for the award of a verified unit of credit needed by student for graduation; requires these students to participate in such prevention, intervention, and remediation; provides school divisions are to add these students to their existing remediation report requirements.
Title: H.B. 1757
Source: StateNet
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| AK | Adopted 12/2002 | P-12 | Requires every sophomore to take the high school graduation exam. Juniors who have failed must be retested at least once each school year on the portions of the exam that they have not yet passed. On their school reports, high schools must state the number and percentage of students who are "proficient" and "not proficient." Adds new subsection regarding the requirements for a student with a disability to retake a subtest of the examination. ALASKA REG 2754 (SN) http://www.eed.state.ak.us/regs/adopted/4AAC06.755_SophomoresTakeHSGQE.pdf
Title: 4 AAC 06.755
Source: Memorandum Number 2002-41 and State NEt
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| MS | Rule Adoption 12/2002 | P-12 | The section is revised to read as follows: "Policies for Subject Area Testing
• Students will not be required to pass any end-of-course Subject Area Test in a course for which the Carnegie unit was earned by the student in a Mississippi public school prior to the 2001-2002 school year.
• Students entering a Mississippi public school will not be required to pass any end-of-course Subject Area Test in a course for which the school accepts Carnegie units earned by the student in a public school of another state as fulfilling the requirements for a Mississippi high school diploma.
• Students entering a Mississippi public school will not be required to pass any end-of-course Subject Area Test in a course for which the school accepts Carnegie units earned by the student in a private school as fulfilling the requirements for a Mississippi high school diploma, provided the private school is accredited regionally or by the state of Mississippi.
• Students entering a Mississippi public school will be required to pass any end-of-course Subject Area Test in a course for which the school accepts Carnegie units earned by the student in a private school as fulfilling the requirements for a Mississippi high school diploma if the private school is not accredited regionally or by the state of Mississippi.
• Students entering a Mississippi public school will be required to pass any end-of-course Subject Area Test in a course for which the school accepts Carnegie units earned by the student through home schooling as fulfilling the requirements for a Mississippi high school diploma.
• Any Mississippi public school student who fails to pass a required Subject Area Test will be offered a chance to retake the test three times each year until a passing score is achieved:
. At or near the end of the fall semester,
. At or near the end of the spring semester, and
. At or near the end of summer school.
• Any Mississippi public school student shall not be awarded Carnegie unit credit unless the core objectives identified in the Mississippi Curriculum Framework have been mastered. Passage of the required Subject Area Test is a separate requirement towards graduation and shall not be criteria for awarding Carnegie unit credit."
Title: MS ADC 36 000 001, Graduation Requirements, Code IHF-2
Source: WestLaw
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| AL | Adopted 10/2002 | P-12 | Establishes rules amending the current rule by delaying implementation of the social studies subject- area test of the Alabama High School Graduation Exam by one year. ALABAMA REG 5859 (SN)
Title: AAC 290-4-2-.02
Source: StateNet
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| CA | Signed into law 09/2002 | P-12 | Requires the State Department of Education to contract for the development or proposals that will provide for the retention and analysis of longitudinal pupil achievement data on the Standardized Testing and Reporting and English Language Development tests and the high school exit examination. Requires the department to convene an advisory board to establish privacy and access protocol and to contract with an oversight consultant.
Title: S.B. 1453
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 09/2002 | P-12 | Authorizes a school district that offers adult education to offer a program, course, or class of supplemental instruction in preparation for the high school exit examination exclusively to persons who complete grade 11 and fail the high school exit examination. Includes among the approved programs preparation courses for the high school exit examination and would increase the amount a school district may expend for this purpose to 10%.
Title: A.B. 1794
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 09/2002 | P-12 | Requires the governing board of each school district that grants a diploma of graduation from high school annually to compile the number of pupils who participate in certain programs, by grade level, who attempted and failed any part of the high school exit examination and who meet specified criteria. Requires the board of any school district, under certain circumstances to assure the school's action plan identifies certain barriers to achievement.
