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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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| High School--GED (General Education Development) |
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 | High School--Graduation Requirements |
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| CA | Signed into law 08/2012 | P-12 | Extends educational opportunities that may be offered through independent study to include leadership opportunities that support and strengthen student achievement. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1951-2000/ab_1987_bill_20120817_chaptered.pdf
Title: A.B. 1987
Source: www.leginfo.ca.gov
| |
| LA | Adopted 07/2012 | P-12 | From July 2012 Louisiana Register: Revises LAC 28:CXV §2318, "The College and Career Diploma" and §2325, "Advanced Placement and International Baccalaureate." These revisions add some Advanced Placement (AP) courses to the list of courses that can be taken for the 4th science and 4th social studies requirements for the LA Core 4 curriculum (required for students who will be attending a four-year university in Louisiana). The revisions will allow these more rigorous courses to count for graduation requirements. Pages 116-117 of 411: http://www.doa.louisiana.gov/osr/reg/1207/1207.pdf
Title: LAC 28:CXV.2318 and 2325
Source: www.doa.louisiana.gov
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| NC | Signed into law 07/2012 | P-12 | Makes the successful completion of instruction in CPR a high school graduation requirement by the 2014-2015 school year. Requires schools to maintain documentation in an electronic database that students have successfully completed CPR instruction to meet Healthful Living Essential Standards. http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H837v5.pdf
Title: H.B. 837
Source: ncleg.net
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| NY | Signed into law 07/2012 | P-12 | Establishes purposes of the state seal of biliteracy. Confers a state seal of biliteracy (district participation is voluntary) to high school graduates who have attained a high level of proficiency in listening, speaking, reading, and writing in one or more languages other than English. Directs the board of regents to promulgate rules to establish criteria that students must achieve to earn a state seal of biliteracy. http://assembly.state.ny.us/leg/?default_fld=%0D%0A&bn=A10292&term=&Summary=Y&Text=Y
Title: A.B. 10292
Source: assembly.state.ny.us
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| HI | Signed into law 06/2012 | P-12 | Effective 6/30/2015, repeals provision to award a high school diploma to veterans who did not receive a diploma after being conscripted into active service in the U.S. armed services. Page 53 of 83 (section 302A-431.9) http://www.capitol.hawaii.gov/session2012/bills/SB2540_CD1_.pdf
Title: S.B. 2540 - Veterans High School Diploma
Source: www.capitol.hawaii.gov
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| LA | To governor 06/2012 | P-12 | Urges and requests the state board of elementary and secondary education to review its policies relative to graduation requirements, particularly as they pertain to core curricula and diploma paths, and to submit a written report of its findings and recommendations to the house and senate education committees not later than 60 days prior to the beginning of the 2013 regular session. http://www.legis.state.la.us/billdata/streamdocument.asp?did=810016
Title: H.C.R. 201
Source: www.legis.state.la.us
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| PA | Passed 06/2012 | P-12 | Encourages the Governor to request that the Independent Regulatory Review Commission and all Commonwealth agencies with guidelines, regulations, licenses, certifications or criteria that require a high school diploma deem a postsecondary degree from an accredited institution of higher education as satisfying the requirement.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2011&sessInd=0&billBody=H&billTyp=R&billNbr=0660&pn=3340
Title: H.R. 660
Source: http://www.legis.state.pa.us
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| GA | Signed into law 05/2012 | P-12 | Section 5: Delays until 2013-14 school year deadline by which the state board, in consultation with the board of regents of the University System of Georgia and the state board of the Technical College System of Georgia, must adopt policies and guidelines for the awarding of high school credit based on demonstration of student proficiency. http://www.legis.ga.gov/Legislation/20112012/127601.pdf
Title: H.B. 713 - Demonstration of Subject Area Competency
Source: www.legis.ga.gov
| |
| GA | Signed into law 05/2012 | P-12 | Directs the state board to establish rules and regulations to maximize the number of students, beginning with students entering ninth grade in the 2014-2015 school year (Class of 2018), who complete at least one course containing online learning through (1) an online course offered by the Georgia Virtual School, (2) an online dual enrollment course offered by a postsecondary institution, or (3) an approved provider. Directs the state board to make all end-of-course tests available online, and to establish rules and regulations to maximize the number of students and school systems using such online assessments. Repeals provision that gave public school students priority for enrollment in the Georgia Virtual School. Bars a local school system from prohibiting a student from taking a Georgia Virtual School course, regardless of whether the student's school offers the same course. Permits students enrolled in the Georgia Virtual School to be counted by a district for state funding purposes. Repeals certain provision relating to fund requests by the state board for the Georgia Virtual School grant account. Provides that funds from the account are to be used to cover department costs associated with the maintenance of the Georgia Virtual School, such as new course development, credit recovery, blended learning training, and operating a clearinghouse. Removes provision requiring state board to adopt provisions allowing students to participate in Georgia Virtual School courses in excess of any annual maximum number of courses at a tuition rate to be established by the state board. Requires local school systems to pay tuition, materials, and fees for student participation in Georgia Virtual School
Beginning with the 2013-14 school year, requires each local school system to provide opportunities for all public school students in grades 3-12 to participate in part-time and full-time virtual instruction program options. Requires local school systems to notify parents of such opportunities, and identifies mechanisms by which local school systems may facilitate virtual instruction program participation. Requires a local school system's virtual instruction program to provide for at least two full-time options and one part-time option for students enrolled in dropout prevention and academic intervention programs or Department of Juvenile Justice education programs. Directs the department to annually provide local school systems with a list of providers approved to offer virtual instruction programs, and establishes quality and accountability indicators providers must meet to be approved by the department. Requires each contract with an approved provider to set forth a detailed curriculum plan that illustrates how students will be provided services for, and be measured for attainment of, proficiency in state curriculum requirements for each grade level and subject. Directs the department, by December 2012, to submit a report to the governor and legislative leadership that (1) includes a plan under which local boards may voluntarily pool their bids for acquiring digital learning, and (2) identifies criteria to enable local boards to differentiate between the level of service as well as pricing based on specified criteria. Also requires that the report examine ways to increase student access to digital learning. Pages 1-6 of 7: http://www.legis.ga.gov/Legislation/20112012/127888.pdf
Title: S.B. 289 - Online Learning
Source:
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| IA | Signed into law 05/2012 | P-12 | Permits high school credit to be awarded to students that demonstrate competency in the subject areas required to be offered by accredited schools and allows students to receive credit on a performance basis through the administration of an assessment. Creates a competency-based instruction task force and requires the task force to submit reports with findings and recommendations by January 13, 2013, and November 15, 2013. http://coolice.legis.state.ia.us/linc/84/external/govbills/SF2284.pdf
Title: S.F. 2284 - Division I
Source: http://coolice.legis.state.ia.us
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| LA | Signed into law 05/2012 | P-12 | Authorizes the State Board of Elementary and Secondary Education to develop a diploma endorsement program for the performance of community service by high school students. Endorsement would apply to high school students who perform a certain number of hours of documented community service, which will be determined by the board.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=802812
Title: H.B. 1194
Source: http://www.legis.state.la.us
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| LA | Passed 05/2012 | P-12 | Urges and requests the board of supervisors of community and technical colleges and the state board of elementary and secondary education jointly to study the feasibility of granting a Louisiana high school diploma to successful completers of adult education programs that meet state standards and to report their findings and recommendations at least 60 days prior to the 2013 regular session. http://www.legis.state.la.us/billdata/streamdocument.asp?did=804499
Title: H.C.R. 95
Source: www.legis.state.la.us
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| LA | Adopted 05/2012 | P-12 | Amends §907, "Secondary Class Times and Carnegie Credit," and §1103, "Compulsory Attendance" to accommodate the newly developed Louisiana Seat Time Waiver (LSTW). §907 permits districts to submit applications to the department of education for a waiver of the instructional time requirement for Carnegie credit. Requires the waiver application to contain a brief description of the program and an assurance that all other requirements for Carnegie credit and graduation requirements will be met. Pages 80-81 of 199: http://www.doa.louisiana.gov/osr/reg/1205/1205.pdf
Title: LAC 28:CXV.907 and 1103
Source: www.doa.louisiana.gov
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| TN | Signed into law 05/2012 | P-12 | Requires virtual schools to maintain teacher-pupil ratios set by the state board of education and to provide the same length of time for learning opportunities as required for other schools, but allow a student to move at the student's own pace. Provides students shall demonstrate mastery, competency, and completion of a course or subject area to be given course credit. Allows technology access to be provided through computer labs. Makes an online course a requirement for graduation from high school beginning with the students entering ninth grade in the 2013-2014 school year.
http://www.capitol.tn.gov/Bills/107/Bill/HB3062.pdf
Title: H.B. 3062
Source: http://www.capitol.tn.gov
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| TX | Adopted 05/2012 | P-12 | Updates the graduation requirements to align with recently passed legislation, allows additional courses to satisfy certain graduation requirements, and provides additional clarification regarding requirements.
Sections 74.1 and 74.71 adopted as published in the December 16, 2011 Texas Register (pages 13 and 15-16 of 30): http://www.sos.state.tx.us/texreg/pdf/backview/1216/1216prop.pdf
Sections 74.3, 74.71, 74.72, 74.73, 74.74 adoped as published in the May 25, 2012 Texas Register (pages 14-28 of 85): http://www.sos.state.tx.us/texreg/pdf/backview/0525/0525adop.pdf
Title: 19 TAC 74.1, 3, 71, 72, 73, 74
Source: www.sos.state.tx.us
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| VA | Signed into law 05/2012 | P-12 | Directs the Board of Education to modify the credits necessary for a student to earn a standard or an advanced studies diploma. The advanced studies diploma shall be the recommended diploma for students pursuing baccalaureate study. The standard diploma shall include a concentration in career and technical education and a requirement to earn a career and technical education credential. Standard or advanced studies diploma will require the successful completion of one virtual course. The modified standard diploma is eliminated, but the Board shall make provisions in regulation for students with disabilities to earn a standard diploma. This bill is identical to SB 489.
http://lis.virginia.gov/cgi-bin/legp604.exe?121+ful+HB1061ER+pdf
Title: H.B. 1061
Source: http://lis.virginia.gov/
| |
| FL | Signed into law 04/2012 | P-12 | Defines "early graduation." Establishes provisions to allow a student to graduate high school in fewer than 8 semesters while completing 24 credits. Requires local boards to adopt a policy that allows a high school student to graduate early. Requires student and parental notification of options for early or accelerated high school graduation, and notification when a student is eligible to graduate early. Also requires each district's comprehensive plan for student progression to advise parents and students of the early and accelerated graduation options. Permits a student who graduates early to participate in school events and participate in graduation events with the student's cohort. Provides a student who graduates midyear is eligible for a Bright Futures Scholarship in the spring term following graduation. Provides requirements for funding high school credits. Requires a student who graduates mid-year to apply by August 31 of the student's graduation year to be eligible for a Florida Bright Futures Scholarship Program award for the current academic year. Provides a calculation of additional full-time equivalent membership based on early high school graduation.
Bill text (pages 11, 15-16, 63-64, 71 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 - Early Graduation
Source: myfloridahouse.gov
| |
| FL | Signed into law 04/2012 | P-12 | Prohibits a school from requiring a student to complete the online course requirement for high school graduation outside the school day or in addition to a student's courses for a given semester. Specifies that this requirement does not apply to a student with an individual education plan that indicates that an online course would be inappropriate or a student who enrolls in a Florida high school and has less than 1 academic year remaining in high school. Bill text (page 11 of 21): http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7063er.docx&DocumentType=Bill&BillNumber=7063&Session=2012
Final bill analysis (page 5 of 11): http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=h7063z.KINS.DOCX&DocumentType=Analysis&BillNumber=7063&Session=2012
Title: H.B. 7063 - Online Course for High School Graduation
Source: myfloridahouse.gov
| |
| KY | Signed into law 04/2012 | P-12 | Directs the state board to promulgate administrative regulations for an alternative high school diploma for students with disabilities completing a modified curriculum and an individualized course of study. Amends KRS 158.140 to require local boards to award the diploma to eligible students. http://www.lrc.ky.gov/record/12RS/SB43/bill.doc
Title: S.B. 43
Source: www.lrc.ky.gov
| |
| MN | Signed into law 04/2012 | P-12 | Permits a course for chemistry, physics or CTE (career technical education) course to integrate chemistry, physics, biology standards, or a combination of such standards.
Article 1, Sec. 5, Subd. 2 https://www.revisor.mn.gov/data/revisor/law/2012/0/2012-239.pdf
Title: H.F. 2949
Source: https://www.revisor.mn.gov/
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| MN | Signed into law 04/2012 | P-12
Postsec. | Defines "eligible student" for purposes the early graduation scholarship program. Clarifies the definition of "quarter" for purposes of computing early graduation scholarship amounts. Requires the early graduation scholarship application to be received at the Department of Education within two calendar years of student's graduation. Limits eligibility to within six years of the student's high school graduation for student to use of full scholarship amount. Amends scholarship issuance procedures. Article 1, Sec. 8 https://www.revisor.mn.gov/data/revisor/law/2012/0/2012-239.pdf
Title: H.F. 2949
Source: https://www.revisor.mn.gov/
| |
| MN | Signed into law 04/2012 | P-12 | Clarifies eligibility for the early graduation military service award program. Establishes a deadline for submission of application and request for payment for early graduation military service award. Clarifies that once the original amount of the award has been paid, it cannot be renewed.
Article 1, Sec. 9, Subd. 1,3 https://www.revisor.mn.gov/data/revisor/law/2012/0/2012-239.pdf
Title: H.F. 2949
Source: https://www.revisor.mn.gov/
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| MS | Signed into law 04/2012 | P-12 | Authorizes school boards to allow course credit to high school students who are also members of the national guard, and who complete basic training camp at the end of their junior year and before the start of their senior year. Authorizes the school district to award the student one Carnegie unit of elective credit upon receipt of evidence of the student's completion of basic training.
http://billstatus.ls.state.ms.us/documents/2012/pdf/HB/0700-0799/HB0784SG.pdf
Title: H.B. 784
Source: http://billstatus.ls.state.ms.us/
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| 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
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| TN | Signed into law 04/2012 | P-12 | Requires a special education diploma be awarded to students who have satisfactorily completed an IEP, but who have not passed the proficiency tests required for graduation with a regular diploma.
http://www.capitol.tn.gov/Bills/107/Bill/SB2900.pdf
Title: S.B. 2900
Source: http://www.capitol.tn.gov
| |
| AZ | Signed into law 03/2012 | P-12 | Adds an additional pathway for students eligible for a Grand Canyon Diploma (allows students who perform at a higher academic level than currently required to graduate to pursue one of several options, including early graduation), whereby the student, if accepted, can enroll in a university after the completion of additional high school coursework designed to prepare students for admission to selective postsecondary institutions that offer baccalaureate degrees. Provides that the school district or charter school where the student earned the diploma continue to receive per pupil funding until that student would otherwise have graduated at the end of grade twelve, for as long as that student is enrolled in the university. Designates one-third of the per pupil funding to be retained by the school district or charter school operator, one-third to be retained for the school site, and one-third to be split between a scholarship fund for a student who qualifies for a Grand Canyon Diploma and the University where the student is enrolled. http://www.azleg.gov/legtext/50leg/2r/bills/sb1254s.pdf
Title: S.B. 1254
Source: azleg.gov
| |
| AZ | Signed into law 03/2012 | P-12 | Directs the State Board of Education to adopt rules to define competency-based educatational pathways for college and career readiness. Establishes competency-based college-ready educational pathways for students eligible for a high school diploma through their fulfillment of a competency-based program. Pathways include 1) enroll in a community college; 2) remain in high school and enroll in AP programs available through the school district or charter school; 3) enroll in a full-time career and technical education program; or 4) if accepted for admission, enroll in a postsecondary institution that offers baccalaureate degrees. Each option includes a provision that directs per-pupil funding to continue to be provided to the school district or charter school from which the students earned the high school diploma until that student would otherwise have graduated at the end of grade 12 or as long as that student is enrolled in a full-time alternative program and designates where those funds should be distributed. http://www.azleg.gov/legtext/50leg/2r/laws/0149.pdf
Title: S.B. 1255
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
| |
| TN | Signed into law 03/2012 | P-12 | Provides that schools teaching courses in grades seven or eight that are also taught in any grade nine through twelve and which count toward high school graduation shall be classifed as secondary schools. http://www.capitol.tn.gov/Bills/107/Bill/HB2653.pdf
Title: H.B. 2653
Source: http://www.capitol.tn.gov
| |
| UT | Signed into law 03/2012 | P-12 | Directs the state board to develop a test-out option from the general financial literacy component of the grades 9-12 curriculum [students must complete .5 unit General Financial Literacy to graduate from high school]. Page 6 of 9: http://le.utah.gov/~2012/bills/hbillenr/hb0156.pdf
Title: H.B. 156 - Financial Literacy Test-Out Option
Source: le.utah.gov
| |
| WI | Signed into law 03/2012 | P-12 | Act 156 (amends 115.787) Requires that an individualized education program that indicates a goal of a technical education high school diploma should specify the course of study that the pupil must take to attain that goal. Adds a new section:
118.33 (1) (g) 1. A school board may grant a technical education high school diploma to a pupil who does all of the following:
a. Satisfies the established subject/course credit requirements
b. Earns in the high school grades the same total number of credits that the school board requires of other pupils for high school graduation.
c. Successfully completes a technical education program, established by the school board, in a subject or subjects.
2. In establishing a technical education program under subd. 1. c., the school board may incorporate standards for industry-recognized certifications. Annually, the department shall provide to each school board operating high school grades a list of such certifications. The school board shall indicate on a pupil's technical education high school diploma the certifications attained by the pupil.
https://docs.legis.wisconsin.gov/2011/related/acts/156
Title: S.B. 335
Source: https://docs.legis.wisconsin.gov
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| IN | Adopted 01/2012 | P-12 | Defines "college and career pathway", "quantitative reasoning" course, "priority course list" (for purposes of dual credit), and "dual credit courses". Requires students completing the minimum high school program to earn two credits (1 Carnegie unit) in either mathematics or mathematical reasoning courses during their junior or senior year. Amends requirements for Core 40, Core 40 Diploma with Academic Honors, and Core 40 Diploma with Technical Honors to require students to take mathematics or mathematical reasoning courses each year of high school. Amends the Core 40 diploma requirements to require 6 mathematics credits (3 Carnegie units) to be earned after a student begins high school. Amends requirements for the Core 40 Diploma with Academic Honors to require 6 of the 8 requisite mathematics credits (3 of the 4 Carnegie units) to be earned after a student begins high school. Amends the "other" options from which a student must choose to earn the Core 40 Diploma with Academic Honors to: (1) raise minimum composite SAT score to 1750 and requires a minimum of 530 on each section; and (2) require completion of the written section of the ACT. Replaces completion of IB diploma as "other" requirement option with option to complete 4 credits in IB courses and corresponding IB exams. Amends requirements for the Core 40 Diploma with Technical Honors to require 6 mathematics credits to be earned after a student begins high school. Amends "other" requirements for students to earn Core 40 Diploma with Technical Honors. http://www.in.gov/legislative/iac/20120201-IR-511110327FRA.xml.pdf
Title: 511 IAC 6-7.1-1, 4, 5, 6, 7
Source: www.in.gov
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| NV | Adopted 12/2011 | P-12 | Amends provisions relating to credit for certain courses without attending class. Specifies that each district's board of trustees must make available to school counselors, students and parents a list of the courses of study for which a student may be granted credit without having attended the regularly scheduled course. Directs each board of trustees to (1) review and approve the exam developed by the principal and the pupil's teacher who provides instruction in the course in which credit is being sought, (2) review and approve any exam the principal determines to be more rigorous than that selected by a committee of teachers and administrators. Sets timelines for a pupil who wishes to receive credit by exam and who is deficient in an area of study to submit an application for such credit by exam. Permits the state board to review any exam for which a pupil may be awarded credit without having attended the course. http://www.leg.state.nv.us/register/RegsReviewed/$R041-11_ADOPTED.pdf
Title: NAC 389.670
Source: www.leg.state.nv.us
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Requires a school district and county office of education to accept coursework satisfactorily completed by a pupil in foster care while attending another public school, a juvenile court school, or a nonpublic, nonsectarian school or agency even if the pupil did not complete the entire course and to award that pupil full or partial credit for the coursework completed. Prohibits a pupil in foster care from being required to retake a course if the pupil satisfactorily completed the entire course in a public school, a juvenile court school, or a nonpublic, nonsectarian school or agency. If the pupil did not complete the
entire course, prohibits the district or county office of education from requiring the pupil to retake the portion of the course the pupil completed unless the district or county office of education, in consultation with the holder of educational rights for the pupil, finds that the pupil is reasonably able to complete the requirements in time to graduate from high school. Prohibits a pupil in foster care from being prevented from retaking or taking a course to meet the eligibility requirements for admission to the California State University or the University of California. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0551-0600/sb_578_bill_20111004_chaptered.pdf
Title: S.B. 578
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Establishes the State Seal of Biliteracy to recognize high school graduates who have attained a high level of proficiency in speaking, reading and writing in one or more languages in addition to English. Provides the State Seal of Biliteracy is awarded by the superintendent of public instruction in accordance with specified criteria. Requires the superintendent of public instruction to prepare and deliver to participating school districts the seal insignia. Requires participating school districts to maintain records in order to identify pupils who have earned a State Seal of Biliteracy and to affix an appropriate insignia to the diploma or transcript of pupils who earn a State Seal of Biliteracy. Makes an appropriation by authorizing the superintendent of public instruction to use money appropriated for purposes of the Golden State Seal Merit Diploma program to develop a Web site for electronic delivery of the seals for both the Golden State Seal Merit Diploma and State Seal of Biliteracy programs to school districts. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0801-0850/ab_815_bill_20111008_chaptered.pdf
Title: A.B. 815
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Commencing with the 2012–13 school year, adds completion of a course in career technical education as an alternative to the requirement that a pupil complete a course in visual or performing arts or foreign language. Requires the governing board of a school district or county office of education that elects to offer career technical education courses pursuant to these provisions to provide parents, teachers, pupils and the public, at a regularly scheduled meeting of the governing board, with specified information relating to the impact that offering these courses would have on graduation requirements and admission requirements to the California State University and the University of California. Requires a school district that elects to allow a career technical education course to satisfy a specified course graduation requirement to include, as part of an existing notification requirement, information about the high school graduation requirements of the school district and how each requirement satisfies, or does not satisfy, college admission requirements, and a list of career technical education courses offered by the school district. Requires the state department of education to submit a comprehensive report to the appropriate policy committees of the legislature, on or before July 1, 2017, that includes specified information relating to this alternative means of satisfying the graduation requirement. Authorizes the superintendent of public instruction to use existing state resources and federal funds for purposes of completing the report, and to apply for and receive grants and donations from public or private sources if existing resources are not available or sufficient. Authorizes the superintendent of public instruction to accept support, including, but not limited to, financial and technical support, from high school reform advocates, teachers, chamber organizations, industry representatives, research centers, parents and pupils. Makes these provisions inoperative on the earlier of 2 specified dates and would repeal these provisions on January 1 immediately following that earlier date. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1301-1350/ab_1330_bill_20111008_chaptered.pdf
Title: A.B. 1330
Source: www.leginfo.ca.gov
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| 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
Postsec. | Redirects early graduation savings from a school district to the early graduation achievement scholarship program for participating students (current law allows a school district to continue to count a student who graduates early in its enrollment for the full school year). Creates the early graduation achievement scholarship program. Qualifies a student who graduates early for a scholarship of up to $7,500. Allows the student to use the scholarship at any accredited higher education institution. Creates a process for the Commissioner of Education to verify the student's enrollment in a higher education institution. Creates the early graduation military service award program. Qualifies a student who graduates early and enters the military to receive a cash award not to exceed the scholarship amounts listed in section 6. (Article 1, Secs 4-6)
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
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| FL | Signed into law 06/2011 | P-12 | Authorizes school districts to provide a digital curriculum for students in grades 6 through 12 (Sec. 17). Requires a district's strategic plan to include plans to implement a middle school career and professional academy (Sec. 20). Eliminates the requirement that a student choose the 18 credit accelerated graduation option no later than ninth grade (Sec. 19). Authorizes school districts to select premethods and postmethods for determining student learning gains for supplemental educational service providers (Sec. 28).
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 17, 19, 20, 28
Source: http://www.myfloridahouse.gov
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| 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
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| ME | Signed into law 06/2011 | P-12 | Requires a secondary student to satisfactorily complete at least one course in civics and government to receive a high school diploma. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC294.asp
Title: H.P. 902 (L.D. 1211)
Source: http://www.mainelegislature.org
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| ME | Signed into law 06/2011 | P-12 | Proposes to amend the current education laws to update high school graduation requirements. Requires the Department of Education (DOE) to submit a report to the Legislature by December 1, 2011 consisting of:
1. Draft legislation to require that, in order to graduate from high school after January 1, 2016, a student must (a) demonstrate proficiency in meeting state standards in all 8 content areas of the required system of learning results; (b) demonstrate proficiency in each of the 5 guiding principles outlined in regulation regarding parameters for essential instruction; and (c) meet other locally developed requirements to graduate from high school not inconsistent with state requirements. Provides that the legislation must also include any changes necessary to conform current state law to the needs of schools engaged in standards-based education, including allowing students to graduate from high school in more or fewer than 4 years.
2. An outline of rules or additional guidance necessary to more fully develop the requirements for awarding a high school diploma, including guidance regarding how schools are to track and report student mastery of standards and how schools are to ensure the validity of student assessments; and
3. A proposed system of technical assistance for schools in implementing standards-based education including proposed timelines for implementation.
