 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--Learnfare |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--Legal Issues |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Brain Research |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Choice/Open Enrollment--Research |
| |
| Choice of Schools--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Choice of Schools--Vouchers--Privately Funded |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Curriculum/Standards |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Censorship |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics |
| |
| Demographics--Condition of Children/Adults |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Does Money Matter? |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--Regional Entities |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Credit Recovery |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Constructivism |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Homework/Study Skills |
| |
| Instructional Approaches--Official English |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Instructional Approaches--Time/Time on Task |
| |
| Instructional Approaches--Tracking/Ability Grouping |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Preparation--Alternative |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
 | No Child Left Behind--Assessment |
| |
| OH | Signed into law 06/2011 | P-12 | Provides the administration of the English language arts assessments for elementary grades as a replacement for the separate reading and writing assessments shall not be required until a date prescribed by rule of the state board of education. Until that date, directs the department of education and school districts and schools to continue to administer separate reading assessments for elementary grades. Provides that the intent for delaying implementation of the replacement English language arts assessment is to provide adequate time for the complete development of the new assessment.
Page 981 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part3.pdf
Title: H.B. 153 - English Language Arts Assessments in Elementary Grades
Source:
| |
| IL | Adopted 02/2011 | P-12 | Clarifies that students in grade 11 must be administered the Prairie State Achievement Examination (PSAE) or the Illinois Alternate Assessment (IAA), if applicable. Defines grade 11 as the point in time when a student has earned the number of credits necessary for enrollment in grade 11, as determined by his or her school district in accordance with Sections 1.420(b) and 1.440. Provides that a district may not promote a student to grade 12 status until that student has taken either the PSAE or IAA. Pages 426-427 of 734: http://www.cyberdriveillinois.com/departments/index/register/register_volume35_issue6.pdf
(Background from Illinois Register: In April 2010, monitors from the U.S. Department of Education (USDE) reviewed the agency's implementation of the accountability provisions of Title I, Part A, of ESEA, among other areas. In its spring 2010 Title I federal monitoring document, it cited Student Information System data as showing that approximately 8% of high school students had not been tested. As a result, USDE has directed the agency to take steps to ensure that all high school students are being assessed for accountability purposes, and Section 1.30 includes a definition for school districts to use to determine grade 11 status).
Title: 23 ADC 1.30
Source: www.cyberdriveillinois.com
| |
| CA | Vetoed 09/2010 | P-12 | From bill summary: Requires that any primary language assessment developed by the department and administered to limited English proficient students, as identified pursuant to existing law, on or after July 1, 2013, be included in the state's assessment system or any successor system, and in the state's federal and state accountability system and any successor system. Requires the results of the primary language assessment to be used in any successor measure or results reported for the state's assessment systems and in any other successor measure. Also requirse the results to be used in any measure, index or results reported for the state's federal and state accountability system, or any successor system. Identifies the accommodations and modifications for English language learners that must be included in any successor system to the state assessment system adopted on or after July 1, 2013
Provides these provisions would become operative on July 1, 2013. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0901-0950/sb_930_bill_20100827_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z65dmak883loy0/0/0?&_c=d|yvcee9xanplikz|z65p1zm6c0d0km&_ce=1290123755.b9c0c7a073748e62e8692973710bbfd4
Title: S.B. 930
Source: www.leginfo.ca.gov
| |
| TN | Signed into law 07/2010 | P-12 | Requires a student's score on a Tennessee Comprehensive Assessment Program (TCAP) test to comprise 15%-20% of the student's final grade for the subject to which the test corresponds. Also sets a new testing window: no earlier than first Monday on or after April 22 and not prior to the completion of 150 days of instruction.
http://wapp.capitol.tn.gov/apps/billinfo/BillSummaryArchive.aspx?BillNumber=SB3427&ga=106
Title: S.B. 3427
Source: http://www.capitol.tn.gov
| |
| MD | Signed into law 04/2010 | P-12 | Requires the state department of education to review the Alternate School Assessment, survey certain teachers regarding satisfaction or lack thereof and solicit recommendations as part of the review. http://mlis.state.md.us/2010rs/bills/sb/sb0557t.pdf
Title: S.B. 557
Source: http://mlis.state.md.us
| |
| VA | Signed into law 03/2010 | P-12 | Provides that local school divisions must administer a locally developed or selected limited English proficiency assessment mandated for students pursuant to the federal No Child Left Behind Act, so long as such assessment has been approved by the Board of Education.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB354ER+pdf
Title: S.B. 354
Source: http://leg1.state.va.us
| |
| DE | Signed into law 06/2009 | P-12 | Eliminates the DSTP; requires its replacement beginning in the 2010-2011 school year with a test administered in English language arts and math in grades 2-10 at the beginning of the school year and at least one more time later in the year; assesses student progress over the course of the year; provides a benchmark for student, school, and district achievement; allows a student's performance on state assessments to be based upon the student's best results from the multiple assessments performed.
http://legis.delaware.gov/LIS/lis145.nsf/vwLegislation/SB+68/$file/legis.html?open
Title: S.B. 68
Source: http://legis.delaware.gov
| |
| MN | Signed into law 05/2009 | P-12 | Aligns high school tests with required academic standards. Strikes the requirement for constructed response questions. Makes GRAD tests applicable in 2012-2013 to those few students who have not passed the Minnesota basic skills tests. Requires the state assessment system to be aligned to state academic standards. Provides a timeline for aligning mathematics, science, and language arts and reading standards and assessments. Allows students enrolled in grade 8 in any school year between the 2005-2006 and 2009-2010 school year who do not pass the math graduation-required assessment for diploma (GRAD) to receive a diploma with a passing state notation if they satisfactorily complete all coursework and credits required for graduation and participate in academic remediation and up to two re-test attempts. Allows a school board to include a notation of high achievement on students' high school diplomas indicating exemplary academic achievement during high school based on board-established criteria.
For purposes of federal accountability requirements, directs the commissioner to develop reading and math assessments for grades 3 through 8, state-developed high school reading and math tests aligned with state standards, and science assessments. Prohibits the commissioner from requiring students to achieve a passing score on high school science assessments in order to graduate. Requires assessment results to include a value-added growth indicator of student achievement. Requires schools, school districts, and charter schools to administer statewide assessments to evaluate student proficiency in the context of the state's grade-level academic standards. Makes the temporary alternative to the state's reading and math GRAD tests applicable in the 2009-2010 through 2013-2014 school years. Makes the statutory timeline for aligning assessments to standards effective July 1, 2010, and the legislature specifically authorizes the number, subject area, grade level, and consequence of a high school math assessment. Causes the 11th grade math GRAD to remain in effect if the legislature does not act by July 1, 2010.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
| |
| KY | Signed into law 03/2009 | P-12 | Provides that whereas it is imperative that schools, administrators, teachers, parents and policymakers maintain high expectations for students, and it is important that there be an orderly transition from the current state assessment to the new assessment and accountability system implemented in 2011-12, the following conditions will apply:
(1) The state board of education must provide for an interim assessment process (described in section 19 of this act)
(2) The board must ensure that all student assessments and data collection and reporting necessary to meet the accountability and proficiency requirements for the federal No Child Left Behind Act (NCLB) are met
(3) The board must suspend the calculation of a state accountability index for 2008-09, 2009-10, and 2010-11.
During the interim period the following will apply for accountability purposes:
(a) NCLB Annual Yearly Progress results must be used to determine improvement of student achievement for both Title 1 and non-Title 1 schools
(b) The NCLB definitions must be applied to both Title 1 and non-Title 1 schools
(c) State level assistance and resources must be provided to Title 1 and non-Title 1 schools falling into the federal definitions of consequences in order to help schools improve student achievemen
(d) Results of the interim tests must be reported publicly.
Permits the state board to use math items developed using revised math content standards during the spring of 2010 and administer an initial math test, based on the revised standards during the 2010-11 testing period to meet NCLB requirements, if approval is granted by the U.S. Department of Education. Directs the state department of education to develop and implement interim program assessments of writing programs, practical living skills and career studies, and arts and humanities in all schools during the transition period. Directs the department to finalize the process for program assessments for implementation during the 2011-12 school year. Directs the department and state board to ensure that teachers, administrators and local board members are well informed of pending changes in the assessment and accountability system during the transition period and continue to stress the importance of the quality of opportunities for all students.
http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 18
Source: www.lrc.ky.gov
| |
| TX | Adopted 02/2009 | P-12 | Sets the standard of satisfactory performance on the Texas Assessment of Knowledge and Skills (TAKS), as appropriate for the reading and mathematics assessments in Grades 3-8 based on the implementation of a vertical scale. http://ritter.tea.state.tx.us/rules/board/adopted/0109/101-23-two.pdf
Title: 19 TAC 2.101.B.101.23
Source: Lexis-Nexis/StateNet
| |
| VA | Signed into law 02/2009 | P-12 | Provides that local school divisions shall not be required to administer the ACCESS test as the state- approved limited English proficiency assessment mandated for students pursuant to the federal No Child Left Behind Act for the 2009-2010 school year; provides for flexibility.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB2589ER
Title: H.B. 2589
Source: http://leg1.state.va.us
| |
| SC | Signed into law 06/2008 | P-12 | Revises the Education Accountability Act. Adds poverty, limited English proficiency status, disability status, or other groups required by federal statutes or regulations to the requirement for disaggregation of achievement data. Changes terminology from "improvement" to "growth." Requires the statewide assessment program to specifically include English/language arts, mathematics, science and social studies (referred to earlier as "the four academic areas") and to be administered in 2009. Sets and defines student performance levels of "Not Met, Met and Exemplary." Allows publication of the annual report card to be delayed until no later than February 2010. Describes required components of report cards. Requires the state board to create a statewide adoption list of formative assessments for grades 1-9 aligned with state standards in English/language arts and mathematics -- for use beginning in the 2009-2010 school year. Revises other features of assessment and accreditation. d; provide for a designation to signify varying levels of school academic performance; revises provisions regarding education accountability; provides that the Palmetto Achievement Challenge Test does not meet certain requirements; provides for use of the monetary savings from revised inspection provisions. http://www.scstatehouse.net/html-pages/house2.html or
http://www.scstatehouse.net/sess117_2007-2008/prever/4662_20080529.doc
Title: H.B. 4662
Source: http://www.scstatehouse.net
| |
| NE | Signed into law 04/2008 | P-12 | From the fiscal note: Changes the current assessment system to provide for statewide assessments in reading and mathematics to be administered in seven grades, rather than three. The bill also establishes an additional statewide science assessment. The science assessment is to begin in 2011-12 and be given in at least three grades. LB 1157 provides that the State Board of Education shall not require school districts to administer assessments other than required state assessments. The bill also eliminates the requirement for educational
service units to conduct an annual peer review of local assessments and for school districts to develop assessment portfolios. A technical advisory committee is established to review the statewide assessments plan and instruments. The State Department of Education (NDE) estimates the need for $3.5 million for assessments in reading, mathematics and science.
Additional funds ($225,000) will also be needed to revise standards and develop a special education alternate assessment ($1.5 million). NDE indicates a new special education assessment will be required due to the required revision of standards in LB 1157.
The general fund fiscal impact of the bill is dependent upon the actual cost of assessments and the amount of federal funds that may be redirected from use for local assessments to use for state assessments. NDE indicates the state receives $2,750,000 of federal funds from No Child Left Behind (NCLB) that are used for the current STARS assessment program. The use of these funds can be redirected to state assessments.
Link to fiscal note, which includes a table of projected costs:
http://uniweb.legislature.ne.gov/FloorDocs/Current/PDF/FN/LB1157.pdf
Full text: http://uniweb.legislature.ne.gov/FloorDocs/Current/PDF/Final/LB1157.pdf/FloorDocs/Current/PDF/Final/LB1157.pdf
Title: L.B. 1157
Source: http://uniweb.legislature.ne.gov
| |
| NV | Signed into law 05/2007 | P-12 | Limits the district-wide tests, examinations and assessments that the board of trustees of a school district may administer between July 1, 2007, and January 1, 2009. Authorizes the board of trustees of each school district to require, beginning on January 1, 2009, the administration of district-wide tests, examinations and assessments that the board of trustees determines are vital to measuring pupil achievement and progress. Requires the board of trustees of each school district to submit a report to the legislative committee on education concerning the testing of pupils within the school district during the 2006-2007 school year.
http://www.leg.state.nv.us/74th/Bills/SB/SB110_EN.pdf
Title: S.B. 110
Source: http://www.leg.state.nv.us
| |
| AR | Signed into law 04/2007 | P-12 | Section 11 concerns sanctions to be imposed for violation of security or confidentiality on a state-mandated assessment by school district personnel.
Section 23 concerns the revocation of certification for teachers violating the security or confidentiality on a state-mandated assessment.
Section 24 concerns the sanction for superintendents for falsified information on state-mandated assessments. (Act No. 1573)
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/SB274.pdf
Title: S.B. 274 (Cheating)
Source: http://www.arkleg.state.ar.us
| |
| NM | Vetoed 04/2007 | P-12 | Requires the public education department to pay the costs of mandatory assessments.
http://legis.state.nm.us/Sessions/07%20Regular/final/SB0501.pdf
Title: S.B. 501
Source: http://legis.state.nm.us/
| |
| WV | Signed into law 03/2007 | P-12 | From Fiscal Note: The purpose of this bill is to revise the standards, assessment and accountability system to accommodate the higher order thinking and learning skills consistent with the state's 21st Century Initiative. School and district improvement plans are to be electronic. The annual performance measures used for school and school system accreditation are separated from those required by the federal No Child Left Behind Act. The comprehensive statewide student assessment program will define a system of assessments to be administered under the direction of the state board. The assessment program is broadened to authorize formative assessments across the grade levels to support summative assessment, improve student achievement and promote 21st Century skills. The grade levels tested for calculating adequate yearly progress (AYP) would be 3 through 8 and 11.Allows the state board to require that student proficiencies be measured through the ACT EXPLORE and the ACT PLAN assessments or approved comparable assessments. Sets a uniform statewide assessment rate of at least 95% or the average of the participation rate for the current and the precenting two years is nine-five percent for the school, county and state. Another level of accreditation status is added for schools called "Distinguished" status, and the current "Seriously Impaired" status is renamed as "Low Performing" status.
http://www.legis.state.wv.us/Bill_Text_HTML/2007_SESSIONS/RS/BILLS/sb657%20enr.htm
Title: S.B. 657
Source: http://www.legis.state.wv.us
| |
| LA | Adopted 02/2007 | P-12 | Adds new language in Chapter 17 regarding statewide assessments. Updates Integrated Louisiana Educational Assessment Program (iLEAP) (Chapter 17) and Louisiana Alternate Assessment, Level 2 (LAA 2) (Chapter 20) to provide educators with finalized information about these new statewide assessments. Provides details about test design, test format, achievement levels, achievement level descriptors, performance standards, and content standards.