Title: S.B. 1408
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2002 | P-12 | Provides that language arts, with respect to the high school exit exam, refers to English language arts. Requires a school principal, to submit a request for a waiver of the requirement to successfully pass the high school exit examination to the governing board of the school district for a pupil with a disability who has taken the examination with modifications, that alter what the test measures and has received the equivalent of a passing score.
Title: S.B. 1476
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 09/2002 | P-12 | Requires the Superintendent of Public Instruction and the advisory committee established by this bill to develop guidelines regarding the method and content of alternate assessments to the high school exit examination for those individuals with disabilities who cannot participate in the examination regardless of accommodation or modification. Requires the State Board of Education to adopt alternate assessments for those pupils.
Title: A.B. 2600
Source: Lexis-Nexis/StateNet
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| UT | Signed into law 07/2002 | P-12 | Modifies the State System of Public Education by extending for one year the pilot status of the tenth grade basic skills competency test.
Title: H.B. 5007E
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 06/2002 | P-12 | Grandfathers in the scores of 10th-graders who took the Florida Comprehensive Assessment Test (FCAT) in spring 2001. Requires that when state board sets higher cutoff scores for 10th-grade FCAT, higher cutoff scores affect only those students who have not yet taken the 10th-grade FCAT. Forbids state board from establishing any accommodation that "negates the validity of a statewide assessment." Requires district to inform parent of student with disability when classroom accommodations may not be made on FCAT. Parent must give consent for student to be given classroom accommodations or modifications not allowable in the statewide assessment program, and must give parent information on the impact on student's capacity to attain benchmarks in reading, writing and math. http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: www.leg.state.fl.us
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| TN | Signed into law 05/2002 | P-12 | Makes the single exit exam prior to high school graduation optional instead of mandatory; requires results be shared with legislative oversight committee on education. - Amends Title 49, Chapter 6, Part 60.
Title: H.B. 2897
Source: http://www.legislature.state.tn.us
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| VA | Signed into law 04/2002 | P-12 | Directs the Board of Education to develop guidelines for local school boards to award verified units of credit for a standard diploma for "transition" students: students entering the ninth grade in the 2000, 2001, and 2002 school years using criteria different from the current Standards of Accreditation diploma requirements. The guidelines address students in these classes who passed the relevant coursework and who meet such additional criteria as the Board shall establish for the award of such verified units, which may include, but shall not be limited to, performance on Standards of Learning assessments or other tests, including subsequent administrations of such assessments or tests; attendance and conduct requirements, and participation in remediation programs.
Title: S.B. 609
Source: http://leg1.state.va.us/cgi-bin/legp504.exe?021+sum+SB609S
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| VA | Signed into law 03/2002 | P-12 | Authorizes the Board of Education to substitute industry certification and State licensure examinations for Standards of Learning assessments for the purpose of enhancing the quality of career and technical education and awarding verified units of credit for career and technical education courses, where appropriate.
Title: S.B. 477
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/2002 | P-12 | Directs the Board of Education to develop guidelines for local school boards to award verified units of credit for a standard diploma for transition students, students entering the ninth grade in the 2000, 2001 and 2002 school years using criteria different from the current Standards of Accreditation diploma requirements. http://leg1.state.va.us/cgi-bin/legp504.exe?021+ful+CHAP0577
Title: H.B. 493, S.B. 609
Source: http://leg1.state.va.us
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| OH | Signed into law 11/2001 | P-12 | Delays the requirement for students to pass all five tests to receive a high school diploma from the class of 2001 to the class of 2007. Provides an alternative graduation requirement for students who pass all of the Ohio Graduation Tests (OGT) except for one and who meet the following criteria: (1) miss the passing score on the failed test by ten points or less, (2) have a 97% attendance rate in high school, (3) have not been expelled during high school, (4) have a grade point average of at least 2.5 in the subject area of the fajiled test, (5) have completed the curriculum requirements in the subject area of the failed test, (6) have taken advantage of intervention programs offered by the district in the subject area of the failed test OR have received comparable services from another source, and (7) hold letters recommending graduation from teachers in the subject area of the failed test and from the high school principal. Mandates that the state board appoint a committee to make recommendations for incorporation of end-of-program assessments into career-technical education programs.