Directs the DOE, in drafting the required report, to consult with teachers and administrators with experience in standards-based education, as well as the education associations in the state, for advice on determining the needs of educators. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/RESOLVE83.asp
Title: S.P. 295 (L.D. 949)
Source: http://www.mainelegislature.org
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| NV | Vetoed 06/2011 | P-12 | Bill provides that a pupil who has failed to pass the same subject area of the high school proficiency examination each time the pupil took the examination, including the final administration of the examination to the pupil before the date on which he or she is otherwise regularly
scheduled to graduate, may receive a standard high school diploma if the pupil obtained a cumulative score that meets the required cumulative score prescribed by the State Board and also satisfies certain additional conditions. The bill also removes the satisfaction of the existing alternative criteria as a means by which a pupil may receive a standard high school diploma. The bill requires the board of trustees of each school district, on or before December 31, 2012, to submit to the Director of the Legislative Counsel Bureau for transmittal to the next
regular session of the Legislature a report on the number of pupils who were awarded a standard high school diploma pursuant to the criteria prescribed by this bill. The bill authorizes school districts to adopt a policy that allows a high school pupil who has failed to comply with minimum attendance requirements the opportunity to make up the credits which the pupil missed during his or her absence. Existing law prescribes the actions which must be taken by a juvenile court against a child who has been adjudicated in need of supervision because the child is a habitual truant. This bill authorizes a juvenile court to order the parent or legal guardian of such a child to attend conferences with the
child's teacher and appropriate school administrators to address the status of the child as a habitual truant and to develop a plan to ensure that the child attends school. The bill authorizes the parent or legal guardian of a child between the ages of 16 and 18 years to indicate on a work permit that is issued to the child by the county, if any, the maximum number of hours that his or her child may work and the particular hours in which that work may occur during the week or on the weekend. Existing law provides that a child under the age of 16 years may be employed in certain occupations for not more than 48 hours in any 1 week and 8 hours in any 1 day. Section 9 of this bill revises the hours that a child may be employed to 20 hours in any 1 week when school is in session and 48 hours in any 1 week when school is not in session.authorizing certain pupils to receive a standard high school diploma without passing all subject areas of the high school proficiency examination under certain circumstances; authorizing the board of trustees of a school district to adopt a policy that allows certain pupils enrolled in high school the opportunity to make up credit; authorizing a juvenile court to impose certain orders against the parent or legal guardian of a child who is adjudicated in need of supervision because the child is a habitual truant; revising provisions governing employment of minors.
Title: A.B. 456
Source: Westlaw/StateNet
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| OH | Signed into law 06/2011 | P-12 | Removes "whenever praticable" from provisions directing school districts, community schools, and chartered nonpublic schools to integrate technology into learning experiences, and directing districts and schools to utilize technology access and electronic learning opportunities provided by the eTech Ohio commission, the Ohio learning network, education technology centers, public television stations, and other public and private providers. Makes mandatory the provision that districts and schools use distance and web-based course delivery as a method of providing or augmenting all instruction required for high school graduation. Removes nonpublic schools from the provision requiring districts and community schools to comply with the state board plan for awarding credit for a demonstration of subject area competency.
Pages 131-136 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Technology and Competency-Based Credit in Graduation Requirements
Source: www.legislature.state.oh.us
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| OR | Signed into law 06/2011 | P-12 | Specifies that students receiving a modified diploma, extended diploma or alternative certificate have access to instructional hours and transitional hours equal to at least the total provided students attending public high school. Authorizes student's individualized education program (IEP) team to decide that student will not access total number of hours. Provides notice to parents regarding educational, service options, design and implementation of student's IEP. Effective July 1, 2011.
http://www.leg.state.or.us/11reg/measpdf/hb2200.dir/hb2283.en.pdf
Title: H.B. 2283
Source: http://www.leg.state.or.us/
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| OR | Signed into law 06/2011 | P-12 | Requires students to complete at least 24 total-credits, three credits of mathematics, and four credits of English in order to graduate. Repeals the right of a school district or public charter school to award a high school diploma to a student who has met or exceeded the academic content standards for math and English or display proficiency in those subject as established by the board.
http://www.leg.state.or.us/11reg/measures/sb0001.dir/sb0024.en.html
Title: S.B. 24
Source: leg.state.or.us
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| TX | Signed into law 06/2011 | P-12 | Requires the state board of education to allow a student who is unable to participate in physical activity due to disability or illness to substitute one credit in English language arts, mathematics, science or social studies or one academic elective credit for the required physical education credit. Prohibits a credit allowed to be substituted in this manner from also being used by the student to satisfy a graduation requirement other than completion of the physical education credit. Specifies who must determine whether a student is able to participate in physical activity. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB00692F.pdf#navpanes=0
Title: H.B. 692
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Defines an "applied STEM course" as a STEM course offered as part of a school district's career and technology education curriculum. Directs the state board to establish a process for the review and approval of applied STEM courses to satisfy the math and science requirements for the recommended high school program, to be substituted for a specific math or science course otherwise required under the recommended high school program and completed during the student's 4th year of math or science coursework. Authorizes the state board to approve only those substitution math courses taken after successful completion of Algebra I and geometry and to be taken after or concurrently with Algebra II. Authorizes the state board to approve only thsoe substitution science courses taken after successful completion of biology and chemistry and to be taken after or concurrently with physics. Identifies additional criteria an applied STEM course must meet, including that: the course is created by a recognized national or international business and
industry group to prepare a student for a national or international business and industry certification or license; the course qualifies as a dual credit course or an articulated postsecondary course; the standards are equivalent to those covered in the course for which the applied STEM course will substitute; and the course incorporates college and career readiness skills. Adds new provision directing the higher education coordinating board to ensure that credit for an applied STEM course may be applied to relevant degree programs offered by institutions of higher education.
Directs the state board for educator certification to specify that to obtain a certificate to teach an "applied STEM course" at a secondary school, the candidate must pass the certification test administered by the recognized national or international business and industry group that created the curriculum the applied STEM course is based on, and have at least an associate's degree and 3 years work experience in an occupation the applied STEM course is intended to prepare students for. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB01620F.pdf#navpanes=0
Title: S.B. 1620
Source: www.legis.state.tx.us
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| GA | Signed into law 05/2011 | P-12 | Directs the state board, in consultation with the board of regents of the University System of Georgia and the board of technical and adult education, to establish guidelines for awarding high school credit based on demonstration of subject area competency, instead of or in combination with classroom instruction. Provides such policies must be applicable beginning with the 2012-13 school year. Directs the state board to identify commercial assessments for students to use to demonstrate competency, including industry-specific certificates and credentials for career, technical and agricultural education courses, among others. Directs the state board to establish a process for approving commercial, state- or locally-developed performance assessments. Limits the number of credits students may earn via demonstration of competency to three credits per student until the practice is proven to yield student outcomes at least equivalent to those found in standard seat-time courses. Directs the state board to review such policy after three years to determine if student outcomes from these options is equivalent to or better than student outcomes in traditional courses. Requires all districts to provide access to credit based on demonstration of subject area competency. Pages 6-7 of 14: http://www.legis.ga.gov/Legislation/20112012/116702.pdf
Title: H.B. 186 - Credit Based on Demonstration of Competency
Source: www.legis.ga.gov
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| ND | Signed into law 05/2011 | P-12 | Clarifies that in order to obtain a high school diploma, a student must have successfully completed 22 units of high school coursework and any additional units required by the entity issuing the diploma. Articulates the 22 units of high school coursework that constitute the minimum requirement for high school graduation: 4 units English Language Arts (lit., composition and speech); 3 units math; 3 units science, including 1 physical science, 1 biology and 1 of any other science or 2 half-units of any other science; 3 units social studies, including 1 U.S. history, 1/2 unit of U.S. government and 1/2 unit of economics or 1 unit or 2 half-units of any other social studies; 1 physical education or 1/2 physical education and 1/2 health; 3 units of foreign languages, Native American languages, fine arts or career and technical education; and any 5 additional units. Another bill, S.B. 2317, added the option of 2 units of theological studies as a portion of the additional 5 units.
http://www.legis.nd.gov/assembly/62-2011/documents/11-0208-12000.pdf
Title: S.B. 2150 - Multiple Provisions
Source: http://www.legis.nd.gov
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| NV | Signed into law 05/2011 | P-12 | Revises provisions granting credit for a course of study without attending the classes for the course if the pupil passes an examination prescribed by the State Board of Education and thereby demonstrates competency in the area of the course. This bill provides that a pupil may also be granted credit in lieu of course attendance if the pupil: (1) demonstrates proficiency on an examination developed by the principal and the pupil's teacher who provides instruction in the course; or (2) passes an examination that the principal determines is as rigorous or more rigrous than the examination prescribed by the State Board. Chapter 127
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB233_EN.pdf
Title: A.B. 233
Source: http://www.leg.state.nv.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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| AL | Adopted 04/2011 | P-12 | Amends rule 290-3-1-.02(8) (g)6 which will allow any Alabama public school system to substitute the IB Diploma Program courses for required Alabama High School Diploma with Advanced Academic Endorsement core courses, including the arts.
Title: AL ADC 290-3-1-.02
Source:
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| AR | Signed into law 04/2011 | P-12 | Allows public school student to recieve high school graduation credit participation in Jr. ROTC. A student who completes two semesters of a Junior Reserve Officer Training Corps program may receive credit for both of the following requirements for graduation from high school under the rules of the State Board of Education: (1) One-half unit of physical education; and One-half (1/2) unit of health and safety education.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act1231.pdf
Title: H.B. 2205
Source: http://www.arkleg.state.ar.us/
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| AZ | Signed into law 04/2011 | P-12
Community College | Makes various clarifying, technical and conforming changes related to the implementation of the Grand Canyon Diploma (GCD).
Requires the governing body or a charter school and school district governing boards to collaborate with the organization approved by the state board of education to provide board examination systems. Changes references to a student's status with regard to the GCD from "earn a GCD" to "be eligible for a GCD". Clarifies that students cannot be prevented from enrolling in a high school after becoming eligible for the GCD. Instructs the approved provider of board examinations to "contract", rather than "collaborate" with a national organization selected by the state board of education to provide technical services to develop an interstate system of board examination systems. Mandates the periodic evaluation of the board examination systems to ensure alignment with internationally benchmarked standards selected by an interstate compact on board examination systems. Modifies the passing score requirement for the board examination systems to reflect the level of skills and knowledge needed, rather than literacy required, to succeed in college-level courses. Clarifies that community colleges are not prohibited from requiring qualified recipients of the GCD to enroll in remedial courses. States that a student who earns a GCD is responsible for tuition at a community college. Clarifies that students who choose to remain in high school without completing the next level of board examination systems may participate in extracurricular activities.
Schools granting GCDs are to include in their student count, and receive per pupil funding for, those students who receive GCDs until they would have graduated at the end of grade 12 as long as the students are enrolled full-time in an Arizona community college. Directs schools to subtract 20% of their average daily membership amount and reimburse the community college if the student earned a GCD and is enrolled full-time in a community college. Allocates one half of the student funding that remains after reimbursement of the community college for offsetting the costs of board examinations and providing customized programs of assistance for students who failed the board examinations. (Note: This allocation is in addition to the current requirement that this portion of the funding also cover teacher and pupil incentives. The other half of the funding is to be used for maintenance and operations, including capital.) Directs school districts and charter schools to determine, by agreement with a community college, the funding and implementation mechanics of enrollment in a community college by recipients of the GCD. Specifies, if instruction is provided by a Joint Techical Education District (JTED) in a full-time career and technical education program that leads to a certificate awarded by an industry or recognized as meeting industry standards. ADM for that student cannot exceed 1.25, and ADM must be 1.0 for the JTED and 0.25 for the school district. Allows schools to receive per pupil funding for students who elect to remain in high school without completing the next level of board examination systems.
Title: S.B. 1451
Source: Westlaw/StateNet
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| IA | Signed into law 04/2011 | P-12 | Requires that the rules establishing high school graduation requirements authorize issuance of high school credit for a high school-level unit of satisfactorily-completed English/language arts, mathematics, science or social studies.
http://search.legis.state.ia.us/NXT/gateway.dll?f=xhitlist$xhitlist_sel=title;path;content-type;home-title;item-bookmark;hit-context$xhitlist_hc=[XML][Kwic,5]#
Title: S.F. 453
Source: .legis.state.ia.us
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| RI | Adopted 04/2011 | P-12 | Changes the date for implementation of the graduation requirements from the class of 2012 to the class of 2014. The tiered diploma structure was replaced with a Regents' commendation to recognize students achieving beyond minimum expectations. The system of student supports was modified by moving the requirement for an early warning system from Grade 8 to Grade 6, clarifying the supports and sequence of activities for students not meeting Regents-specified levels of academic readiness on the state assessments, requiring a progress plan for such students, and adding more specific language to provide support for English-language learners. A section on waivers from the state assessment requirement, along with criteria and the process of granting and receiving waivers, was added. Increased detail and specificity was added to the provision concerning the level of proficiency on state assessments and the definition and application of the term "progress toward proficiency," The term "common planning time" was further clarified in the Definitions section.
http://sos.ri.gov/rules/index.php?page=details&erlid=6433
Full text: http://sos.ri.gov/documents/archives/regdocs/released/pdf/DESE/6433.pdf
Title: RI ADC 21-2-46:L-6-1.0 through 6-4.0
Source: http://sos.ri.gov/rules
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| ID | Signed into law 03/2011 | P-12
Postsec. | Amends existing law on the Mastery Advancement Pilot Program (MAPP), which provides students with the opportunity and incentive to move more rapidly through the curriculum and earn a scholarship for completing all graduation requirements at least one year in advance of their traditional graduation date. Repeals provisions that required certain numbers of districts of varying sizes and charter schools to be selected from each of three regions in the state (however, no change to original provision that up to 21 districts and 3 charter schools may participate in the program).
http://www.legislature.idaho.gov/legislation/2011/H0078.pdf
Title: H.B. 78
Source: http://www.legislature.idaho.gov
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| TX | Adopted 01/2011 | P-12 | Specifies graduation requirements for students receiving special education services. Reflects changes to assessment and curriculum requirements for graduation for students receiving special education services as required by House Bill (HB) 3, 81st Texas Legislature, 2009. Provides that students must complete the state's or district's (whichever is greater) required standards through courses that may contain modified content aligned to the standards required under the minimum high school program and the minimum high school program course requirements, including participation in required state assessments. Requires that the student also successfully complete the student's individualized education program (IEP) and meet one of several specified conditions, consistent with the IEP.
Repeals existing language providing that a student receiving special education services may receive a regular high school diploma when the student's ARD committee determines the student has met any of specified criteria, including simply completing the student's individualized education program (IEP).
Adopted as proposed in the October 15, 2010 Texas Register (pp 29-31): http://www.sos.state.tx.us/texreg/pdf/backview/1015/1015prop.pdf.
Title: 19 TAC 89.1070
Source: www.sos.state.tx.us
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| DE | Adopted 11/2010 | P-12 | Defines "world languages" to include American Sign Language and ancient Greek. Permits a student to complete the 2-credit world language requirement (which is eff. Class of 2015) by either (1) earning at least two credits in the same world language or (2) demonstrating speaking, reading and writing at a novice-high or higher proficiency level (as defined by the American Council for the Teaching of Foreign Languages (ACTFL)), or as approved by the Delaware Department of Education.http://regulations.delaware.gov/register/december2010/final/14%20DE%20Reg%20555%2012-01-10.htm#P9_151
Title: 14 DE Admin. Code 505
Source: regulations.delaware.gov
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| CA | Vetoed 09/2010 | P-12 | From bill analysis: Beginning with the 2011–12 school year and until July 2016, adds completion of a career technical education course as an alternative to the requirement that a pupil complete a course in visual or performing arts or foreign language. Requires the governing board of a school district or county office of education that elects to offer career technical education courses pursuant to these provisions to provide
parents, teachers, pupils and the public with specified information on the impact that offering these courses would have on graduation requirements and admission requirements to the California State University and the University of California. Requires the state department of education to report to the legislature by January 2015 specified information relating to this alternative means of satisfying the requirement. Authorizes the superintendent of public instruction to use existing state resources and federal funds for purposes of completing the report, and to apply for and receive grants and donations if existing resources are not available or sufficient. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2401-2450/ab_2446_bill_20100913_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z65ezevwir9y52/0/0?&_c=d|yvcee9xanplikz|z65p1zm6c0d0km&_ce=1286214801.f1944e79062b05a8711fa7e2de2bce62
Title: A.B. 2446
Source: www.leginfo.ca.gov
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| GA | Adopted 08/2010 | P-12 | Rule 160-4-2-.20 identifies changes to course designations, including courses that may be taken for core graduation credit (as opposed to elective credit). Permits, among other changes, the remedial Mathematics Support I and II courses to be taken as a core/elective course (formerly an elective course) only for students entering grade 9 in the 2008-09 and 2009-10 school years. Also permits the remedial Mathematics III course to be taken as a core/elective (instead of core) course, only for students entering grade 9 in the 2008-09 and 2009-10 school years. Adds Mathematics III/GHSGT Preparation as a course option, and changes Mathematics III-Advanced Algebra/Statistics from a required to a core course only for students entering grade 9 in the 2008-09 and 2009-10 school years. Adds numerous CTE courses that may be taken for high school credit. http://www.doe.k12.ga.us/DMGetDocument.aspx/IDA%20%283%29%20160-4-2-.20%20Change%20Document%20for%20FY12.pdf?p=6CC6799F8C1371F646B1E96913A501F20358B65FB5FD2DC5D507C138E99D06F8&Type=D
Title: 160-4-2-.20
Source: www.doe.k12.ga.us
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| LA | Signed into law 08/2010 | P-12 | Provides for Free Enterprise as an elective course rather than a prerequisite to high school graduation. Requires inclusion of Free Enterprise instruction in the required Civics course. Delete Free Enterprise from course requirements relative to the career major program.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=721657
Title: H.B. 1029
Source: http://www.legis.state.la.us
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| IL | Signed into law 07/2010 | P-12 | Repeals policies relating to the Annual Consumer Education Proficiency Test, for students in grades 9-12 who elected to take the test. Students who demonstrated proficiency on the test were excused from the receiving instruction in consumer education as a prerequisite for high school graduation. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1061.pdf
Title: S.B. 3608
Source: www.ilga.gov
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| NC | Signed into law 07/2010 | P-12 | Eliminates permanently the high school graduation project as a statewide requirement (the project had been temporarily suspended as a statewide requirement last year but was scheduled to be reinstated beginning with the 2011-12 school year); Provides that local boards retain discretionary authority to require a high school graduation project. http://www.ncga.state.nc.us/Sessions/2009/Bills/House/PDF/H1864v3.pdf
Title: H.B. 1864
Source: http://www.ncga.state.nc.us
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| TX | Adopted 07/2010 | P-12 | Provides that students must be awarded at least one-half credit for each semester of a concurrent enrollment course successfully completed. Adds new math courses, including career and technical education (CTE) courses, to the list of courses that count for high school mathematics credit. Adopted as published in the April 2, 2010, issue of the Texas Register (pages 15-16 of 43): http://www.sos.state.tx.us/texreg/pdf/backview/0402/0402prop.pdf
Title: 19 TAC 111.52, 60, 61
Source: www.sos.state.tx.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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| TN | Signed into law 06/2010 | P-12 | Before graduating from high school, students who have completed coursework in a foreign language are required to take a foreign language proficiency test. Requires the state board to establish a test for each foreign language that is taught in Tennessee public schools. If a student has completed coursework in more than one foreign language, the student is required to take a foreign language proficiency test for each of the languages studied. Tests are to be approved by the commissioner of education and provide
educators with diagnostic information to assist in developing curriculum for the purposes of increasing foreign language proficiency and improving preparation for postsecondary achievement. Each year, the results of the examinations are to be analyzed and reported
to the select oversight committee on education.
http://www.capitol.tn.gov/Bills/106/Bill/HB0209.pdf
Title: H.B. 209
Source: http://www.capitol.tn.gov
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| TX | Adopted 06/2010 | P-12 | Amends provisions relating to high school graduation requirements. Section 74.51 relates to minimum, recommended and advanced programs, and provides that courses offered for dual credit in the core curriculum of an institution of higher education that cover all of the essential knowledge and skills for a course required for graduation may be substituted for English language arts, math, science, social studies and languages other than English in all three high school graduation programs.
Section 74.52 (minimum high school program through Class of 2010): Reduces physical education requirement from 1.5 units to 1 unit. Eliminates provision that a student may not earn more than two credits in physical education toward state graduation requirements. Amends courses and substitutions that may count toward p.e. requirement (i.e., adds provision that specified substitutions for p.e. such as JROTC, drill team, marching band and cheerleading must include at least 100 minutes of moderate to vigorous physical activity per 5-day school week; adds provision that credit may not be earned more than once for any of 4 specified p.e. courses, and that no more than 4 substitution credits may be earned through any combination of substitutions allowed). Eliminates .5 credit "health education" requirement and 1 credit "technology applications" requirement. Increases electives requirement from 5.5 units to 7.5 units.
Section 74.53 (recommended high school program through Class of 2010): Makes same p.e. revisions. Eliminates .5 "health education" requirement and 1 credit "technology applications" requirement. Increases elective requirement from 3.5 to 5.5 units.
Section 74.54 (distinguished high school program through Class of 2010): Makes same p.e. revisions. Eliminates .5 "health education" requirement and 1 credit "technology applications" requirement. Increases elective requirement from 2.5 to 4.5 units.
Section 74.61 (Graduation requirements eff. Class of 2011): Provides that if an admission, review and dismissal committee makes decisions that place a student with a disability on a modified curriculum in a subject area, the student will be automatically placed in the minimum high school program. Provides that high school courses courses successfully completed prior to Grade 9 and the 2007-08 school year must count toward graduation for credit in the year the course is completed. Clarifies language regarding courses from which elective credits may be chosen (i.e., that elective credits may not be courses required for graduation). Specifies that science and physical education (p.e.) graduation requirements completed before the 2010-11 school year must count toward graduation in the manner established at the time the credit was earned; p.e. graduation requirements completed through a two- or three-credit CTE work-based training course before the 2011-12 school year must count toward graduation.
Section 74.62 (minimum high school program eff. Class of 2011): Makes clear that specified Advanced Placement (AP), International Baccalaureate (IB) and CTE courses may count toward completion of English and math graduation requirements. Reduces p.e. requirement from 1.5 to 1 unit. Clarifies that up to one credit may be earned through participation in drill team, marching band or cheerleading (substitutions were formerly subject to local discretion). Eliminates language allowing p.e. credit to be earned through career and technology work-based training courses. Eliminates .5 credit "health education" requirement and 1 credit "technology applications" requirement. Adds 1 credit fine arts requirement. Changes elective requirement from 5.5 credits to 7.5 credits.
Section 74.63 (recommended high school program eff. Class of 2011): Makes clear that specified CTE courses may count toward completion of math graduation requirements. Specifies science courses students may choose from for fourth science credit. Reduces p.e. requirement from 1.5 to 1 unit; makes other changes to p.e. requirement as made to p.e. requirement for minimum high school program. Adds provision that if a student is unable to comply with all requirements for a p.e. course due to a physical limitation, a modification does not prohibit a student from earning a Recommended High School Program diploma. Eliminates .5 credit "health education" requirement and 1 credit "technology applications" requirement. Specifies fine arts courses students may choose from for fine arts credit. Increases elective requirement from 3.5 to 5.5 credits.
Section 74.64 (distinguished high school program eff. Class of 2011): Makes clear that specified AP, IB and CTE courses may count toward completion of math graduation requirements, and that specified CTE courses may count toward completion of science graduation requirements. Reduces p.e. requirement from 1.5 to 1 unit; makes other changes to p.e. requirement as made to p.e. requirement for minimum high school program. Eliminates .5 credit "health education" requirement and 1 credit "technology applications" requirement. Specifies fine arts courses students may choose from for fine arts credit. Increases elective requirement from 2.5 to 4.5 credits.
Section 74.51 adopted as published in the December 11, 2009 Texas Register (p. 14 of 50): http://www.sos.state.tx.us/texreg/pdf/backview/1211/1211prop.pdf
Sections 74.52-74.54 (Graduation Requirements Beginning with School Year 2004-05) and 74.61-74.64 (Graduation Requirements Beginning with School Year adopted as published in the June 25, 2010 Texas Register (pp 25-38 of 64): http://www.sos.state.tx.us/texreg/pdf/backview/0625/0625adop.pdf
Title: 19 TAC 74.51, 52, 53, 54, 61, 62, 63, 64
Source: www.sos.state.tx.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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| CT | Signed into law 05/2010 | P-12 | Allows the state department of education (SBE) to establish a board examination series pilot program to allow local/regional boards of education to permit students in grades 9-12, inclusive, to substitute achievement of a passing score on a series of examinations approved by the SBE for the new high school graduation requirements (see section 16 of this bill). Requires the SBE to issue a board examination certificate to any student who has successfully completed such program. Such board examination certificate must be considered in the same manner as a high school diploma for purposes of determining eligibility of a student for enrollment at a public institution of higher education in this state. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 17
Source: http://www.cga.ct.gov
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| CT | Signed into law 05/2010 | P-12 | Requires the state department of education to, within available appropriations, provide grants to local/regional school districts to begin implementation of the new high school graduation requirements (see section 16 of this bill). http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 18
Source: http://www.cga.ct.gov
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| MI | Signed into law 05/2010 | P-12 | Part of Michigan's Race to the Top Legisation; requires each pupil to review his or her educational development plan (EDP) in 8th grade and revise the plan as appropriate before entering high school; requires the EDP to also be based on high school readiness scores, and designed to assist pupils identify career development goals as they relate to academic requirements; permits a pupil to receive a high school diploma under a personal curriculum by successfully completing one semester of statistics or functions and data analysis, as an alternative to algebra II; provides that the legislation is effective July 1, 2011.
http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2010-PA-0080.htm
Title: S.B. 757
Source: http://www.legislature.mi.gov
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| FL | Signed into law 04/2010 | P-12 | Requires each high school to advise each student of programs through which a high school student can earn college credit, including Advanced Placement (AP), International Baccalaureate (IB), Advanced International Certificate of Education, dual enrollment courses, career academy courses, and courses that lead to national industry certification, as well as the availability of course offerings through virtual instruction. Beginning with the 2011-2012 school year, each high school must offer an IB Program, an Advanced International Certificate of Education Program, or a combination of at least 4 courses in dual enrollment or AP (including one course each in English, mathematics, science, and social studies. To meet this requirement, school districts may provide courses through virtual instruction, if the virtual course significantly integrates postsecondary level content for which a student may earn college credit, as determined by the state department of education, and for which a standardized EOC assessment, as approved by the department, is administered.