Pages 17-28 of 50: http://www.doa.louisiana.gov/osr/reg/0702/0702rul.pdf
Title: LAC 28:CXI.Chapter 17 and 20
Source: www.doa.louisiana.gov
| |
| SD | Signed into law 02/2007 | P-12 | Establishes process for following up on allegations of certified personnel and teachers for compromising the integrity of a state-required academic achievement test. Allows the suspension or revocation of the certificate of any certified staff person who knowingly compromises the integrity of a state-required academic achievement test provided to students.
http://www.legis.state.sd.us/sessions/2007/bills/HB1033enr.pdf
Title: H.B. 1033
Source: http://www.legis.state.sd.us
| |
| DE | Signed into law 06/2006 | P-12 | Makes a change to the student testing program to be in compliance with the federal No Child Left Behind Act; includes the provision that the assessments in English Language Arts and mathematics are administered at least once in grades 3 through 8, and at least once at high school; makes changes to offgrade assessments; eliminates the summer school and retention requirements for students at offgrade levels.
http://www.legis.state.de.us/LIS/LIS143.nsf/vwLegislation/
Title: S.B. 320
Source: Delaware Legislature
| |
| AZ | Signed into law 05/2006 | P-12 | All students with disabilities in grades 2-12 will ge included in all state and district assessments, with appropriate accommodations and alternate assessments when necessary, as designated by IEP. Also addresses evaluation of students with disabilities and parental notice policies. Relates to special education; relates to standardized testing for monitoring education progress; provides that all students with disabilities shall be included in all general state and district assessments, with appropriate accommodations and alternate assessments where necessary and as indicated in their respective individual education program.
http://www.azleg.gov/legtext/47leg/2r/bills/sb1380s.pdf
Title: S.B. 1380
Source: Arizona Legislature
| |
| FL | Signed into law 05/2006 | P-12 | Revises policies for the statewide Florida Comprehensive Assessment Test. Previously, the FCAT was being administered annually in grades 3 through 10 to measure reading, writing, science, and mathematics. This legislation directs the commissioner to administer the FCAT reading and mathematics in grades 3 through 10. The assessment of writing and science shall be administered at least once at the elementary, middle, and high school. Further, the commissioner must document the procedures used to ensure that the versions of the FCAT which are taken by students retaking the grade 10 FCAT are equally as challenging and difficult as the tests taken by students in grade 10 which contain performance tasks
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 40)
Source: Florida Legislature
| |
| ID | Adopted 05/2006 | P-12 | Proposes rules regarding limited English proficient (LEP) students. Sets forth rules for LEP students to take an alternate Standard Achievement Test.
Title: IDAPA 08.02.03
Source: Lexis-Nexis/StateNet
| |
| OK | Signed into law 05/2006 | P-12 | Creates the Achieving Classroom Excellence (ACE) steering committee to assist the state board with implementation of the student assessment requirements in the ACE Act. The ACE steering committee will advise the board on: (1) curriculum alignment of third through eighth grade and high school subjects which are assessed pursuant to Okla. Stat. Ann. 1210.508; (2) review of existing and development of new assessments; (3) determination of cut scores for required assessments; (4) alternate tests or assessments which equal or exceed the rigor of the end-of-instruction assessments; (5) intervention and remediation strategies and delivery methods for students who do not meet the mandated standard; and levels; and (6) consequences for eighth-grade students who do not meet the mandated standard.
http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF
Title: S.B. 1792
Source: http://webserver1.lsb.state.ok.us/
| |
| OK | Signed into law 05/2006 | P-12 | Clarifies that testing for grades 3, 4, 6 and 7 is contingent on the availability of federal and state funds. Eliminates grade 3 stand-alone language arts test. Clarifies that grade 5 social studies assessment must include U.S. history, the Constitution and government, and geography. Adds a criterion-referenced test in geography in grade 7. Eliminates references to arts assessments.
Requires the grade 8 reading and math assessments to be administered online with raw score test results reported immediately and complete results reported in less than 2 weeks, beginning in the 2007-08 school year.
Adds English III end-of-course exam as requirement for high school diploma once test is implemented. Requires the end-of-course tests in English III, Geometry, and Algebra II to be developed and field tested during the 2006-07 school year, and implemented during the 2007-08 school year. Requires the the multiple choice portion of the end-of-instruction tests to be administered online with raw score test results reported immediately and complete results reported in less than 2 weeks beginning in the 2008-09 school year. Clarifies that only students who do not score at at least the satisfactory level are eligible to retake end-of-course tests. Increases number of possible retakes from once before graduation to up to 3 times each calendar year until at least achieving at the satisfactory level.
Provides that, beginning with students who enter grade 9 in the 2008-09 school year, districts must report the student's performance levels of satisfactory and above on the end-of-instruction tests, rather than the the highest achieved state test performance level, on the student's high school transcript.
Provides that state content standards must be aligned with American Diploma Project benchmarks.
Directs the state board to review, realign, and recalibrate, as necessary, the grade 3-8 tests in reading and math and the end-of-instruction tests. Directs the state board to determine the cut scores for the performance levels on the end-of-instruction tests, which must be phased in over a multi-year period. Directs the board to conduct an ongoing review to compare the end-of-instruction test content and performance descriptors with those of other states and, upon receipt of the review, to adjust the cut scores as necessary.
Directs the state board, for the purposes of conducting reliability and validity studies, monitoring contractor adherence to professionally accepted testing standards, and providing recommendations for testing program improvement, to retain the services of an established, independent agency or organization that is nationally recognized for its technical expertise in educational testing but is not engaged in the development of aptitude or achievement tests for elementary or secondary level grades. Requires these national assessment experts to annually conduct reliability and validity studies of the end-of-instruction tests. Provides that validity studies must include studies of decision validity, concurrent validity and the validity of performance level cut scores.
Moves deadline for vendor delivery of school, district and state assessment results from July 1 to September 1.
Eliminates obsolete/outdated language.
http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF
Title: S.B. 1792 - Section 4
Source: webserver1.lsb.state.ok.us
| |
| ID | Signed into law 04/2006 | P-12 | Provides that a student who has been enrolled for less than 2 full school years in an elementary or secondary school in the U.S. and who scores below a level 4 on the state's English language proficiency assessment may be exempted from participating in the state's direct writing assessment and direct mathematics assessment if the student's parent and teacher agree that such an exclusion is educationally appropriate for the student. http://www3.state.id.us/oasis/H0739.html
Title: H.B. 739
Source: www3.state.id.us
| |
| ID | Signed into law 04/2006 | P-12 | Provides that 750,000 of the $6,040,000 appropriated for programs for limited English proficient students be distributed to schools in which English language learners failed to meet Adequate Yearly Progress (AYP) in math or reading. Requires the department to develop the program elements governing the use of these funds, modeled on the training, intervention and remediation elements of the programs described in Section 7 of the bill (see below). Specifies that these funds are to improve the English language skills of English language learners, to enable such students to better access the educational opportunities offered in public schools. Requires these funds to be distributed on a one-time basis. Requires the superintendent of public instruction to report to the Joint Finance-Appropriations Committee and the House of Representatives and the Senate Education Committees by February 1, 2007, on the program design, uses of funds, and effectiveness of the program.
Section 7: Of the moneys appropriated in the bill, $2,800,000 must be used for literacy programs, as outlined in Sections 33-1614, 33-1615 and 33-1207A(2), Idaho Code. It is legislative intent tha the state board and the state department of education coordinate federally funded literacy programs with state literacy programs, resulting in well-coordinated, complementary literacy efforts.
http://www3.state.id.us/oasis/H0847.html
Title: H.B. 847 Section 8
Source: www3.state.id.us
| |
| MD | Adopted 03/2006 | P-12 | Proposes to adopt rules to the Board of Education. Replaces the Geometry Maryland School Assessment with the Algebra High School Assessment as the measure of high school mathematics achievement for accountability under the No Child Left Behind Act. Discontinues administration of the Geometry assessment. MARYLAND 10426
http://www.dsd.state.md.us/comar/subtitle_chapters/13A_Chapters.htm
Title: COMAR 13A.01.04.04, .05, 13A.03.02.04, .07 thru .09
Source: Maryland Regulations
| |
| SC | Signed into law 03/2006 | P-12 | Existing provision provides for the Budget and Control Board to issue a request for proposals for the purpose of conducting a study to determine the feasibility and cost of converting the state assessment program to a computer-based or computer-adaptive format. New provisions states that tests must include a writing assessment and multiple-choice questions designed to reflect a range of cognitive abilities beyond the knowledge level. Constructive response questions may be included as a component of the writing assessment.Adds purpose of state assessment to promote student learning. The statewide assessment program in the four academic areas must include grades three through eight, an exit examination in English/language arts and mathematics, which is to be first administered in a student's second year of high school enrollment beginning with grade nine, and end-of-course tests for gateway courses awarded Carnegie units of credit in English/language arts, mathematics, science, and social studies. Beginning with the graduating class of 2010, students are required to pass a high school credit course in science and a course in United States history in which end-of-course examinations are administered to receive the state high-school diploma. By March 31, 2007, the state board is to create a statewide adoption list of formative assessments aligned with the state content standards and satisfying professional measurement standards in accordance with criteria jointly determined by the Education Oversight Committee and the State Department of Education. The formative assessments must provide diagnostic information in a timely manner to all school districts for each student during the course of the school year. For use beginning with the 2007-08 school year, with funds appropriated by the General Assembly, local districts must be allocated resources to select and administer formative assessments from the statewide adoption list to use to improve student performance in accordance with district improvement plans. However, if a local district already administers formative assessments, the district may continue to use the assessments if they meet the state standards and criteria pursuant to this subsection. Requires the state board to adopt a developmentally appropriate formative reading assessment for use in first and second grades to be administered initially in the 2007-08 school year. The assessment must provide opportunities for periodic formative assessment during the school year, reports that are useful for informing classroom instruction, strand, or significant groupings of standards level information about individual students, and must be compatible with best practices in reading instruction and reading research. The state department is to provide appropriate and on-going professional development to support appropriate use of the assessment. Reqiores the state department to provide on-going professional development in the development and use of classroom assessments, the use of formative assessments and the use of the end-of-year state assessments so that teaching and learning activities are focused on student needs and lead to higher levels of student performance.
To reduce the number of days of testing, to the extent possible, field test items must be embedded with the annual assessments. In accordance with the requirements of the federal No Child Left Behind Act, science assessments must be administered annually to all students in one elementary and one middle school grade. The state department is required to develop a sampling plan to administer science and social studies assessments to all other elementary and middle school students. The plan shall provide for all students and both content areas to be assessed annually; however, individual students, except in census testing grades, are not required to take both tests. In the sampling plan, approximately half of the assessments must be administered in science and the other half in social studies in each class. To ensure that school districts maintain the high standard of accountability established in the Education Accountability Act, performance level results reported on school and district report cards must meet consistently high levels in all four core content areas. Beginning with the 2007 report card, the core areas must remain consistent with the following percentage weightings established and approved by the Education Oversight Committee: in grades three through five, thirty percent each for English/language arts and math, and twenty percent each for science and social studies; and in grades six through eight, twenty-five percent each for English/language arts and math, and twenty-five percent each for science and social studies. The state board is to establish a task force to recommend alternative evidence and procedures that may be used to allow students to meet graduation requirements even if they have failed the exit examination. The alternative evidence only may be used in the rare instances where there is compelling evidence that a student is well qualified for graduation, but extreme circumstances have interfered with passage of the exit examination and, for that reason alone, the student would be denied a state high school diploma. The state department is required annually to convene a team of curriculum experts to analyze the results of the assessments, including performance item by item.
http://www.scstatehouse.net/sess116_2005-2006/prever/4328_20060315a.htm
Title: H.B. 4328
Source: http://www.scstatehouse.net/
| |
| WA | Signed into law 03/2006 | P-12 | Requires that, before the beginning of the 2006-07 school year, the superintendent of public instruction shall request flexibility from the United States department of education to conduct a pilot project with a limited number of local school districts regarding the academic assessments administered for the purpose of complying with P.L. 107-110, the No Child Left Behind Act of 2001. The superintendent shall request the flexibility to pilot, with no more than six school districts and for a specified length of time, an assessment other than the Washington assessment of student learning in grades three, five, six, and eight for reading and mathematics. The purpose of the pilot project is to determine whether a different assessment provides greater local control and flexibility while maintaining the testing standards and continuity of student performance measurement expected by the federal law. Provides that, if the request for flexibility is granted, the superintendent shall revise the Washington state accountability plan required under section 1111 of P.L. 107- 110 to incorporate the pilot project into the plan, and school districts participating in the pilot project shall not be required to administer the Washington assessment of student learning in grades three, five, six, and eight in reading and mathematics during the pilot project. At the end of the pilot project, the superintendent shall evaluate whether the assessment under the pilot project can be used on a statewide basis to comply with P.L. 107-110 and shall forward findings and recommendations to the legislature and to the United States department of education.
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/House%20Passed%20Legislature/2414-S.PL.pdf
Title: H.B. 2414
Source: http://www.leg.wa.gov/
| |
| VA | Signed into law 02/2006 | P-12 | Aligns language regarding the Standards of Learning assessments with amendments made to the Standards of Quality. The bill reflects the Commonwealth's decision to shift from testing in grades three, five, and eight to testing annually in grades three through eight.
Allows division superintendents to seek immediate compliance with the compulsory school attendance law after a reasonable effort to seek the student's attendance in a summer school program or after-school session has failed, including direct notification of the parents of such student of the attendance requirement and failure of the parents to secure the student's attendance, when:
1. A student is required to take a special program of prevention, intervention, or remediation in a public summer school program or to participate in another form of remediation; and
2. The division superintendent determines that remediation of the student's poor academic performance, passage of the Standards of Learning Assessment in grades three through eight, or promotion is related directly to the student's attendance in the summer school program or participation in another form of remediation.
http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0041
Title: S.B. 67
Source: http://leg1.state.va.us
| |
| LA | Adopted 12/2005 | P-12 | Revises high stakes testing policy for students with disabilities to meet federal requirements.
Page 39 of 106: http://www.doa.state.la.us/osr/reg/0512/0512RUL.pdf
Title: LAC 28:XXXIX.503 and 1301
Source: Lexis-Nexis/StateNet, www.doa.state.la.us
| |
| LA | Adopted 12/2005 | P-12 | Establishes guidelines for the participation of students with disabilities in alternate assessments who cannot participate in regular assessment.
Page 38 of 106: http://www.doa.state.la.us/osr/reg/0512/0512RUL.pdf
Title: LAC 28:XCVII.901-907
Source: www.doa.state.la.us/osr, Lexis-Nexis/StateNet
| |
| IL | Adopted 11/2005 | P-12 | Makes changes in the accountability system for public schools. Changes the requirement for adequate yearly progress and the indicators that will be considered; the targets for each aspect of performance; the subgroups of students, their participation in state level assessments, and the treatment of their scores; and the academic early warning and watch status and the requirements for school and district improvement plans and restructuring plans.
