 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
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| 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 |
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| Accountability--School Improvement |
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| 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 |
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| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
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| 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 |
| |
| 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 |
| |
| IL | Signed into law 06/2012 | P-12 | Provides legislative findings. Directs the state board, immediately upon the effective date of this amendatory act, to coordinate the acquisition, adaptation, and development of middle and high school mathematics curriculum models to aid districts and teachers in implementing standards. Requires that the acquisition, adaptation, and development process include the input of representatives of statewide educational organizations and stakeholders. Requires that curriculum models include (1) Scope-and-sequence descriptions for middle and high school math progressions; (2) Recommendations of curricula for the final year of math or math-equivalent instruction before graduation; (3) Sample lesson plans; (4) Model high school course designs that demonstrate effective student pathways to mathematics-standards attainment by graduation; (5) Training programs for teachers and administrators, in both traditional and electronic formats. Requires curriculum models to be completed by March 2013. Requires the curriculum models and training programs to be made available to all districts for optional adoption. Directs the Illinois P-20 Council to submit a report to the governor and general assembly on the extent and effect of district utilization of the curriculum models. Within 4 years after the effective date of this amendatory Act, requires that state math test results and higher education math remediation data be used to gauge the effectiveness of high school math instruction and the extent of standards attainment and be used to guide the continuous improvement of the math curriculum and instruction.
http://www.ilga.gov/legislation/publicacts/97/PDF/097-0704.pdf
Title: S.B. 3244
Source: www.ilga.gov
| |
| RI | Signed into law 06/2012 | P-12
Postsec. | The budget bill includes provision for a process of streamlining the work of the Board of Governors for Higher Education and the Board of Regents for Elementary and Secondary Education. Effective January 1, 2013, creates an 11-member Board of Education to help coordinate the state's education systems to ensure that students graduating from high school are fully prepared for college. The Board will be vested with all the powers and duties currently vested in the two existing boards. Membership: 11 appointed by the governor with advice and consent of the senate. The governor will select a chairperson and vice chairperson. The statutory responsibilities of the department of elementary adn secondary education, the commissioner of elementary and secondary education, and the commissioner of higher education remain unchanged. The state board of education will appoint a Commissioner of Elementary and Secondary Education and a Commissioner of Higher Education. Section 16-96-3 establishes an executive committee of education composed of the president of the University of Rhode Island, the commissioner of higher education, and the commissioner of elementary and secondary education. The commissioner of higher education will serve as chairperson. Section 16-96-4 (effective January 1, 2013) requires use of the term "Rhode Island Board of Education" in lieu of any existing reference made to existing boards. 16-96-5 abolishes the board of governors for higher education and the board of regents for elementary and secondary education effective January 1, 2013.
http://www.rilin.state.ri.us/billtext12/housetext12/h7323a01.htm
http://www.rilin.state.ri.us/BillText12/HouseText12/H7323Aaa.pdf
Title: H.B. 7323A - Streamlining Governance Section
Source: http://www.rilin.state.ri.us
| |
| DE | Signed into law 05/2012 | P-12
Postsec. | Adds a parent representative, the President of the Delaware Parent Teacher Association, to the P-20 Council.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/SB+172/$file/legis.html?open
Title: S.B. 172
Source: http://legis.delaware.gov/
| |
| IN | Signed into law 03/2012 | P-12 | Requires the education roundtable to establish an advisory committee on early education, with members from around the state, to provide professional and technical assistance to the roundtable. http://www.in.gov/legislative/bills/2012/SE/SE0268.1.html
Title: S.B. 268
Source: www.in.gov
| |
| OR | Signed into law 03/2012 | P-12
Postsec. | Provides that for the purpose of furthering the mission of the Oregon Education Investment Board to oversee a unified public education system, the Chief Education Officer has direction and control over specified positions, including the commissioner for community college services, the chancellor of the Oregon University System, the executive director of the Oregon Student Access Commission, the early childhood system director, the executive director of the higher education coordinating commission and the deputy superintendent of public instruction. Clarifies that the Chief Education Officer's authority does not include the authority to appoint or remove a person from any of the aforementioned positions. Provides that the Chief Education Officer's authority over the deputy superintendent of public instruction does not apply to any deputy superintendent appointed by the superintendent of public instruction holding office on August 5, 2011.