Creates The Credit Acceleration Program (CAP) for the purpose of allowing a secondary student to earn high school credit in a course that requires a statewide, standardized EOC assessment if the student attains a specified score on the assessment. Notwithstanding other relevant statues, a school district must award course credit to a student who is not enrolled in the course, or who has not completed the course, if the student attains a score indicating satisfactory performance, on the corresponding statewide, standardized EOC assessment. The school district must permit a student who is not enrolled in the course, or who has not completed the course, to take the standardized EOC assessment during the regular administration of the 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. 5
Source: http://www.flsenate.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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| ID | Signed into law 04/2010 | P-12
Postsec. | Creates the Mastery Advancement Pilot Program (MAPP) to provide students with the opportunity and incentive to move more rapidly through the curriculum. Directs the State Department of Education to accept and approve applications to the program. Participating school districts will be selected based upon a variety of variables including size and region with a total of 21 school districts and 3 charter school districts. Participation of the MAPP is entirely voluntary. Participating students are required to achieve a specified score on an end-of-course assessment. Students that complete all the necessary requirements for graduation at least one year in advance of their traditional graduation date will be eligible to earn a Mastery Advancement Scholarship. Students graduating early will receive 35% of their school district's annual average daily attendance rate, with 35% also being dispersed to the school district, and the remaining 30% being remitted back to the General Fund. Sunsets 7/1/16
http://www.legislature.idaho.gov/legislation/2010/H0493.htm
Title: H.B. 493
Source: http://www.legislature.idaho.gov
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| NY | Adopted 04/2010 | P-12 | Establishes requirements for award of make-up credit to high school students. Adopted as proposed in January 2010: Pages 7-9 of 12: http://www.dos.state.ny.us/info/register/2010/jan27/pdfs/rules.pdf
Title: Title 8 NYCRR Section 100.5
Source: www.dos.state.ny.us
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| ID | Signed into law 03/2010 | P-12 | New section entitled Encouragement of Gifted Students. If a student completes any required high school course with a grade of C or higher before entering ninth grade, if that course meets the same standards that are required in high school, if the course is taught by a properly certified teacher who meets the federal definition of being highly qualified for the course being taught and if the school providing the course is accredited as recognized by the state board, the student is to be given a grade for the successful completion of that course and such grade and the number of credit hours assigned to the course shall be transferred to the student's high school transcript. Two semester credits of the required six semester mathematics credits must be taken in the final year of high school. The provisions of this section do not apply to senior projects. Chapter 125
http://www.legislature.idaho.gov/legislation/2010/H0579.htm
Title: H.B. 579
Source: http://www.legislature.idaho.gov
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| MS | Signed into law 03/2010 | P-12 | Provides for high school career option programs and career track curricula for students not wishing to pursue a baccalaureate degree. Authorizes dual enrollment and dual credit for students pursuing a career track. Provides certain conditions for students to enroll in career track programs. Requires school districts to establish dual enrollment programs.
http://billstatus.ls.state.ms.us/documents/2010/pdf/SB/2300-2399/SB2389SG.pdf
Title: S.B. 2389
Source: http://billstatus.ls.state.ms.us
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| NM | Signed into law 03/2010 | P-12 | Relates to public schools; allows financial literacy that meets state standards to qualify for one of the four required mathematics units for students beginning ninth grade in 2009-2010; reconciles multiple amendments to the same section of law, including individual student plans and graduation requirements.
http://nmlegis.gov/Sessions/10%20Regular/final/HB0053.pdf
Title: H.B. 53
Source: http://nmlegis.gov/
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| NM | Signed into law 03/2010 | P-12 | Changes graduation requirements for students entering 9th grade in the 2012-2013 school year; includes health education; reconciles multiple amendments to the same section of law. Spells out requirements for individual student next-step plans that set forth the coursework for the grades remaining until high school graduation. Also lists graduation course requirements for students and types of high school diplomas.
http://www.nmlegis.gov/Sessions/10%20Regular/final/HB0044.pdf
Title: H.B. 44
Source: http://nmlegis.gov/
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| VA | Signed into law 03/2010 | P-12 | Directs the state board to provide for the waiver of certain high school graduation requirements (i) upon the Board's initiative or (ii) at the request of a local school board. Such waivers may only be granted for good cause and shall be considered on a case-by-case basis.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB1199ER+pdf
Title: H.B. 1199
Source: http://leg1.state.va.us/
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| MD | Adopted 02/2010 | P-12 | Amends rules to update current science graduation requirements to include environmental science as an option for a science credit. http://www.dsd.state.md.us/comar/getfile.aspx?file=13a.03.02.04.htm
Title: COMAR 13A.03.02.04
Source: http://www.dsd.state.md.us/comar
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| VA | Signed into law 02/2010 | P-12 | Ensures that the sequential elective requirement for the standard diploma supports the student-selected career pathway required by the Academic and Career Plan and described in Board of Education regulations.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB394ER+pdf
Title: H.B. 394/S.B.629
Source: http://leg1.state.va.us
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| MA | Signed into law 01/2010 | P-12 | Directs the department education to draft a model policy for school districts regarding the grade placement and eligibility for high school graduation of students leaving a charter school and seeking to enroll in a district school. In drafting the model policy, the department shall confer with school districts and commonwealth charter schools. The model policy shall be made available not later than December 31, 2010. (Section 11)
http://www.mass.gov/legis/bills/senate/186/st02/st02247.htm
Title: S.B. 2247; (NEW BILL)
Source: http://www.mass.gov
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| MI | Signed into law 01/2010 | P-12 | Part of Michigan's Race to the Top Legislation. Allows a teacher, counselor, or principal to contact parents to begin the personal curriculum process. Previously, only the parent could initiate the process. Also allows modification of the math requirement after the student completes 1.5 credits in math. The previous requirement was successful completion of 2.5 credits. The intent behind the math modification is to allow a struggling math student more flexibility to modify his/her curriculum.
http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2009-PA-0204.htm
Title: H.B. 4787 - Sec. 1278b
Source: http://www.legislature.mi.gov
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| MI | Signed into law 01/2010 | P-12 | Allows a student to complete Algebra II over 1.5 years with 1.5 credits awarded, and to partially or fully fulfill the algebra II requirement by completing a formal career and technical education program, or a curriculum that has appropriate embedded mathematics content, such as a program in electronics, machining, construction, welding, engineering, or renewable energy. (Students are already allowed to complete Algebra II over two years with two credits awarded.) http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2009-PA-0205.htm
Title: S.B. 981 - 1278a
Source: http://www.legislature.mi.gov
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| NE | Rule Adoption 01/2010 | P-12 | 003.05A By the 2014-15 school year, school districts are required to adopt and implement graduation requirements that meet the highest level of rigor of the standards as specified in the state standards set forth in the appendices of this Chapter, including, but not limited to the following:
003.05A1 Language Arts. Forty credit hours of Language Arts with
course content that includes composition, verbal communication,
literature, research skills, and technical reading and writing.
003.05A2 Mathematics. Thirty credit hours of mathematics with course
content that includes algebraic, geometric, data analysis, and probability
concepts.
003.05A3 Science. Thirty credit hours of science with course content that
includes biological, earth/space, and physical science concepts with
corresponding science inquiry skills and laboratory experience.
003.05A4 Social Studies/History. Thirty credit hours of social
studies/history with course content that includes civics/government,
geography, United States and world history, and economic concepts.
http://www.sos.ne.gov/rules-and-regs/regtrack/proposals/0000000000000797.pdf
Title: Title 92 NAC Chapter 10 - Multiple Provisions
Source: http://www.sos.ne.gov/rules-and-regs
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| OH | Signed into law 12/2009 | P-12 | Includes Junior ROTC as a permitted elective within the state's core curriculum for high school graduation. Permits schools to excuse Junior ROTC students from high school physical education. Permits a student who has participated in Junior ROTC for at least two full school years to use credit received for that participation to satisfy the requirement to complete one-half unit in another course of study.
Pages 15-22 of 29: http://www.legislature.state.oh.us/BillText128/128_HB_290_EN_N.pdf
Title: H.B. 290 - Junior ROTC
Source: www.legislature.state.oh.us
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| TX | Adopted 12/2009 | P-12 | Amends high school graduation requirements to make the rule consistent with H.B. 3 passed by the 81st Texas Legislature, 2009 (see Section 28.025, starting page 28 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf). Requires a student to complete 1 credit of physical education under the recommended high school program [under pre-existing rule, students in recommended curriculum were to complete 1.5 units physical education]. Releases a student completing the recommended high school program from the requirement to complete one-half credit of health or one credit of technology applications to satisfy the graduation requirements (in keeping with provision of H.B. 3 that, allowing certain exceptions, bars the state board from designating a specific course or a specific number of credits in the enrichment curriculum as requirements for the recommended program.) Adds requirement that a student entering Grade 9 in the 2010-11 school year and thereafter who opts into the minimum high school program complete one fine arts credit to satisfy the graduation requirements. Adopted as proposed in October 9, 2009 Texas Register. See pages 46-48 of 135: http://www.sos.state.tx.us/texreg/pdf/backview/1009/1009prop.pdf
Title: 19 TAC 2.74.A.74.3
Source: www.sos.state.tx.us
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| IL | Adopted 11/2009 | P-12 | Partially from "Notice of Adopted Amendments" in Illinois Register (changes from this rulemaking but not listed below are technical in nature or echo recent changes in legislation):
Section 1.20: Revised to distinguish among the appropriate levels of sign-off on the corrective plan a district must submit depending on whether a school or the district has been placed on probation. Adds a provision allowing a district's or school's status to be changed to "nonrecognized" if, at any time that a corrective action plan is in effect, the state superintendent determines that the agreed-upon actions are not being implemented in accordance with the plan or the underlying areas of noncompliance are not being remedied.
Section 1.30: Updated to refer to state assessment accommodations now allowed for limited English proficient students, and now specifies when time extensions will be made available to those students (in response to P.A. 94-642, which authorized the state board to allow additional time "by rule"). Revises labels used to describe scores on the Illinois Alternate Assessment, and updates rule on review and verification of assessment information.
Section 1.100: Adds details so that staff of districts and other eligible applicants will have more specific guidance as to what is expected as part of the process for receiving waivers and modifications of requirements in the school code or administrative rules.
Section 1.240: Expanded to include a reference to gender identity among the prohibited bases for discrimination because it may otherwise not be clear that gender identity is encompassed in the definition of "sexual orientation".
Section 1.420: Adds provision specifying that each district's plan for recording student progress and/or awarding credit must include credit for courses completed by correspondence, online or from other external sources. Specifies that a district may count four clock-hours as a day of instruction only due to a condition beyond the district's control; specifies other requirements that must be met for the state superintendent to approve a district's request to use "multiple sessions" to fulfill school day requirements. Specifies that students in attendance for at least 150 but fewer than 240 minutes of school work may be counted for a half-day of attendance; students in attendance for fewer than 150 minutes of school work are not to be counted for purposes of calculating average daily attendance. Emphasizes the meaning of the portion of the rule on library media programs that distinguishes between the services that may be performed only by certified library information specialists and the other tasks that may be inherent in districts' operation of their programs.
Section 1.465 (on awarding of credit for foreign language study in an ethnic school program) and 1.480 (on correctional institution educational programs): Generally updated, including the insertion of current statutory citations.
Section 1.510: Main revision conveys state board's interpretation that districts may not pick and choose among students in the same situation once they elect to transport some students.
Section 1.737: Updated to complement new requirements for endorsements in safety and driver education that will take effect in 2012.
Pages 324-388 of 432: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue45.pdf
Title: 23 IAC 1.20, .30, .100, .240, .420, .465, .480, .510, .737
Source: www.cyberdriveillinois.com
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| CA | Vetoed 10/2009 | P-12 | Authorizes the governing board of a school district to offer credit for hours of community service provided by a pupil outside of school hours for a maximum of two semesters. Requires such district to establish and maintain a list of suitable community service organizations from which a pupil would be required to choose to complete the hours. Requires the district to require a report or other academic assignments by the pupil to verify service. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0501-0550/sb_520_bill_20090908_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0501-0550/sb_520_vt_20091012.html
Title: S.B. 520
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2009 | P-12 | Requires a school district to exempt a pupil in foster care from all coursework and other requirements adopted by the district's governing board in addition to the statewide coursework if the pupil, while he/she is in grade 11 or 12, transfers to the district from another school district or between high schools within the district, unless the district finds that the pupil is reasonably able to complete the additional requirements in time to graduate from high school while he or she remains eligible for foster care benefits pursuant to state law. Requires the district to notify the pupil in foster care of the exemption and to let the pupil know if the waived requirements will affect the pupil's ability to gain admission to a postsecondary institution. Requires a district to provide information about transfer opportunities available through the California Community Colleges. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0151-0200/ab_167_bill_20091011_chaptered.pdf
Title: A.B. 167
Source: www.leginfo.ca.gov
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| OR | Adopted 10/2009 | P-12 | Amends rules relating to the timeline for when students must be proficient in essential skills to receive diploma.
Title: OAR 581-022-0615
Source: Lexis-Nexis/StateNet
| |
| 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
| |
| IL | Signed into law 08/2009 | P-12 | Relates to the authorization of students in grade 7 or 8 to enroll in a high school course. Allows a student to participate in the course where the student attends school as long as the course is taught by a certified high school teacher who teaches in a high school of the school district where the student will attend when in high school and no high school students are enrolled in the course. http://www.ilga.gov/legislation/96/HB/PDF/09600HB4038lv.pdf
Title: H.B. 4038
Source: Lexis-Nexis/StateNet
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| OH | Signed into law 07/2009 | P-12 | Section 3301.079(A)(2). Requires the state board to adopt K-12 standards for instruction in financial literacy and entrepreneurship, which must meet the same requirements as standards in the core areas of English, math, science and social studies (i.e., the standards must specify: (1) The content and skills at each grade level that will allow students to be prepared for postsecondary instruction and the workplace for success in the 21st century; (2) The development of skill sets as they relate to creativity and innovation, critical thinking and problem solving, and communication and collaboration; (3) The development of skill sets that promote information, media and technological literacy; and (4) The development of skill sets that promote personal management, productivity and accountability, and leadership and responsibility
(5) Interdisciplinary, project-based, real-world learning opportunities.)
Creates new Section 3301.0721. Directs the superintendent of public instruction to develop a model curriculum for instruction in college and career readiness and financial literacy. Provides the curriculum must focus on grades 7-12 but may include other grades. Directs the department, once the curriculum is developed, to notify all school districts, community schools and STEM schools. Authorizes all such schools to use the model curriculum.
Creates new Section 3313.6015. Directs every district board to adopt a resolution describing how the district will address college and career readiness and financial literacy in its curriculum for grades 7 or 8 and for any other grades in which the board determines that those subjects should be addressed. Directs the board to submit a copy of the resolution to the department of education.
Section 3313.603: Requires academic content standards for financial literacy and entrepreneurship to be integrated into one or more social studies classes required for high school graduation or into another course. Requires a high school that permits a student below grade 9 to take a high school-level course to award high school credit for successful completion of the course.
Pages 986 (Section 3301.079), 1016-1017 (Section 3301.0721), 1160-1167 (Section 3313.603) and 1173 (Section 3313.6015) of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.0721, 3301.079(A)(2) and 3313.601, 3313.603
Source: www.legislature.state.oh.us
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| WA | Adopted 07/2009 | P-12 | Amends rules to allow a student who has taken a mathematics coursebefore attending high school but elected not to be given high school credit forthe course to take another prescribed mathematics course and eliminate thisrequirement. http://apps.leg.wa.gov/wac/
Title: WAC 180-51-066
Source: http://apps.leg.wa.gov/wac/
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| LA | Signed into law 06/2009 | P-12 | Provides for the high school career option program consisting of an academic major and a career major; requires students in grades 9 through 12 to pursue such core curriculum and either general or college preparatory courses or the specific career courses required for his career major; provides that students enrolled in such major may participate in dual enrollment with an institution under the management and supervision of the board of supervisors of Community and Technical Colleges. Graduation requirements are revised for particular courses for students participating in the program.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=665716
Title: S.B. 259; H.B. 612
Source: http://www.legis.state.la.us/
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| NC | Signed into law 06/2009 | P-12 | Removes the high school graduation project as a requirement for graduation from high school prior to July 1, 2011; permits local boards of education to require their students to complete a high school graduation project; directs the Program Evaluation Division of the General Assembly to study the cost and effectiveness of requiring a high school graduation project.
http://www.ncga.state.nc.us/Sessions/2009/Bills/House/PDF/H223v4.pdf
Title: H.B. 223
Source: http://www.ncga.state.nc.us
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| OR | Adopted 06/2009 | P-12 | Waives the increased graduation credit requirements for students who began ninth grade during the 2005- 2006 school year, attended school consecutively during the 2006-07, 2007-08 and 2008-09 school years and who will receive their diploma prior to July 1, 2010.
Title: OAR 581-022-1130
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/2009 | P-12 | Requires the state board to adopt rules requiring students in grades 6-8 to complete at least one fine arts course.
Each time the Texas Higher Education Coordinating Board revises the Internet database of the coordinating board's official statewide inventory of workforce education courses, requires the state board of education to revise the essential knowledge and skills (standards) of any corresponding career and technology education curriculum.
Clarifies that a school district may not vary the curriculum for a course in the required curriculum based on whether a student is enrolled in the minimum, recognized, or advanced high school program.
Pages 24-25 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 25
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Directs the state board to designate the specific foundation courses (English, math, science, social studies) required for completion of the minimum, recommended or advanced high school program. Specifies that, with the exception of courses stated in this legislative provision, the state board may not designate any courses in the enrichment curriculum (career/technical education, economics, arts, health/physical education, foreign language, technology applications and religious literature) as requirements for the recommended program.
Clarifies that an agreement by a student, student's parent and school counselor or adminstrator for a student to opt into the minimum curriculum program must be in writing and signed by each party. Also requires the student opting into the minimum curriculum program to either be at least 16 years old, have completed at least 2 credits required for graduation from each subject in the foundation curriculum, or have failed to be promoted to grade 10 one or more times as determined by the district. Provides that before a student's parent may agree that the student complete the minimum high school program, a district must provide the parent with written notice explaining the benefits of the recommended high school program. Provides the notice must be developed by the state education agency and be printed in English and Spanish, and that the notice require the student's parent to sign a confirmation of receipt and return the confirmation to the student's campus. Adds that a student agreeing to complete the minimum program requirements may, upon request, resume taking courses under the recommended high school program.
Adds to legislation provisions already adopted in rule by the state board, namely that the social studies units for students completing the recommended and advanced programs include at least one-half credit each in government and economics; that two credits in the same foreign language are required for the recommended program and three credits in the same foreign language are required for the advanced program; and that one credit in fine arts is required for the recommended and advanced programs. Increases elective credits to six credits for the recommended program, and five credits for the advanced program. Adds requirement that students in minimum program complete one credit in fine arts. Specifies that students in minimum, recommended and advanced programs complete one credit in physical education (graduation requirements as currently set in administrative rule require 1.5 credits physical education for minimum, recommended and advanced program students).
Directs the state board, in adopting rules regarding courses that may fulfill the recommended program requirements, to approve a variety of math and science courses that may be taken after Algebra II and physics. Provides that approved math or science courses taken after Algebra II and physics in compliance with recommended program requirements must be endorsed by an institution of higher education as (1) a course for which the institution would award course credit or (2) as a prerequisite for a course for which the institution would award credit.
Authorizes a district to offer the four credits for the foundation curriculum in the recommended and advanced programs in an applied manner. Requires such courses delivered in an applied manner to cover the essential knowledge and skills (state standards), and requires students in applied courses to take the applicable end-of-course assessment.
Directs the state board, in coordination with the higher education coordinating board, to adopt rules to ensure that a student in the minimum, recommended or advanced high school program may complete courses for each subject of the foundation curriculum or foreign language courses by successfully completing appropriate courses through an institution of higher education.
Directs the agency to establish a pilot program allowing a student in a county with a population of more than one million and in which more than 80% of the population resides in a single municipality to satisfy the fine arts credit by participating in a fine arts program not provided by the school district, either on or off campus and potentially outside the school day. Directs the agency to report to the legislature on the pilot program by December 2010, including the feasibility of expanding the pilot program statewide. Authorizes a district, with the commissioner's approval, to allow a student to complete the physical education requirement by participating in a private or commercially sponsored physical activity program on or off the school campus and potentially outside the school day.
Pages 28-32 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 30
Source: www.legis.state.tx.us
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| ND | Signed into law 05/2009 | P-12 | Requires all high schools to offer one dual enrollment course or one Advanced Placement course.
Increases total number of Carnegie units for high school graduation from 21 to 22 units. These must include:
1. Four units of English language arts from a sequence that includes literature, composition,
and speech;
2. Three units of mathematics;
3. Three units of science, including:
a. One unit of physical science;
H. B. No. 1400 - Page 10
b. One unit of biology; and
c. (1) One unit of any other science; or
(2) Two one-half units of any other science;
4. Three units of social studies, including:
a. One unit of United States history;
b. (1) One-half unit of United States government and one-half unit of economics; or
(2) One unit of problems of democracy; and
c. One unit or two one-half units of any other social studies, which may include civics,
civilization, geography and history, multicultural studies, North Dakota studies,
psychology, sociology, and world history;
5. a. One unit of physical education; or
b. One-half unit of physical education and one-half unit of health;
6. Three units of:
a. Foreign languages;
b. Native American languages;
c. Fine arts; or
d. Career and technical education courses; and
7. Any five additional units.
If after completing at least two years of high school a student has failed to pass at least one-half unit from three of these areas or has a grade point average at or below the twenty-fifth percentile of other students in the district who are enrolled in the same grade, the student may request that the student's career advisor, guidance counselor, or principal meet with the student and the student's parent to determine if the student should be permitted to pursue an optional high school curriculum. If a student's parent consents in writing to the student pursuing the optional high school curriculum, the student is eligible to receive a high school diploma upon completing the following requirements: 1. Four units of English language arts from a sequence that includes literature, composition, and speech; 2. Two units of mathematics; 3. Two units of science; 4. Three units of social studies, which may include up to one-half unit of North Dakota studies and one-half unit of multicultural studies; 5. a. One unit of physical education; or b. One-half unit of physical education and one-half unit of health; 6. Two units of: a. Foreign languages; b. Native American languages; c. Fine arts; or d. Career and technical education courses; and 7. Any seven additional units.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Sections 15 and 16
Source: http://www.legis.nd.gov
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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 | Creates the Smart Core Incentive Funding Program to provide a financial incentive to assist with a public high school's efforts to encourage students to complete the Smart Core curriculum and promote programs that contribute to student success, including tutoring, after-school and summer programs that may include the College Preparatory Enrichment Program, professional development for mathematics, science, literacy, foreign language, and Advanced Placement instruction and support to school counselors.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1481.pdf
Title: S.B. 918
Source: http://www.arkleg.state.ar.us
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| NM | Signed into law 04/2009 | P-12 | Allows for five-year graduation from high school. If within five years after a student exits from the district the student takes and passes the state graduation examination, the student may receive a high school diploma. Any student passing the state graduation examination and completing all other requirements within five years of entering ninth grade, including a final summer session, may be counted by the district in which the student is enrolled as a high school graduate for the year in which completion and examination occur.
http://nmlegis.gov/Sessions/09%20Regular/final/HB0333.pdf
Title: H.B. 333
Source: http://nmlegis.gov/
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| OR | Adopted 04/2009 | P-12 | Amends rules relating to the granting of credits towards high school diplomas. Updates available options for school districts in granting credit to align with graduation requirements adopted by the state board of education. OREGON 30408
http://arcweb.sos.state.or.us/rules/OARS_500/OAR_581/581_tofc.html
Title: OAR 581-022-1131
Source: http://arcweb.sos.state.or.us
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| TN | Signed into law 04/2009 | P-12 | Authorizes students graduating solely by attending an alternative school.
http://www.capitol.tn.gov/Bills/106/Bill/SB2326.pdf
Title: S.B. 2326
Source: http://www.capitol.tn.gov
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| WA | Signed into law 04/2009 | P-12 | Over a period of eight years, starting in 2011:
Section 104 states that each school district shall make available to students the following minimum instructional offering each school year:
(2) (a) For students enrolled in grade one through twelve, at least a district-wide annual average of one thousand hours...which shall be increased to at least 1080 instructional hours for students enrolled in each of grades seven through twelve and at least 1000 instructional hours for students in each of grades one through six according to an implementation scheduled adopted by the legislature. (b) For students enrolled in kindergarten, at least 450 instructional hours, which shall be inceased to at least 1000 hours according to the implementation schedule under RCW 28A.150.315 (3) The instructional program of basic education provided by each school district shall include: (a) Instruction in the essential academic learning requirements under RCW 28A..655.070; (b) Instruction that provides students the opportunity to complete 24 credits for high school graduation, subject to a phased-in implementation of the 24 credits as established by the legislature. Course distribution requirements may be established by the state board of education under RCW 28A.230.090; (c) If the essential academic learning requirements include a requirement of languages other than English, the requirement may be met by students receiving instruction in one or more American Indian languages; (d) Supplemental instruction and services for underachieving students through the learning assistance program under RCW 28A.165.005 through 28A.165.065; (e) Supplemental instruction and services for eligible and enrolled students whose primary language is other than English through the transitional bilingual instruction program under RCW 28A.180.010 through 28A.180.080; (f) Opportunity for an appropriate education at public expense as defined by RCW 28A.155.020 for all eligible students with disabilities as defined in RCW 28A.155.020
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2261-S.PL.pdf
Title: H.B. 2261--Section 104--Calendar and Credit Hours
Source: http://apps.leg.wa.gov
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| OR | Signed into law 03/2009 | P-12 | Waives increased graduation requirements for students who begin grade nine during 2005-2006 school year, attend school during 2006-2007, 2007- 2008 and 2008-2009 school years and receive diploma prior to July 1, 2010; declares emergency, effective June 30, 2009. Chapter 55
http://www.leg.state.or.us/09reg/measpdf/hb2000.dir/hb2061.en.pdf
Title: H.B. 2061
Source: http://www.leg.state.or.us
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| SD | Signed into law 03/2009 | P-12 | Revises graduation requirements for students entering the ninth grade in 2009; eliminates the option of the basic high school program; relates to the scholarship program.
http://legis.state.sd.us/sessions/2009/Bills/SB185ENR.pdf
Title: S.B. 185
Source: http://legis.state.sd.us/
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| WA | Signed into law 03/2009 | P-12 | Changes the requirements for graduating without a certificate of academic achievement or a certificate of individual achievement.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/1562.PL.pdf
Title: H.B. 1562
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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| VA | Signed into law 02/2009 | P-12 | Provides that local school boards must require the completion of 12 classroom hours of instruction in financial literacy as a condition for graduation from the public schools in the Commonwealth.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB2112ER
Title: H.B. 2112
Source: http://leg1.state.va.us
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| MI | Signed into law 12/2008 | P-12 | Provides that a financial literacy course is a permissible mathematics course under the state merit standard for high school graduation.
http://www.legislature.mi.gov/documents/2007-2008/publicact/pdf/2008-PA-0316.pdf
Title: S.B. 834
Source: http://www.legislature.mi.gov/
| |
| LA | Adopted 10/2008 | P-12 | Amends rules relating to high school graduation requirements. Aligns the graduation requirements with the new requirements approved for public school students and will align the nonpublic school requirements with the entrance requirements for colleges and universities. Adds a fourth math requirement for all nonpublic school students beginning with the freshmen class of 2009-2010.
http://doa.louisiana.gov/osr/lac/28v79/28v79.doc
Title: LAC 28:LXXIX.2109, .2313, .2323, .2329, .2331
Source: http://doa.louisiana.gov/osr/
| |
| LA | Adopted 10/2008 | P-12 | Amends rules to allow students who are repeating the eighth grade because they have scored Unsatisfactory on the Mathematics and/or English Language Arts components of LEAP to earn Carnegie credit in elective courses. Adds a list of Advanced Placement courses which can be taught in high schools to the Advanced Placement policy. Awards two units of elective credit toward high school graduation to individuals who have provided military service.
http://doa.louisiana.gov/osr/lac/28v115/28v115.doc
Title: LAC 28:CXV.2321, .2325
Source: http://doa.louisiana.gov/osr/
| |
| CA | Vetoed 09/2008 | P-12 | Amends existing law that prescribes the course of a study a pupil is required to complete while in grades 9 to 12, inclusive, to receive a diploma of graduation, including additional coursework required by a school district board. Requires a district to exempt a pupil in foster care from the additional requirements under certain conditions. Requires the district to notify the pupil if any waived requirements will affect admission to a postsecondary educational institution and transfer information.
http://www.assembly.ca.gov/acs/acsframeset2text.htm
Title: A.B. 2138
Source: http://www.assembly.ca.gov/acs/acsframeset2text.htm
| |
| CA | Vetoed 09/2008 | P-12 | Reenacts provisions of former law which required a school district or state special school to grant a high school diploma to a pupil with a disability who was scheduled to graduate from high school, did not pass high school exit examination, did not receive a high school exit examination waiver, and met other specified criteria. Provides for retroactive application of these provisions to pupils with disabilities who are scheduled to graduate in a specified school year.