Section 1.10 Public School Accountability Framework
Section 1.20 Operational Requirements
Section 1.30 State Assessment
Section 1.40 Adequate Yearly Progress
Section 1.50 Calculation of Participation Rate
Section 1.60 Subgroups of Students; Inclusion of Relevant Scores
Section 1.70 Additional Indicators for Adequate Yearly Progress (high school dropout rates/graduation rates)
Section 1.75: Student Information System
Section 1.80: Academic Early Warning and Watch Status
Section 1.85: School and District Improvement Plans; Restructuring Plans
Section 1.90: Systems of Rewards and Recognition - The Illinois Honor Role
Section 1.95 Appeals Procedure
http://www.isbe.state.il.us/rules/archive/pdfs/oneark.pdf
AGENCY CONTACT: Sally Vogl, Agency Rules Coordinator, State Board of Education, 100 N First St (W-475), Springfield, IL 62777, 217-782-5270
Title: 23 IAC 1.10, thru .70, .75, .80,
.85, .90, .95,
Source: www.isbe.state.il.us
| |
| LA | Adopted 11/2005 | P-12 | Amends the accountability system calculations to take advantage of new flexibility in guidance for No Child Left Behind and address situations that were not considered when the accountability policy was initially written.
§305. Calculating the CRT Index
§509. Inclusion of Alternate Assessment Results in Accountability Reporting
§703. Inclusion of Students in the Subgroup Component
§3901. Assessment of Students with Disabilities
§3903. LEAP Alternate Assessment Participation Criteria
AGENCY CONTACT: Nina A Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064
http://www.doa.state.la.us/osr/reg/0511/0511RUL.pdf
Title: LAC 28:LXXXIII.305, 509, 703, 3901-3905
Source: Lexis-Nexis/StateNet and www.doa.state.la.us/osr
| |
| AK | Adopted 10/2005 | P-12 | Establishes a Grade 10 Standards Based test in reading, writing and mathematics.
http://www.legis.state.ak.us/cgi-bin/folioisa.dll/aac/query=[jump!3A!274+aac+06!2E737!27]/doc/{@12550}?
Title: 4 AAC 06.737
Source: http://www.legis.state.ak.us/
| |
| DE | Rule Adoption 08/2005 | P-12 | Amends regulations relating to educational programs for students with limited English proficiency to align with the federal statute No Child Left Behind. http://www.state.de.us/research/AdminCode/title14/900/920.shtml#TopOfPage
Title: 14 DAC 920
Source: StateNet
| |
| IL | Signed into law 08/2005 | P-12 | Provides that for elementary school students who are in a state-approved transitional bilingual education program or transitional program of instruction, the time allotted to take state tests may be extended as determined by the State Board of Education by rule. Deletes reference to existing English exam for English language learners, IMAGE. Replaces with reference to Limited English Proficient student academic content assessment, as determined by the State Board of Education. http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0642
Title: H.B. 678
Source: www.ilga.gov/legislation
| |
| DE | Signed into law 07/2005 | P-12 | This Resolution creates a Task Force to examine best practice models of other state assessment programs for the purpose of providing recommendations for the improvement and/or changes to the Delaware Student Testing Program (DSTP). http://www.legis.state.de.us/LIS/LIS143.nsf/vwLegislation/
Title: H.J.R. 4
Source: http://www.legis.state.de.us/
| |
| GA | Adopted 07/2005 | P-12 | Clarifies rules regarding testing programs and student assessment. Clarifies assessment participation requirements for English language learners, students with disabilities, students in each grade K-8, and students taking the Georgia High School Graduation Tests, as well as staff development opportunities on use of assessments in the instructional program. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-3-1-.07.pdf
Title: GAC 160-3-1-.07
Source: www.doe.k12.ga.us
| |
| ID | Temporary Rule Adoption - Concurrently Proposed 06/2005 | P-12 | Proposes rules regarding the Limited English Proficient (LEP) students. Sets forth rules for LEP students to take an alternate Standard Achievement Test.
Title: IDAPA 08.02.03
Source: StateNet
| |
| CO | Signed into law 05/2005 | P-12 | Provides that if, as part of a student's individual educational program (IEP), a student attends part-time a school or program away from the school where the student is enrolled, the district in which a student is enrolled may designate either the school of residency or the school of attendance as the school to which the student's scores will be assigned to calculate school academic performance ratings.
Requires the department to conduct a study of the administration of assessments for students with an IEP who are not eligible to take the CSAP-A (alternate assessment for students with most severe disabilities). Requires the study to examine and evaluate:
(a) THE EFFECT OF THE ADMINISTRATION OF ASSESSMENTS ON STUDENTS WITH INDIVIDUAL EDUCATIONAL PROGRAMS WHO ARE NOT ELIGIBLE TO TAKE THE CSAP-A ASSESSMENT, INCLUDING BUT NOT LIMITED TO THE EFFECT ON STUDENTS WHO ARE DEEMED UNABLE TO COMPLETE THE ASSESSMENT;
(b) WHETHER, FOR STUDENTS WITH AN INDIVIDUAL EDUCATION PROGRAM WHO ARE NOT ELIGIBLE FOR THE CSAP-A ASSESSMENT, IT WOULD BE APPROPRIATE TO DESIGNATE IN A STUDENT'S INDIVIDUAL EDUCATIONAL PROGRAM THE GRADE OR GRADES OF THE CSAP ASSESSMENTS THAT THE STUDENT SHOULD BE ADMINISTERED.
(c) THE NEED FOR SCHOOL DISTRICTS TO BE HELD ACCOUNTABLE FOR TEACHING STATE CONTENT STANDARDS TO STUDENTS WITH INDIVIDUAL EDUCATIONAL PROGRAMS WHO ARE NOT ELIGIBLE TO TAKE THE CSAP-A ASSESSMENT;
(d) THE EFFECT OF BOTH INCLUDING AND NOT INCLUDING THE SCORES OF STUDENTS WITH INDIVIDUAL EDUCATIONAL PROGRAMS WHO ARE NOT ELIGIBLE TO TAKE THE CSAP-A ASSESSMENT IN THE CALCULATIONS OF SCHOOL PERFORMANCE RATINGS PURSUANT TO SECTION 22-7-604;
(e) A SURVEY OF THE TYPES OF ASSESSMENTS USED BY OTHER STATES IN ASSESSING STUDENTS WHO ARE COMPARABLE TO STUDENTS IN THIS STATE WHO HAVE INDIVIDUAL EDUCATIONAL PROGRAMS WHO ARE NOT ELIGIBLE TO TAKE THE CSAP-A ASSESSMENT, WHETHER OTHER STATES USE THOSE ASSESSMENT SCORES IN CALCULATING SCHOOL PERFORMANCE RATINGS, WHETHER THE ASSESSMENTS ALIGN WITH THE STATE MODEL CONTENT STANDARDS ADOPTED PURSUANT TO SECTION 22-7-406, AND WHETHER THE ASSESSMENTS HAVE BEEN, OR WOULD LIKELY BE, APPROVED BY THE FEDERAL DEPARTMENT OF EDUCATION; AND
(f) FEDERAL CONSTITUTIONAL, LEGAL, AND REGULATORY ISSUES SURROUNDING THE ASSESSMENT OF STUDENTS WITH INDIVIDUAL EDUCATIONAL PROGRAMS WHO ARE NOT ELIGIBLE TO TAKE THE CSAP-A ASSESSMENT AND HOW FEDERAL FUNDING OF PUBLIC SCHOOLS MAY BE IMPACTED BY ADMINISTERING SUCH ASSESSMENTS.
Provides for the creation of a bipartisan study committee to work with the department in conducting the aforementioned study. Requires the department to present its findings to the state board of education and the legislature by December 31, 2005.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/AD6330E65A2E85AB87256F5C007F6625?Open&file=1246_enr.pdf
Title: H.B. 1246
Source: www.leg.state.co.us
| |
| MS | Rule Adoption 05/2005 | P-12 | Provides that the information contained within the Guidelines for Testing Students with Disabilities and the Guidelines for Educational Services and Assessement for English Language Learners and any subsequent updates shall apply to all public school personnel who are responsible for the implementation of the Statewide Assessment System. MISSISSIPPI REG 9605 (SN)
Title: IIB-3
Source: StateNet
| |
| NV | Signed into law 05/2005 | P-12
Postsec.
Community College | AN ACT relating to education; renaming the University and Community College System of Nevada as the Nevada System of Higher Education; clarifying that the System includes state colleges; and providing other matters properly relating thereto. THE PEOPLE OF THE STATE OF NEVADA, REPRESENTED IN SENATE AND ASSEMBLY, DO ENACT AS FOLLOWS: Section 1. NRS 385.3469 is hereby amended to read as follows: 385.3469 1. The State Board shall prepare an annual report of accountability that includes, without limitation: (a) Information on the achievement of all pupils based upon the results of the examinations administered pursuant to NRS 389.015 and 389.550, reported for each school district, including, without limitation, each charter school in the district, and for this State as a whole. (b) Except as otherwise provided in subsection 2, pupil achievement, reported separately by gender and reported separately for the following subgroups of pupils: (1) Pupils who are economically disadvantaged, as defined by the State Board; (2) Pupils from major racial and ethnic groups, as defined by the State Board; (3) Pupils with disabilities; (4) Pupils who are limited English proficient; and (5) Pupils who are migratory children, as defined by the State Board. (c) A comparison of the achievement of pupils in each subgroup identified in paragraph (b) of subsection 1 of NRS 385.361 with the annual measurable objectives of the State Board. (d) The percentage of all pupils who were not tested, reported for each school district, including, without limitation, each charter school in the district, and for this State as a whole. (e) Except as otherwise provided in subsection 2, the percentage of pupils who were not tested, reported separately by gender and reported separately for the subgroups identified in paragraph (b). (f) The most recent 3-year trend in the achievement of pupils in each subject area tested and each grade level tested pursuant to NRS 389.015 and 389.550, reported for each school district, including, without limitation, each charter school in the district, and for this State as a whole, which may include information regarding the trend ; 2 ; in the achievement of pupils for more than 3 years, if such information is available. (g) Information on whether each school district has made adequate yearly progress, including, without limitation, the name of each school district, if any, designated as demonstrating need for improvement pursuant to NRS 385.377 and the number of consecutive years that the school district has carried that designation. (h) Information on whether each public school, including, without limitation, each charter school, has made adequate yearly progress, including, without limitation, the name of each public school, if any, designated as demonstrating need for improvement pursuant to NRS 385.3623 and the number of consecutive years that the school has carried that designation. (i) Information on the results of pupils who participated i
Title: H.B. 527
Source: StateNet
| |
| AR | Signed into law 04/2005 | P-12 | Requires a student not passing an immediately previous grades 3-8 benchmark assessment or in a secondary level end-of-course assessment to participate in remediation activities as required in the student's individualized academic improvement plan beginning in the school year the
assessment results are reported. If a student with disabilities has an individualized education program that addresses any academic area or areas in which the student is not proficient on state-mandated criterion-referenced assessments, the individualized education program meets the requirements of the aforementioned academic improvement plan. Requires districts to notify the student's parent of the parent's role and responsibilities as well as the consequences for the student's failure to participate in the plan.
Beginning with the 2005-2006 school year, requires students in grades 3-8 identified as not passing a benchmark assessment and who fail to participate in the subsequent academic improvement plan to be retained and not promoted to the next grade until the student is deemed to have participated in an academic improvement plan or the student passes the benchmark assessment for the current grade level in which the student is retained.
Beginning with the 2005-2006 school year, mandates that any student required to take an end-of-course assessment who does not pass a particular assessment must participate in remediation activities as required in the student's individualized academic improvement plan in the school year the assessment results are reported in order to receive credit on his or her transcript for the course related to the end-of-course assessment.
Beginning with the 2009-2010 school year, requires all initial end-of-course assessments to be administered by grade 10 for each student. Beginning with the 2009-2010 school year, a student who does not pass an initial end-of-course assessment may receive credit for the course until the student passes a subsequent end-of-course assessment; or the student, by the end of grade twelve 12, passes an Alternative assessment directly related to the Alternative exit course. If a student does not meet the satisfactory pass levels on an initial end-of-course assessment or does not satisfy the remedial requirements, that student will not graduate with a high school diploma from an Arkansas high school or charter school.
To the extent any school district is determined to have knowingly failed to administer these provisions of law or rules, the superintendent's license shall be subject to probation, suspension or revocation.
Requires tthe department of education to annually make public at least 50% of the test questions on the most recent initial benchmark and end-of-course assessments.
Creates Alternative Exit Course and Alternative Course Exam for students who have failed an end-of-course assessment three times. Requires such a student to take and pass an Alternative exit course and meet a satisfactory Alternative level score on a subsequent Alternative assessment to graduate from high school. Allows the Alternative exit course to be offered through a distance learning class and to be offered by the district outside the course of the normal school day.
Repeals Arkansas Code § 6-15-203 on remediation and student promotion/retention.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2824.pdf
Title: H.B. 2824
Source: www.arkleg.state.ar.us
| |
| ND | Signed into law 04/2005 | P-12
Postsec. | AN ACT to provide an appropriation for defraying the expenses of the department of public instruction, the school for the deaf, North Dakota vision services - school for the blind, and the state library; to provide an appropriation to the division of independent study; to provide for the distribution of special education payments; to provide for a legislative council study; to provide a statement of legislative intent; to amend and reenact section 15.1-02-02 of the North Dakota Century Code, relating to the salary of the superintendent of public instruction; and to declare an emergency
The legislative council shall study, during the 2005-06 interim, the state's elementary and secondary education system, including
key measurements of student progress, programs that address the state's competitiveness with other
states, costs incurred by the state relating to implementing the No Child Left Behind Act, and the most
effective means of using taxpayer dollars at the state and local levels to ensure the best possible
education for the children of this state.
http://www.state.nd.us/lr/assembly/59-2005/bill-text/FQNG0500.pdf
Title: H.B. 1013
Source: http://www.state.nd.us
| |
| UT | Rule Adoption 04/2005 | P-12 | Amends rule to provide for makeup days in administration of required Utah Basic Skills Competency Test (UBSCT). Changes add language for schools to provide a makeup window not to exceed five school days following administration of UBSCT. Amendments also add parent notification requirements. UTAH REG 27710 (SN)
Title: R277-705-6
Source: StateNet
| |
| KY | Signed into law 03/2005 | P-12 | Directs the department of education to conduct a comprehensive analysis of the professional development, training and resources needed in each school to help each child achieve reading and literacy proficiency by 2014. Requires the department of education to submit its findings and recommendations to the Interim Joint Committee on Education no later than November 1, 2005.
http://lrc.ky.gov/RECORD/05RS/SJ92.htm
Title: S.J.R. 92
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12 | Creates the mathematics achievement fund to provide developmentally appropriate diagnostic assessment and intervention services to students, primary through grade 12, to help them reach proficiency in mathematics on the state assessments and in compliance with the No Child Left Behind Act of 2001. Specifies activities for which fund monies may be used. Specifies that the fund is to provide funding for the Center for Mathematics created in this bill, provide renewable, two-year local grants to school districts for specified purposes, and provide operational funding for the Mathematics Achievement Committee created in Section 2 of this bill. Specifies that if matching funds are required, the school council or, if none exists, the principal or the superintendent of schools, must allocate matching funds. Allows funding for professional development allocated to the school council under KRS 160.345 and for continuing education under KRS 158.070 to be used to provide a portion or all of a school's required match. Specifies responsibilities of the department of education relative to the fund program, including technical assistance to potential applicants and grant recipients.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 3)
Source: lrc.ky.gov
| |
| TX | Adopted 03/2005 | P-12 | The adopted amendments update and revise the rules to align with current statute (3-10 testing rather than 3-8). http://www.tea.state.tx.us/rules/board/adopted/0305/101-005-two.pdf
Title: §101.5
Source: http://www.tea.state.tx.us
| |
| UT | Rule Adoption 02/2005 | P-12 | Removes 'Constructed response portions' from definitions and language. Updates Criterion Reference Test (CRT) assessment window and adds new language regarding Utah State Office of Education responsibilities and school responsibilities for crisis indicators in state assessments. UTAH REG 27547 (SN)
Title: R277-473
Source: StateNet
| |
| CA | Signed into law 09/2004 | P-12 | SEC. 19: Existing law requires the governing board of a school district maintaining an elementary or secondary school to develop and cause to be implemented for each school in the school district a school accountability report card that includes specified information regarding the academic achievement of the school. Other existing law establishes the Standardized Testing and Reporting (STAR) Program which requires each school district, charter school, and county office of education to administer to each of its pupils in grades 2 to 11, inclusive, an achievement test and a standards-based achievement test, as specified.