http://www.leg.state.or.us/12reg/measpdf/sb1500.dir/sb1581.en.pdf
Title: S.B. 1581
Source: leg.state.or.us
| |
| WA | Partial Veto 03/2012 | Postsec. | Creates the Student Achievement Council to provide the focus and propose the goals and strategies for increasing educational attainment including improving student transitions from secondary to postsecondary education and training and between and among postsecondary institutions. The council replaces the Higher Education Coordinating Board. Identifies specific areas that Student Achievement Council strategies must address and identifies actions it is responsible for, including those previously handled by the Higher Education Coordinating Board. These actions include developing a short-term action plan and a ten-year plan that serves as a roadmap.
Creates a joint higher education committee to: (1) Review the work of the student achievement council and provide legislative feedback; (2) Engage with the student achievement council and the higher education community to create greater communication, coordination, and alignment between the higher education system and the expectations of the legislature; and
(3) Provide recommendations for higher education policy. Requires the education data center to: (1) In consultation with institutions of higher education, develop information on the approximate amount of state support that students receive; and (2) Determine and report on amounts constituting undergraduate and graduate educational costs.
Creates office of student financial assistance to administer state and federal financial aid and other education services programs.
Governor Vetoed Section 570 of the bill as being unnecessary since the provision it referenced no longer exists. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/House%20Passed%20Legislature/2483-S2.PL.pdf
Title: H.B. 2483
Source: apps.leg.wa.gov
| |
| WV | Signed into law 03/2012 | Community College | Authorizes a program of adult basic education at each state community and technical college campus where developmental education services are provided. This approach to providing adult basic education links the programs students study under with developmental education and creates a simpler, clearer pathway for adults to enter college.
Transfers title to certain property to state board. Under certain circumstances, State board may pay transportation of any certified unemployed person participating in any vocational program.
Establishes West Virginia Earn a Degree Graduate Early initiative (EDGE) to connect public schools with higher education to prepare public high school students for success in the workplace or postsecondary education and to provide the opportunity for these students to earn community and technical college credit free of charge for certain courses. EDGE's goals include increasing postsecondary enrollment.
Creates the Collaborative Degree Completion Program to increase the number of West Virginians who hold or can earn a college credential and increase the education and technical skills of the states' workforce.
Requires certain agreements between community and technical college consortia, career and technical centers and public high schools to cooperatively deliver services effectively and efficiently where needed most.
Clarifies duties of community and technical consortia planning districts and specifies certain accountability procedures.
Defines programs of study and directs consortia to focus on identifying and providing student programs of study leading to placement in high demand, high wage occupations.