Title: S.B. 1446
Source: Lexis-Nexis/StateNet
| |
| LA | Adopted 08/2008 | P-12 | Amend rules relating to the high school graduation requirements for mathematics. For incoming freshmen in 2008-2009 and beyond, the 24 units required for graduation shall include 16 required units and 8 elective units for the Louisiana Core Curriculum, or 21 required units and 3 elective units for the Louisiana Core 4 Curriculum. Effective for 2008-2009 incoming freshmen, four units of mathematics shall be required for graduations
In addition to completing a minimum of 23 Carnegie credits, students must pass the English language arts and mathematics components of the GEE and either the science or social studies portions of GEE to earn a standard high school diploma. For students with disabilities who have passed two of the three required components of the GEE and have exhausted all opportunities available through the end of the twelfth grade to pass the remaining required GEE component, that GEE component may be waived by the State Superintendent of Education if the Department of Education determines the student's disability significantly impacts his/her ability to pass the GEE component.
http://doa.louisiana.gov/osr/lac/28v115/28v115.doc
Title: LAC 28:CXV.2319, 2353
Source: http://doa.louisiana.gov
| |
| WA | Adopted 08/2008 | P-12 | Raises the required number of math credits for high school graduation to three. http://www.sbe.wa.gov/documents/OTS-1641.pdf
Title: WAC 180-51-060, 061, 066
Source: http://apps.leg.wa.gov
| |
| WV | Adopted 06/2008 | P-12 | From the introduction to the adopted rules:
"Revisions were needed in Policy 2510 to allow local school districts greater flexibility in the implementation of the rigorous academic standards and high quality programs that characterize West Virginia's 21st century teaching and learning initiative. The intent of these proposed revisions is to place the focus on providing students with excellent learning opportunities that result in student mastery of West Virginia's high quality content standards and objectives (CSOs) rather than on a prescriptive compliance language that may discourage 21st century creativity and innovation. Thus, these revisions were designed to allow counties more
flexibility in the implementation of a rigorous curriculum that is tailored to the unique needs and constraints of each school without compromising the intent and spirit of the 21st teaching and learning initiative.
"Proposed revisions include removing restrictive language requiring 60 minutes of daily uninterrupted reading at grades 3-4, allowing counties/schools greater latitude in scheduling appropriate learning opportunities for students. The requirement for a 225 minute block for core courses for grades 5-8 was removed and replaced with language that requires a 180 minute block for core courses, again to allow greater local flexibility for scheduling learning opportunities for students. Proposed revisions also remove the grade 5-8 requirement for annual implementation of programs and/or separate courses in advisory, guidance and counseling, career exploration and technology. Policy language was revised to clarify the recommendation that all students in the professional pathway be enrolled in Algebra I in 8th grade. Policy language remains that requires a foreign language to be offered for students in grades 7 and 8, but removes prescriptive language that requires counties to use the 1A in grade 7 and 1 B in grade 8th scheduling option. At grades 9-12, language was revised to allow Life Science and Earth Science to satisfy the requirement for chemistry for 9th graders entering in 2008-09 and 2009-10, allowing more time for districts to secure chemistry teachers and lab facilities. Language requiring a college transition English course was removed and language was added to allow counties to determine options for students who need additional time to successfully complete Algebra I and to allow counties to grant up to two math credits for students' successful course completion. Language requiring a specific sequence for required social studies courses was added, and language was revised to allow state-approved Career Technical Education courses to satisfy the Arts requirement for graduation.
Major Revisions or Reasons for New Policy:
* Reading requirement for grades 3-4: Policy language was revised to allow local flexibility in the scheduling of a 90 minute uninterrupted reading block that may include reading and language arts instruction provided through whole group, small group and reading center activities.
* Reading requirement for grades 5-8: Policy language was revised to reduce the required time for core courses to 180 minutes giving responsibility for determining time allocations that provide adequate time for students to achieve mastery of the WV CSOs to the principal and a team of teachers.
* Algebra I in 8th grade: Policy language was changed from use of the word "expect" to the word "recommend" to clarify that the intent of current policy
is to recommend that all students in the professional pathway be enrolled in Algebra I in 8th grade.
* Required programs/courses in Advisory, Counseling, Career Exploration and Technology: Policy language requiring these programs to be implemented annually was replaced with language that requires these activities (advisory, career exploration and counseling) to be integrated into an organized advisory program that includes career guidance and counseling and allows local flexibility for scheduling these activities. The intent of the revised language is to allow local decision making for the scheduling of technology applications instruction throughout the grade 5-8 curriculum, rather than in a separate technology course.
* Required foreign language course in grades 7 and 8: Policy language requires districts to offer a foreign language course for students in grades 7 and 8 as described in current policy. Language that prescribes the specific method of scheduling this course was removed to allow more flexibility at the local level and to ensure the implementation of quality programs. Additionally, the revised policy language will also provide WVDE/counties/schools flexibility in addressing staffing and scheduling needs in order to support the development of articulated foreign language programs at the elementary level.
* Required course in chemistry: Policy language was revised to permit Life Science or Earth Science to satisfy the graduation requirement for chemistry/conceptual chemistry for 9th graders entering in 2008-09 and 2009-10, allowing more time for districts to secure chemistry teachers and lab facilities. (Students entering 9th grade in 2010-11 must have chemistry/conceptual chemistry to meet graduation requirements.)
* College transition English course: Policy language was revised to remove the college transition English course requirement with the expectation that instruction in the required English classes will address the needs of student who do not achieve the state assessment college readiness benchmark for English.
* Students who need additional time to complete Algebra I: While language in Policy 2510 is consistent with research indicating the best option for scheduling additional time for Algebra I CSO mastery is to do so within the same year, policy language permits the local-level identification of students who need additional time to master Algebra I content standards and objectives. The identification of students for this option must be a data-driven decision and counties may select from a number of scheduling options to assure that students master the Algebra I CSOs. Scheduling options such as "double blocking" Algebra I, Algebra Support and Algebra I, or other similar options may be determined at the local level, as long as the priority of the selected option is to provide students the best possible opportunity to succeed in mastery of the Algebra I CSOs. Counties selecting a scheduling option that places students who need extra time in two separate math courses may grant students up to two math credits toward graduation upon successful course completion. Counties that provide identified students additional time by enrolling them in two separate math courses may award up to two math credits toward graduation requirements upon students' successful completion of each
course. (A student who is identified as being in need of additional time to master Algebra I CSOs, and who has been determined by an IEP Team to be unable
even with extended learning opportunities and significant instructional modifications to meet state and county standard graduation requirements, may, in accordance with Policy 2510, Section 5.6.9.a., receive a modified diploma.)
* Social studies course sequence: Policy language was added to indicate a required sequence of social studies courses: World Studies to 1900; United
States Studies to 1900; Twentieth and Twenty-First Centuries Studies; Civics for the 21st Century. This sequence is required to assure maximum understanding of the material and alignment of content with state assessment.
* Additional courses to satisfy the Arts requirement: Policy language was added to permit students in Skilled Pathway concentrations that complete state approved career/technical courses that reflect creative and innovative arts content may substitute these courses for the arts credit required for graduation. Designation of these courses will be made by state-level administrators of career/technical and arts programs.
Text of new regulations: http://wvde.state.wv.us/policies/p2510_ne.pdf
Title: Title 126, Series 42
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
| |
| IA | Signed into law 05/2008 | P-12 | Amends previous language to remove "voluntary model" from the establishment of core curriculum for grades 9-12, beginning with students graduating in the 2010-2011 class. Prohibits the state board from requiring specific textbooks. Requires core curriculum technical assistance and implementation strategies for districts and accredited nonpublic schools, including assistance with the development of formative and end-of-course assessments that teachers can use to measure student progress. Requires an annual report to the general assembly regarding activities, findings and student progress under the core curriculum. For the school year beginning July 1, 2008 and thereafter, district board plans must include a timeline for each student to successfully complete, prior to graduation, all components of the state-designated career information and decision-making system administered by the department in accordance with federal law (Perkins Act). Boards are required to adopt an implementation plan for the full implementation of the core curriculum established for kindergarten through grade 8 by the 2015-2015 school year. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?category=billinfo&service=billbook&GA=82&hbill=S
Title: S.F. 2216 - Core Curriculum
Source: http://coolice.legis.state.ia.us
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| NE | Signed into law 04/2008 | P-12 | At the request of 1 a parent or guardian, a school district is to issue a certificate of attendance to a student who receives special education services, who has reached seventeen years of age, and who has not completed his or her individualized education plan. Requires districts to allow a student who receives a certificate of attendance under this section to participate in the high school graduation ceremony of such high school with students receiving high school diplomas. A student may receive only one certificate of attendance and may participate in only one graduation ceremony based on such certificate. The receipt of a certificate of attendance does not affect a school district's obligation to continue to provide special education services to a student receiving such certificate. Does not preclude a student from receiving a high school diploma by meeting the school district's graduation requirements or in his or her individualized education plan or receiving a diploma of high school equivalency upon completing the requirements of such section. The school district may allow a student who has previously participated in a graduation ceremony based on a certificate of attendance to participate in an additional graduation ceremony when such student receives a high school diploma.
For school year 2008-09, any early childhood education program established by a school board or an educational service unit that is not receiving a grant or funding through the Tax Equity and Educational Opportunities Support Act may enroll children who meet the age requirements to be enrolled in kindergarten.
http://uniweb.legislature.ne.gov/FloorDocs/Current/PDF/Final/LB1153.pdf
Title: L.B. 1153
Source: http://uniweb.legislature.ne.gov
| |
| ME | To governor 03/2008 | P-12 | Amends standards for student assessment, basic school approval, the elementary, middle and secondary courses of study, the comprehensive program of study for the high school diploma, and the Department of Education diploma in order to more fully implement the State's system of learning results.
http://janus.state.me.us/legis/LawMakerWeb/externalsiteframe.asp?ID=280027886&LD=2174&Type=1&SessionID=7
Title: H.B. 1548
Source: http://janus.state.me.us/house/
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| UT | Signed into law 03/2008 | P-12
Postsec.
Community College | Establishes the Regents' Scholarship Program to award merit scholarships to students who complete a rigorous core course of study in high school. Provides that the scholarship includes a $1,000 base scholarship. Provides for a supplemental scholarship award, offering $100 for each year that the student was 14, 15, 16 or 17 years of age and at least $100 in contributions (excluding transfers, investment earnings, and interest) was deposited in a Utah Educational Savings Plan Trust account that designated the student as the beneficiary (for a maximum $400 supplemental scholarship award).
Awards an additional Exemplary Academic Achievement Scholarship to a student who qualifies for the Base Regents' Scholarship and who:
(1) Completes high school with a cumulative weighted grade point average of 3.5 or higher, as determined by state board policies
(2) completes a 22 unit core course of study as specified in legislation and state board rules with no core course grade below a "B"
(3) scores a minimum composite ACT score of 26, as determined by the board's policies, which may also include required college readiness benchmark scores in English, mathematics, reading and science.
Provides that the amount of the Exemplary Academic Achievement Scholarship equals 75% of tuition costs if used at an institution within the state system of higher education, or, if used at a postsecondary institution not in the state system, an amount equal to 75% of the student's tuition costs, not to exceed 75% of the average tuition costs at institutions in the state system of higher education. Provides that an Exemplary Academic Achievement Scholarship is valid for up to two years of full-time equivalent enrollment, or until the requirements of an associate's or bachelor's degree have been met, whichever is shorter. Provides circumstances under which an Exemplary Academic Achievement Scholarship may be canceled at any time.
Provides that a student who qualifies for the Exemplary Academic Achievement Scholarship also receives a Regents' Diploma Endorsement to be issued by the stae board, and that, if qualified for in time, the endorsement must be awarded to the student at high school commencement exercises.
Specifies that a New Century Scholarship must be used either at a higher education institution within the state system of higher education that offers baccalaureate programs or an accredited private, nonprofit college or university.
Makes appropriations for fiscal year 2008-2009 to the State Board of Regents to fund the Regents' Scholarship Program.
http://le.utah.gov/~2008/bills/sbillenr/sb0180.pdf
Title: S.B. 180
Source: le.utah.gov
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| UT | Signed into law 03/2008 | P-12 | Provides for honorary high school diplomas for certain veterans. Allows a board of education of a school district to award an honorary high school diploma to a veteran who left high school before graduating to serve in the U.S. armed forces and who served during World War II, the Korean War or the Vietnam War. Specifies the eligibility requirements and procedures for requesting a diploma. http://le.utah.gov/~2008/bills/hbillenr/hb0118.pdf
Title: H.B. 118
Source: le.utah.gov
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| UT | Signed into law 03/2008 | P-12 | Defines "financial and economic literacy passport" as a document that tracks mastery of financial and economic literacy concepts and completion of financial and economic activities in a number of specified areas. Directs the state board of education, in cooperation with interested private and non-profit entities, to:
(1) Develop a financial and economic literacy passport that students may elect to complete
(2) Develop methods of encouraging parent and educator involvement in completion of the financial and economic literacy passport
(3) Develop and implement appropriate recognition and incentives for students who complete the financial and economic literacy passport, including:
(A) a financial and economic literacy endorsement on the student's high school diploma
(B) a specific designation on the student's official transcript
(C) any incentives offered by community partners.
Also directs the state board to:
(1) More fully integrate existing and new financial and economic literacy education into K-12 instruction by:
(i) coordinating financial and economic literacy instruction with existing instruction in other core curriculum areas such as mathematics and social studies
(ii) using curriculum mapping
(iii) creating training materials and staff development programs that highlight areas of potential coordination between financial and economic literacy education and other core curriculum concepts, and that demonstrate specific examples of financial and economic literacy concepts as a way of teaching other core curriculum concepts
(iv) using appropriate financial and economic literacy assessments to improve financial and economic literacy education and, if necessary, developing assessments
(2) Work with interested private and non-profit entities to:
(i) coordinate school use of existing financial and economic literacy education resources
(ii) develop simple, clear, and consistent messaging to reinforce and link existing financial literacy resources
(iii) coordinate the efforts of school, work, private, non-profit and other financial education providers in implementing methods of appropriately communicating to teachers, students and parents key financial and economic literacy messages.
(3) Make rules to develop guidelines and methods for school districts and charter schools to more fully integrate financial and economic literacy education into other core curriculum courses.
Directs the state superintendent to annually report to the Education Interim Committee on the successes and areas of needed improvement in financial and economic literacy education.
Pages 15-17: http://le.utah.gov/~2008/bills/sbillenr/sb0002.pdf
Title: S.B. 2 - Section 10
Source: le.utah.gov
| |
| VA | Signed into law 03/2008 | P-12 | A technical diploma is required to meet or exceed the requirements of a standard diploma and must include a concentration in career and technical education, as established in Board regulations. This bill requires that a student who meets the requirement for the advanced studies diploma who also fulfills a concentration in career and technical education will receive an advanced technical diploma, or if he chooses, he can receive an advanced studies diploma.
http://leg1.state.va.us/cgi-bin/legp504.exe?081+ful+CHAP0351
Title: H.B. 97
Source: http://leg1.state.va.us
| |
| 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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| AZ | Adopted 01/2008 | P-12 | Relates to the minimum course of study and competency requirements for the graduation of pupils from high school. Adds two credits to minimum number of required credits; adds .5 credit in economics; increases mathematics requirement from 2 to 3 credits; decreases electives from 8.5 to 7. ARIZONA 4337
http://www.azsos.gov/aar/2008/3/exempt.pdf
Title: AAC R7-2-302.01, R7-2-302.02, R7-2-302.03
Source: Arizona Administrative Journal
| |
| AZ | Adopted 12/2007 | P-12 | R7-2-302.01: Amends graduation requirements effective with the graduating class of 2012. Increases minimum number of math units from 2 to 3, and specifies that course content for at least two of the courses must include Number Sense and Operations; Data Analysis, Probability and Discrete Mathematics; Patterns, Algebra and Functions; Geometry and Measurement; and Structure and Logic. Requires third unit to include significant mathematics content as determined by the local district board or charter school. Requires that these math courses be taken consecutively beginning in grade nine. Increases minimum number of social studies units from 2.5 to 3. Retains 1 unit requirement world history/geography. Specifies that other social studies credits include 1 unit American history, including Arizona history; .5 unit American government, including Arizona government; and .5 unit economics. Specifies that two units science courses be in preparation for proficiency on the AIMS test. Reduces number of locally-determined credits from 8.5 to 7.
R7-2-302.02: Amends graduation requirements effective with the graduating class of 2013. Increases minimum number of math units from 3 to 4, and specifies that 4th unit be Algebra II or its equivalent. Increases minimum number of science units from 2 to 3. Increases total minimum number of units from 20 to 22. Increases from 3.5 to 5.5 the total number of career/technical/vocational courses that CTE/vocational program completers may use toward English, math, science and economics credit requirements.
R7-2-302.03: Creates a "personal curriculum" option to modify the Algebra II requirement and reduce the credit requirements for math from four to three units, effective with the Class of 2013. Provides that a student is eligible for a personal curriculum if (1) the student completes the two course requirement as specified for Class of 2012 and, despite the student's successful completion of this math requirement, and (2) the "development team" (consisting of the student and his/her parent, and a school counselor or principal or their designee) determines the student demonstrates a need to modify the Algebra II requirement. Provides procedures for the development and implementation of a personal curriculum. Requires a student with a personal curriculum, in lieu of the Algebra II requirement, to complete a math unit that includes significant mathematics content as determined by the local board or charter school. Requires a student with a personal curriculum to complete a math course during his/her senior year of high school.
Directs the superintendent of public instruction to monitor a district or charter school if there is reason to believe the district or charter school is allowing modifications inconsistent with R7-2-302.03.
http://www.ade.az.gov/stateboard/downloads/GradRequirements-ASADOPTED.pdf
Title: R7-2-302.01, -302.02, -302.03
Source: www.ade.az.gov/stateboard
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| LA | Adopted 12/2007 | P-12 | Amends sections of Bulletin 741-Louisiana Handbook for School Administrators concerning curriculum and instruction. Makes the following changes:
· Increases the Carnegie credits needed for a diploma from 23 to 24 by requiring a fourth year of math for high school graduation beginning with the freshman class of 2008-2009.
· Enrolls all incoming freshmen in 2008-2009 into the recommended LA Core 4 Curriculum which includes four units each of English, math, science, and social studies; one unit of visual arts, performing arts, or Fine Arts Survey; and two units of foreign language courses or two speech courses.
Pages 2601-2606 http://doa.louisiana.gov/osr/reg/0712/0712.doc#_Toc185922093
Title: LAC 28:CXV:2319, 2341, 2353, 2361, and 2363
Source: doa.louisiana.gov
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| LA | Adopted 12/2007 | P-12 | Amends sections of Bulletin 741-Louisiana Handbook for School Administrators concerning the Carnegie Credit for Middle School Students. Provides students who are repeating the 8th grade because they have failed the mathematics and/or English language arts components of LEAP cannot take or receive Carnegie credit for any high school courses in a content area in which they scored Unsatisfactory on the eighth grade LEAP. Pages 2806-2807: http://doa.louisiana.gov/osr/reg/0712/0712.doc#_Toc185922094
Title: LAC 28:CXV.2321
Source: doa.louisiana.gov/osr
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| LA | Adopted 11/2007 | P-12 | Makes changes to Bulletin 741 - Louisiana Handbook for School Administrators:
1103: Allows students in danger of failing due to excessive absences to make up missed time in class sessions held outside the regular class time. The make-up sessions must be completed before the end of the current semester and all other policies must be met.
2323: Allows students who have failed a course to take a proficiency exam for that course. Prior policy did not allow students who had taken a course to take
a proficiency exam to earn credit for the course.
2324: Adds section allowing districts to implement credit recovery programs for students who have failed a course.