This bill would require the Commission on State Mandates, on or before December 31, 2005, to reconsider certain decisions it issued relating to state reimbursement for the school accountability report card and the STAR Program, and to reconsider its parameters and guidelines for calculating the state reimbursement, in light of federal statutes enacted and state court decisions rendered since those mandates were enacted. http://www.leginfo.ca.gov/pub/bill/asm/ab_2851-2900/ab_2855_bill_20040826_enrolled.html
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_2853_2855_2856_sign.pdf
Title: A.B. 2855 (multiple provisions)
Source: California Legislative Web site
| |
| CA | Vetoed 09/2004 | P-12
Postsec.
Community College | Places a prohibition from carrying on a program of specific preparation of the pupils for the statewide pupil assessment program or a particular test used in the statewide pupil assessment program on a charter school. Authorizes the use of instructional materials provided by the state department of education in the academic preparation of pupils for the statewide pupil assessment if those instructional materials are embedded in an instructional program that is intended to improve pupil learning. Requires the standard-based achievement test to be administered to pupils in grades 3 and 7. Requires the state department of education to use specified federal funds to develop or adopt primary language assessments that are aligned to the state academic content standards and would require those assessments to be administered in place of the optional second achievement test a pupil with limited English proficiency may take. Requires the department on or before January 1, 2006, to submit to the legislature a report on the development and implementation of the initial primary language assessments and recommendations on the
development and implementation of future assessments and funding requirements. Authorizes and encourages the state superintendent and state board to assist postsecondary educational institutions to use the assessment results of the California Standards Tests for credit or placement and admissions processes, or both. http://www.leginfo.ca.gov/pub/bill/asm/ab_2401-2450/ab_2413_bill_20040826_enrolled.html
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2413_veto.pdf
Title: A.B. 2413
Source: California Legislative Web site
| |
| CA | Signed into law 09/2004 | P-12 | Requires a master contracts with nonpublic, nonsectarian schools for the provision of special education and related services to include that, with respect to a nonpublic, nonsectarian school that is associated with a licensed children's institution, there be a method of evaluating whether the school meets specified guidelines, and with respect to a nonpublic, nonsectarian school, the school be subject to the alternative accountability system of the Public School Performance Accountability Program in the same manner as public schools during the school's testing period, and each pupil placed in the school be tested in accordance with that accountability program, and the school prepare a school accountability report card. Requires the test results to be reported by the nonpublic, nonsectarian school to the State Department of Education.
Authorizes the Superintendent of Public Instruction to certify a nonpublic, nonsectarian school or agency for a period of not longer than 18 months. Requires a nonpublic, nonsectarian school or agency to make notification of its intent to seek certification. Requires that only those nonpublic, nonsectarian schools and agencies that provide special education that utilize staff who hold a certificate, permit, or other document equivalent to that which staff in a public school would be required to hold may be certified.
Requires a nonpublic, nonsectarian school that provides special education and related services to an individual with exceptional needs to certify in writing to the Superintendent of Public Instruction that the school satisfies various requirements relating to, among others, access to standards-based curriculum and instructional materials, access to specific instruction and assistance, and a discipline policy. http://www.leginfo.ca.gov/pub/bill/asm/ab_1851-1900/ab_1858_bill_20040930_chaptered.pdf
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_1858_sign.pdf
Title: A.B. 1858 (multiple provisions)
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 08/2004 | P-12 | Extends the repeal date of the Leroy Greene California Assessment of Academic Achievement Act to January 1, 2011. Excludes testing students in grade 2 effective July 1, 2007. Permits the release of a pupils record of accomplishment and the results of achievement tests to postsecondary education institutions, upon the request of a pupil or his or her parent or guardian. Expands the law that prohibits any program for of specific preparation of pupils for that statewide assessment program or a particular test to include charter schools; exempts instructional materials provided by the state department of education if the materials are embedded in an instructional program to improve student learning. Requires the department of education to develop and implement primary language assessments aligned with state academic content standards. Provides that the achievement test to be administered to pupils in grades 3 and 8, instead, be administered in grades 3 and 7. Provides that if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement of the costs should be made as provided by statute. http://www.leginfo.ca.gov/pub/bill/sen/sb_1401-1450/sb_1448_bill_20040816_chaptered.html
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/SB_1448.pdf
Title: S.B. 1448
Source: California Legislative Web site
| |
| NM | Rule Adoption 08/2004 | P-12 | Amends to reflect the Public Education Department as the issuing agency, current statutory authority, adds and clarifies definitions, and amends indicators and measurement and school ratings sections. Defines adequate yearly progress (AYP) and requires AYP to be based primarily on academic assessments. AYP is to be based on the criterion-referenced test in grades 3-9 and 11. Clarifies that annual measurable objectives and intermediate objectives will be the same such that each school, grade, subject area, group and subgroup will have the same required percent proficient from year to year as determined by the starting point based on baseline percentages of proficient. Defines "disaggregate" as including five subgroups (ethnic, economically disadvantaged, students with disabilities and English language learners). Defines graduation rate as the percentage of the students who graduated from a high school divided by the number of students who were enrolled in the schools 40th day of the same year. This calculation will be used until four-year cohort data can be collected, with 9th grade students from 2003-2004 as the first cohorts. Statewide Indicators are student achievement, attendance, dropout rate for middle and high schools, school safety, parent and community involvement, and high school graduation rate. Groups are considered for accountability purposes when 10 or more students for the norm referenced test and 25 for the criterion referenced test. Stduents will be tested using the criterion referenced tests in Spanish or English or other assessments, when appropriate, as defined by federal guidelines. NEW MEXICO REG 4161 (SN)
http://www.nmcpr.state.nm.us/nmac/parts/title06/06.019.0001.htm
Title: NMAC 6.19.1, .3, .7, .8, .9
Source: http://www.nmcpr.state.nm.us
| |
| IL | Signed into law 07/2004 | P-12
Postsec. | Creates the FY2005 Budget Implementation (Education) Act. Creates several education related funds for receipt of federal moneys for education and other areas; addresses subjects students must be tested on; provides transitional assistance payments; increases the foundation level of support of supplemental state aid in relation to districts with a Low Income Concentration Level over a specified amount; provides for the National Guard Grant Program for tuition assistance. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0838
Title: S.B. 2205
Source: Illinois Legislative Web site
| |
| MS | Rule Adoption 07/2004 | P-12 | Establishes rules regarding assessment of students with disabilities. Provides that the information contained within the guidelines for testing special populations and any subsequent updates shall apply to all public school personnel who are responsible for the implementation of the Mississippi Statewide Assessment System. Provides that the information shall set forth the rules and procedures required for proper test administration and shall be provided to each school district by the Mississippi Department of Education. MISSISSIPPI REG 9149 (SN)
Title: IIIB-3
Source: StateNet
| |
| RI | Signed into law 07/2004 | P-12 | Requires (a) The board of regents for elementary and secondary education to adopt a statewide curriculum in mathematics and English-language arts for students in grades 3-10 by May 1, 2005. (b) The curriculum adopted by the board of regents must:
(1) be aligned with state standards and assessments utilized by the state department of education; (2) contain sufficient detail to guide teachers in planning lessons aligned with state standards and assessments; and (3) be offered on a voluntary basis to school districts; provided, however, school districts shall not be required to utilize or implement such curriculum.
Title: H.B. 7714
Source: rilin.state.ri.us/gen_assembly/
| |
| RI | Signed into law 07/2004 | P-12 | Requires the Board of Regents for elementary and secondary education to select and/or develop a statewide curriculum in mathematics and English/Language arts in grades kindergarten (k) through twelve by August 31, 2006. The curriculum selected and/or developed by the board of regents must (1) be aligned with state standards and assessments utilized by the state department of education; and (2) contain sufficient detail to guide teachers in planning lessons aligned with state standards and assessments. The state commissioner is to convene an advisory committee in each area (math and English/language arts).
Title: S.B. 2672
Source: Rhode Island Legislative Web Site
| |
| ID | Temporary Rule Adoption - Concurrently Proposed 06/2004 | P-12 | Proposes rules regarding the implementation of English Language Proficiency (ELP) Standards and Language Instruction for Limited English Proficient and Immigrant Students. http://www2.state.id.us/adm/adminrules/rules/idapa08/0203.pdf
Title: IDAPA 08.02.03 (§§ 670-755 [not inclusive])
Source: Idaho State Web site
| |
| TN | Signed into law 06/2004 | P-12 | Deletes several sections of 49-1-601 and and substitutes new language. Relates to educational performance goals and measures;changes from dropout rates to graduation rates; provides for testing; requires all public schools and local education agencies to make adequate yearly progress in achieving proficiency for all student subgroups in core academic subjects; each school and local education agency is expected to make statistically significant progress toward that goal. The rate of progress within each grade and academic course, necessary to maintain compliance with this part, will be established after two (2) years of consecutive testing with tests adopted for each grade and subject; provides that tests must have fresh, nonredundant items that did not appear on that test in previous years. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0928.pdf
Title: H.B. 3511
Source: http://www.legislature.state.tn.us
| |
| TN | Signed into law 05/2004 | P-12 | From the fiscal note: Requires charter schools to administer state value-added testing for their students. Current law, T.C.A. 49-13-111(a)(2), provides that a public charter school shall meet the same performance standards and requirements adopted by the state board for public schools. T.C.A. 49-13-122 provides that a public charter school agreement may be revoked or denied renewal by the final chartering authority if such chartering authority determines that the school failed to meet or make adequate yearly progress toward achievement of the state's accountability system. This bill requires charter schools to participate in the state assessment program. http://www.legislature.state.tn.us/bills/currentga/BILL/SB2416.pdf
Title: S.B. 2416
Source: http://www.legislature.state.tn.us
| |
| KY | Signed into law 04/2004 | P-12 | Direct the Office of Education Accountability to conduct a study of the Commonwealth Accountability Testing System and to provide Education Assessment and Accountability Review Subcommittee a draft of the report by September 15, 2004. The study must include but not be limited to an examination of:
(1) The appropriateness of the CATS components used to measure achievement levels of the core content for all Kentucky students;
(2) The validity and adequacy of CATS results as indicators of individual student achievement and to give parents the information they need to know about the individual progress of their children;
(3) The alignment of CATS with the requirements of the No Child Left Behind Act;
(4) The validity of the writing portfolio as an assessment component within the CATS system and appropriateness of the writing portfolio to be included in the school accountability index;
(5) The value of the CATS assessment in enhancing instructional practices and curriculum on a day to day basis;
(6) The effects of the CATS assessment on teachers, staff, and administrators; and
(7) The actual costs for the CATS system on a per pupil basis.
Section 3. The Kentucky Department of Education must provide the data, information, and any staff analysis requested by the Office of Education Accountability to facilitate completion of the study. http://www.lrc.state.ky.us/RECORD/04RS/SJ156.htm
Title: S.J.R. 156
Source: StateNet
| |
| LA | Adopted 04/2004 | P-12 | Adopts rules relating to the implementation of fundamental changes in the classroom by helping schools and communities focus on student achievement. Clarifies method for calculating a School Performance Score for elementary, middle and high schools. Establishes timelines for schools in School Improvement to submit improvement plans, expands the details of the Supplemental Educational Services process, specifies how LEAP Alternative Assessment students are included in NRT calculations, and creates required definitions for English language proficiency. http://www.doa.state.la.us/osr/reg/0404/0404RUL.pdf (see pages 22-27 of 71)
Title: LAC 28:LXXXIII.303, 311, 1701, 2701, 2702, 2703, 2713, 2715, 2717, 2719, 2721, 3905, 4001, 4003, 4005
Source: http://www.doa.state.la.us/osr
| |
| LA | Adopted 04/2004 | P-12 | Adopts rules that contain English language development standards for limited English proficient students in each of the four domains of language, listening, speaking, reading and writing. Establishes five levels of proficiency within each domain. Guides curriculum development for limited English proficient students. http://www.doa.state.la.us/osr/reg/0404/0404RUL.pdf (see pages 27 through 31 of 71)
Title: LAC 28:Part LXXXV.Chapters 1-7
Source: www.doa.state.la.us/osr/reg
| |
| LA | Adopted 04/2004 | P-12 | Repeals rules that address alternate assessment and curricular design for students with disabilities in special schools. Provides consistency with rules governing students with disabilities not attending special schools.
Title: LAC 28:I.901
Source: StateNet
| |
| MA | Rule Adoption 03/2004 | P-12 | Amends rules relating to the Comprehensive Assessment System (MCAS) performance appeals process, and incorporates provisions regarding student with disabilities. MASSACHUSETTS REG 8280 (SN)
Title: 603 CMR 30.00
Source: StateNet
| |
| NM | Signed into law 03/2004 | P-12 | Relates to public schools; changes the writing test for certain grades; amends provisions regarding the English Language Reading Test; makes provisions for students determined to be limited English proficient. http://legis.state.nm.us/Sessions/04%20Regular/final/SB0138.pdf
Title: S.B. 138
Source: http://legis.state.nm.us
| |
| OH | Signed into law 03/2004 | P-12 |
· Creates an Educator Standards Board to develop and submit to the State Board of Education recommendations for statewide educator standards and carry out other functions recommended by the Governor's Commission on Teaching Success.
· Directs the Department of Education to establish a state office within the Department to support the Educator Standards Board.
· Requires school districts to use professional development standards developed by the Educator Standards Board.
· Directs the State Board of Education and the Joint Council of the State Board of Education and the Ohio Board of Regents to create guidelines for the evaluation of principals and teachers.
· Eliminates the authority of the State Board of Education to issue internship certificates.
· Eliminates the authority of the State Board of Education to issue temporary educator licenses for employment as a superintendent or another administrative position.
· Requires the State Board of Education to create an alternative principal license and an alternative administrator license.
· Restricts the required delayed effective date for any educator licensing rule adopted, amended, or rescinded by the State Board of Education only to cases where the proposed rule, amendment, or rescission will necessitate curriculum changes in college and university teacher preparation programs.
· Clarifies that an Alternative Educator License must be issued to a qualified applicant upon the request of specified school officials.
· Prescribes the timing of subject area testing for applicants for the Provisional Educator License who are employed as intervention specialists under the Alternative Educator License.