http://www.legis.state.wv.us/bill_status/bills_text.cfm?billdoc=sb436%20intr.htm&yr=2012&sesstype=RS&i=436
Title: S.B. 436
Source: www.legis.state.wv.us
| |
| WI | Issued 01/2012 | P-12 | Creates the 15-member College and Workforce Readiness Council. Tasks the council with recommending policies and programs to improve student readiness for college or career. Identifies specific areas in which the council must prioritize improvement: (1) Reducing dropout and remediation rates as well as income and racial achievement gaps therein; (2) Increasing the overall number of degrees and certificates awarded; (3) Expanding dual enrollment and dual credit opportunities to middle and high school students statewide; (4) Designing shorter, less costly degree programs aimed at filling high-need positions while promoting and supporting technical career pathways for students beginning at a young age; (5) Easing transitions between systems and institutions, specifically through the transfer of credits and the awarding of credit for prior learning, including on-the-job training and other experience; and (6) Any other issues the council deems vital to improving career and college readiness for Wisconsin's students. Directs the council to provide the governor with a strategic plan detailing progress toward goals by December 31, 2012. http://dwd.wisconsin.gov/dwd/newsreleases/2012/120113_readiness_council_eo_56.pdf
Title: E.O. #56
Source: dwd.wisconsin.gov
| |
| AZ | Issued 12/2011 | P-12
Postsec. | Supercedes Executive Order 2009-10, which amended Arizona's P-20 Coordinating Council. Creates the "Arizona Ready" Education Council. Establishes membership. Provides the council will meet at least semi-annually to measure and track progress of established performance goals and outcome expectations for preschools, K-12 schools, community colleges and universities, and to provide a statewide forum for coordination and articulation of state-wide educational goals developed in the Arizona Education Reform Plan. Directs the council to use an online report card to review school performance and coordinate efforts to improve student achievement. Directs the council to provide recommendations to the governor, the governor's office of education innovation, and education policy-making boards on specific education reforms or activities needed to ensure the state reaches its education goals. Directs the council to focus on five strategies: (1) Implementation of new state education standards adopted in 2010; (2) Training and recruitment of teachers to implement new standards; (3) Implementation of internationally benchmarked assessments, replacing current version of AIMS; (4) Ensuring a high school diploma represents the ability to enter higher education without need for remediation; (5) Increasing postsecondary graduation rates, particularly in high-need subject areas. Requires that the status of the "Arizona Ready" Education Council be reviewed by December 31, 2014 to determine appropriate action for its continuation, modification or termination.
http://azgovernor.gov/AzReady/documents/AREC_EO2011-08.pdf
Title: Executive Order 2011-08
Source: azgovernor.gov
| |
| CA | Signed into law 10/2011 | P-12
Postsec. | From bill summary: Makes legislative declarations and findings. Requests the Regents of the University of California, subject to availability of funds in the annual Budget Act, the availability of federal or private funds, or any combination thereof, to establish and maintain the University of California Curriculum Integration Institute (UCCII) to be administered by the president of the University of California.
Provides the UCCII would facilitate statewide collaboration and innovation among secondary level teachers, faculty, and instructors from various disciplines from the University of California, the California State University, the California Community Colleges, private higher education institutions, and statewide career technical education associations in providing pupils with course content and experience within priority industry sectors among those identified in the California Career Technical Education Model Curriculum Standards as adopted by the state board of education. Provides the UCCII would also develop, disseminate and promote career-oriented, integrated academic and technical education courses that meet course requirements for admission to the University of California and the California State University, and align with high-priority industry sectors among those identified in the California Career Technical Education Model Curriculum Standards as adopted by the state board. Requires the president of the University of California to determine the priority among the industry sectors in consultation with, but not limited to, educators, industry leaders, representatives of organized labor and appropriate state entities. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0601-0650/sb_611_bill_20111008_chaptered.pdf
Title: S.B. 611
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 10/2011 | P-12 | From bill summary: Existing law provides for the establishment and maintenance of subject matter projects by the Regents of the University of California with the approval of the Concurrence Committee. Existing law provides that these subject matter projects are to create opportunities for researchers, higher education faculty, and K-12 school faculty to work together to identify exemplary teaching practices, examine and develop research on learning, knowledge, and educational materials, and provide support to teachers to develop and enhance content knowledge and pedagogical skills. Existing law authorizes 6 topical subject matter projects. Existing law requires the Concurrence Committee to provide a final report to the governor and to appropriate policy and fiscal committees of the legislature by January 1, 2011, including specified information relating to the subject matter projects. New provisions add 2 areas of emphasis for the subject matter projects. The first provides teachers with instructional strategies for delivering career-oriented, integrated academic and technical content in a manner that is linked to high-priority industry sectors identified in the California Career Technical Education Model Curriculum Standards as adopted by the state board of education. The Concurrence Committee, in consultation with specified entities, determines the priority of industry sectors. The 2nd provides teachers with instructional strategies for ongoing collaboration on the delivery of career-oriented, integrated academic and technical content.