Note from Rules: These two revisions are the result of a recommendation from the High School Redesign Commission that policy changes be considered to help students who are failing or who are in danger of failing to recover credit. The revision to Section 1103 assists students who are in danger of failing due to
excessive absences. The revision to Section 2323 and the addition of Section 2324 provide ways for students to recover credit after they have failed a class.
http://www.doa.louisiana.gov/osr/reg/0711/0711.doc
Title: LAC 28:CXV.1103, 2323, and 2324
Source: www.doa.louisiana.gov
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| MI | Enacted 11/2007 | P-12 | Revises high school personal curriculum requirements for transfer pupils; relates to advanced placement, diplomas and merit standards requirements; includes nonpublic schools and out-of-state transfers; provides for the presence of counselors and a school psychologist for special education students.
http://www.legislature.mi.gov/documents/2007-2008/publicact/pdf/2007-PA-0141.pdf
Title: S.B. 403
Source: Michigan Legislature
| |
| GA | Adopted 09/2007 | P-12 | Amends graduation requirements for students enrolling in grade 9 for the first time in the 2008-2009 school year and subsequent years (graduating class of 2012). Replaces existing four curriculum pathways (college preparatory, college preparatory with distinction, technology/career preparatory, technology/career preparatory with distinction) with one common set of requirements (total of 23 Carnegie units) for all students:
English/Language Arts: 4 units, including 1 unit each of American Literature/Composition and Ninth-Grade Literature and Composition
Mathematics: 4 units, including Mathematics 1, 2 and 3
Science: 4 units, including 1 unit Biology; 1 unit either Physical Science or Physics; 1 unit Chemistry, Earth Systems, Environmental Science or an AP/IB course
Social Studies: 3 units, including 1 unit U.S. History; 1 unit World History; and .5 unit each of American Government/Civics and Economics
CTAE (career, technical and agricultural education) and/or Modern Language/Latin and/or Fine Arts: 3 units
Health and Physical Education: 1 unit
Electives: 4 units
Becomes effective July 1, 2008: http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.48.pdf
Title: 160-4-2-.48
Source: www.doe.k12.ga.us
| |
| IL | Signed into law 08/2007 | P-12 | Provides that a state-board approved waiver from or modification to a physical education mandate may remain in effect for a period not to exceed 2 school years and may be renewed no more than 2 times upon application by the eligible applicant. http://www.ilga.gov/legislation/95/HB/PDF/09500HB1839lv.pdf
Title: H.B. 1839
Source: www.ilga.gov/legislation
| |
| IL | Signed into law 08/2007 | P-12 | Provides that the school board of a school district that maintains any of grades 9 through 12 is authorized to adopt a policy under which a student enrolled in grade 7 or 8 who is enrolled in the unit school district or would be enrolled in the high school district upon completion of elementary school, whichever is applicable, may enroll in a high school course required to receive a high school diploma under certain conditions. Provides that a school board that adopts a policy allowing a student in grade 7 or 8 to enroll in a high school course must grant academic credit to a student who successfully completes the high school course, and that credit must satisfy the high school graduation requirements for that course. http://www.ilga.gov/legislation/95/SB/PDF/09500SB0424lv.pdf
Title: S.B. 424
Source: www.ilga.gov/legislation
| |
| LA | Signed into law 07/2007 | P-12
Postsec. | Provides relative to minimum scores on specified tests that are required of certain home study students to be eligible for Tuition Opportunity Program for Students awards; provides relative to effectiveness; provides relative to the minimum cumulative high school grade point average required of certain students for Performance and Honors awards. http://www.legis.state.la.us/billdata/streamdocument.asp?did=450063
Title: H.B. 634
Source: Lexis-Nexis/StateNet
| |
| OR | Signed into law 07/2007 | P-12 | Allows school districts to award high school diploma to students who have satisfied graduation requirements in less than four years; allows students who have satisfied requirements for current grade level to advance to next grade level; establishes that the consent of a student's parent or guardian is required for implementation of either provision, unless the student is emancipated or over the age of 18. Also changes verbage for graduation requirements from "years" to "credits."
http://www.leg.state.or.us/07reg/measpdf/hb2600.dir/hb2606.en.pdf
Title: H.B. 2606
Source: http://www.leg.state.or.us
| |
| OR | Signed into law 07/2007 | P-12 | Requires students to meet standards set by the state board AND by the school district or charter school in order to receive a diploma. At or before grade 12, a school district or a public charter school is to award a high school diploma to a student who completes the requirements established by the state board, the school district or public charter school and this section. For a student who does not met the English and math course credit requirements or has not displayed proficiency in math and English at the level established, the district or charter school is to award a modified diploma. A student who does not satisfy the requirements for a diploma but who meets requirements established by the board of the school district or public charter school, the district or charter school is authorized to award an alternative certificate. A student who receives a modified diploma or alternative certificate is to be given the option of participating in a high school graduation ceremony with the class of the student.
http://www.leg.state.or.us/07reg/measpdf/hb2800.dir/hb2848.en.pdf
Title: H.B. 2848
Source: http://www.leg.state.or.us
| |
| ME | Signed into law 06/2007 | P-12 | Proposes changes in high school graduation requirements, assessments and overall high school program design to ensure that each student has an equitable opportunity to achieve the State's learning results and to graduate ready for college, career and citizenship.
http://janus.state.me.us/legis/LawMakerWeb/externalsiteframe.asp?ID=280025007&LD=1859&Type=1&SessionID=7
Title: H.B. 1295
Source: Maine Legislature
| |
| ME | Signed into law 06/2007 | P-12
Postsec. | Resolves that the department of education implement methods to encourage districts to encourage secondary school students to complete at least one application to a college, university or other postsecondary educational institution. Provides these methods may include adding a requirement that a student complete at least one application to a college, university or other postsecondary educational institution to the requirements in the department's rules for the award of a diploma. http://www.mainelegislature.org/ros/LOM/LOM123rd/RESOLVE122.asp
Title: H.P. 758; L.D. 1040
Source: www.mainelegislature.org
| |
| 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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| OK | Signed into law 06/2007 | P-12 | Requires personal financial literacy education to be taught in public schools in the state; lists areas of instruction; directs school districts to provide personal financial literacy instruction; provides for integration of instruction into existing courses; grants school districts certain options; directs the state board to adopt curriculum standards for personal financial literacy; encourages the State Textbook Committee to adopt certain textbooks. Beginning with students entering the seventh grade in the 2008-2009 school year, in order to graduate from a public high school accredited by the state board with a standard diploma, students must fulfill the requirements for a personal financial literacy passport.
http://webserver1.lsb.state.ok.us/2007-08bills/HB/HB1476_ENR.RTF
Title: H.B. 1476
Source: http://webserver1.lsb.state.ok.us
| |
| CO | Signed into law 05/2007 | P-12 | Concerns high school graduation requirements. Requires state board of education to set guidelines for high school graduation requirements for district school boards to use in developing local high school graduation requirements. The requirements must meet or exceed minimum standards set by state board. Prevents state board from identifying specific courses students must take or proficiency students must achieve.
http://www.leg.state.co.us/clics/clics2007a/csl.nsf/fsbillcont3/5CBD607BCDE3BC2E87257251007B68B5?open&file=1118_enr.pdf
Title: H.B. 1118
Source: Colorado Legislature
| |
| GA | Signed into law 05/2007 | P-12 | Provides that any student, not just a deaf student, may fulfill the foreign language requirements for a college preparatory curriculum seal of endorsement on a high school diploma by demonstrating proficiency in American Sign Language.
http://www.legis.state.ga.us/legis/2007_08/pdf/sb170.pdf
Title: S.B. 170
Source: www.legis.state.ga.us
| |
| IA | Signed into law 05/2007 | P-12 | Reinstates whole grade sharing incentives and reorganization incentives. Creates operational sharing incentives; Mandates a statewide study of efficiencies and sharing to be provided to the Legislature by January 2008. Provides additional weighting for districts that share one or more operational functions in the areas of superintendent management, business management, human resources, transportation, or operation and maintenance at least 20% of the school year. Provides that such additional funding is available to a district for a maximum of five years during the period from the 2008-2009 through the 2012-2013 budget years. Provides that supplementary funding after the first year is contingent upon the annual submission of information to the department documenting cost savings directly attributable to the shared operational functions. Directs the department to establish rules setting the criteria for determining the number of years for which supplementary weighting may be received, and for determining qualification of operational functions for supplementary weighting
Directs the department of management to annually set a weighting for each area education agency to generate the approved operational sharing expense using the area education agency's special education cost per pupil amount and foundation level. Provides that annual supplemental weighting is available to an area education agency for up to 5 years. Sets $50,000 and $200,000 as annual minimum and maximum of supplemental funding per area education agency.
Provides that supplementary funding after the first year is contingent upon the annual submission of information to the department documenting cost savings directly attributable to the shared operational functions.
Directs the department of education, by September 15, 2007, to, in consultation with the boards of directors of the area education agencies and other appropriate education stakeholders as necessary, develop a uniform process to facilitate discussion between district leaders to support rigorous and relevant student programming and efforts to increase student achievement through the sharing and efficiency of operations efforts with other school districts, educational partners, and governmental subdivisions. Specifies the process is intended to promote reductions in the costs of operations and create additional resource availability. Provides the process must provide a framework for a consistent regional plan for use by area education agencies. Specifies that processes to be developed must include district and area education agency services available to improve efficiencies, areas of potential sharing, and efficiency of operations. Provides other governmental subdivisions and private entities may be consulted for efficiency proposals. Directs districts involved in the processes to consider operational efficiencies, shared programming, transportation sharing, expansion of area education agency cooperatives, common schedules for school districts and community colleges, energy and insurance efficiencies, effective structure and delivery models that promote optimum student achievement, graduation requirements, and a rigorous, relevant curriculum.
Directs each area education agency, by January 15, 2008, to submit a plan to the department that identifies the existing, new, or expanded opportunities for school district sharing or efficiency of operations determined as a result of completing the process. Provides the plan must provide for long-term measures that identify money or time saved as a result of the sharing or efficiency of operations efforts, list the cooperative partners in specific sharing or efficiency of operations efforts, describe effective structure and delivery models that promote optimum student achievement, and include provisions for making educational stakeholders aware of the sharing and efficiency in operations opportunities available in each area.
Directs the department of education to review the plans submitted, identify barriers to potential sharing and efficiency in operations efforts, recommend a timeline for implementation of sharing and efficiency of operations efforts and a reduction in funding related to penalties for noncompliance with the implementation of sharing and efficiency of operations efforts, and submit its findings and recommendations to the general assembly by March 15, 2008.
Makes an appropriation.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&ga=82&hbill=SF447
Title: S.F. 447
Source: coolice.legis.state.ia.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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| NC | Adopted 05/2007 | P-12 | Effective with students entering grade 9 in the 2009-2010 school year, eliminates four courses of study leading to high school graduation. Replaces with Future Ready Core, which includes 4 units English, 4 units math, 3 units social studies, 3 units science, 1 health/physical education unit, 6 elective units and 4 units in a "concentration" linked to the student's interests and postsecondary goals.
http://sbepolicy.dpi.state.nc.us/policies/HSP-N-004.asp?pri=01&cat=N&pol=004&acr=HSP
Title: 16 NCAC 6D.0503
Source: sbepolicy.dpi.state.nc.us
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| TN | Signed into law 05/2007 | P-12 | Requires the state board of education to study alternative paths to high school diplomas for students who do not pass Gateway exams and to report to the house and senate education committees by January 1, 2008.
http://www.legislature.state.tn.us/bills/currentga/BILL/HB1546.pdf
Title: H.B. 1546
Source: http://www.legislature.state.tn.us
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| TX | Signed into law 05/2007 | P-12 | Requires development and implementation of college-prep courses and end-of-course assessments (mathematics, science, social studies, and English language arts) in school districts beginning with the 2014-2015 school year, with implementation of the requirement for the end-of-course assessment to account for 15% of a student's course grade beginning with the 2014-2015 school year.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02237F.pdf
Title: H.B. 2237 (End of Course Assessment Provisions)
Source: http://www.legis.state.tx.us
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| DE | Signed into law 04/2007 | P-12 | Extends the current requirements for receiving either a State of Delaware Distinguished diploma or traditional State of Delaware diploma for students graduating through and including the Class of 2009- 10. The delay is based on pending changes to the Delaware Student Testing Program (DSTP) and the new graduation requirements that have been promulgated and passed by the State Board of Education. The first class to be affected by the new graduation requirements will be the Class of 2011.
http://www.legis.state.de.us/LIS/lis144.nsf/vwLegislation/HB+18/$file/3041440007.doc?open
Title: H.B. 18
Source: Delaware Legislature
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| MS | Signed into law 04/2007 | P-12 | Requires a minimum period of physical activity-based instruction for students in K-8 and requires one unit of physical education for high school graduation. Effective for 2008-09 school year, local school wellness plans must promote physical activity, healthy eating habits and abstinence from the use of tobacco and illegal drugs. Requires an appropriation for the department of edcuation to employ a physical activity coordinator to assist districts in program implementation. Directs the state board to adopt regulations for districts addressing: healthy food and bevergage choices; healthy food preparation; marketing of healthy food choices to students and staff; minimum and maximum time allotments for students and staff lunch and breakfast periods; and methods to increase participation in child nutrition and school breakfast and lunch programs. Directs the state superintendent to appoint an advisory committee to assist the state board in implementation of regulations required by the act.
http://billstatus.ls.state.ms.us/documents/2007/html/SB/2300-2399/SB2369SG.htm
Title: S.B. 2369
Source: http://billstatus.ls.state.ms.us
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| ND | Signed into law 04/2007 | P-12 | This bill establishes high school graduation requirements effective 2008-09, 2009-10, and 2011-12. Beginning with the 2009-10 school year, the number of units required increases to twenty-two and beginning with the 2011-12 school year, the number of units required increases to twenty-four. For 2008-09, requirements are:
a. Four units of English language arts;
b. Two units of mathematics;
c. Two units of science;
d. Three units of social studies, which may include one-half unit of North Dakota studies
and one-half unit of multicultural studies;
e. One unit of physical education, which may include up to one-half unit of health; and
f. One unit of a foreign or native American language, fine arts, or career and technical
education.The bill requires the Department of Public Instruction work with schools to identify courses that meet requirements for graduation and that schools notify the department of local graduation requirements.
http://www.legis.nd.gov/assembly/60-2007/bill-text/HBJQ0600.pdf
Title: S.B. 2309
Source: http://www.legis.nd.gov
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| NM | Signed into law 04/2007 | P-12
Postsec. | Provides for high school redesign. Directs the department of education to establish a readiness assessment system to measure the readiness of every New Mexico high school student for success in higher education or a career no later than the 2008-2009 school year. Raises the compulsory school age in the state and changes high school graduation requirements and creates a middle and high school literacy initiative. Eliminates certificates of employment and part-time schools as they related to previous compulsory school-age law.
http://legis.state.nm.us/Sessions/07%20Regular/final/SB0561.pdf
http://legis.state.nm.us/Sessions/07%20Regular/final/HB0584.pdf
Title: H.B. 584/S.B. 561
Source: http://legis.state.nm.us/
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| NM | Signed into law 04/2007 | P-12 | Requires that financial literacy be offered as a high school elective.
http://legis.state.nm.us/Sessions/07%20Regular/final/HB1205.pdf
Title: H.B. 1205
Source: http://legis.state.nm.us/
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| TX | Signed into law 04/2007 | P-12 | This bill provides that a school district to issue a certificate of attendance to a student who receives special education services, and who has completed four years of high school but has not completed the student's individualized education program. The bill further provides that a school district shall allow a student who receives a certificate to participate in a graduation ceremony with students receiving high school diplomas, and also provides that a student to which this provision applies may participate in only one graduation ceremony. Finally, the bill provides that this subsection does not preclude a student from receiving a diploma (regarding receiving a high school diploma upon completing an individualized education program for special education students).
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/SB00673F.pdf
Title: S.B. 673
Source: http://www.legis.state.tx.us
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| WA | Signed into law 04/2007 | P-12 | Finds that the state's commitment to providing a basic education for all public school students under the age of twenty-one should continue until a student earns a diploma.
Therefore the legislature intends to expand high school completion programs at community and technical colleges for older students who have not yet received a diploma but are eligible for state basic education support. Provides that, in accordance with this act, each community or technical college shall make available courses or a program of study, on the college campus, designed to enable students under the age of twenty-one who have completed all state and local high school graduation requirements except the certificate of academic achievement or certificate of individual achievement to complete their high school education and obtain a high school diploma. The governor vetoed a section petaining to a path to recieve an alternate diploma that would be given without passage of the state's exit exam.
http://www.leg.wa.gov/pub/billinfo/2007-08/Pdf/Bills/Session%20Law%202007/1051.SL.pdf
Title: H.B. 1051
Source: http://www.leg.wa.gov
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| LA | Adopted 03/2007 | P-12 | Adds Database Programming with PL/SQL, Java Programming, Database Design and Programming and Digital Media I/II to the computer/technology courses that may fulfill the 1 unit computer/technology requirement for an optional career area of concentration. Pages 8-9 of 118: http://www.doa.louisiana.gov/osr/reg/0703/0703rul.pdf
Title: LAC 28:CXV.2319
Source: www.doa.louisiana.gov
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| LA | Adopted 03/2007 | P-12 | Clarifies that grade 8 students wishing to take a course for high school credit must as a course prerequisite demonstrate mastery of the eighth grade grade-level expectations in that content area by passing an exam developed by the department of education. Pages 8-10 of 118: http://www.doa.louisiana.gov/osr/reg/0703/0703rul.pdf
Title: LAC 28:CXV.337, 1121, 2301, 2319, 2321, 2357, 2363
Source: www.doa.louisiana.gov
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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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| ND | Signed into law 03/2007 | P-12 | Amends graduation requirement of one-half unit of physical education during each school year to include the following: Once every
four years the unit must be a concept-based fitness class that includes instruction in the assessment, improvement, and maintenance of personal fitness.
http://www.legis.nd.gov/assembly/60-2007/bill-text/HBCN0400.pdf
Title: S.B. 2354
Source: http://www.legis.nd.gov/
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| VA | Signed into law 03/2007 | P-12 | Directs the Board of Education to establish the requirements for a technical diploma, which must meet or exceed the requirements of a standard diploma and include a concentration in career and technical education. The bill is identical to HB 2039, which also passed the legislature and was sent to the governor. http://leg1.state.va.us/cgi-bin/legp504.exe?071+ful+SB1147ER; http://leg1.state.va.us/cgi-bin/legp504.exe?071+ful+HB2039S1
Governor's recommendation: http://leg1.state.va.us/cgi-bin/legp504.exe?071+amd+HB2039AG
Title: S.B. 1147, H.B. 2039
Source: http://legis.state.va.us/
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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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| MD | Adopted 02/2007 | P-12 | Ensures state alignment with national policies of the American Council on Education and consistency within the operations of the Maryland State Department of Education. Extends eligibility to students who obtained a Maryland High School Certificate of Program Completion. The rule refers to the General Educational Development (GED) Tests as an alternate and acceptable way for an individual 16 years old or older to earn a high school diploma.
Title: COMAR 13A.03.03.01
Source: Maryland Rules
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| OH | Adopted 02/2007 | P-12 | Revises criteria for awarding the diploma with honors for both the college preparatory and career-technical curriculum options, effective with the Class of 2011. Reduces criteria eligible students must meet to 7 out of 8 for both curriculum options (through Class of 2010, students must meet 8 out of 9 criteria for the college preparatory option or 9 out of 10 for the career-technical option. Changes references to curriculum options from "vocational" to "career-technical" and from "college preparatory" to "more rigorous high school academic curriculum". Increases the units to be completed by students in both curriculum options as follows:
More rigorous high school academic curriculum option:
--4 units of math (previously 3 units); 4th unit math must be a higher-level course
--4 units of science (previously 3), including 1 unit each of physics and chemistry (neither course previously required)
--4 units of social studies (previously 3)
Also eliminates the criterion that students complete 1 unit business technology and 2 additional units in core courses.
Career-technical curriculum option:
--4 units of math (previously 3); including Algebra II and another higher-level course (previously just algebra and geometry specifically required)
--4 units of science (previously 3), including 1 unit each of physics and chemistry (neither course previously required)
--4 units of social studies (previously 3)
--4 units in student's career-technical education program (previously 3). Specifies that career-technical education program must lead to an industry-recognized credential or apprenticeship, or be part of an articulated career pathway that can lead to postsecondary credit, unless the student's program design does not provide for any of these outcomes, in which case the student must meet the proficiency benchmark for the applicable Ohio career-technical competency assessment.
Eliminates reference to "career passport". Eliminates criterion of 2 units foreign language or business/technology and criterion of 2 additional units in fine arts or core courses.
Specifies that minimum ACT/SAT scores for honors diploma eligibility do not include the writing portion of either test.
http://www.registerofohio.state.oh.us/pdfs/3301/0/16/3301-16-02_PH_FF_N_RU_20070516_0832.pdf
Title: OAC 3301-13-07, -16-01, -02
Source: http://www.registerofohio.state.oh.us
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| ID | Adopted 01/2007 | P-12
Postsec. | Increases total number of credits required for high school graduation to 46 credits (23 Carnegie units) starting with the 2013 graduating class. Increases math requirements to 3 units and science requirements to 3 units. Requires students to take the ACT, SAT, or COMPASS test in the 11th grade, and to complete a senior project. Requires all school districts to provide at least one Advanced Opportunity (AP, IB, dual credit or Tech Prep) for all students.
Page 117-122 of 647: http://adm.idaho.gov/adminrules/bulletin/bul/06oct.pdf
This measure was approved by the state board of education in 2006 and received approval from the House and Senate Education Committees in January 2007 (state policy does not require board policies to be approved by the full House and Senate).
Title: IDAPA 08.02.03
Source: adm.idaho.gov
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| OR | Adopted 01/2007 | P-12 | Increases high school graduation requirements:
Math: Eff. Class of 2014, the 3 units of math will be Algebra I level and above.
Science: Eff. Class of 2012, science units increase from 2 to 3. Two of the 3 units must be lab sciences.
Arts/Second Languages/Professional Technical Education: Effective Class of 2012, existing 1 unit requirement applied arts, fine arts or foreign language will be replaced with requirement of 3 units chosen from arts, foreign language and professional technical education.
Electives: Eff. Class of 2012, electives units reduced from 9 to 6.
The memo likewise indicates the future diploma will include more widespread use of proficiency-based credit, granting all students the opportunity to choose to earn credit by demonstrating proficiency in state content standards.
http://www.ode.state.or.us/news/announcements/announcement.aspx?=2504
Title: Memo #011-2006-07
Source: www.ode.state.or.us
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| MI | Signed into law 12/2006 | P-12 | Makes technical changes to requirements for high school graduation; provides that a parent may request a personal curriculum that modifies student standard requirements; amends provisions regarding a school psychologist; provides for an emancipated minor; provides for special education students. Public Act 623
http://www.legislature.mi.gov/documents/2005-2006/billenrolled/Senate/pdf/2006-SNB-1427.pdf
Title: S.B. 1427
Source: Michigan Legislature
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| OH | Signed into law 12/2006 | P-12
Postsec. | Beginning with the 2014-2015 academic year, each state university listed in section 3345.011 of the Revised Code, except for Central state university, Shawnee state university, and Youngstown state university, is to permit a resident of this state who entered ninth grade for the first time on or after July 1, 2010, to begin undergraduate coursework at the university only if the person has successfully completed the Ohio core curriculum for high school graduation. Provides for several exceptions. Beginning with undergraduate students who commence undergraduate studies in the 2014-2015 academic year (for the same institutions), no institution is to receive state operating subsidies for any academic remedial or developmental courses for undergraduate students, included courses prescribed in the Ohio core curriculum for high school graduation, offered at its main campus.
In the 2014-2015 and 2015-2016 academic years, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than three per cent of the total undergraduate credit hours provided by the university at its main campus.
In the 2016-2017 academic year, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than fifteen per cent of the first-year students who have graduated from high school within the previous twelve months and who are enrolled in the university at its main campus, as calculated on a full-time-equivalent basis.
In the 2017-2018 academic year, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than ten per cent of the first-year students who have graduated from high school within the previous twelve months and who are enrolled in the university at its main campus, as calculated on a full-time-equivalent basis.
In the 2018-2019 academic year, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than five per cent of the first-year students who have graduated from high school within the previous twelve months and who are enrolled in the university at its main campus, as calculated on a full-time-equivalent basis. Courses may continue to be offered after the 2018-2019 academic year, but no state subsidies will be permitted.
The Ohio board of regents is required to:
(1) Withhold state operating subsidies for academic remedial or developmental courses provided by a state university as required in order to conform to divisions (B) and (C) of this section;
(2) Adopt uniform statewide standards for academic remedial and developmental courses offered by all state institutions of higher education;
(3) Encourage and assist in the design and establishment of academic remedial and developmental courses by institutions of higher education;
(4) Define "academic year;"
(5) Encourage and assist in the development of articulation and transfer agreements between state universities and other institutions of higher education.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311 -- Sec. 3345.06
Source: http://www.legislature.state.oh.us
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| OH | Signed into law 12/2006 | P-12 | One provision prohibits an honors diploma being granted to a student who is subject to the Ohio core curriculum but elections a lesser curriculum option.http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311 - Sec. 3313.61
Source: http://www.legislature.state.oh.us
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| OH | Signed into law 12/2006 | P-12 | Directs the state board of education, in consultation with the Ohio board of regents and the partnership for continued learning, to adopt a statewide plan implementing methods for students to earn units of high school credit based on a demonstration of subject area competency, instead of or in combination with completing hours of classroom instruction. The plan must be adopted by April 2009, and must begin to be phased in during the 2009-2010 school year. The plan must include a standard method for recording demonstrated proficiency on high school transcripts. Authorizes the state board to adopt existing methods for earning high school credit based on a demonstration of subject area competency as necessary prior to the 2009-2010 school year.
See division (J) of section 3313.603: http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311-- Sec. 3313.603 (J)
Source: www.legislature.state.oh.us
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| OH | Signed into law 12/2006 | P-12 | Provides that a student who enters grade 9 in the 2010-2011 through 2013-2014 school years may graduate from high school even though the student has not completed the Ohio core curriculum defined in section 3313.603(C) (the Ohio core curriculum will be the statewide high school graduation curriculum effective with the Class of 2014), provided all the following conditions are satisfied:
(1) After the student has attended high school for two years, the student and the student's parent sign a written statement asserting the parent's consent to the student's graduating without completing the Ohio core curriculum and acknowledging that one consequence of not completing the Ohio core curriculum is ineligibility to enroll in most state universities in Ohio without further coursework.
(2) The student and parent fulfill any procedural requirements the school stipulates to ensure the student's and parent's informed consent and to facilitate orderly filing of statements as described above.
(3) The student and the student's parent and a representative of the student's high school jointly develop an individual career plan for the student that specifies the student matriculating to a two-year degree program, acquiring a business and industry credential, or entering an apprenticeship.
(4) The student's high school provides counseling and support for the student related to the individual career plan during the remainder of the student's high school experience.
(5) The student successfully completes, at a minimum, the curriculum required for high school graduation immediately prior to the Class of 2014.
Directs the partnership for continued learning (state P-16 council), in collaboration with the department of education and the Ohio board of regents, to analyze student performance data to determine if there are mitigating factors that warrant extending the above exception to high school classes beyond those entering ninth grade before the 2014-2015 school year, and to submit its findings and any recommendations by August 2014, to specified members of the legislature, the state board of education, and the superintendent of public instruction.
See section 3313.603: http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311-- 3313.603(D)
Source: www.legislature.state.oh.us
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| OH | Signed into law 12/2006 | P-12 | Provides that a student in a dropout prevention and recovery program may graduate from high school by completing a competency-based instructional program administered by the dropout prevention and recovery program instead of the Ohio core curriculum. The program must have applied for and received a waiver from the department of education; a waiver will be granted if the program meets all of the following criteria:
(1) The program serves only students between the ages of 16-21.
(2) The program enrolls students who, at the time of their initial enrollment, either, or both, are at least one grade level behind their cohort age groups or experience crises that significantly interfere with their academic progress such that they are prevented from continuing their traditional programs.
(3) The program requires students to attain at least the applicable score designated for each portion of the Ohio graduation test.
(4) The program develops an individual career plan for the student that specifies the student's matriculating to a two-year degree program, acquiring a business and industry credential, or entering an apprenticeship.
(5) The program provides counseling and support for the student related to the individual career plan during the remainder of the student's high school experience.
(6) The program requires the student and the student's parent to sign and file a written statement asserting the parent's consent to the student's graduating without completing the Ohio core curriculum and acknowledging that one consequence of not completing the Ohio core curriculum is ineligibility to enroll in most state universities in Ohio without further coursework.