· Provides a qualified immunity for teacher performance assessors, trainers, and coordinators and for teacher performance assessment entities in civil actions concerning performance assessments of candidates for the Professional Educator License.
· Expands the rulemaking authority of the State Board of Education with respect to allowing schools to hire teachers considered to be rehabilitated from past offenses.
· Authorizes the State Board or the Superintendent of Public Instruction to issue subpoenas, take depositions, and compel production of evidence in pre-hearing investigations of educator license applicants or holders.
· Requires the State Board to adopt rules establishing standards and requirements for issuing permits to individuals who are not licensed educators but who wish to be employed by school districts to direct, supervise, or coach pupil activity programs.
· Establishes a Credential Review Board, appointed by the State Board of Education, to perform duties with respect to assessing alternative pathway educators and out-of-state educators.
· Requires the Ohio School Facilities Commission, when reviewing design plans, to consider whether the plans reflect designs recommended by the Governor's Commission on Teaching Success.
· Obligates the Board of Regents to develop regional articulation agreements for teacher education programs among state institutions of higher education by December 31, 2004.
· Directs the Legislative Office of Education Oversight (LOEO) to study minimum teacher salaries in Ohio and selected other states and report findings by September 30, 2004.
· Requires the Department of Education to develop proposals for several pilot programs recommended by the Governor's Commission on Teaching Success.
· Charges the Department of Education with defining a "hard to staff" school within 90 days of the bill's effective date.
· Implements other recommendations of the Governor's Commission on Teaching Success.
· Establishes a grant program for school districts that choose to implement specific changes within a school.
· Requires the Department of Education, when sufficient funding is available, to develop a pilot project in at least two school districts that contain "hard to staff" schools.
· Clarifies the due dates and methodology of several studies conducted by LOEO.
· Repeals the requirement that LOEO issue an annual composite report on community schools.
· Repeals the requirement that the Ohio SchoolNet Commission maintain a clearinghouse of information for classroom teachers.
· Generally limits school districts to spending a combined total of an amount equal to 20% of their Title I funds to pay for transportation for students transferring under public school choice and for supplemental educational services.
· Requires school districts with a three-year average graduation rate of 75% or less (in addition to academic watch and academic emergency districts as under current law) to administer practice versions of the Ohio Graduation Tests (OGT) to ninth grade students.
· Clarifies other requirements related to the administration of practice versions of the OGT.
· Requires the eighth grade social studies achievement test to be phased in beginning in the 2006-2007 school year (one year earlier than under current law).
· Extends the deadline for the summer administration of the third grade reading achievement test.
· Extends the deadline for adoption of diagnostic assessments by the State Board of Education to July 1, 2008.
· Requires school districts to administer diagnostic assessments to intradistrict transfer students only if such students have not taken the assessments at another district school in the current school year.
· Makes technical corrections to the recently enacted law denying state financial aid to college students convicted of riot-related offenses. Link to analysis: http://lsc.state.oh.us/analyses/analysis125.nsf/c68a7e88e02f43a985256dad004e48aa/28756df2eb75b85985256dc70047070f?OpenDocument
Title: S.B. 2
Source: http://lsc.state.oh.us
| |
| WY | Signed into law 03/2004 | P-12 | Modifies statewide student assessment (WyCAS) to conform with NCLB by expanding grades assessed from grades 4, 8 and 11 to grades 3 through 8 and grade 11 commencing with school year 2005-2006, and by expanding assessment subjects from reading, writing and math to include science effective school year 2007-2008;
· Imposes additional assessment requirements and criteria;
· Establishes a statewide accountability system providing annual school and district accountability determinations imposing a range of educational consequences as required by NCLB;
· Continues the statewide task force established in 2003 to work with the state superintendent in continuing development of assessment and accountability systems;
· Establishes a process for transitioning from WyCAS to a revised assessment system by requiring a pilot testing of the revised assessment in school year 2004-2005 prior to implementation in school year 2005-2006;
· Requires a transitional accountability plan providing a temporary system of rewards and sanctions for all schools and school districts during school year 2004-2005, with recommendations for a permanent plan to be assembled;
· Task force and state superintendent work efforts to be reported to the state board of education, management council and joint education interim committee. http://legisweb.state.wy.us/2004/enroll/hb0126.pdf
Title: H.B. 126
Source: http://legisweb.state.wy.us
| |
| MA | Emergency Rule Adoption 02/2004 | P-12 | Establishes emergency rules relating to students with disabilities. Revises rules that relates to performance appeals. MASSACHUSETTS REG 8283 (SN)
Title: 603 CMR 30.00
Source: StateNet
| |
| AR | Signed into law 01/2004 | P-12 | Amends Ark. Code § 6-15-404; adds 6-15-433 and 6-15-1803. Creates the Student Assessment and Educational Accountability act of 2003; establishes a comprehensive system of testing students, known as the Arkansas Comprehensive Assessment Program exams, including criterion-referenced tests by July 1, 2006; participation in the program is mandatory unless exempted by the state board of education; state board exemption shall not be granted if it would result in less than 95% student participation in a school; requires Arkansas to participate in NAEP testing; implements student achievement testing as part of the statewide assessment program; the state department of education shall establish additional course requirements for failing to demonstrate proficiency on end of course exams for submission to legislative committees and implemented for 2009-10 school year. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/SB33.pdf
Title: S.B. 33 §§ 1, 4, 5
Source: Arkansas Legislative Web site
| |
| WV | Signed into law 01/2004 | P-12 | Requires the state board to adopt system standards, including student performance and progress, school and school system progress, etc. Requires performance measures to incude graduation rate, dropout rate, attendance, student performance; percentage of graduates who enroll in college immediately and within one year; percentage of graduates who receive additional certification or other competence above what was required for graduation. Sets indicators for determining efficiency. Establishes a system of performance audits that are primarily based on achievement information. Requires technical assistance. Establishes rewards for exemplary performance or practices and levels of sanctions for schools performing below standards. Includes restructuring for schools seriously impaired over time. Requires that students be allowed to transfer from seriously impaired schools. Requires intervention in "nonapproval" status districts.
Title: H.B. 4111
Source: StateNet
| |
| OK | Emergency Rule Adoption 11/2003 | P-12 | Establishes emergency rules regarding school administration and instructional services. Concerns School Testing Program scope and general administration. OKLAHOMA REG 12999 (SN)
Title: OAC 210:10-13-2 thru -18 (non seq.)
Source: StateNet
| |
| CA | Signed into law 10/2003 | P-12 | Amends the existing Leroy F. Greene California Assessment of Academic Achievement Act that provides a system of individual assessment of pupils. The existing act establishes the Standardized Testing and Reporting (STAR) Program and requires each school district, charter
school, and county office of education to administer to each of its pupils in grades 2 to 11, inclusive, an achievement test and a
standards-based achievement test. Requires, commencing on July 1, 2004, the achievement test to be administered to pupils in grades 3 and 8, and the standards-aligned achievement test to be administered to pupils in grades 2 to 11. http://www.leginfo.ca.gov/pub/bill/asm/ab_1451-1500/ab_1485_bill_20031011_chaptered.html
Title: A.B. 1485 §§ 4 - 7
Source: California Legislative Web site
| |
| MS | Rule Adoption 09/2003 | P-12 | Establishes rules pertaining to procedures for assigning student assessment results for calculating achievement, growth, AYP. MISSISSIPPI REG 8848 (SN)
Title: (Uncodified)
Source: StateNet
| |
| IL | Signed into law 08/2003 | P-12 | Makes changes concerning school recognition standards for student performance and school improvement, recognition levels, rewards and acknowledgements for schools and school districts, academic warning and watch statuses for schools and districts, school and district improvement panels, state interventions, mandate waivers, technical assistance from the state board of education, and an appeals process. http://www.legis.state.il.us/legislation/billstatus.asp?DocNum=878&GAID=3&DocTypeID=SB&LegID=3731&SessionID=3
Title: S.B. 878
Source: Legislative Web site
| |
| IL | Signed into law 08/2003 | P-12 | Makes provisions regarding state goals and assessments. Provides for student testing and limits maximum time allowed for all state testing in grades 3 through 8 not to exceed 38 (instead of 40) hours across those grades.Makes changes regarding testing time and transitional bilingual educational programs. Provides that additional tests and assessment resources may be used by school districts for local diagnostic purposes. Includes students enrolled in a public university laboratory school, Department of Corrections, residential school, or academy. http://www.legis.state.il.us/legislation/billstatus.asp?DocNum=2352&GAID=3&DocTypeID=HB&LegID=3626&SessionID=3
Title: H.B. 2352
Source: Illinois Legislative Web site
| |
| OH | Signed into law 08/2003 | P-12 | Requires the state board to develop tests to revise the system of statewide achievement testing to include annual achievement tests in reading and math in grades three through eight. Requires the state board to designate five ranges of scores on the tests (advanced, accelerated, proficient, basic and limited). States that any committee established by the department for making recommendations regarding the state board's designation of scores on the tests must inform the board of the probable percentage of students who would score in each of the ranges. To the extent possible, these percentages must be disaggregated by the subgroups designated under No Child Left Behind. Also deletes language that allowed English language learners to be temporarily exempted from testing and coforms the definition of ELL to federal law. Section 0714 concerns the administration of diagnostic assessments. Requires districts to annually assess the progress of LEP students in learning English. http://www.legislature.state.oh.us/bills.cfm?ID=125_HB_3
Title: H.B. 3--Section 3301.0710
Source: http://www.legislature.state.oh.us
| |
| OH | Signed into law 08/2003 | P-12 | This section defines "performance index score;" defines subgroups as major racial and ethic groups, students with disabilities, economically disadvantaged, and limited English proficient students. Defines "other academic indicators" as attendance rate for elementary and middle schools and the graduation rate for high schools. Defines "Annual measurable objective"and requires 95% of the student population and each subgroup to be tested, except for any subgroup that contains less than 40 students. In calculating AYP, subgroups of 30 or more are counted, except students with disabilities is not used in the calculation unless it contains 45 or more students.
Title: H.B. 3--3302.01
Source: www.legislature.state.oh.us
| |
| CA | Signed into law 07/2003 | P-12 | Encourages the governing board of a school district to discuss Standardized Testing and Reporting (STAR) test scores and to analyze the results of those assessments. Authorizes the governing board of a school district with a school not meeting a certain specified standard to conduct an assessment and adopt an improved performance plan.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0001-0050/ab_36_bill_20030714_chaptered.html
Title: A.B. 36
Source: California Legislative Web site
| |
| NY | Adopted 07/2003 | P-12 | Amends rules ensuring state and local educational agency compliance with the No Child Left Behind Act. NEW YORK REG 15972 (SN) http://www.regents.nysed.gov/July2003/0703brca2.htm From summary presented to board: Establishes accountability performance criteria and procedures for determining whether a public school, charter school or school district shall be deemed to have made "adequate yearly progress" under the NCLB. A school/district that fails to make adequate yearly progress will be designated as a "School/district Requiring Academic Progress" and will be required to undertake remedial measures while so designated, including school improvement plans, corrective action plans, restructuring plans, revised restructuring plans and other measures as required by the NCLB. Schools/districts that make adequate yearly progress for two consecutive years on all criteria and indicators for which they have been identified will be removed from such designation. A school/district that received funds under Title I for two consecutive years during which it failed to make adequate yearly progress shall be identified for school improvement under NCLB. A school/district that makes adequate yearly progress for two consecutive years shall no longer be subject to the requirements of the NCLB.
Commencing with the 2003-2004 school year, the Commissioner may identify schools/districts that meet certain specified criteria as "high performing." Commencing with the 2004-2005 school year, the Commissioner may identify other schools/districts as "rapidly improving."
For each school year during which a school remains under registration review, the board of education shall provide direct notification to parents, including a summary of the actions taken to improve performance and an explanation of available placement or program options, and the timeliness and process for parents exercising their rights to school choice.
Title: NYCRR 8 100.2 (bb)
Source: http://www.regents.nysed.gov
| |
| NY | Adopted 07/2003 | P-12 | 1) Establishes criteria for the identification and assessment of students with limited English proficiency through use of, respectively, the Language Assessment Battery-Revised (LAB-R) test and the New York State English as a Second Language Test (NYSESLAT); (2) establishes curriculum and reporting requirements for such students; and (3) updates provisions in the regulations concerning such students. With the adoption of the LAB-R and the NYSESLAT, local educational agencies will be required to assess a student's English language proficiency level for purposes of initial identification and continued eligibility for services. The results of these tests will be reported in terms of designated levels of proficiency, not percentile scores. The first administration of the NYSESLAT was in May 2003 and the results of this test will be the only data the schools will have available to make decisions as to which students are limited English proficient and entitled to services during the upcoming school year. http://www.regents.nysed.gov/July2003/0703brca1.htm
Title: NYCRR 8 Part 154
Source: http://www.regents.nysed.gov
| |
| TX | Emergency Rule Adoption 07/2003 | P-12 | Establishes rules to implement the Success Initiative. Provides purpose, authority, and definitions. Specifies exemptions and exceptions. Concerns assessment instruments, minimum passing standards, advisement and plan for academic success, and determination of readiness to perform freshman-level academic coursework. TEXAS REG 86368 (SN)
Title: 19 TAC 4.51 thru .60
Source: StateNet
| |
| AR | Rule Adoption 06/2003 | P-12 | Requires the development of a single Arkansas comprehensive testing, assessment and accountability program (ACTAAP); ensures all public school students have an equal opportunity to demonstrate grade-level academic proficiency; improves student learning and classroom instruction, and supports high academic standards for all students; requires intervention for students not performing at grade-level; establishes a program for schools districts in academic distress. http://arkedu.state.ar.us/pdf/ade%20188%20actaap.pdf
Title: ADE 188
Source: Arkansas State Web site
| |
| CT | Signed into law 06/2003 | P-12 | Revises statutes to allow student scores on grade 10 mastery exams to be added to the student's permanent record and transcipt for a student who meets or exceeds the state-wide mastery goal level for any component of the exam; students passing componets of the mastery exam should be issued a certificate of mastery for each component.