Title: S.B. 1
Source: 2001 Digest of Enactments
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| CA | Signed into law 09/2001 | P-12 | Specifies that 2000-01 school year is the only year in which ninth-graders may take the high school exit examination. Creates new section requiring the state superintendent to contract for an independent study regarding the requirement of passage of the high school exit exam as a condition of high school graduation, to be delivered to the state board, state superintendent, governor and other interested parties by May 1, 2003. The report must include an analysis of whether the test development procedure and the implementation of standards-based instruction meet the required standards for this genre of test. Also creates new section stating that on or before August 1, 2003, the state board may delay the current 2003-04 date by which the exit exam will be required for high school graduation, if the board, in reviewing the the independent study report, deems the test development process or implementation of standards-based instruction inadequate for a test of this nature. After August 1, 2003, the state board may not change the year in which the exit exam will be required for high school graduation. http://www.leginfo.ca.gov/pub/bill/asm/ab_1601-1650/ab_1609_bill_20011011_chaptered.html
Title: A.B. 1609
Source: www.leginfo.ca.gov
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| AK | Signed into law 06/2001 | P-12 | Relates to a 2 year transition for implementation of the public high school competency examination; establishes an essential skills examination as a high school graduation requirement; provides for an effective date.
Title: S.B. 133
Source: Lexis-Nexis/StateNet
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| NV | Signed into law 05/2001 | P-12 | Requires the department to develop an informational pamphlet concerning the high school proficiency examination; requires boards of each school district to provide a copy to each junior high, middle school or high school within the school district for posting. The governing body of each charter school must ensure that a copy of the pamphlet is posted at the charter school. Each principal of a junior high, middle school, high school or charter school must ensure that teachers, counselors and administrators employed at the school fully understand the contents of the pamphlet.
Title: A.B. 318
Source: http://www.leg.state.nv.us
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| SC | Signed into law 05/2001 | P-12 | Amends Section 59-18-310(B). The statewide assessment program in the four academic areas shall include grades 3 through 8, an exit examination which is to be first administered in grade 10, and end-of-course tests for gateway courses in English/language arts, mathematics, science, and social studies for grades 9 through 12.
Title: H.B. 3534
Source: South Carolina Legislative Web Site
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| VA | Vetoed 05/2001 | P-12 | Requires the Board of Education to authorize, in its regulation for accrediting public schools, the substitution of industry certification and state licensure examinations for Standards of Learning assessments for the purpose of awarding verified units of credit for career and technical education courses.
Title: S.B. 1056
Source: Lexis-Nexis/StateNet
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| DE | Signed into law 05/2000 | P-12 | Creates the Professional Development and Educator Accountability Act. Beginning in 2002, at least 20% of educator's performance evaluation will be tied to student improvement -- teachers and administrators who fail to measure up can be dismissed. Establishes more rigorous system of professional development, teaching standards, licensure and certification requirements; expands the salary system to include compensations for skills and knowledge. Encourages focused, career-long professional development and compensates teachers for additional responsibilities or becoming National Board certified. Ends social promotion - beginning in 2002, students reading below the standard in 3rd, 5th and 8th grades will be required to attend summer school and meet standard to move to next grade. Same provisions apply to 8th graders for math. Students not meeting standards will receive mandatory individual improvement plans (some state funds available for extra time instruction). Future students must demonstrate they meet 10th grade standards in language arts and math to receive academic diploma.
Title: S.B. 260
Source: Lexis-Nexis/StateNet
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| GA | Signed into law 03/2000 | P-12 | The High School Graduation Tests will be eliminated when the end of course tests are put in place. Local boards of education shall have the option of allowing scores on end-of-course assessments to be counted as part of a student's grade in the course.
Title: H.B. 1187
Source: Georgia Department of Education
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| MO | Signed by governor 07/1999 | P-12 | Local boards of education shall adopt written policies regarding student participation in state assessments, to be given annually to every student and his/her parent or guardian. Such policies may establish a system of rewards and punishments designed to encourage students to give their best efforts on each portion of any statewide assessment. In addition, neither the state board nor any other state agency may establish any single test or group of tests as a condition for high school graduation or a state-approved diploma.