(7) Prior to receiving the waiver, the program has submitted to the department an instructional plan that demonstrates how the state academic content standards will be taught and assessed.
If the department does not act either to grant the waiver or to reject the program application for the waiver within sixty days, the waiver must be considered granted.
See section 3313.603, division (F): http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311-- Sec. 3313.603(F)
Source: www.legislature.state.oh.us
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| OH | Signed into law 12/2006 | P-12 | Increases high school graduation requirements for students entering grade 9 during the 2010-2011 school year (Class of 2014). Increases math units from 3 to 4; requires one unit of Algebra II or its equivalent. Existing 3-unit requirement in science calls for one unit biological sciences and one unit physical sciences. New requirements specify that 3 units science must all be lab sciences that include 1 unit physical sciences, 1 unit biology and 1 unit in one or more of the following: (1) chemistry, physics or other physical science; (2) advanced biology or other life science; or (3) astronomy, physical geology, or other earth or space science.
Division (K) of this section addtionally requires students entering grade 9 for the first time during the 2010-2011 school year (Class of 2014) to complete two semesters of fine arts, which requirement may be completed in any grade 7-12. Students who receive a waiver from the Ohio core graduation requirements, either through a parental agreement or through enrollment in an approved dropout prevention and recovery program, are not required but encouraged to enroll in a fine arts course as an elective.
Division (L) allows local boards to adopt policies excusing any student who has participated in interscholastic athletics, marching band or cheerleading for at least two full seasons during high school from the high school physical education requirement. A student who receives an excusal must complete a half unit of credit in another course of study.
Directs schools to integrate economics and financial literacy into one or more of the existing social studies credit requirements (American history and American government). In developing this integrated curriculum, schools must use available public-private partnerships and resources and materials that exist in business, industry, and through the centers for economics education at institutions of higher education in the state.
Replaces existing 6 units of electives with 5-unit elective requirement. Directs that these be fulfilled by one or any combination of foreign language, fine arts, business, career-technical education, family and consumer sciences, technology, agricultural education, or English language arts, mathematics, science, or social studies courses not otherwise required in the core curriculum.
Clarifies that a student may meet the Ohio core curriculum graduation requirements through a variety of methods, including integrated, applied, career-technical and traditional coursework.
Includes legislative intent: "Ohioans must be prepared to apply increased knowledge and skills in the workplace and to adapt their knowledge and skills quickly to meet the rapidly changing conditions of the twenty-first century. National studies indicate that all high school graduates need the same academic foundation, regardless of the opportunities they pursue after graduation. The goal of Ohio's system of elementary and secondary education is to prepare all students for and seamlessly connect all students to success in life beyond high school graduation, regardless of whether the next step is entering the workforce, beginning an apprenticeship, engaging in post-secondary training, serving in the military, or pursuing a college degree."
See section 3313.603: http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311-- Sec. 3313.603(A), (B), (C) Part 1, (K) adn (L)
Source: www.legislature.state.oh.us
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| OH | Signed into law 12/2006 | P-12 | Requires local boards to adopt procedures for notifying each high school student's parent of the requirements of the Ohio core curriculum (high school graduation requirements effective with the Class of 2011) and that a consequence of not completing the curriculum is ineligibility to enroll in most state universities in Ohio without further coursework.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311
Source: www.legislature.state.oh.us
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| OR | Adopted 12/2006 | P-12 | Increases the diploma requirements for mathematics from 2 credits to 3 credits and English from 3 credits to 4 credits. http://arcweb.sos.state.or.us/rules/0107_Bulletin/0107_ch581_bulletin.html (bottom of page)
Title: OAR 581-022-1130
Source: Lexis-Nexis/StateNet
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| MD | Adopted 11/2006 | P-12 | Amends rules to the Board of Education. Allows students to use American Sign Language as an alternative to foreign language in fulfilling graduation requirements. MARYLAND 10858
http://www.dsd.state.md.us/comar/13a/13a.03.02.04.htm
Title: COMAR 13A.03.02.04
Source: Maryland Rules
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| TX | Adopted 11/2006 | P-12 | Increases the requirements for the Recommended and Distinguished high school curriculum options effective with the Class of 2011. Increases the total number of units required for both these options from 24 to 26. Increases Carnegie unit requirements in both math and science from 3 to 4. For Recommended program, requires 4th unit math to be selected from any of 12 courses, many of which are above Algebra II. For Distinguished program, requires 4th unit to be chosen from units above Algebra II (in addition to existing 3-unit sequence for both programs of Algebra I, II and geometry).
Requires 4 units in Distinguished program to include 1 unit biology, 1 unit chemistry and 1 unit physics, with 4th unit chosen from state-specified lab sciences. Effective with the Class of 2016, requires 3 non-elective science units in Recommended program to meet these criteria (4th lab science may be selected from larger pool of lab sciences).
http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_view=5&ti=19&pt=2&ch=74&sch=F&rl=Y
Title: TX 19 TAC 74.61 through 74.64
Source: info.sos.state.tx.us
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| WV | Adopted 11/2006 | P-12 | Effective for incoming freshmen beginning the 2008-2009 school year, increases high school graduation requirements to include 4 credits of reading and English language arts, 4 credits of mathematics, 4 credits of social studies, and 3 credits of science. The science credits must include Physical Science, Biology or Conceptual Biology, and Chemistry or Conceptual Chemistry. Eliminates the "entry" pathway concentration. http://wvde.state.wv.us/policies/p2510.pdf (see pg. 18)
Title: Title 126, Series 42
Source: http://wvde.state.wv.us/policies/
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| UT | Adopted 09/2006 | P-12 | Requires public schools to accept credit and grades from schools accredited by Northwest Association of Accredited Schools. http://www.rules.utah.gov/publicat/bulletin/2006/20060701/28809.htm
Title: R277-705-3
Source: Lexis-Nexis/StateNet
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| UT | Adopted 09/2006 | P-12 | Outlines core curriculum requirements for K-12; increases the state minimum required units of credit for high school graduation in language arts from 3 to 4, and in mathematics and science from 2 to 3 effective for students graduating in the 2010-2011 school year. http://www.rules.utah.gov/publicat/code/r277/r277-700.htm
Title: R277-700
Source: Lexis-Nexis/StateNet
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| WV | Adopted 09/2006 | P-12 | Amends rules regarding the pre-K & K-12 program or curriculum requirements; reduces the amount of required teaching time for English Language Arts and Reading in middle school; changes pathway options to high school graduation from 3 to 2; requires a minimum number of Advanced Placement courses be offered or an International Baccalaureate program at the high school level; revises the school Breakfast and Lunch program; revises components of the Five Year School and School System Strategic Plans. http://www.wvsos.com/csrdocs/worddocs/126-042.doc
Title: Title 126, Series 42
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 08/2006 | P-12 | Requires the State Board of Education to establish a liaison with the U.S. Department of Defense and school districts to examine course credit transfer issues and establish guidelines for course credit transfer, and to help integrate military dependents into new schools, to establish procedures to assist military dependents in meeting local graduation requirement, and create model memorandums of agreement between military bases and districts or county offices of education. Relates to a transfer policy.
http://www.leginfo.ca.gov/pub/bill/asm/ab_2101-2150/ab_2102_bill_20060823_enrolled.pdf
Title: A.B. 2102
Source: California Legislature
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| DE | Adopted 08/2006 | P-12 | Effective with the Class of 2011, increases the number of units of math for high school graduation from 3 to 4, and specifies that those units be completed in geometry, Algebra I and Algebra II. Eliminates unit requirement in computer literacy; directs computer literacy to become a component of the middle school curriculum. Also requires all students in the Class of 2011 to have an Individual Learning Plan. Directs all high schools, beginning with the 2007-2008 school year, to establish Instructional Support Teams to monitor student progress and to recommend and arrange support services. Mandates that any student not making satisfactory progress in courses required for graduation in English, math, science or social studies must receive support services.
Effective with the Class of 2013, increases the number of units for high school graduation from 22 to 24, and requires all students to complete 2 units in a foreign language.
http://www.state.de.us/research/register/september2006/final/10%20DE%20Reg%20547%2009-01-06.htm#P9_175
Title: DE 14 DAC 505
Source: www.state.de.us/research/register/september2006
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| UT | Adopted 08/2006 | P-12 | Amends graduation requirements effective with the Class of 2011. Increases required English units from 3 to 4; increases required math and science units from 2 to 3. Increases minimum number of units for high school graduation to 24.
Starting page 6 of 9: http://www.usoe.k12.ut.us/BOARD/summary/R277-700-final.pdf
Title: R277-700-6
Source: www.usoe.k12.ut.us
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| TX | Adopted 07/2006 | P-12 | Allows for students who are at higher proficiency levels to meet the graduation requirements by taking higher level language courses. Clarifies that Tech prep is a program of study, not a course. TEXAS 99898
Title: 19 TAC 2.74.D.74.43, .44
Source: Texas Regulations
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| VA | Rule Adoption 07/2006 | P-12 | Amends regulations establishing standards for accrediting public schools in Virginia. The amendments include additional options for students to meet the requirements for graduation; change the methodology for calculating accreditation ratings; create greater flexibility for transfer students; add more rigorous benchmarks for accreditation; and better define sanctions for schools, superintendents, and school boards if a school loses its accreditation. Revisions also require all elementary and middle schools to require students to participate in a program of physical fitness during the regular school year in accordance with guidelines established by the Board of Education. Changes made to the proposed regulations (i) add defined terms and clarify existing terms; (ii) clarify that students who are limited English proficient (LEP) may be granted an exemption from Standards of Learning (SOL) testing in the areas of writing, science, and history and social science; (iii)add a provision encouraging elementary schools to provide instruction in foreign languages; (iv) allow advanced courses to include Cambridge courses, in addition to Advanced Placement, International Baccalaureate, and college level courses for degree credit; (v) beginning with the academic year 2008-2009, limit middle school teachers to a teaching load of no more than 25 class periods a week; (vi) restore language removed in the proposed regulation regarding teachers of block programs that encompass more than one class period with no more than 120 student periods per day may teach 30 class periods per week; (vii) add a provision for one planning period per day or equivalent for middle and secondary teachers; (viii) cross reference the responsibility of the division superintendent in reporting compliance with preaccreditation eligibility requirements; and (ix) repeal Appendix I, which is expired. http://legis.state.va.us/codecomm/register/vol22/iss24/f8v20131.doc
Title: 8 VAC 20-131-10 thru -320 non seq.
Source: http://legis.state.va.us/codecomm/register/vol22/iss24/v22i24.pdf (pg. 137 of 336)
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| IA | Signed into law 06/2006 | P-12 | Directs school districts and nonpublic accredited schools to report graduation rates using the definition of graduation rate specified by the National Governors Association (NGA). Also directs districts and accredited nonpublic schools to report the following:
(1) the number of students who drop out of school;
(2) the number of students pursuing a high school equivalency diploma; (3) the number of students who were enrolled in the district within the past five years and who received a high school equivalency diploma;
(4) the percentage of students who receive a high school diploma and who were not proficient in reading, mathematics, and science in grade eleven; and
(5) the number of students in the prior year who were enrolled as high school juniors who are within four units of meeting the district's graduation requirements.
Rewrites section 256.7 related to the recommended core high school curriculum. Requires each school district to annually report, beginning with the 2006-2007 school year, the percentage of students graduating from high school who complete the core curriculum. Also requires districts to report, in the comprehensive school improvement plan, how the district plans to increase the number of students completing the recommended core curriculum.
Establishes statewide graduation requirements, beginning with the Class of 2010-2011, of 4 years English, 3 years math, 3 years science and 3 years social studies. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 1-4
Source: coolice.legis.state.ia.us
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| IA | Signed into law 06/2006 | P-12 | Directs the department of education to use funds appropriated for graduation requirements under division II of the bill to assist districts with the implementation of graduation requirements established pursuant to section 256.7, subsection 26, as amended by 2006 Iowa Acts, Senate File 2272, if enacted (model core curriculum). Directs the department to survey school districts on their readiness for implementation of the requirements. Directs the department to review Iowa law and administrative rules and policies to determine if changes are necessary or beneficial to implement the graduation requirements. Requires the department to submit its findings and recommendations in a report to the chairpersons and ranking members of the senate and house of representatives standing education committees and to the chairpersons and ranking members of the joint appropriations subcommittee on education by January 1, 2007. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF2792
Title: H.B. 2792 - Section 33 and 50
Source: coolice.legis.state.ia.us
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| IA | Signed into law 06/2006 | P-12 | Requires each high school student's plan for completing the core curriculum to include career options and to identify the coursework needed in grades nine through twelve to support the student's postsecondary education and career options. Provides that if the pupil is under eighteen years of age, the pupil's parent or guardian must sign the core curriculum plan developed with the student and the signed plan must be included in the student's records. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 13
Source: coolice.legis.state.ia.us
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| IL | Signed into law 06/2006 | P-12 | Requires the state board to develop curricula, materials, and guidelines for school boards to use in implementing a program of instruction on financial literacy within current courses offered in public high schools. Creates the Financial Literacy Fund as a special fund in the state treasury. Provides that all money in the fund shall be used to award grants to school districts for the following purposes:
(1) Defraying the costs of financial literacy training for teachers.
(2) Rewarding a school or teacher who wins or achieves results at a certain level of success in a financial literacy competition.
(3) Rewarding a student who wins or achieves results at a certain level of success in a financial literacy competition.
(4) Funding activities, including books, games, field trips, computers, and other activities, related to financial literacy education.
Authorizes local boards to establish a special fund in which to receive public funds and private contributions for the promotion of financial literacy.
Urges the state board, upon the next comprehensive review of the Illinois Learning Standards, to include the basic principles of personal insurance policies and understanding simple contracts. http://www.ilga.gov/legislation/94/SB/PDF/09400SB2191lv.pdf
Title: S.B. 2191
Source: www.ilga.gov
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| AL | Rule Adoption 05/2006 | P-12 | Establishes rules providing consistency with the Alabama High School Diploma option format and alignment of the required one-half credit of Computer Applications, which will allow the student to choose an additional one-half credit elective. Defines the three required sequenced program of courses necessary to meet completer and concentrator status, which have been negotiatedwith and approved by the U.S. Department of Education, Office of Vocational andAdult Education.
Title: AAC 290-3-1-.02 (8)(h)1,2
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 05/2006 | P-12 | Defines secondary schools as those serving grades 6-12. Specifies that the following guiding principles must be used in the annual preparation of each secondary school's improvement plan:
(a) Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning.
(b) Every teacher must contribute to every student's reading improvement.
(c) Quality professional development provides teachers and principals with the tools they need to better serve students.
(d) Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses.
(e) Intensive intervention in reading and math must occur early and through innovative delivery systems.
(f) Parents need access to tools they can use to monitor their child's progress in school, communicate with teachers, and act early on behalf of their child.
(g) Applied and integrated courses help students see the relationships between subjects and relevance to their futures.
(h) School is more relevant when students choose courses based on their goals, interests, and talents.
(i) Master schedules should not determine instruction and must be designed based on student needs, not adult or institutional needs.
(j) Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves.
Requires local boards to adopt policies to address:
(a) Procedures for placing and promoting grade 6-12 students entering from out of state or from a foreign country, including a review of the student's prior academic performance.
(b) Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained.
(c) Applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.
(d) Credit recovery courses and intensive reading and math intervention courses based on student performance on the FCAT. These courses should be competency based and offered through innovative delivery systems, including computer-assisted instruction. Districts should use learning gains as well as other appropriate data and provide incentives to identify and reward high-performing teachers who teach credit recovery and intensive intervention courses.
(e) Grade forgiveness policies that replace a grade of "D" or "F" with a grade of "C" or higher earned subsequently in the same or a comparable course.
(f) Summer academies for students to receive intensive reading and mathematics intervention courses or competency-based credit recovery courses. A student's participation in an instructional or remediation program prior to or immediately following entering grade 9 for the first time shall not affect that student's classification as a first-time 9th grader for reporting purposes.
(g) Strategies to support teachers' pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers.
(h) Creative and flexible scheduling designed to meet student needs.
(i) Procedures for high school students who have not prepared an electronic personal education plan to prepare such plan.
(j) Tools for parents to regularly monitor student progress and communicate with teachers.
(k) Additional course requirements for promotion and graduation which may be determined by each school district in the student progression plan and may include additional academic, fine and performing arts, physical education, or career and technical education courses in order to provide a complete education program.
Requires the department to:
(a) By February 1, 2007, increase the number of approved applied, integrated, and combined courses available to districts.
(b) By the beginning of the 2006-2007 school year, make available a professional development package designed to provide the information that content area teachers need to become proficient in applying scientifically based reading strategies through their content areas.
(c) Share best practices for providing a complete education program to students enrolled in course recovery, credit recovery, intensive reading intervention, or intensive math intervention.
(d) Expedite assistance and decisions and coordinate policies throughout all divisions within the department to provide districts with support to implement the Florida Secondary School Redesign Act.
(e) Use data to provide the Legislature with an annual longitudinal analysis of the success of this reform effort, including the progress of 6th grade students and 9th grade students scoring at Level 1 on FCAT Reading or FCAT Math.
Directs the commissioner of education to create and implement the Secondary School Improvement Award Program to reward public secondary schools that demonstrate continuous student academic improvement and show the greatest gains in student academic achievement in reading and math.
Pages 35-39 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 19
Source: www.myfloridahouse.gov
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| FL | Signed into law 05/2006 | P-12 | Amends high school graduation requirements effective for the Class of 2011. Adds "reading for information" as area of major concentration in 4 units of English required. Increases math requirement from 3 to 4 units and encourages districts to set specific goals to increase enrollments in, and successful completion of, geometry and Algebra II. Deletes specifications regarding 1 unit world history, .5 unit of economics and .5 unit U.S. government requirements. Deletes 1 unit choice of practical arts career ed, performing fine arts, or .5 unit each. Adds 1 unit fine arts requirement. Deletes .5 unit life management skills. Deletes existing specifications regarding unit of p.e. and adds specification that 1 unit p.e. must include "integration of health."
Replaces 8.5 unit electives requirement with 8 unit electives requirement, to be completed through 4 units in a major area of interest, and 4 units in elective courses chosen by the student. Defines "major area of interest" as sequential courses in a career and technical program, fine and performing arts, or academic content area, selected by the student as part of the education plan. Defines "minor area of interest" as 3 units chosen by the student as part of the student's education plan. Allows students to revise major areas of interest each year. Requires local boards to annually approve major areas of interest and submit the list of majors to the commissioner of education for approval. Provides that upon approval, each district's major areas of interest must be available for use by all districts and must be posted on the department's Web site. Allows 4 elective units to be completed by a second major area of interest, a minor area of interest, elective courses, intensive reading or math intervention courses, or credit recovery courses.
Requires a student to complete an intensive reading course following each year the student scores at Level 1 on FCAT reading. Provides that placement of Level 2 readings in either an intensive reading course or a content area course in which reading strategies are delivered must be determined by diagnosis of reading needs. Requires the department to provide guidance on appropriate strategies for diagnosing meeting the varying instructional needs of students reading below grade level. Requires reading courses to be designed and offered in accordance with the comprehensive reading plan required by s. 1302 1011.62(8).
Requires a student to participate in remediation following each year a student scores at Level 1 or 2 on FCAT Math. Specifies these courses may be taught through applied, integrated or combined courses. Requires credit recovery courses to be offered so that students can simultaneously earn an elective credit and the recovered credit.
Adds that in lieu of the specified 24 units, students may complete graduation requirements through an Advanced International Certificate of Education (AICE) curriculum.
Requires students to be advised of eligibility requirements for state scholarship programs and postsecondary admissions.
Pages 47-50 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 23 (1) and (2)
Source: www.myfloridahouse.gov
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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 | Amends requirements for 3-year diplomas effective with the Class of 2010. Eliminates honors classes and classes weighted by the district for class ranking purposes (that do not fall under any of the other allowed categories) from options from which students must choose to complete 6 of the 18 units. Eliminates requirement that a student, prior to selecting a 3-year diploma option, have achieved at least a 3 on the reading, math and writing components of the FCAT.
Pages 53-59 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 24
Source: www.myfloridahouse.gov
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| IN | Emergency Rule Adoption 05/2006 | P-12 | Clarifies that a student who as earned an international baccalaureate degree is eligible to receive an academic honors diploma. http://www.in.gov/legislative/iac/xml/old-ir/Vol29/10Jul/06E511060163.pdf
Title: 511 IAC 6-7-6.5
Source: www.in.gov
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| MN | Signed into law 05/2006 | P-12 | Requires the commissioner of education to revise and align the state's academic standards and high school graduation requirements in various years. Certain requirements for each subject area specified. The commissioner must revise and appropriately embed technology and information literacy standards. Years and subjects that the commissioner must revise and align state academic standards: (1) Mathematics, 2006-07: (2) Arts, 2007-08; (3) Science, 2008-09; (4) Language Arts, 2009-10; and (5) Social Studies, 2010-11. Districts and charter schools must revise and align local academic standards and high school graduation requirements in health, physical education, world languages and career and technical education to require students to complete the revised standards beginning in a school year determined by the school district or charter school. School districts and charter schools must formally establish a periodic review cycle for the academic standards and related benchmarks.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=S2994.4.html&session=ls84
Title: S.B. 2994
Source: http://www.revisor.leg.state.mn.us/
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| NY | Adopted 05/2006 | P-12 | Amends requirements for Regents or local high school and Regents diploma with avanced designation.
Regents or local high school diploma:
Three units of credit of mathematics more advanced than 8th grade level and that meet commencement-level learning standards as determined by the commissioner, provided that no more than two credits may be earned for any Integrated Algebra, Geometry, or Algebra 2 and Trigonometry commencement level mathematics course;
Advanced Designation:
Students entering 9th grade prior to September 2009 must pass two of the three commencement level Regents examinations in mathematics through one of the following combinations: Mathematics A and Mathematics B, or Mathematics A and Algebra 2 and Trigonometry (or the three Regents examinations titled Course I, Course II and Course III or the two Regents examinations titled Mathematics A and Course III). Students entering 9th grade in September 2009 and thereafter must pass all three commencement level Regents examinations in mathematics titled Mathematics A or Integrated Algebra, Geometry, and Algebra 2 and Trigonometry.
Students who first enter 9th grade in September 2009 and thereafter who complete all coursework and testing requirements for the Regents diploma with advanced designation in mathematics and/or science, and who pass, with a score of 85 or better, three commencement level Regents examinations in mathematics and/or three commencement level Regents examinations in science, will earn a Regents diploma with advanced designation, with an annotation on the diploma that denotes mastery in mathematics and/or science, as applicable.
http://www.regents.nysed.gov/2006Meetings/May2006/0506emscvesida2.htm
Title: Title 8 NYCRR section 100.5
Source: http://www.regents.nysed.gov/
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| OK | Signed into law 05/2006 | P-12 | Shifts 2005 changes in high school graduation requirements from section 11-111 to 11-103.6 of education code. Defines the graduation requirements effective for the Class of 2010 as the "college preparatory/work ready" curriculum. Modifies 3 units social studies requirements to require 1 unit U.S. history, .5 unit Oklahoma history and .5 unit U.S. government and 1 unit chosen from history, government, geography, economics, civics or non-Western culture (former 2010 graduation requirements called for 1 unit U.S. history and 2 units chosen from the above social studies elective areas). Specifies that social studies units must be approved for college admission requirements.
Clarifies that in lieu of the graduation requirements effective with the Class of 2010, a student may enroll in the requirements effective before the Class of 2010 with a parent's written approval. Authorizes school districts to require a parent to meet with a designee of the school prior to enrollment in the pre-2010 curriculum option. Directs the department of education to develop and distribute to districts a form suitable for this purpose, which must include information on the benefits to students of completing the college preparatory/work ready curriculum.
Requires the department to report by school and district the number of students completing the core curriculum.
http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF
Title: S.B. 1792 - Section 2
Source: webserver1.lsb.state.ok.us
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| IA | Signed into law 04/2006 | P-12 | Requires the department of cultural affairs to develop an Iowa studies professional development plan that includes professional development materials and training measures to provide teachers in the state with effective ways to infuse Iowa studies into their classrooms. Requires that the materials developed include an Iowa studies curriculum that each local board may choose to integrate into the district's high school social studies requirements. Mandates that the curriculum include lesson plans covering Iowa history, civics, government, and heritage studies, and that the curriculum contain enough content for the course to fulfill at least .5 unit of credit.
Requires the director of the department of cultural affairs to establish an Iowa studies committee to:
(1) Inform school districts, accredited nonpublic schools, and area education agencies of the Iowa studies professional development plan;
(2) Develop partnerships with organizations such as nonprofit history or humanities organizations, civic organizations, libraries, and the business community to support and promote Iowa studies statewide;
(3) Establish evaluation criteria for the Iowa studies professional development plan, including teacher and student evaluation and curriculum and plan effectiveness, which may include a survey of student participation in civic activities and involvement in the election process.
(4) Develop a strategy and plan to implement the Iowa studies professional development plan and curriculum in a limited number of schools and area education agencies across the state. Specifies that participation by a school or area education agency must be voluntary, but that a school or area education agency selected to participate in the plan must agree to participate in the evaluation component conducted by the Iowa studies committee.
Establishes membership of the Iowa studies committee. Requires the committee to:
a. Conduct an evaluation of the Iowa studies professional development plan using the evaluation criteria established by the committee.
b. Submit, for school years ending on or before June 30, 2009, an annual status report on the utilization of the Iowa studies professional development plan in school districts and accredited nonpublic schools to the chairpersons and ranking members of the senate and house committees on education. This report must include the number of schools utilizing the plan.
c. Submit its findings and recommendations in a final report based upon the evaluation data to the chairpersons and ranking members of the senate and house committees on education by January 15, 2010.