http://prdbasis.cga.state.ct.us/2003/act/Pa/2003PA-00174-R00SB-01093-PA.htm
Title: S.B. 1093 § 1
Source: Connecticut Legislative Web site
| |
| CT | Signed into law 06/2003 | P-12 | Requires testing in compliance with the No Child Left Behind Act; states an elementary teaching endorsement is valid for kindergarten to grade 6 and a comprehensive special education teaching endorsement is valid for kindergarten to grade 12; requires the state board of education to establish requirements for subject area endorsements; requires teacher certification to include teaching experience in birth-to three programs approved by the Department of Mental Retardation. http://www.cga.state.ct.us/2003/act/Pa/2003PA-00168-R00SB-01155-PA.htm
Title: S.B. 1155
Source: Connecticut Legislative Web site
| |
| DE | Rule Adoption 06/2003 | P-12 | Amended regulation to conform to state and federal statutes that address school, district and state accountability for student performance; added five levels of performance for students in grades 2, 4, 6, 7 and 9 in reading, writing and mathematics beginning in 2006; defined Adequate Yearly Process (AYP) as it affects student achievement and discusses how AYP is determined and calculated; addressed other academic indicators, assessment criteria and the school and district review process. http://www.state.de.us/research/AdminCode/Education/Education%20Administrative%20Code%20-%20100%20Accountability.htm#P4_57
Title: 14 DAC 101, 103
Source: Delware State Web site
| |
| NV | Signed into law 06/2003 | P-12 | The measure revises the public school accountability provisions of the Nevada Education Reform Act and related sections of the law to conform to requirements of the federal No Child Left Behind Act of 2001. The bill requires the state board to define the measurement for determining whether this state, each school district, and each public school has made adequate yearly progress (AYP) in accordance with the federal law. The primary method of measuring AYP will be standards-based test scores in grades 3 through 8, along with the high school proficiency examination. Secondary indicators will include graduation rates for high schools and attendance rates for all other schools. In addition, the state board is required to prepare an annual report of accountability. Further, the measure requires the state board, each school district, and each public school to develop a plan to improve the achievement of pupils. The bill also revises existing provisions concerning the accountability designations of public schools, and for the first time, requires the Department of Education to designate school districts based upon the achievement of pupils enrolled within the school district as a whole, using categories and criteria similar to the school-level accountability categories. As required under federal law, all students must now be tested, including disabled students and English Language Learners. (114 page bill) http://www.leg.state.nv.us/19thSpecial/bills/SB/SB1_EN.pdf
Title: S.B. 1 (Omnibus Bill)
Source: Research Division, Legislative Counsel Bureau
| |
| NV | Signed into law 06/2003 | P-12 | Senate Bill 1 also revises provisions governing accountability and reporting requirements, in accordance with implementing spring testing for all statewide achievement tests in grades 3 through 8. Until the 2005-2006 school year, the state will use the combination of standards-based criterion referenced tests (CRTs) and norm referenced tests (NRTs) that are currently in place. Beginning in the 2005-2006 school year, grades 3 through 8 will utilize CRTs, and the NRTs will be permanently shifted to spring administrations in grades 4, 7, and 10. Reporting dates and related accountability deadlines also are changed to accommodate spring administrations. Additional accountability reporting elements for all schools and districts will include the percentage of paraprofessionals who are not qualified as defined within the federal law. (114 page bill) http://www.leg.state.nv.us/19thSpecial/bills/SB/SB1_EN.pdf
Title: S.B. 1 (Omnibus Bill)
Source: Research Division, Legislative Counsel Bureau Summary
| |
| OK | Vetoed 06/2003 | P-12 | The performance standard and cut points are to be determined by a standard of what the average student in the applicable grade level should know relative to the content of the state academic standards set in the Priority Academic Student Skills. The performance standard and cut points are to remain consistent from year to year within the context of the Priority Academic Student Skills. Student performance levels shall be labeled: advanced, satisfactory, limited knowledge, and unsatisfactory. In addition to the information provided on test results, test scores shall be reported for each student on each test as number correct and as number incorrect. http://www2.lsb.state.ok.us/2003-04HB/hb1476_enr.rtf
Title: H.B. 1476
Source: http://www2.lsb.state.ok.us
| |
| TX | to governor 06/2003 | P-12
Postsec. | Requires state commissioner to develop, in coordination with appropriate representatives of institutions of higher education and school districts: (1) a diagnostic and assistance program for each subject assessed by an assessment instrument; and (2) other academic programs of mutual benefit to school districts and institutions of higher education. Requires the commissioner to seek private funding to make available and maintain on the Internet each diagnostic and assistance program. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM
Title: S.B. 1108 (Section 29.910)
Source: http://www.capitol.state.tx.us
| |
| VT | Signed into law 06/2003 | P-12 | This act clarifies that the state board of education is authorized to administer federal education funds available under the No Child Left Behind Act; for the next two years, authorizes the commissioner of education to make an annual, instead of biennial, determination as to whether each Vermont school is meeting quality standards and to implement certain consequences for low performing schools after two years instead of four years; stipulates that for the next school year, a homeless child may be educated in the school of origin despite Vermont law that stipulates that a homeless child shall be educated where the child is living; and establishes a committee to oversee implementation of the federal No Child Left Behind Act. http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2004/acts/ACT064.HTM The general assembly finds that: the No Child Left Behind Act of 2001(NCLB), has the potential to dramatically change the way education services are provided in Vermont; (2) Implementation of NCLB could have a major impact on the revenues of the state and the cost of education to Vermont taxpayers. NCLB provides the state of Vermont with over $50 million in federal funds for fiscal year 2004, most of which is the consolidation of past federal aid programs. It is unclear whether federal funds will be enough to implement the provisions of the Act with some estimates indicating the potential for large unfunded mandates at both the state and local levels; and (3) Without legislative oversight, virtually all decisions regarding how the act will be implemented could be made by the state board of education as it is the agency charged with working with the federal government to align Vermont's education system with provisions of federal law. Therefore, it is the intent of the general assembly to establish a no child left behind oversight committee for the purpose of:
(1) reviewing any NCLB–related request for proposal process. It is the intent of the general assembly that the department of education shall consider approaching other states prior to issuing an NCLB–related request for proposal to determine if a joint contract would be more cost effective; (2) receiving notification of any NCLB–related contract, grant agreement, amended contract, or amended grant agreement of greater than $10,000.00 prior to awarding any funds under the contract or grant agreement; (3) developing a process for reviewing significant state board or commissioner of education decisions regarding implementation of NCLB; (4) reviewing information about technical assistance that the department of education is providing to Vermont schools and school districts regarding implementation of NCLB; (5) proposing recommendations to the state board and commissioner of education and the legislature about any future decisions regarding implementation of NCLB; (6) by December 15, 2003, proposing recommendations to the senate and house committees on education and appropriations to ensure that neither the state nor local school districts will incur costs to implement NCLB other than those funded by the federal government; and (7) receiving reports from the commissioner of education on his or her best estimate of the costs of implementing NCLB at the state level in January of 2004 and 2005.
Title: S.B. 185
Source: http://www.leg.state.vt.us/docs
| |
| CO | Vetoed 05/2003 | P-12 | Suspends the administration of the reading and mathematics assessments for students in the ninth grade and the curriculum based, achievement college entrance exam to students in the eleventh grade. http://www.state.co.us/gov_dir/leg_dir/olls/sl2003a/2003SLSEN.htm; http://www.leg.state.co.us/2003a/pubhome.nsf
Title: S.B. 292
Source: Colorado State Web site
| |
| CO | Vetoed 05/2003 | P-12 | Concerns a suspension of the administration of statewide assessments in writing. http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/C2AD9B7F773A7D3287256CCB00775965?Open&file=309_enr.pdf
Title: S.B. 309
Source: Colorado Legislative Web site
| |
| IA | Vetoed Sec. Five 05/2003 | P-12 | Creates statewide testing and reporting system. Assigns unique identifier to each student in grades K through 12. Requires department to maintain a Web site reporting 1) Iowa test of basic skills scores for every district that administers the test, and for every school serving children in grades 3-8; and 2) Iowa test of educational development scores for every district that administers the test and every school serving students in grades 9-11. Specifies that scores are to be reported in percentiles to permit comparisons between schools. Requires department to adopt a value-added system to annually determine the academic growth of every student, school and district in reading and math, and other core academic subjects when possible. Specifies components that system must include.
http://www.legis.state.ia.us/GA/80GA/Session.1/HJournal/02200/02251.html and section 5: http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
| |
| MN | Signed into law 05/2003 | P-12 | Effective the 2003-04 school year and later, bars the state education commissioner from implementing the profile of learning portion of the state's results-oriented graduation rule, or classroom assessments that schools must use. Replaces references to "results oriented graduation rule" with "academic standards." (Retains requirement that students pass basic skills test to be eligible for high school graduation.) Requires students to complete district-determined course credit requirements to be eligible for high school graduation starting with students entering the ninth grade during the 2004-05 school year.
Establishes language arts, math, science, social studies and the arts as subject areas required for statewide accountability. Requires public elementary and middle schools to offer at least three and require at least two of the following four arts areas: dance, music, theater and visual arts. Requires public high schools to offer at least three and require at least one of the following five arts areas: media arts, dance, music, theater and visual arts. Requires the commissioner to submit proposed science and social studies standards to the legislature by February 1, 2004. Requires the commissioner to consider recommendations from specified stakeholders when developing state academic standards in language arts, math, science, social studies and the arts. Specifies that standards must: (1) be clear, concise, objective, measurable, and grade-level appropriate; (2) not require a specific teaching methodology or curriculum; and (3) be consistent with the constitutions of the United States and the state of Minnesota. Requires the commissioner to adopt rules for implementing statewide rigorous core academic standards in language arts, math and the arts. Specifies that after the rules are initially adopted, the commissioner may not amend or repeal these rules nor adopt new rules on the same topic without specific legislative authorization. Requires these academic standards to be implemented for all students beginning in the 2003-2004 school year. Additionally requires the commissioner to supplement the required state academic standards with grade-level benchmarks, although high school benchmarks may cover more than one grade. Establishes other requirements regarding benchmarks.
Requires every district to establish its own standards in the elective subject areas of health and physical education, vocational and technical education, and world languages. Requires every district to offer courses in all above elective subject areas, and to use a locally selected assessment to determine whether a student has achieved an elective standard. Additionally requires every district, by the 2007-08 school year, to adopt graduation requirements that meet or exceed state graduation requirements. Must provide students who enter grade 9 in or before the 2003-04 school year the opportunity to earn a diploma based on existing local graduation requirements in effect when student entered ninth grade.
Establishes graduation requirements based on course credits in language arts, math, science, social studies and electives, including the arts, for students entering grade 9 in the 2004-05 school year.
Beginning the 2005-06 school year and later, requires annual statewide testing in language arts and math in grades 3 through 8 and at the high school level. Also requires annual science assessments in one grade in grades 3-5 span, the grades 6-9 span, and the grades 10-12 span for the 2007-08 school year and later. Requires a state-developed test in a subject other than writing, developed after the 2002-03 school year, to include both multiple choice and constructed response questions. Requires state tests to be aligned with state academic standards, and for statewide results to be aggregated at the school and district level. Deletes language excluding test scores of students receiving limited English proficiency instruction from school and district testing results. Permits exemption of limited English proficiency students if the student has been in the United States for fewer than three years. Requires state assessments, by the 2006-07 school year to include a value-added component to measure student achievement growth over time. Requires commissioner to include alternative assessments for the very few students with disabilities for whom statewide assessments are inappropriate and for students with limited English proficiency.
Permits school, district or charter school to use a high school student's performance on a state assessment as a percentage of the student's final grade in a course or to place the student's assessment score on the student's transcript.
Requires the commissioner to develop language arts, math and science assessments aligned with state standards, which districts must use. Specifies that commissioner must not develop state assessments for academic standards in social studies and the arts.
http://www.revisor.leg.state.mn.us/cgi-bin/getbill.pl?session=ls83&version=latest&number=HF302&session_number=0&session_year=2003
Title: H.F. 302 (multiple provisions)
Source: www.revisor.leg.state.mn.us
| |
| NY | Proposed Rule 05/2003 | P-12 | Establishes criteria for the identification and assessment of students with limited English proficiency through use of the Language Assessment Battery-Revised test and the New York State English as a Second Language Test. Establishes curriculum and reporting requirements for such students. NEW YORK REG 15847 (SN)
Title: 8 NYCRR 154
Source: StateNet
| |
| OH | Rule Adoption 05/2003 | P-12 | New definition states that a highly qualified teacher is one who holds at least a bachelor's degree and has full state certification through a Board-approved certificate or license, such as a professional teaching license for Pre K-3 or 4-9 at the elementary level, or for K-12 or 7-12 at the middle and secondary level. Also has conditions for teachers who are new and not new to their particular fields and for teachers who have an alternative educator license. Teachers who are not considered to be highly qualified include those who hold conditional permits or temporary licenses, and those teaching outside their field. Passed a resolution of intent to adopt model curricula for math and English Language Arts for the purpose of meeting the requirements of 3301.07.09. Also passed resolution to establish "basic" and "below basic" levels of skill for the 4th -grade proficiency test in mathematics, writing, scence and citizenship and for the 6th-grade proficiency tests in reading, mathematics, writing, science and citizenship for the purpose of implementing the performance index that is a component of Ohio's statewide school building and school district accountability system. OHIO REG 10455 (SN) http://www.ode.state.oh.us/board/meetings/april03/minutes.asp and http://onlinedocs.andersonpublishing.com/oh/lpExt.dll/OAC/4b31/4d32/4d49?fn=document-frame.htm&f=templates&2.0
Title: OAC 3301-24-05
Source: StateNet
| |
| OK | Signed into law 05/2003 | P-12 | Brings the state testing program in compliance with the No Child Left Behind Act. The measure institutes the testing configuration:
3rd: Reading, Math
4th: Reading, Math
5th: Reading, Math, Science, Social Studies, Writing
6th: Reading, Math
7th: Reading, Math, Geography
8th: Reading, Math, Science, Social Studies
3rd - 8th: Arts Assessment
Secondary Level: End of Course Tests in English II, Algebra I, Biology I, U.S. History
All tests are criterion-referenced based on state academic standards adopted by the state board in the Priority Academic Student Skills.
Testing window dates will be set as near to the end of the course as possible, with testing results to be delivered to the school districts before the beginning of the next school year. Per federal requirements, the test results will be disaggregated by gender, race, ethnicity, disability status, migrant status, English proficiency, and status as economically disadvantaged. HB 1414 also requires the state board to implement an
accountability system based on the state Academic Performance Index with a system of recognition, rewards, sanctions and technical assistance and abolishes the connotations of low-performing and high challenge schools. http://www2.lsb.state.ok.us/2003-04HB/hb1414_enr.rtf
Title: H.B. 1414 (Assessment Component)
Source: http://www2.lsb.state.ok.us
| |
| TX | Signed into law 05/2003 | P-12 | A special education student can be exempted from the Texas Assessment of Knowledge and Skills (TAKS) and given an alternative assessment instrument if the student receives modified instruction in the essential knowledge and skills and the TAKS would not provide an appropriate measure of student achievement. H.B. 447 provides that a special education student must receive modified instruction in the essential knowledge and skills for the assessed subject in order to be assessed with the alternative assessment instrument. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=00447&VERSION=5&TYPE=B
Title: H.B. 447
Source: http://www.capitol.state.tx.us
| |
| AR | Signed into law 04/2003 | P-12 | Amends §§ 6-15-420 - 6-15-429. Requires the state board to establish a clear concise system of reporting the academic performance of each school on the state mandated criterion reference exam which conforms with the requirements of the No Child Left Behind Act of 2001. Requires the state board to develop policy requiring the Department of Education to implement a program for identifying, evaluation, assisting and addressing school district failing to meet established levels of achievement mandated states as required in the Arkansas Comprehensive Testing, Assessment, and Accountability Program (§§ 6-15-402 - 6-15-406). http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2697.pdf
Title: H.B. 2697 (Omnibus Bill)
Source: Arkansas Legislative Web site
| |
| AR | Signed into law 04/2003 | P-12 | Amends §§ 6-15-402 - 6-15-406. Creates the Arkansas Comprehensive Testing, Assessment, and Accountability Program Act; including requiring the State Board of Education to establish standards defining what students should know in content areas and a system for reporting schools' performance on state mandated exams to comply with No Child Left Behind; requires the State Board to develop a mandatory school readiness screening system for kindergarten students; requires a school improvement system. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2697.pdf
Title: H.B. 2697 (Omnibus Bill)
Source: Arkansas Legislative Web site
| |
| ND | Signed into law 04/2003 | P-12 | Relates to assessment of public school students in reading, mathematics and science. From the Fiscal Note: SB 2065 requires the state to develop and implement state assessments in reading/English language arts, mathematics, and science in identified grades as established by a specified schedule. The fiscal impact from SB 2065 falls entirely on the state. School districts are responsible for the administration of the state assessments within their proscribed instructional periods; therefore, there are no additional costs that impact local schools.