Title: H.B. 889
Source: StateNet
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| FL | Signed into law 05/1999 | P-12 | Students must pass grade 10 assessment test (instead of high school minimum competency test required previously) -- earning passing scores in reading, writing, math -- to qualify for regular high school diploma. Requires schools to provide students and parent/guardian with results.
Title: H.B. 751 (Omnibus Bill)
Source: Lexis-Nexis
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| VA | Died 06/1998 | P-12 | Directs the Board of Education to establish requirements for a standard diploma in vocational/technical studies, comprised of 22 credit units; of these 22 units of credit, a total of six verified units of credit, earned through achievenent of a passing score on an end-of-course assessment based on the Standards of Learning shall be required for the standard diploma in vocational/technical studies.
Title: H.B. 186 Graduation Requirements
Source: Lexis-Nexis/StateNet
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
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| Instructional Approaches |
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| Instructional Approaches--Constructivism |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Homework/Study Skills |
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| Instructional Approaches--Official English |
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| Instructional Approaches--Problem Based Learning |
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| Instructional Approaches--Single-Sex Education |
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| Instructional Approaches--Time/Time on Task |
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| Instructional Approaches--Tracking/Ability Grouping |
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| Integrated Services/Full-Service Schools |
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| International Benchmarking |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--District Superintendent--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Preparation--Alternative |
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| Leadership--Principal/School Leadership--Professional Development |
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| Leadership--Principal/School Leadership--Recruitment and Retention |
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| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--African American |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| Minority/Diversity Issues--Hispanic |
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| No Child Left Behind |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Finance |
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| No Child Left Behind--Parent Involvement |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Special Populations |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Brain Development |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Data Systems |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Evaluation/Economic Benefits |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Health and Mental Health |
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| P-3 Kindergarten |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Kindergarten--Full Day Kindergarten |
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| P-3 Preschool |
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| P-3 Public/Private Partnerships |
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| P-3 Special Ed./Inclusion |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Parent/Family--Research |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Accountability--Licensing/Program Review and Approval |
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| Postsecondary Accountability--Student Learning |
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| Postsecondary Affordability |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Faculty--Teaching Assistants |
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| Postsecondary Faculty--Tenure |
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| Postsecondary Finance |
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| Postsecondary Finance--Efficiency/Performance-Based Funding |
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| Postsecondary Finance--Facilities |
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| Postsecondary Finance--Revenue and Expenditures |
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| Postsecondary Governance and Structures |
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| Postsecondary Governance and Structures--Administrative/Leadership Issues |
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| Postsecondary Governance and Structures--State Executives/State Agencies |
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| Postsecondary Institutions |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Four-Year Baccalaureate |
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| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Enrollments (Statistics) |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students |
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| Postsecondary Students--Adults |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--International |
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| Postsecondary Students--Low-Income |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Privatization--Education Management Agencies (EMOs) |
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| Proficiency-Based Approaches |
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| Promising Practices |
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| Promotion/Retention |
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| Public Attitudes |
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| Public Involvement |
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| Purposes of Public Education |
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| Reading/Literacy |
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| Reading/Literacy--Adult Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Religion--Scientific Creationism (Evolution) |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| Scheduling/School Calendar--Year Round |
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| School Climate/Culture |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--District Size |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Staffing Ratios |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Inclusion (Mainstreaming) |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Immigrant Education |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
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| Standards--Common Core State Standards |
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| Standards--Implementation |
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| State Comparisons/Statistics |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Ballot Questions |
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| State Policymaking--Constitutional Clauses |
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| State Policymaking--Politics |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Achievement--State Trends |
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| Student Supports |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Incentives |
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| Students--K-12 Exchange Students |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Contracts (Not Tenure) |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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| Teaching Quality--Working Conditions |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Research/Evaluation |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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| Urban--Change/Improvements |
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| Urban--Governance |
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| Whole-School Reform Models |
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| Whole Child |
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