Repeals these provisions effective July 1, 2010. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2320
Title: S.B. 2320
Source: coolice.legis.state.ia.us
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| IL | Adopted 04/2006 | P-12 | Changes reference to "career education" to "career and technical education." Clarifies differences between courses high schools must offer, courses students must take, and courses students must pass to graduate. Clarifies that all high school students must take a course in American patriotism and the principles of representative government, as enunciated in the American Declaration of Independence, the Constitution of the United States of America and the Constitution of the State of Illinois, and the proper use and display of the American flag for not less than one hour per week, or the equivalent.
Adds policy that a student may be permitted to retake a course that he or she has already successfully completed (for example, to earn a better grade) but that credit may not be awarded more than once for completion of the same course, and the same course may not be counted more than once toward
fulfillment of the state high school graduation requirements.
Establishes criteria for approval of a "writing intensive" course as required for high school graduation effective with the Class of 2010. Pages 483-496 of 705 http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue18.pdf
Title: 23 IAC 1.440
Source: www.cyberdriveillinois.com
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| MI | Signed into law 04/2006 | P-12 | Provides for required high school curriculum; provides that beginning with pupils schedule to graduate from high school in 2010, a student may not receive a high school diploma unless the student completes 4 units of math, including algebra I, geometry and algebra II, or an or an integrated sequence of this course content that consists of 3 credits, and an additional math unit chosen from trigonometry, statistics, precalculus, calculus, applied math, accounting, business math, or a retake of algebra II. Requires each student to complete at least 1 math course during his or her final year of high school enrollment.
Requires students to complete at least 3 units social studies, including 1 unit U.S. history and geography, 1 unit world history and geography, 1/2 unit economics, and civics; 1 unit health/physical education; and 1 unit visual arts, performing arts, or applied arts.
Requires students to complete an online course or learning experience. Districts and charter schools must provide the basic level of technology and internet access required by the state board to complete the online course or learning experience. To complete this requirement, a student must do one of the following:
(i) Complete at least 1 course or learning experience that is presented online, as defined by the department.
(ii) The student's district or charter school has integrated an online experience throughout the high school curriculum by ensuring that each teacher of each course that provides the required units of the high school graduation requirements has integrated an online experience into the course.
Effective with the class of 2016, requires students to complete 2 units foreign language or at any time during grades K to 12 course work or other learning experiences that are substantially equivalent to 2 units foreign language, including American sign language.
Provides that a district may require a student to pass subject area assessments or the Michigan merit exam to receive a high school diploma, or may require a student to participate in the MIAccess assessments if appropriate for the student. Requires schools to base determination of whether a student has completed the department subject area content expectations or guidelines that apply to a unit at least in part on the student's performance on the assessments developed or selected by the department under section 1278b or on 1 or more assessments developed or selected by the school that measure a student's understanding of the subject area content expectations or guidelines that apply to the unit.
Directs schools to award credit to a student who demonstrate content area proficiency on an assessment.
Authorizes the state superintendent to designate up to 15 "specialty schools" that are exempt from the statewide graduation requirements in English and social studies. To be designated a specialty school, requires the school to (1) incorporate a significant reading and writing component throughout its curriculum and (2) use a specialized, innovative, and rigorous curriculum in such areas as performing arts, foreign language, extensive use of internships, or other learning innovations that conform to pioneering innovations among other leading national or international high schools. As a condition of continuing status as a speciality school, requires each such school to meet the following requirements:
(1) Students' mean ACT scores in math and science exceed by at least 10% the mean scores of students in the largest district in the state;
(2) Maintain a minimum 85% graduation rate;
(3) Have at least 75% of the previous year's graduates enroll in a postsecondary institution.
Specifies that students in specialty schools must complete the statewide math requirement and must complete an additional unit of science for a total of 4 science units.
http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0124.pdf
Title: S.B. 1124
Source: www.legislature.mi.gov
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| MI | Signed into law 04/2006 | P-12 | Establishes statewide high school graduation requirements effective with the class of 2010, including 4 units English; 3 units science, including biology and either chemistry or physics. Strongly encourages students to complete a fourth credit in science, such as forensics, astronomy, Earth science, agricultural science, environmental science, geology, physics or chemistry, physiology, or microbiology.
Directs the department to develop content area expectations in each of the subject areas required for high school graduation. Requires the process to include input from a number of stakeholder groups, including representatives from 4-year colleges or universities, community colleges, and other postsecondary institutions; from the business community; and from vocational and career and technical education providers
Directs the department to determine the basic level of technology and internet access required for students to complete the online course or learning experience requirement set forth in S.B. 1124 http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0124.pdf and determine the assessments through which students may demonstrate proficiency. Requires the department to develop material to assist schools in implementing the graduation requirements here and in S.B. 1124, including guidelines for alternative instructional delivery methods.
Authorizes a parent to request a personal curriculum for the student that modifies certain graduation requirements. Establishes a procedure for this process. Bars a personal curriculum from deviating from the statewide English and science requirements. Establishes limitations on the modifications possible to the math, social studies, health/physical education and arts graduation requirements in a personal curriculum.
Authorizes schools to provide the high school graduation requirement curriculum through alternative instructional delivery methods such as alternative course
work, humanities course sequences, career and technical education, industrial technology courses, or vocational education, or by a combination of these. Encourages schools operating career and technical education programs to integrate the high school graduation requirements into those programs.
Beginning with the 2008-2009 school year, links a high school's accreditation to its offering of the curriculum necessary to fulfill high school graduation requirements. Provides that if a school does not offer all the required credits, the school must ensure student access to the required units via alternate means, such as dual enrollment; enrollment in an online course; a cooperative arrangement with a neighboring school district or with a public school academy; or granting approval for the student to be counted in membership in another school district.
If a student is not successfully completing a unit required for graduation, or is identified as being at risk of withdrawing from high school, requires the student's district or charter school to notify the student's parent of the availability of tutoring or other supplemental educational support and counseling services that may be available to the student under existing state or federal programs, such as those programs or services available under section 31a of the state school aid act of 1979, MCL 388.1631a, or under the No Child Left Behind Act of 2001.
Mandates that units required for high school graduation be taught by highly qualified teachers. Provides that if a district or charter school demonstrates to the
department that it is unable to do so because it is unable to hire enough highly qualified teachers, the department must work with the district or charter school to develop a plan to allow it to hire enough highly qualified teachers to meet the highly qualified teachers requirement.
Requires schools to ensure that each grade 7 student has the opportunity to develop an educational development plan, and that each student has developed
an educational development plan before he or she begins high school. Mandates that an educational development plan be developed by the student under the supervision of the student's school counselor or another qualified designee qualified selected by the high school principal and be based on a career pathways program or similar career exploration program.
Allows districts and charter schools unable to implement all of the curricular requirements to apply to the department for permission to phase in one or more of the requirements. Provides that if a district or charter school does not offer all of the required credits or provide options to have access to the required credits and legislation is enacted to allow districts and charter schools to apply for a contract that waives certain state or federal requirements, then the school district or public school academy is encouraged to apply for a contract to improve student performance.
Clarifies that students may complete high school graduation requirements through advanced studies such as accelerated course placement, advanced placement, dual enrollment in a postsecondary institution, or participation in the international baccalaureate program or an early college/middle college program.
Requires the department to submit an annual report to the legislature that evaluates the overall success of the new graduation requirements, the rigor and relevance
of the course work required by the curriculum, the ability of public schools to implement the curriculum and the required course work, and the impact of the curriculum on pupil success, and that details any activities the department has undertaken to implement these requirements and the requirements in S.B.1124 or to assist public schools in implementing the new graduation requirements. http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0123.pdf
Title: H.B. 5606
Source: www.legislature.mi.gov
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| MS | Signed into law 04/2006 | P-12 | Directs the department of education to design and implement an alternative high school diploma for students who are interested in direct entry into the workforce immediately following high school graduation.
http://billstatus.ls.state.ms.us/documents/2006/html/HB/0200-0299/HB0214SG.htm
Title: H.B. 214
Source: http://billstatus.ls.state.ms.us/
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| IN | Signed into law 03/2006 | P-12 | Allows districts that before January 1, 2006 purchased U.S. savings bonds for graduates who earned an academic honors diploma to continue to do so for students graduating in 2006 and 2007. http://www.in.gov/legislative/bills/2006/SE/SE0231.1.html
Title: S.B. 231
Source: Lexis-Nexis/StateNet, www.in.gov/legislative
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| IN | Signed into law 03/2006 | P-12 | Allows a student to demonstrate proficiency and receive credits in a subject area required for high school graduation or for an academic honors diploma in a manner other than by classroom work. Allows credit to be awarded through any of the following methods:
(1) Receiving a score that demonstrates proficiency on a standardized assessment of academic or subject area competence that is accepted by accredited postsecondary institutions.
(2) Receiving a high proficiency level score on an end of course assessment for a course without taking the course.
(3) Successfully completing a similar course via dual enrollment.
(4) Receiving a score of 3, 4 or 5 on an Advanced Placement exam for a course or subject area.
(5) Other methods approved by the state board.
Provides that a student who demonstrates proficiency in one or more courses or subject areas may not be required to complete a minimum number of semesters to graduate or to receive an academic honors diploma.
http://www.in.gov/legislative/bills/2006/SE/SE0310.1.html
Title: S.B. 310
Source: www.in.gov/legislative/bills
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| IN | Signed into law 03/2006 | P-12 | Requires to state board to adopt rules to amend the academic honors course requirement rules to allow for a high school student who has earned an international baccalaureate degree to be eligible to receive an academic honors diploma. Allows the board to adopt emergency rules to carry out the intent of this subsection.
http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 17
Source: www.in.gov/legislative/bills
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| WA | Signed into law/partial veto 03/2006 | P-12 | Declares an intent to create a rigorous, high quality career and technical high school graduation option that assures students meet state standards in fundamental academic content areas, but also reflects nationally recognized standards for the knowledge and skills needed to pursue employment and careers in technical fields, and provides students with flexibility in other areas such as social studies, health and fitness, or the arts. It is the legislature's intent that the career and technical education within the new graduation option be extensive and reflective of a significant, multiyear commitment by the student. Requires each high school or school district board of directors to adopt course equivalencies for career and technical high school courses offered to students at the high school. A career and technical course equivalency may be for whole or partial credit. Each school district board of directors shall develop a course equivalency approval procedure. Provides that career and technical courses determined to be equivalent to academic core courses, in full or in part, by the high school or school district shall be accepted as meeting core requirements, including graduation requirements, if the courses are recorded on the student's transcript using the equivalent academic high school department designation and title. Full or partial credit shall be recorded as appropriate. Directs the superintendent of public instruction to develop a list of approved career and technical education programs that qualify for the high school graduation option under RCW 28A.230.090. Programs on the list must meet the following minimum criteria: (1) Lead to a certificate or
credential that is state or nationally recognized by trades, industries, or other professional associations as necessary for employment or advancement in that field; (2) Require a sequenced progression of multiple courses, both exploratory and preparatory, that are vocationally intensive and rigorous; and (3) Have a high potential for providing the program completer with gainful employment or entry into a postsecondary work force training program.
Partial veto message: http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Vetoes/2973-S.VTO.pdf
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/2973-S.SL.pdf
Title: H.B. 2973
Source: http://www.leg.wa.gov/
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| KY | Adopted 02/2006 | P-12 | Section 2: Effective with the Class of 2012: Requires 3rd unit of math to be completed in Algebra II and bars student from receiving math credit for prealgebra course (prealgebra may be applied toward elective credit). Requires 3 units of science to be lab-based. Replaces reference to life science mandate with reference to biological science mandate and includes unifying concepts as component of mandated high school science curriculum. Specifies content to be included in health, physical education, and history and appreciaton of visual and performing arts credits for high school graduation. Replaces reference to 7 units electives with reference to 7 units "academic and career interest standards based learning experiences." Requires 4 of these 7 units to include standards-based learning experiences in an academic or career interest based on the student's Individual Learning Plan. Requires students to demonstrate competency in technology to be eligible for high school graduation.
Section 4: Allows local boards to award credit for high school graduation based on satisfactory demonstration of proficiency. Allows students in grades 5-8 to receive high school credit provided the content is high school-level and the district has criteria in place to determine that the middle grades student is capable of success in the high school course. Requires local boards to establish policies for awarding performance-based credit that meet specified criteria, including the extent to which state assessments will be used in the local performance-based credit system.
http://www.lrc.ky.gov/kar/704/003/305reg.htm
Title: 704 KAR 3:305 (section 2 and 4)
Source: www.lrc.ky.gov/kar
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| LA | Adopted 12/2005 | P-12 | Allows Advanced Placement (AP) European History and American Government courses to meet graduation requirements.
Page 8 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 and 2363
Source: www.doa.state.la.us,
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| MO | Adopted 12/2005 | P-12 | Modifies high school graduation requirements effective with the Class of 2010. Increases total number of units students must earn from 22 to 24. Adds .5 unit personal finance, .5 unit health education course. Increases Communication Arts (language arts) from 3 to 4 units and math, social studies and science requirements from 2 to 3 units. Decreases total number of electives from 10 to 7. Establishes further requirements relative to high school graduation.
http://www.sos.mo.gov/adrules/csr/current/5csr/5c50-345.pdf
AGENCY CONTACT: Stan Johnson, Assistant Commissioner, Division of School Improvement, PO Box 480, Jefferson City, MO 65102-0480
Title: 5 CSR 50-345.300
Source: www.sos.mo.gov and Lexis-Nexis/StateNet
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| OR | Signed into law 09/2005 | P-12 | Amends ORS 332.114. In order to receive a high school diploma from a school district, a student must meet the requirements established by the State Board of Education and, while in grades 9 through 12, must complete:
(a) At least 24 credit hours, as defined by rule of the board;
(b) Three years of mathematics; and
(c) Four years of English.
(2) Notwithstanding subsection (1) of this section, a school district may award a diploma to a student who does not meet the requirements of subsection (1)(b) or (c) of this section if the student:
(a) Has met or exceeded the academic content standards for mathematics or English established by the board; or
(b) Displays proficiency in mathematics or English at a level established by the board.
The requirements of section 1 of this 2005 Act apply to students who receive a high school diploma from a school district on or after July 1, 2009.
http://www.leg.state.or.us/05reg/measpdf/hb3100.dir/hb3129.en.pdf
Title: H.B. 3129
Source: http://www.leg.state.or.us
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| IL | Signed into law 08/2005 | P-12 | Increases high school graduation requirements in math from 2 to 3 units, effective with the Class of 2009. Effective with the Class of 2010, adds 2 units of writing intensive courses (in addition to 3 units of language arts) to high school graduation requirements. Specifies that in 2 units of writing intensive courses, 1 of which must be in English, and the other of which may be in English or any other subject. Adds that when applicable, writing-intensive courses may be counted towards the fulfillment of other graduation requirements. Also effective with the Class of 2010, requires 1 of the 3 units of math to be Algebra I and 1 to include geometry content. Effective with the Class of 2011, increases science requirements from 1 to 2 units. Effective with the Class of 2012, increases language arts requirement from 3 to 4 units.
Requires the state board to develop and inform school districts of standards for writing-intensive coursework. Specifies that this legislation does not apply to students with disabilities whose course of study is determined by an individualized education program.
http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0676
Title: S.B. 575
Source: www.ilga.gov
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| MN | Signed into law 07/2005 | P-12 | Upon receiving a student's application signed by the student's parent or guardian, a school district, area learning center, or charter school must declare that a student meets or exceeds a specific academic standard required for graduation under this section if the local school board, the school board of the school district in which the area learning center is located, or the charter school board of directors determines that the student: (1) is participating in a course of study, including an advanced placement or international baccalaureate course or program; a learning opportunity outside the curriculum of the district, area learning center, or charter school; or an approved preparatory program for employment or postsecondary education that is equally or more rigorous than the corresponding state or local academic standard required by the district, area learning center, or charter school; (2) would be precluded from participating in the rigorous course of study, learning opportunity, or preparatory employment or postsecondary education program if the student were required to achieve the academic standard to be waived; and (3) satisfactorily completes the requirements for the rigorous course of study, learning opportunity, or preparatory employment or postsecondary education program. Consistent with the requirements of this section, the local school board, the school board of the school district in which the area learning center is located, or the charter school board of directors also may formally determine other circumstances in which to declare that a student meets or exceeds a specific academic standard that the site requires for graduation under this section. (b) A student who satisfactorily completes a postsecondary enrollment options course or program under section 124D.09 is not required to complete other requirements of the academic standards corresponding to that specific rigorous course of study.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0141.1&session_year=2005&session_number=1
Title: H.F. 141 - Multiple Components
Source: http://www.revisor.leg.state.mn.us
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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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| 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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| IN | Signed into law 05/2005 | P-12 | Districts are eligible for the academic honors diploma awards according to the number of students who successfully completed an academic honors diploma program in the school year ending in the previous calendar year. Reduces the amount for which districts are eligible for each student. Adds that an amount received by a school corporation as an honors diploma award may be used only for:
(1) any:
(A) staff training;
(B) program development;
(C) equipment and supply expenditures; or
(D) other expenses;
directly related to the school corporation's academic honors diploma program; and
(2) the school corporation's program for high ability students.
States that a governing body that does not comply with these provisions for a school year is not eligible to receive an award for the following school year.
http://www.in.gov/legislative/bills/2005/HE/HE1001.1.html
Title: H.B. 1001 (Section 201)
Source: www.in.gov
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| MS | Rule Adoption 05/2005 | P-12 | Approves the granting of academic and elective Carnegie unit credit for certain Vocational and Technical secondary course offerings to meet the requirements for high school graduation in response to the call for additional rigor in high school coursework and a proposed increase in high school graduation requirements. In granting credit to meet graduation requirements in science, mathematics, and arts to these courses, schools will have an opportunity to use existing courses and teachers to meet increased graduation requirements without adding additional staff. MISSISSIPPI REG 9842 (SN)
Title: Uncodified
Source: StateNet
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| OK | Signed into law 05/2005 | P-12 | Beginning with ninth-grade students enrolled in the 2008-2009 school year, three units or sets of competencies in mathematics must be completed in the ninth through twelfth grades; provided, if a student completes any required courses in mathematics prior to ninth grade, the student may take any other mathematics courses to fulfill the requirement to complete three units in grades nine through twelve after the student has satisfied other requirements. Adds a provision that allows courses offered by a supplemental education organization that is accredited by a national accrediting body and that are taught by a certified teacher and provide for the teaching and learning of the appropriate skills and knowledge in the PASS to, upon approval of the State Board of Education and the school district board of education, be counted for academic credit and toward meeting the graduation requirements. Adds Section 8, affecting students in ninth grade in 2006-2007: 1. Four units of English to include Grammar, Composition, Literature, or any English course approved for college admission requirements;
2. Three units of laboratory science, limited to Biology, Chemistry, Physics, or any laboratory science course with content and/or rigor equal to or above Biology and approved for college admission requirements;
3. Three units of mathematics, limited to Algebra I, Algebra II, Geometry, Trigonometry, Math Analysis, Calculus, Advanced Placement Statistics, or any mathematics course with content and/or rigor above Algebra I and approved for college admission requirements;
4. Three units of history and citizenship skills, including one unit of American History and two units from the subjects of History, Government, Geography, Economics, Civics, or Non-Western culture;
5. Two units of the same foreign or non-English language or two units of computer technology approved for college admission requirements, whether taught at a high school or a technology center school, including computer programming, hardware, and business computer applications such as word processing, databases, spreadsheets, and graphics, excluding keyboarding or typing courses;
6. One additional unit selected from paragraphs 1 through 5 of this subsection or career and technology education courses approved for college admission requirements; and
7. One unit or set of competencies of fine arts, such as music, art, or drama, or one unit of speech.
A student may enroll in a curriculum that does not meet the requirements upon approval of the parent or legal guardian. School districts may require a parent or legal guardian of the student to meet with a designee of the school prior to enrollment in such a curriculum. http://www2.lsb.state.ok.us/2005-06SB/sb982_enr.rtf
Title: S.B. 982, Section 7
Source: http://www2.lsb.state.ok.us
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| AR | Signed into law 04/2005 | P-12 | Beginning in the 2005-2006 school year, provides an elective credit towards high school graduation for serving as a student mentor. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1043.pdf
Title: S.B. 1043
Source: www.arkleg.state.ar.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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| MD | Rule Adoption 04/2005 | P-12 | Revises the Maryland Student Records System Manual (MSRSM) as a result of recent changes regarding health and graduation requirements. State assessments, prekindergarten requirements, kindergarten and prekindergarten phase-in dates, enrollment and transfers, and the No Child Left Behind Act of 2001. Updates references to the MSRSM. MARYLAND REG 10154 (SN)
Title: COMAR 13A.02.06.02, 13A.0801.01, .08.02.01
Source: StateNet
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| MS | Rule Adoption 04/2005 | P-12 | Amends rules concerning Public School Accountability Standards. Beginning school year 2008-2009 and thereafter, all entering ninth grade students (seniors of school year 2011-2012 and later) will be enrolled in a college preparatory curriculum and required to have a minimum of 24 Carnegie units, unless their parent/guardian requests to opt the student out of this curriculum. Any student who is taken out of these requirements will complete the current Appendix A requirements for a standard high school diploma.
Title: Uncodified
Source: StateNet
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| NM | Signed into law 04/2005 | P-12 | Requires one-half unit in New Mexico history for students entering the ninth grade beginning in the 2005-2006
school year as part of the units required for graduation.
http://legis.state.nm.us/Sessions/05%20Regular/final/HB0139.pdf
Title: H.B. 139
Source: StateNet
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| OK | Signed into law 04/2005 | P-12 | Beginning with the 2006-2007 school year, the state board of Education must require, as a condition of accreditation, that school districts provide to all students physical education programs which may include athletics. The state board must also require that public elementary schools provide instruction, for students in full-day kindergarten and grades one through five, in physical education or exercise programs for a minimum of an average of sixty (60) minutes each week. Requires the state board to disseminate information to each school district on the benefits of physical education programs and strongly encourage districts to provide physical education instruction to students in grades six through twelve. Instruction in physical education is required to be aligned with the Priority Academic Student Skills as adopted by the State Board of Education. Encourages local boards to require students to complete two units or sets of competencies of physical and health education for graduation. http://www.sos.state.ok.us/documents/Legislation/50th/2005/1R/SB/312.pdf
Title: S.B. 312
Source: http://www2.lsb.state.ok.us
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| AR | Signed into law 03/2005 | P-12 | Defines "organized physical activity course." Beginning in the 2005-2006 school year, allows a student in grades 9-12 successfully completing an organized physical activity course meeting certain specifications to earn .5 unit of physical education credit towards high school graduation. Specifies that a student is limited to only the .5 unit of physical education credit for graduation for the organized physical activity course, and that the student is not allowed any other credit toward graduation for that same course. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb2.pdf
Title: S.B. 2
Source: www.arkleg.state.ar.us
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| SD | Rule Adoption 03/2005 | P-12 | Creates definitions for three proposed high school courses of study. "Advanced high school program," the required course of study every student must complete, unless a student is excused, to satisfy the requirements for the recommended high school program as established by SDCL 13-33-19. (4) "Approved career and technical education course," a course that has a program approval application on file in the office of career and technical education and is taught by a teacher with vocational certification or endorsement; "Distinguished high school program," the course of study a student may choose to take to meet the eligibility requirements of the South Dakota opportunity scholarship; "Standard high school program," the minimum graduation requirements a student must take to be eligible for a high school diploma under the basic high school program as provided in SDCL 13-33-19; "World languages," the study of languages other than English. The term includes Lakota and American sign language.(Effective July 1, 2004, through June 30, 2007) Specific units of credit required for high school graduation. The units of credit required for high school graduation must include the following 13 and one-half units:
(1) Four units of English/language arts, which include a minimum of the following:
(a) One and one-half units of writing;
(b) One and one-half units of literature, including one-half unit of American
literature; and
(c) One-half unit of speech;
(2) Three units of social studies, which include a minimum of the following:
(a) One unit of U.S. history;
(b) One-half unit of U.S. government; and
(c) One-half unit of geography;
(3) Five units of mathematics and laboratory science, which include a minimum of two
units each of mathematics and laboratory science;
(4) One-half unit of laboratory computer studies; and
(5) One unit of fine arts.