Costs associated with the development and implementation of the state assessments include: the development of state content standards, the development of state achievement standards, the alignment of state content standards with test items; the development of future test items, the administration of the actual assessments to students; the scoring of student tests; the establishment of achievement cut scores related to the state achievement standards; the printing and dissemination of reports to students, schools, districts, and the state; the development of school and district Report Cards and Profiles; the use of student data analysis and reporting applications, and associated professional development and technical assistance to schools. A state advisory committee has concurred with the Department of Public Instruction's identification of these development and administration activities. Listed below is an outline of the projected costs associated with the state assessment program.
Activity 2002-03 2003-04 2004-05 2005-06 2006-07
Standards Development: 350,000 275,000 50,000 50,000 350,000
Assessment Development: 800,000 2,480,000 3,310,000 4,150,000 3,950,000
State Accountability Initiatives: 1,500,000 1,050,000 950,000 300,000 300,000
Total 2,650,000 3,805,000 4,310,000 4,500,000 4,600,000
These projections may vary depending on the final determination of contract negotiations, unanticipated costs or
savings, schedule delays or postponements, or other associated project activities. Fiscal Note: http://www.state.nd.us/lr/assembly/58-2003/fiscal_notes/DQVU0500.pdf; bill text: http://www.state.nd.us/lr/assembly/58-2003/bill_actions/BA2065.html
Title: S.B. 2065
Source: http://www.state.nd.us
| |
| NM | Signed into law 03/2003 | P-12 | Adds Section 22-2A-3 and Section 22-2A-4. Requires the state board to adopt content and performance standards in mathematics, reading and language arts, science and social studies. Section 22-2A-4 requries the state board to establish a statewide assessment and performance standards and that measures adequate yearly progress for each student, public school and district. Testing requirements: (1) for grades kindergarten through two, diagnostic and standards-based tests on reading that include phonemic awareness, phonics and comprehension by the 2003-2004 school year; (2) for grades three through nine and for grade eleven, standards-based academic performance tests in mathematics, reading and language arts and social studies by the 2005-2006 school year; provided that testing in ninth grade and testing in social studies shall not occur until the legislature has provided funding for test development and implementation; (3) for grades four, six, eight and eleven, standards-based academic performance writing tests by the 2005-2006 school year and (4) for one of grades three through five and six through nine and for grade eleven, standards-based academic performance tests in science by the 2007-2008 school year. C. The department shall involve appropriate licensed school employees in the development of the standardsbased academic performance tests. D. All students shall participate in the academic assessment program. The state board shall adopt standards for reasonable accommodations in academic testing for students with disabilities and limited English proficiency, including when and how accommodations may be applied. The legislative education study committee shall review the standards prior to adoption by the state board. E. Students who have been determined to be limited English proficient may be allowed to take the standards-based academic performance test in their primary language. A student who has attended school for three consecutive years in the United States shall participate in the English language reading test unless granted a waiver by the department based on criteria set by the state board. New section 22-13-1 itemizes minimum instructional areas for accreditation, including graduation requirements.
http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico State Legislature
| |
| NM | Signed into law 03/2003 | P-12 | Amends 22-1-2 to add new definition: "adequate yearly progress" means the measure adopted by the state board based on federal requirements to assess the progress that a student, a public school or school district or the state makes toward improving student achievement. Adds Section 22-2A-5. Requires the state board to adopt the process and methodology for determing adequate yearly progress. The statewide standards-based academic performance tests used to assess adequate yearly progress shall be valid and reliable and shall conform with nationally recognized professional and technical standards. Academic performance shall be measured by school and by the following subgroups:
A. ethnicity;
B. race;
C. limited English proficiency;
D. students with disabilities;
http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
| |
| SD | Signed into law 03/2003 | P-12 | Requires participation in the national assessment of educational progress.
Title: S.B. 38
Source: StateNet
| |
| SD | Signed into law 02/2003 | P-12 | Revises the achievement assessments required in public schools, and the grades to be assessed.
Title: S.B. 39
Source: StateNet
| |
| OH | Adopted 01/2003 | P-12 | Board adopted the design for a statewide school building and school district accountability system, which is officially entitled "Ohio's Proposal for a Unitary Accountability System." The measure puts the board on track to fulfill the requirements of the "No Child Left Behind Act of 2001," which requires states to have "a single statewide State accountability system that will be effective in ensuring that all local educational agencies, public elementary schools, and public secondary schools make adequate yearly progress…" A copy of the accountability plan as adopted by the state board is available on the Ohio Department of Education's web page at the following address: www.ode.state.oh.us/Accountability/default.asp
Title: Resolution
Source: http://www.ode.state.oh.us/board/meetings/january03/minutes.asp
| |
| AK | Adopted 12/2002 | P-12 | Requires every sophomore to take the high school graduation exam. Juniors who have failed must be retested at least once each school year on the portions of the exam that they have not yet passed. On their school reports, high schools must state the number and percentage of students who are "proficient" and "not proficient." Adds new subsection regarding the requirements for a student with a disability to retake a subtest of the examination. ALASKA REG 2754 (SN) http://www.eed.state.ak.us/regs/adopted/4AAC06.755_SophomoresTakeHSGQE.pdf
Title: 4 AAC 06.755
Source: Memorandum Number 2002-41 and State NEt
| |
| NE | Adopted 12/2002 | P-12 | Establishes major rules regarding regulations and procedures for the accreditation of schools. Repeals 94 NAC 3. NEBRASKA REG 895 (SN)
Title: 92 NAC 10 (Rule 10)
Source: StateNet
| |
| NM | Adopted 12/2002 | P-12 | Establishes rules annually measuring public schools on the five statewide indicators. All scores, rates, and other measures used in the Accountability Rating System are to be verified by the department. Assessment data is to be considered for accountability ratings only when a group represents 10 or more students. Utilizes results from the state- mandated norm referenced achievement test(s) ('NRT') in Spanish or English, and all accomodations or exemptions must comply with federal guidelines. Ratings of "probationary" may be appealed to the Educational Standards Commission. Schools have one full year from the time they're identified as in need of corrective action to meet the standards for improvement. NEW MEXICO REG 3643 (SN)
Title: NMAC 6.19.1.8, 6.19.1.9; 6.19.2.16
Source: StateNet
| |
| NM | Adopted 12/2002 | P-12 | Amends rules regarding the annual measurement of schools. http://www.nmcpr.state.nm.us/nmac/parts/title06/06.019.0001.pdf 6.19.1.9 Addresses school ratings: A. A school's rating will determine when intervention is appropriate. B. A school's rating is determined by the percentage of data points that are rated as exemplary, exceeds standards, meets standards, and probationary. C. The ratings shall be publicized each year and provided by the department to districts and to schools. D. New schools are not rated. E. A school that receives an overall rating of probationary for a first or second time and will enter either the performance warned or the first year of school improvement categories may appeal the rating to the Educational Standards Commission. The appeal must be made to the State Superintendent of Public Instruction ("State Superintendent") in writing within twenty days of the school's receipt of official notice of the school rating. Provides for use of dropout rates, annual performance measurement (of schools). Uses test results of students in attendance on or prior to the 40-day attendacne count. Considers LEP and IEP test results. Small schools use "rolling averages." Attendance is included as an indicator. Allows intervention at school and district level. 6.19.2.11 allows suspension of a local board until requirements of law, standards or rules have been met, compliance is assured, and the state board removes the suspension. The authority and responsibility of a local board may occur voluntarily -- as an agreement between the state superintendent and the board. Involuntary suspension of local boards may occur if a school within the district has been rated probationary for two out of three consecutive years and has failed to meet the criteria for the extension of school improvement rating for two out of three consecutive years. NEW MEXICO REG 3611 (SN)
Title: 6.19.1, 6.19.2 NMAC
Source: StateNet
| |
| PA | Adopted 12/2002 | P-12 | Promulgates rules relating to the No Child Left Behind Act of 2001. Ensures that all children have the opportunity to obtain a high-quality education and reach, at minimum, proficiency on challenging State achievement standards and academic assessments. Provides grants to State education agencies and sub- grants to local educational agencies. Provides for a single, statewide accountability system. http://www.pabulletin.com/secure/data/vol32/32-50/2219.html Effective Date: The standards will be effective upon publication in the Pennsylvania Bulletin PENNSYLVANIA REG 3742 (SN)
Title: 22 PA. CODE CH. 403
Source: Dec. 2002 The Pennsylvania Bulletin, Volume 32, Number 50
| |
| UT | Adopted 11/2002 | P-12 | Amends rules to provide additional definitions, terminology changes and new testing windows. Sets turnaround time for certain assessments. http://www.rules.utah.gov/publicat/bull_pdf/2002/b20021001.pdf and http://www.rules.utah.gov/publicat/code/r277/r277-473.htm UTAH REG 25321 (SN)
Title: R277-473
Source: StateNet
| |
| NJ | Adopted 10/2002 | P-12 | Establishes rules relating to standards and assessment for student achievement. Specifies: inclusion of all students in the school and district assessment and accountability system, mobility, the Alternate Proficiency Assessment (APA), updates cross-references and implementation dates. Clarifies the purpose of the Statewide assessment system that is designed to measure student progress in the attainment of the Core Curriculum Content Standards. NEW JERSEY REG 15251 (SN)
Title: NJAC 6A:8
Source: StateNet
| |
| AL | Adopted 09/2002 | P-12 | During the summer of 2003, the state board will review the data on the reading and language subject-area tests of the AHSGE and determine if the passing scores should be revised to a higher level; during the 2002-2003 school year Alabama will administer a new norm-referenced test in Grades 3-8; pilot new kindergarten, Grade 1, and Grade 2 reading assessments; pilot a new writing assessment for Grade 10; and during the 2003-2004 school year Alabama will implement a new criterion-referenced test in reading/language arts and mathematics in Grades 4, 6, and 8; implement a new writing assessment in Grade 10; implement new kindergarten, Grade 1, and Grade 2 reading assessments; and review the data on the mathematics and science subject-area tests of the AHSGE and determine if the passing scores should be raised to a higher level.
Title: N/A
Source: http://www.alsde.edu/html/boe_resolutions2.asp?id=736
| |
| MA | Signed into law 08/2002 | P-12 | Creates within department the office of language acquisition to aid the commissioner in overseeing creation of district English language learners programs, and to gather and disseminate to districts best practices in terms of programs and techniques for bringing limited English proficient students to English proficiency. Replaces references to "programs of transitional bilingual education" with those to "English language learners programs. Requires every district to annually file specified data with the state, such as the type(s) of English language learners program provided and the the number of students formerly enrolled as English language learners who enroll in postsecondary institutions. Requires state commissioner to annually publish both statewide and district-level data on English language learner programs and limited English proficient students. Requires candidates for provisional or standard teacher certification or recertification to have completed state board-required courses in second language acquisition. Districts are required to provide teachers with development in second language acquisition techniques, and professional development plans are to be filed annually with the state commissioner. Also requires state commissioner's annual plan for providing assistance to indicate both statewide and by district the types of development provided educators who work with limited English proficient students. Requires student performance plans to describe opportunities given by the school to ensure limited English proficient students' progress in meeting reading, writing, speaking and listening skills in English as well as opportunities given these students to meet academic standards and curriculum frameworks. Requires every district to determine annually by March 1 the number of limited English proficient K-12 students served by the district. Establishes requirements to be met by programs for English language learners as well as annual assessment of these students' proficiency in English oral comprehension, speaking, reading and writing. Requires that limited English proficient students be taught to the same academic standards and curriculum frameworks as all students and allows assessment of attainment of these standards and frameworks in a language other than English as long as the student is enrolled in an English language learners program.
Permits students to remain in English language learners program for maximum of three years. Requires district development, with cooperation of student's parents, of English learning success plan for any limited English proficient student who does not make sufficient progress in attaining English proficiency after second year of enrollment in English language learners program. Requires that parents of limited English proficient student be notified in writing, both in English and the parents' primary language, of the English language learners program(s) in the district and of the existence of the district parent advisory council, with a recommendation of a specific program for the student and notification of their right to remove student from program, visit program, etc. Establishes in each district serving at least 50 students in English language learners program a parent advisory council comprised of parents of children enrolled in English language learners program in district. Each council must include at least one representative of every language group in which a program is conducted in the district. Establishes rights and duties of parent advisory councils, including right to meet at least once annually with the local school council. Permits nonresident students to attend a district's English language learners program(s.) Requires "limited English proficient students [to] participate fully with their English-speaking peers in those regular education classrooms, subjects, or activities in which verbalization in English is not essential to understanding" (i.e., physical education, art, music, etc.), and requires districts to ensure that limited English proficient students have the opportunity to participate fully in district's extracurricular offerings. Establishes requirements relating to certificates for teachers of bilingual education or English as a Second Language. Permits districts to establish full-time or part-time preschool, after-school or summer school programs English language learners programs, although these programs may not substitute for English language learners programs provided during the regular school year. Requires department to carry out an on-site visit at least once every three years to every school district with approved district English language learner plans, both to evaluate programs and to offer assistance in improving programs. Requires that any limited English proficient student who was unable to attain English proficiency prior to leaving high school be given access to English language and literacy skill instruction courses offered through the state adult basic education program. "[W]ithin five years of the effective date of this act, any foreign language classes required by the department [...] or by a school district shall be required for students in elementary schools and optional for students in high schools." http://www.state.ma.us/legis/bills/house/ht05010.htm
Title: H.B. 5010
Source: www.state.ma.us
| |
| AK | Adopted 06/2002 | P-12 | Amends the number of students that must be tested in order to publicly report test results from 3 to 10. http://www.eed.state.ak.us/regs/adopted/4AAC06.170_schoolreport.pdf
Title: Regulations Change - 4 AAC 06.170
Source: State of Alaska Dept. of Education & Early Development
| |
| CO | Signed into law 06/2002 | P-12 | Requires department to develop single test for districts to identify students eligible to participate in K-12 English language proficiency programs; establish statewide proficiency levels and accomodations on test; and disaggregate testing data to track the academic progress of ESL students who have been in a Colorado public school for three years or more or have subsequently been assessed as having attained proficiency in English. Also mandates creation of advisory commission within department and membership thereof to assist in implementing the above changes. Beginning July 1, 2005, requires districts to use single test developed by department to identify students eligible to participate in K-12 English language proficiency programs. Requires districts to annually report to the department the number of non-English languages which are the primary language of students served, as well as the number of students who speak each non-English language as their primary language. Requires as an accreditation indicator the results of the assessments of students whose dominant language is other than English but who have been enrolled in a Colorado public school for at least three years or have been assessed as proficient in English, and are consequently required to take the state assessment in English. Authorizes the state board to recommend to the general assembly any format or content changes to the school accountability reports, as well as to reconfigure and rearrange the data due to space limitations. Beginning in the 2005-06 academic year, provided there are sufficient funds from "No Child Left Behind," school accountability reports must provide a chart indicating the progress of students on the test to determine if the student's dominant language is one other than English. Requires scores of students whose dominant language is not English and who have attained a proficient score in English in each component of the test to identify students eligible to participate in K-12 English language proficiency programs to be included in the calculation of school academic performance ratings and accreditation. Requires the department to administer reading assessments in Spanish for 3rd- and 4th-graders whose dominant language is Spanish and a writing assessment in Spanish to such 4th-graders. Provided there are sufficient funds provided by the "No Child Left Behind Act of 2001," the board must develop and, starting spring 2003 the department must administer a writing assessment in Spanish for 3rd-graders whose dominant language is Spanish http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/5FC3C9C533C2716287256B3C0059EE95?Open&file=109_enr.pdf.