In lieu of taking the required course in computer studies, a maximum of one-half unit of
credit may be granted to a student who can demonstrate mastery of the basic course of studies for
computers. Credit for certain vocational education courses may be used to partially satisfy required
course credit in English, mathematics, social science, and science. Up to one unit of credit from
vocational education courses may be substituted for required course credit in each of these
academic areas. Required course credit earned in this manner shall be accounted for on the
student transcript, identifying the vocational education courses approved and applied toward the
credit. SOUTH DAKOTA REG 4078 (SN) http://www.state.sd.us/deca/gradrequirements/docs/DefofTerms.pdf
Title: 24:15:03:04, 24:15:06:22, 24:15:06:36, 24:15:06:37, 24:15:01:01, 24:16:08:16, 24:16:08:59, 24:03:01:01, 24:03:06:06.01, 24:03:06:31, 24:03:06:32
Source: http://www.state.sd.us
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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
| |
| IN | Adopted 02/2005 | P-12 | Adds 511 IAC 6-7.1, effective with the graduating class of 2010, to adopt new minimum high school graduation requirements, adopt new Core 40 diploma requirements, and adopt Core 40 with academic honors and Core 40 with technical honors diplomas to replace the current academic honors diploma. Defines a career-academic sequence as a flexible sequence of career-technical and academic courses that:
(1) help a student explore and prepare for a specific career area or group of related occupations;
(2) are selected and defined by school corporations;
(3) include progressive exposure to the world of work, with some leading to a certificate recognized by business and industry. Encourages students earning the standard diploma and any Core 40 diploma to complete a career-academic sequence. http://www.doe.state.in.us/core40/pdf/SBEfinalrule_2-3-05.pdf
Title: 511 IAC 6-7.1
Source: www.doe.state.in.us
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| WA | Rule Adoption 11/2004 | P-12 | Adopts rules relating to the high school and beyond plan and culminating graduation requirements. Requires implementation of both via a written district policy. Provides a link within the rules from the culminating project to the high school and beyond plan. WASHINGTON REG 23816 (SN)
Title: WAC 180-51-061
Source: StateNet
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| CA | Signed into law 09/2004 | P-12 | Section 2: Repeals the requirement that pupils in American government and civics courses required for high school graduation read and be taught specified documents, including the Declaration of Independence, the United States Constitution and the Gettysburg Address. Requires the Curriculum Development and Supplemental Materials Commission to ensure that those documents are incorporated in the framework when the history-social science framework is revised. Requires the State Board of Education and the Superintendent of Public Instruction to ensure that an appropriate number of questions on the California Standards Tests relate to those documents if any portion of the California Standards Tests is revised. http://www.leginfo.ca.gov/pub/bill/asm/ab_2851-2900/ab_2855_bill_20040929_chaptered.pdf
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_2853_2855_2856_sign.pdf
Title: A.B. 2855 (multiple provisions)
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2004 | P-12 | Exempts a pupil who, prior to enrollment in grade 9, completes coursework in algebra that meets or exceeds the rigor of the state board content standards for Algebra I, from the high school graduation requirement that at least one course, or a combination of the two math courses required to be completed in grades 9-12, meet or exceed the rigor of the content standards for Algebra I. However, pupil is still not exempted from the graduation requirement that he or she complete two courses in mathematics while enrolled in grades 9-12. http://www.leginfo.ca.gov/pub/bill/asm/ab_2501-2550/ab_2525_bill_20040929_chaptered.pdf
Title: A.B. 2525 (multiple provisions)
Source: www.leginfo.ca.gov
| |
| SD | Adopted 09/2004 | P-12 | Eliminates requirement that evidence of completion of all required sections of the Dakota STEP assessment must appear on the student's transcript before graduation may be authorized and a signed diploma may be issued; Removes curriculum and special education directors from the administrative program group and places them in the school service program group; revises rules so they are content standards based and allows preparing institutions the flexibility to vary their courses to meet the content standards. SOUTH DAKOTA REG 4035 (SN)
Title: 24:14:04:12.01, 12.02; 15:06:33, 36; 03:06:06.05, 15:01:01; 16:01:01, 05:03; 06:01, 02, 03, 07:01; 16:07:01, 02, 03, 08:01 thru 58 (Non-Seq.), 09:03 thru 05, 10:06 and 07
Source: StateNet
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| IL | Signed into law 08/2004 | P-12 | Amends the School Code. Provides that no student shall receive a regular diploma without taking the Prairie State Achievement Exam. Provides exceptions. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0857
Title: S.B. 2769
Source: Illinois Legislative Web site
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| AL | Emergency Rule Adoption 07/2004 | P-12 | Establishes rules amending language to include the requirements for the Alabama Occupational Diploma. ALABAMA REG 6717 (SN)
Title: AAC 290-8-9-.05(10)(d)
Source: StateNet
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| AL | Emergency Rule Adoption 07/2004 | P-12 | Establishes rules amending language to move the requirements for the Alabama Occupational Diploma to 290-3-1-.02(8)(g).
Title: AAC 290-8-9-.10
Source: StateNet
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| DE | Signed into law 07/2004 | P-12 | Authorizes and directs the Department of Education to conduct alignment studies on additional academic indicators to be used for diploma granting decisions; specifies that no additional indicators will be approved until the alignment studies have been completed and the expert panel created by Executive Order 54 has been consulted; requires the Department to recommend appropriate changes to statutes concerning the use of additional indicators. http://www.legis.state.de.us/LIS/LIS142.NSF/vwLegislation/HJR+34/$file/1901420309.doc/?openelement
Title: H.J.R. 34
Source: Delaware Legislative Web site
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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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| CO | Vetoed 06/2004 | P-12 | Creates a High School Commission to assess the quality of education provided in the state's public high schools and to make recommendations to school districts and the general assembly by December 31, 2004. The commission should address at least the following issues: whether Colorado high school graduates are ready for postsecondary education and employment and strategies to help districts improve readiness; focusing and clarifying high school graduation requirements and expectations; improving high school students' achievement levels; the effectiveness and availability of enrollment option including choice, charter school and educational voucher programs; and the existing data systems to measure the quality of high school education, student outcomes and student growth. The commission should consider local commissions recommendations and avoid duplication of local commissions' reform recommendations.
http://www.leg.state.co.us/clics2004a/csl.nsf/fsbillcont3/FCF5FBA591D5C19887256E1A0063628F?open&file=1283_enr.pdf
Title: H.B. 1283
Source: Colorado Legislative Web site
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| CO | Signed by Governor 06/2004 | P-12 | Encourages each school district and charter school to adopt a financial literacy curriculum and to make successful completion of the program a graduation requirement. http://www.leg.state.co.us/clics2004a/csl.nsf/fsbillcont3/88DE0C519CF9551087256D790053005C?Open&file=1360_enr.pdf
Title: H.B. 1360
Source: Colorado Legislative Web site
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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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| MD | Rule Adoption 05/2004 | P-12 | Proposes rules regarding standards for kindergarten programs and graduation requirements for public high schools. MARYLAND REG 9845 (SN)
Title: COMAR 13A.03.01, .01, .04, 13A.03.02, .01-.12
Source: StateNet
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| CO | Signed into law 04/2004 | P-12
Postsec.
Community College | Concerns the treatment of American Sign Language as a foreign language in education that counts toward graduation requirements. http://www.state.co.us/gov_dir/leg_dir/olls/sl2004a/sl_74.htm
Title: H.B. 1037
Source: Colorado Legislative Web site
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| IA | Signed into law 04/2004 | P-12 | Authorizes school districts and nonpublic schools to apply credit toward graduation under the state education program for successful completion of military basic training. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&hbill=HF2241
Title: H.F. 2241
Source: StateNet
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| OK | Signed into law 04/2004 | P-12 | Relates to curriculum requirements for high school graduation; authorizes technology center school districts to offer certain programs; requires approval of State Board of Education and district board of education; prescribes certain teacher certification requirement; provides an effective date. http://www2.lsb.state.ok.us/2003-04SB/sb1271_enr.rtf
Title: S.B. 1271
Source: http://www2.lsb.state.ok.us
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| AL | Emergency Rule Adoption 03/2004 | P-12 | Provides emergency regulation to effective change for those eligible for a regular high school diploma in the Spring of 2004. ALABAMA REG 6513 (SN)
Title: AAC 290-3-1-.02-.01; -4-2-.02-.01
Source: StateNet
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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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| DE | Rule Adoption 03/2004 | P-12 | Amends rules regarding credit requirements for High School Graduation, diplomas and certificate of performance, options for awarding credit toward high school graduation by combining them into a single regulation, graduation requirements and diplomas. Amends rules to clarify language. Repeals sections 511, 515, and 520.
Title: 14 DAC 505
Source: Delaware State Web site
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| NM | Signed into law 03/2004 | P-12 | Relates to education; establishes requirements for high school graduation and student curriculum plans.
Title: H.B. 522
Source: StateNet
| |
| UT | Signed into law 03/2004 | P-12 | Modifies the membership and terms of the nominating and recruiting committee that selects candidates for membership on the State Board of Education (from 4 year terms to 2-year terms, nominated by the governor); provides definitions: "Competency" means a demonstrable acquisition of a specified knowledge, skill, or ability that has been organized into a hierarchical arrangement leading to higher levels of knowledge, skill, or ability. (b) "Competency-based education" means an education approach that requires students to acquire a competency and includes a classroom structure and operation that aid and facilitate the acquisition of specified competencies on an individual basis wherein students are allowed to master and demonstrate competencies as fast as they are able. (c) "Gain score" means the measured difference of a student's score at the beginning and end of a time period that may be aggregated at the class, grade, school, and school district levels.; requires the state board to assist school districts and charter schools to develop and implement:competency-based education; and the use of gain scores; modifies educator licensing provisions (requires an endorsement to be issued upon completion of a competency-based teacher preparation program from a regionally accredited university that meets state content standards). Includes provision that a teacher development program focused on achieving progress in core academics include instruction in explicit, systematic, and intensive phonics for teachers in grades kindergarten through 3); requires the state board to develop and use monetary and nonmonetary incentives, tools, and rewards; requires documentation verifying the qualifications of a person before a competency-based license to teach may be issued; and delays the implementation of new curriculum and graduation requirements. http://se10.utahsenate.org/ptext/enrolled.pdf/sb0185.pdf
Title: S.B. 185
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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| SD | Signed into law 02/2004 | P-12 | Provides for a basic high school program and a recommended high school program; requires most students to complete the recommended one; sets forth procedures for determining eligibility of school districts to receive state foundation aid.
Title: H.B. 1001
Source: StateNet
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| NY | Emergency Rule Adoption 12/2003 | P-12 | Revises requirements for obtaining a Regents high school diploma, a Regents diploma with advanced designation, and a local high school diploma. NEW YORK REG 16393 (SN)
Title: Title 8 NYCRR 100.5
Source: StateNet
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| TX | Adopted 12/2003 | P-12 | §74.51. Amends high school graduation requirements. http://www.tea.state.tx.us/rules/tacupdates/december2003/ch074e.pdf
Title: Sec. 74.51
Source: http://www.tea.state.tx.us
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| OK | Emergency Rule Adoption 11/2003 | P-12 | Allows district board to make exceptions to state high school graduation requirements for students who move to this state from another state after their junior year of high school.
(A) After a student from another state enrolls in an accredited Oklahoma high school the school board can make an exception to the high school graduation requirements of Section 11-103.6 of Title 70 of the Oklahoma Statutes. Individual exceptions can only be made when there are differing graduation requirements between the two states and completing Oklahoma graduation requirements will extend the student's date of graduation beyond the graduation date for the student's class.
(B) The district must report all exceptions made to state graduation requirements for these senior students to the State Department of Education each school year. All exceptions made at each district high school will be forwarded to the State Department of Education on or before July 1 of each year. Districts may report the information on the Annual Statistical Report. This reporting provision does not include students who have individualized education programs pursuant to the Individuals with Disabilities Education Act (IDEA) and who satisfy graduation requirements through the individualized education program.OKLAHOMA REG 13004 (SN)
Title: OAC 210:35-9-31
Source: StateNet
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| TX | Rule Adoption 11/2003 | P-12 | Establishes new rules relating to curriculum requirements. Establishes graduation requirements for students entering Grade 9 beginning with the school year 2004-2005 and thereafter. TEXAS REG 89923 (SN)
Title: 19 TAC 2.74.E.74.51 thru 74.54
Source: StateNet
| |
| VA | Emergency Rule Adoption 11/2003 | P-12 | Establishes emergency rules to clarify and update the definition of 'diploma candidate' to eliminate any confusion in school divisions. Increases the options for individuals to earn a diploma. VIRGINIA REG 440 (SN)
Title: 8 VAC 20-680-10
Source: StateNet
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| CA | Signed into law 10/2003 | P-12 | Amends existing law that requires the superintendent of public instruction to develop a model curriculum framework for implementation of career and technical education in consultation with an advisory group. Encourages advisory group to identify career technical education courses that meet state-adopted standards and that satisfy high school graduation requirements and admissions to State higher education institutions. http://www.leginfo.ca.gov/pub/bill/asm/ab_0551-0600/ab_591_bill_20031001_chaptered.html
Title: A.B. 591
Source: California Legislative Web site
| |
| CA | Signed into law 09/2003 | P-12 | Revises the review day for expulsions; Provides that if a pupil completes algebra coursework in grades 7 or 8, the pupil is not exempt for the high school graduation requirement for algebra; Revises deadlines for individualized education programs; Includes other miscellaneous changes. http://www.leginfo.ca.gov/pub/bill/asm/ab_0251-0300/ab_300_bill_20030929_chaptered.html
Title: A.B. 300
Source: California Legislative Web site
| |
| MS | Rule Adoption 09/2003 | P-12 | Establishes rules pertaining to State Board of Education policy IHF-1. Revises the high school exit examinations required for graduation. MISSISSIPPI REG 8845 (SN)
Title: IHF-1
Source: StateNet
| |
| WY | Rule Adoption 08/2003 | P-12 | Prescribes uniform student content and performance standards for the common core of knowledge and the common core of skills specified for all public schools in language arts, mathematics, science, social studies, health, physical education, foreign language, career/vocational education, and fine and performing arts. Modifies requirements for graduation to include the career/vocational education standards and the fine and performing arts standards. WYOMING REG 4376 (SN)
Title: (Uncodified) Ch. 31
Source: StateNet
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| CT | Signed into law 06/2003 | P-12 | Defines an adult as a person who is not enrolled in a public school program, eliminates the requirement that local or regional board of education eligible expenditures for adult education for computer equipment not exceed five per cent of the total expenditure for adult education during a fiscal year, requires a student to take at least one-half credit course in civics and American government before receiving a diploma. http://www.cga.state.ct.us/asp/cgabillstatus/cgabillstatus.asp?selBillType=Bill&bill_num=966&which_year=2003&SUBMIT.x=17&SUBMIT.y=14
Title: S.B. 966
Source: Connecticut Legislative Web site
| |
| 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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| OR | Signed into law 06/2003 | P-12 | Directs school districts and public charter schools to offer instruction in specified subjects that meets academic content standards adopted by the State Board of Education; directs school boards to implement Certificate of Initial Mastery in mathematics, science and English; allows school districts to offer Certificate of Initial Mastery subject area endorsements in other subjects; prohibits requiring student portfolio for Certificate of Initial Mastery.
Title: H.B. 2744
Source: StateNet
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| TX | Signed into law 06/2003 | P-12 | S. B. 1470 amends the Education Code to permit any school district or open-enrollment charter school to apply for authorization to operate a
program under the section on high school equivalency programs. The bill deletes language that restricts such authorization to school districts or open-enrollment charter schools that on May 1, 2001, were operating a similar program as authorized by the Texas Education Agency. The
bill provides that a school district or open-enrollment charter school, authorized by the commissioner of education (commissioner) on or before
August 31, 2003 to operate a program under Section 29.087, may continue to operate that program.
The bill provides that a student is eligible to participate in a high school equivalency program if the student was ordered by a court under
Article 45.054, Code of Criminal Procedure, as added by Chapter 1514, Acts of the 77th Legislature, Regular Session, 2001, or by the Texas Youth Commission to meet certain requirements. The bill provides that a student is eligible if, in addition to other conditions, at least two school years have elapsed since the student first enrolled in ninth grade and the student has accumulated less than one half, rather than a quarter, of the credits required to graduate under the minimum graduation requirements of the district or school.
The bill requires that a student participating in a high school equivalency program, other than one who has been ordered to participate by
the Texas Youth Commission, must have taken the Test of Adult Basic Education (TABE) and performed satisfactorily on that test before entering the program. The bill requires the he board of trustees or the governing body operating the program to adopt a policy that establishes the level of performance considered to be satisfactory. The bill deletes certain current provisions relating to the performance on assessment instruments of students participating in the program. (From Education Committee Report) http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=01470&VERSION=5&TYPE=B
Title: S.B. 1470
Source: StateNet
| |
| ME | Signed into law 05/2003 | P-12 | Makes the law regarding transfer of credit for equivalent instruction at nonapproved private schools consistent with earned credit for home school instruction by adding the authority for a principal to require student testing before transferring credit for equivalent instruction; predicates award of a high school diploma on a student's satisfying both course credit and other requirements set by a local school board. http://www.mainelegislature.org/legis/bills/billtexts/LD098701-1.asp
Title: S.P. 328 (LD 987)
Source: StateNet
| |
| CO | Signed into law 04/2003 | P-12 | Makes satisfactory completion of a course on federal and state civil government a requirement of high school graduation in the state; directs each school district board to convene a community forum periodically to discuss adopted standards in civics and graduation requirements. http://www.state.co.us/gov_dir/leg_dir/olls/sl2003a/sl_159.htm
Title: S.B. 36
Source: Colorado State Web site
| |
| FL | Signed into law 04/2003 | P-12
Postsec.
Community College | Deletes requirement that the high school life management skills course be taken at specific grade levels; requires certain test accommodations and modifications of procedures for students with disabilities; requires award of a standard diploma to a student with a disability who meets certain criteria; revises provisions relating to admission of students to community colleges.
http://www.leg.state.fl.us/house/Session/index.cfm?Mode=Bills&BI_Mode=ViewBillInfo&BillNum=1739&Year=2003&Chamber=House#BillText
Title: H.B. 1739
Source: Florida Legislative Web site
| |
| IA | Signed into law 04/2003 | P-12 | Local boards or heads of a nonpublic school may require service learning units for a service learning endorsement on a high school diploma or as a condition of graduation (in Iowa, all high school graduation requirements are determined at the district level). Also requires local boards and authorities of nonpublic schools to consider recommendations from the appointed school improvement advisory committee (which must exist in every district in Iowa) to implement character education in the curriculum. http://www.legis.state.ia.us/GA/80GA/Legislation/HF/00100/HF00180/Current.html
Title: H.F. 180
Source: http://www.legis.state.ia.us
| |
| NM | Signed into law 04/2003 | P-12 | Requires next-step plans for high school students in which the students set personal post-high-school goals; requires a final next-step plan as prerequisite for graduation.
Title: H.B. 305
Source: StateNet
| |
| OK | Signed into law 04/2003 | P-12 | Prior to September 1, 2003, the state board must adopt rules to ensure that students who transfer into an Oklahoma school district from out of state after the junior year of high school of the student shall not be denied, due to differing graduation requirements, the opportunity to be awarded a standard diploma. The rules must allow district boards of education to make exceptions on an individual student basis to the high school graduation requirements of Section 11-103.6 of Title 70 for such students who would be unable to meet the specific graduation requirements without extending the date of graduation. Each district board of education that grants exceptions pursuant to this subsection must report to the state department of Education on or before July 1 of each year the number of students granted exceptions and reasons for the exceptions. http://www2.lsb.state.ok.us/2003-04HB/hb1065_enr.rtf
Title: H.B. 1065
Source: http://www2.lsb.state.ok.us
| |
| SD | Rule Adoption 04/2003 | P-12 | Amends rules regarding the requirement of three mathematics credits for high school graduation and the allotment for graduation credit for completion of Algebra I in 8th grade. SOUTH DAKOTA REG 3894 (SN)
Title: 24:03:06:06:01
Source: StateNet
| |
| AR | Signed into law 03/2003 | P-12 | Amends the compulsory attendance law to reflect changes in the general education diploma requirements.http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB1457.pdf
Title: H.B. 1457
Source: State legislative web site
| |
| MS | Signed into law 03/2003 | P-12 | Requires the department of education to conduct a needs assessment to determine what areas do not currently have pre-kindergarten programs, and a cost-benefit analysis creating statewide pre-kindergarten programs. Requires department to perform cost-benefit analysis of making kindergarten mandatory statewide. Requires the department to study developing an optional occupational diploma that would include course requirements to make sure that students possess mastery of skills and employment competencies. http://billstatus.ls.state.ms.us/documents/2003/html/HB/0800-0899/HB0859SG.htm
Title: H.B. 859
Source: billstatus.ls.state.ms.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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| UT | Signed into law 03/2003 | P-12 | Section 53A-13-108 is a new section of law requiring the state board to establish rigorous curriculum and graduation requirements for grades 9-12, beginning no later than with the graduating class of 2007. These must (1) use competency-based standards and assessments; (2) include instruction that stresses financial literacy; (3) increase requirements to exceed the existing credit requirements of 3 units in language arts, 2 units in math and 2 units in science. The state board is also required to establish competency-based standards and assessments for elective courses. http://www.le.state.ut.us/~2003/bills/sbillenr/sb0154.pdf
Title: S.B. 154 (Omnibus Bill)
Source: http://www.le.state.ut.us
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| FL | Signed into law 05/2002 | P-12 | Permits completion of one semester of marching band with grade C or better to be included as 1/2 credit of physical education graduation requirement. See bill section 132, page 354, line 27 ff: 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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| FL | Signed into law 05/2002 | P-12 | Mandates the state board to adopt rules permitting any GED recipient who meets certain criteria to be awarded a standard high school diploma. See bill section 133, page 365, line 3 ff: http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: http://www.leg.state.fl.us
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| OK | Signed into law 04/2002 | P-12 | Modifies high school graduation requirements; adds certain courses which count for the core curriculum requirements; modifies credit granting requirement; directs certain school district to adopt class schedules which allow enrollment at a technology center school district.
Title: H.B. 2886
Source: http://www2.lsb.state.ok.us/2001-02HB/hb2886_enr.rtf
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| WY | Signed into law 03/2002 | P-12 | Requires state board to set proficiency standards. Modifies requirements for graduation; imposes different types of student proficiency with respect to performance standards; imposes assessment duties upon school districts; conforms statutory provisions accordingly; provides an effective date. As measured by each district's body of evidence assessment system, a high school diploma must provide for one of the following endorsements which shall be stated on the transcript of each student: Advanced endorsement requires a student to demonstrate advanced performance in a majority of the areas of the common core of knowledge and skills and proficient performance in the remaining areas of the specified common core of knowledge and skills. Comprehensive endorsement requires a student to demonstrate proficient performance in all areas of the common core of knowledge and skills and general endorsement requires a student to demonstrate proficient performance in a majority of the areas of the common core of knowledge and skills. http://legisweb.state.wy.us/2002/engross/sf0056.pdf
Title: S.B. 56
Source: http://legisweb.state.wy.us
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| CA | Signed into law 01/2002 | P-12 | Commencing with the 2003–04 school year and each year thereafter, at least one course, or a combination of the two courses in mathematics required to be completed by pupils in grades 9 to 12, inclusive, prior to receiving a diploma of graduation from high school, shall meet or exceed the rigor of the content standards for Algebra; if at any time, in any of grades 7 to 12, inclusive, or in any combination of those grades, a pupil completes coursework that meets exceeds the academic content standards for Algebra, those courses shall apply towards satisfying the requirements.
Title: A.B. 804
Source: California Legislative Web Site
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| NM | Signed into law 04/2001 | P-12 | Expands graduation requirements to include passing a state competency test in writing.
Title: S.B. 665
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 02/2001 | P-12 | Relates to a standard diploma; restores language in the Standards of Quality that was unintentionally deleted by legislation reorganizing in the 2000 Session; provides that the requirements for a standard diploma shall include at least two sequential electives.
Title: H.B. 2674
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2000 | P-12 | Specifies that as part of an adopted course of study for grades 7 to 12, algebra must be included as part of the mathematics instruction required for a student to graduate from high school.
Title: S.B. 1354
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 07/2000 | P-12 | High School graduation requirements:
- Abolishes the dual diploma system by repealing the Diploma of Honor and restoring the Certificate of Distinction option;
- Adds attainment of competencies as method of satisfying core course requirements;
- Requires courses which satisfy the core curriculum requirements in Language Arts, Mathematics, Science, and Social Studies to have content and/or rigor equal to or above the required core course;
- Allows certain courses taught in a contextual methodology;
- Requires school districts to encourage students to take two units of foreign language;
- States that schools are not required to offer every course listed, but must offer enough courses to meet the graduation requirements;
- States that schools are required to pay for a student's concurrent enrollment course when the course is necessary for graduation and the district does not offer it;
- Requires the State Department of Education to work with school districts to review and approve courses not specifically listed in statute; deletes the term "comparable", and specifies that such courses must be equal to or above the listed courses in content and/or rigor;
- Specifies that academic and vocational-technical courses with integrated or embedded competencies from the Priority Academic Student Skills (PASS - state curriculum) may be approved for academic credit by the State Board of Education;
- Allows students on individualized education programs (IEPs) who satisfy the programming for graduation in the IEP to be awarded a high school diploma;
- Allows students enrolled in alternative education programs who meet the requirements of their plans to be awarded a high school diploma;
- Allows students who complete the curriculum requirements of the International Baccalaureate Diploma Program to be awarded a high school diploma;
Title: H.B. 2728 (Omnibus Bill)
Source: 2000 Legislative Summary, Oklahoma
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| CT | Signed into law 05/2000 | P-12 | Requires one half credit in civics as part of the 3 credit social studies requirement for high school graduation.
Title: H.B. 5274
Source: Lexis-Nexis/StateNet
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| MN | Signed into law 05/2000 | P-12 | Amends the Profile of Learning. Highlights: Allows districts to phase in the number of content standards required of students for graduation; empowers teachers to participate in the decision about student standard requirements; allows districts to permit this year's 9th & 10th graders to be 'held harmless;' makes scoring more flexible; emphasizes that state and local performance packages are not required. Allows districts to choose whether or not to use the three additional instruction days (mandated in 1996) for staff development relating to the implementation of the Profile of Learning.
Title: S.F. 3286
Source: Minnesota Department of Children, Families and Learning
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| MN | Signed into law 05/2000 | P-12 | Relates to education; amends state graduation requirements; amends graduation rules.
Title: S.B. 3286
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 05/2000 | P-12 | Effective 2002-2003 school year -- to graduate with a standard diploma, students must complete core curriculum units or sets of competencies in the following: 4 language arts (1 grammar/composition, 3 of either American, English or World Literature, Advanced English or other equal); 3 mathematics (1 algebra 1 or algebra 1 taught in a contextual methodology [applied?]; 2 from either algebra II, geometry, trigonometry or math analysis); 3 science (1 biology or biology taught in a contextual methodology, and 2 of either life, physical, earth science or technology [may include chemistry, physics, biology, physical science, earth science, botany, zoology, physiology, astronomy or applied versions of same] or qualified agricultural education courses); 3 social studies (1 U.S. History, 1/2 U.S. government or Oklahoma history and 1/2 to 1 of world history, geography, economics, anthropology or other of equal rigor); 2 arts (visual and/or music); strongly encourages 2 units or sets of competencies of foreign languages. Contextual methodology means "academic content and skills taught be utilizing real-world problems and projects in a way that helps students understand the application of that knowledge." -
Title: H.B. 2728 (Omnibus Bill)
Source: Lexis-Nexis
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| SC | Signed into law 05/2000 | P-12 | (Joint Resolution) Approves regulations of the Department of Education related to graduation requirements.
Title: S.B. 1220
Source: Lexis-Nexis/StateNet
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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--International Baccalaureate |
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