Title: S.B. 109
Source: www.leg.state.co.us
| |
| CT | Passed 06/2002 | P-12 | The Board, pursuant to Section 10-17f of the Connecticut General Statutes and the requirements of the No Child Left Behind
legislation, approved the LAS as the instrument to annually assess the acquisition of English of all limited-English-proficient
students and the following proficiency standards: . Kindergarten, a score of 5 on a scale of 1-5 on the Pre-LAS, Oral;
. Grades 1-12, a score of 5 on a scale of 1-5 on the LAS, Oral; and Grades 2-12, a score of 3 on a scale of 1-3 on the LAS, Reading and Writing. While these scores represent the maximum score on the tests, they only represent an English proficiency level sufficient to exit
LEP services. The No Child Left Behind Act requires, in part, an annual linguistic assessment for all LEP students in Grades
K-12. The law also requires the Department to collect and monitor the results of the linguistic assessments for each school and
to report the results to the U.S. Department of Education biennially.
Title: N/A
Source: http://www.state.ct.us/sde/board/June02.pdf
| |
| FL | Signed into law 06/2002 | P-12 | Grandfathers in the scores of 10th-graders who took the Florida Comprehensive Assessment Test (FCAT) in spring 2001. Requires that when state board sets higher cutoff scores for 10th-grade FCAT, higher cutoff scores affect only those students who have not yet taken the 10th-grade FCAT. Forbids state board from establishing any accommodation that "negates the validity of a statewide assessment." Requires district to inform parent of student with disability when classroom accommodations may not be made on FCAT. Parent must give consent for student to be given classroom accommodations or modifications not allowable in the statewide assessment program, and must give parent information on the impact on student's capacity to attain benchmarks in reading, writing and math. http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: www.leg.state.fl.us
| |
| IL | Signed into law 06/2002 | P-12 | Requires schools that are part of the sample drawn by the National Center for Education Statistics to administer the biennial State academic assessments of 4th and 8th grade reading and mathematics under the National Assessment of Educational Progress. Provides that the school report card must be posted on the schools website rather than automatically mailed to parents, and a written notice sent home to parents with the Web site address. Printed copies are available on request. Requires districts to adopt policies for the transfer of students within the district. Requires requests for transfer in relation to ESEA to be made within 30 days of notification of right to transfer. Establishes criteria under which local board may refuse request to transfer. Requires the notifice of parents of child's placement in bilingual education program to include more specific information, including reasons why child was placed in program, child's level of English proficiency, how this level was assessed, and the child's current level of academic achievement. Permits parents to immediately withdraw child from bilingual program rather than at time of notice or end of semester. Increases supplemental aid to low income school districts. http://www.legis.state.il.us/publicacts/pubact92/acts/92-0604.html
Title: S.B. 1983
Source: www.legis.state.il.us
| |
| IL | Active 06/2002 | P-12 | Illinois' content standards and assessment system were reviewed by the USDE. They were approved as of
September 2001, with a waiver on the assessment system which runs until December 2002, allowing
certain components to be completed as agreed. Standards adopted by ISBE were approved by USDE in
September 1999. Illinois has already developed and implemented a state assessment in reading and
mathematics in grades 3, 5, 8 and 11, and in science in grades 4, 7 and 11. Illinois will need to complete the process for state assessment for grades 4, 6, and 7, the grades not currently included in the ISAT in reading and mathematics, in order to be in compliance with NCLB in 2006, and plans to do so. Illinois has developed and implemented state assessment in reading and mathematics in grades 3, 5, 8 and
11, and in science in grades 4, 7 and 11 (plus other areas as defined in state law such as social sciences).
The assessments will have final approval by USDE in December 2002, upon the completion of the waiver
process. As part of ISBE's process of continuous improvement, plans are to involve key stakeholders in
the new development and improvements to the assessment system. The schedule for major milestones in
the development of reading and mathematics for grades 4, 6, and 7, the grades currently not included in
the state assessment, is as follows:
2002 -- Key stakeholder input into assessment system
2002 -- Determination of type of tests
2002 -- Completion of test blueprint
2002 -- RFP published for assessment development
2003 -- Development and pilot test
2004 -- Development, tryouts, and pilot tests
2005 -- Development, tryouts, and pilot tests
2006 -- Completion of administration manual
2006 -- Administer assessments
2007 -- Completion of technical manual
Title: N/A
Source: No Child Left Behind Consolidated State Application June 12, 2002
| |
| MO | Signed into law 06/2002 | P-12 | For students who receive special education services, the state board must, through a teacher panel, determine if appropriate alternate assessments exist or, if not, create such an assessment. When it is determined by the student's individualized education plan team that the alternative assessment is more appropriate for the student, the student will take the alternative assessment, which will address independent living skills, detailed in the bill.
Title: H.B. 1711
Source: House Research Staff Summaries
| |
| CO | Signed into law 05/2002 | P-12 | Requires the department to ensure that assessments administered through the Colorado Student Assessment Program (CSAP) are designed to generate results that may be used as diagnostic tools for improving student performance. Department must implement the recommendations of the governor-appointed task force that reviewed the assessment reporting format and use of assessment results. Requires the department to offer districts, schools and the public a list of resources and programs that said may access to help students correct learning issues identified by assessment results. Requires local boards to approve policies that ensure appropriate personnel inform each student's parents of assessment results and diagnostic reporting. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/7D827B7EBE51F7C987256B10004F233E?Open&file=059_enr.pdf
Title: S.B. 59
Source: www.leg.state.co.us
| |
| CO | Signed into law 05/2002 | P-12 | Provides that if sufficient funding from the federal No Child Left Behind Act of 2001 is obtained, directs the Department of Education to administer, starting at the latest in spring 2006, a statewide assessment in mathematics to public school students grades 3 and 4 and in science to public school students grades 5 and 10. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/C731057D04EC44DF87256B26004ECCDF?Open&file=1306_enr.pdf
Title: H.B. 1306
Source: www.leg.state.co.us
| |
| CO | Signed into law 05/2002 | P-12 | Requires state board to establish criteria and application process for a school to be designated an alternative education campus. Mandates that criteria and application process include specified components. Permits charter school meeting criteria to be designated an alternative education campus. Mandates that Colorado Student Assessment Program (CSAP) results for all part-time students at an alternative education campus be included in the school's academic performance and academic improvement ratings. However, any school designated an alternative education campus is exempt from receiving an academic performance or improvement rating unless the state board approves receipt of such ratings. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/631277866E3CECB087256B0300718AF9?Open&file=094_enr.pdf
Title: S.B. 94
Source: www.leg.state.co.us
| |
| DE | Signed into law 05/2002 | P-12 | Before enactment of this legislation, this subparagraph banned any 3rd-, 5th- or 8th-grader scoring Well Below the Standard on the state reading assessment from being promoted to the next grade unless the student participated in a summer school program and attained a proficient-level score on the state reading assessment before the start of the new school year. The subparagraph now states that a 3rd-, 5th- or 8th-grader scoring Well Below the Standard on the state reading assessment may not be promoted to the next grade unless he/she attends a summer school program and scores at Below the Standard or above on the state reading assessment before the start of the next school year and, if the student at the end of summer school scores at Below the Standard, the student's parents/guardian and the district agree upon an individual improvement plan. In addition, a separate subparagraph barred any 8th-grader performing Well Below the Standard on the state math assessment from being promoted to the next grade unless he/she attended summer school and attained a proficient score on the state math assessment before the beginning of the new school year. The new legislation changes this such that now no 8th-grader scoring Well Below the Standard on the state math assessment can be promoted unless he/she attends summer school and scores at Below the Standard or above on the state math assessment before the start of the new school year and, if the student performs at Below the Standard, the student's parents/guardian and the district agree on an individual improvement plan. http://www.legis.state.de.us/LIS/LIS141.NSF/vwLegislation/
Title: S.B. 322
Source: www.legis.state.de.us
| |
| HI | Signed into law 05/2002 | P-12 | Provides for expansion of the statewide educational assessment program to include norm-referenced testing in the same grades as required by the federal No Child Left Behind Act of 2001 standards- based assessments in reading and math. http://www.capitol.hawaii.gov/sessioncurrent/bills/hb2353_.htm
Title: H.B. 2353
Source: Lexis-Nexis/StateNet
| |
| AZ | Signed into law 04/2002 | P-12 | Requires any nationally standardized test that is administered to pupils in multiple states and any questions, answers or scoring keys from any such test that appear in any bid, proposal, contract, documentation or other materials to be exempt from inspection of public records; requires the Board to adopt rules allowing parents of pupils and the general public to view the nationally standardized norm-referenced achievement test.
Title: S.B. 1135
Source: Lexis-Nexis/StateNet
| |
| IA | Signed into law 04/2002 | P-12 | Adds one nonvoting student member to state board, making total board membership 10, provides for application process and appointment of student member. Also requires school districts and nonpublic schools to report number of ninth graders who do not graduate from the school or school district, as well as the number of students who are tested on multiple assessment measures to determine student achievement levels, and the percentage of students who are so tested annually. Requires the board to develop and adopt uniform definitions consistent with the federal No Child Left Behind Act of 2001 and any federal regulations adopted pursuant to the federal Act. Permits department to conduct school site visits of accredited schools and districts on as-needed basis. Addresses conditions of employment of Superintendent staff. Addresses procedures in open enrollment law. Renders provision of school breakfast programs optional rather than mandatory. Modifies section addressing parental reimbursement for nonpublic school pupil transportation. Regulates the provision of textbooks to students in accredited nonpublic schools. Modifies requirements for school bus drivers' licenses. Establishes a conservation education program board and the duties of said board. http://www.legis.state.ia.us/GA/79GA/Legislation/HF/02500/HF02515/Current.html
Title: H.B. 2515
Source: www.legis.state.ia.us
| |
| KY | Signed into law 04/2002 | P-12 | Changes the time frame for reporting state assessment results from September 15 to 150 days following the first day the assessment can be administered. http://www.lrc.state.ky.us/record/02rs/HB621/bill.doc
Title: H.B. 621
Source: www.lrc.state.ky.us
| |
| ID | Signed into law 03/2002 | P-12 | Amends existing law to define the students who shall be included in calculations relating to the reading assessment. Students counted must have attended at least 90% of school days between the fall and spring test administrations.
Title: S.B. 1412
Source: Lexis-Nexis/StateNet
| |
| 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
| |
| OH | Signed into law 11/2001 | P-12 | Eliminates the requirement that school districts implement competency-based education programs. Directs the State Board of Education to develop statewide academic standards for each of grades K-12 in reading, writing, math, science, and social studies; diagnostic assessments aligned with the academic standards for grades kindergarten through two in reading, writing, and math and for grades three through eight in all five subject areas covered by the standards. Requires the State Board to design a model curriculum aligned with the academic standards which school districts may (but are not required to) use for instruction. Requires school districts to administer the diagnostic assessments at least once annually to all students in the appropriate grade levels; to provide intervention services to students whose scores on the diagnostic assessments show that they are unlikely to meet the academic standards. Permits "high-performing" school districts to use assessments other than the diagnostic assessments. Phases in the development of 15 achievement tests (total) in 3rd, 4th, 5th, 7th, 8th, and 10th grades to replace 20 proficiency tests currently administered in 4th, 6th, 9th, and 12th grades. Requires the state board to align the new tests with the academic standards and model curricula.
Title: S.B. 1
Source: 2001 Digest of Enactments
| |
| AZ | Approved by voters 11/2000 | P-12
Community College | (S.B. 1007E) Provides for an increase to the transaction privilege tax rate from 5.0% to 5.6% to provide greater funding for teacher salaries, to increase the school year, for the development of a system to measure school performance based on student achievement and a database to track student attendance and academic performance, and to provide additional funding for other maintenance and operation education programs, University research and development programs and community college workforce development; makes the act conditional on the voter approving the general transaction privilege tax rate increase at the next general election. Legislative Council analysis: http://www.sosaz.com/election/2000/info/pubpamphlet/english/prop301.htm
Proposition 301 approved in November 2000 election with 53.5% voter support.
Title: Proposition 301
Source: Arizona Secretary of State Web site
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Special Populations |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Brain Development |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Data Systems |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Kindergarten--Full Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Public/Private Partnerships |
| |
| P-3 Special Ed./Inclusion |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Parent/Family--Research |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Accountability--Licensing/Program Review and Approval |
| |
| Postsecondary Accountability--Student Learning |
| |
| Postsecondary Affordability |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Textbooks |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Finance--Revenue and Expenditures |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Governance and Structures--Administrative/Leadership Issues |
| |
| Postsecondary Governance and Structures--State Executives/State Agencies |
| |
| Postsecondary Institutions |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Four-Year Baccalaureate |
| |
| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Enrollments (Statistics) |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Adults |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--International |
| |
| Postsecondary Students--Low-Income |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Privatization--Education Management Agencies (EMOs) |
| |
| Proficiency-Based Approaches |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Public Attitudes |
| |
| Public Involvement |
| |
| Purposes of Public Education |
| |
| Reading/Literacy |
| |
| Reading/Literacy--Adult Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| Scheduling/School Calendar--Year Round |
| |
| School Climate/Culture |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--District Size |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Staffing Ratios |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Inclusion (Mainstreaming) |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Immigrant Education |
| |
| Special Populations--Migrant Education |
| |
| Special Populations--Military |
| |
| Standards |
| |
| Standards--Common Core State Standards |
| |
| Standards--Implementation |
| |
| State Comparisons/Statistics |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Constitutional Clauses |
| |
| State Policymaking--Politics |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Achievement--State Trends |
| |
| Student Supports |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Student Surveys |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Incentives |
| |
| Students--K-12 Exchange Students |
| |
| Students--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Attitudes |
| |
| Teaching Quality--Teacher Contracts (Not Tenure) |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Unions/Collective Bargaining--Strikes |
| |
| Teaching Quality--Working Conditions |
| |
| Technology |
| |
| Technology--Computer Skills |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Research/Evaluation |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |
| Urban--Change/Improvements |
| |
| Urban--Governance |
| |
| Whole-School Reform Models |
| |
| Whole Child |
| |