Enlarges the Concurrence Committee by adding a representative appointed by the superintendent of public instruction, and makes other changes. Repeals the requirement of the January 1, 2011 report and instead requires a report on or before January 1, 2016. This provision is inoperative on January 1, 2018. Adds the goal of providing teachers with support in the implementation of career-oriented, integrated academic and technical courses that meet course requirements for admission to the University of California and the California State University, and that align with high-priority industry sectors. New provisions add physical education, arts, and world language as topical subject matter areas. Existing law establishes a project advisory board within each subject matter project. New provisions make various changes to the board structure, including decreasing representation of specified groups, and adding a representative selected by the advisory board who is from an industry sector that principally utilizes the discipline addressed by the project. Existing law requires the project advisory board of each statewide subject matter project to use specified criteria in recommending funding for local project sites. New provisions add a criterion for local project sites that serve middle or high school teachers and require the project advisory board to give special consideration to sites that utilize or are preparing to utilize instructional strategies to deliver career-oriented, integrated academic and technical content.
Extends repeal date on the article relating to instructional strategies to January 1, 2018 (existing law repeals article on January 1, 2013). http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0601-0650/sb_612_bill_20111008_chaptered.pdf
Title: S.B. 612
Source: www.leginfo.ca.gov
| |
| NV | Issued 10/2011 | P-12 | Directs the P-16 council to discuss a strategy for conducting a review of existing data systems in the state and making recommendations for the design and implementation of a quality statewide longitudinal education data system tracking student and educator data from early learning through postsecondary. Requires that the recommendations address:
(1) Establishing a cross-agency governance structure with representatives holding decisionmaking authority
(2) Identifying resource needs in the areas of staffing, technology and funding
(3) Developing policies outlining issues related to data sharing, data storage, data updating, privacy protection, who will conduct analyses, etc.
(4) Creating a vision for the state's longitudinal data system to ensure it supports the state's education and workforce development needs
(5) Any necessary legislation to carry out the council's recommendations.
Requires quarterly reports to the governor, such that work on all assignments is completed by August 1, 2012.
http://gov.nv.gov/news/item/4294972270
Title: EO # 2011-17
Source: gov.nv.gov
| |
| DE | Signed into law 07/2011 | P-12 | Provides that the Department of Education may conduct audits and evaluations, including studies for improving instruction and complying with State and federal accountability measures; collect data to effectuate those activities; and promulgate regulations to govern the collection and use of educational records, including those in the longitudinal database. Also provides for the ability of other researchers to access the interagency database for approved research studies through defined processes through the oversight of the P-20 Council. Also expands the membership of the P-20 Council.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/HB+213/$file/legis.html?open
Title: H.B. 213
Source: http://legis.delaware.gov
| |
| OH | Signed into law 06/2011 | P-12 | Establishes the Information Technology Service Fund. Provides that the fund consists of money received by the eTech Ohio commission pursuant to agreements with educational entities for the provision of IT services to support initiatives to align education from preschool through college, and any other money deposited into the fund by the commission. Provides the fund must be used to provide the services specified in the agreements, including implementation and maintenance of an electronic clearinghouse for student transcript transfers and development of the education data repository.
Pages 460-461 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Information Technology Service Fund
Source: www.legislature.state.oh.us
| |
| OR | Signed into law 06/2011 | P-12
Postsec. | Establishes the Oregon Education Investment Board to oversee a unified public education system that begins with early childhood services and continues K-20. Identifies the duties of the board, including: (1) Ensuring that early childhood services are streamlined and connected to K-12 education; (2) Recommend strategic investments to ensure the public education budget is integrated and targeted to achieving education outcomes; and (3) Providing an integrated, statewide, student-based data system that monitors expenditures and outcomes to determine return on statewide education investments. Directs the Oregon Education Investment Board to appoint a chief education officer to serve at the pleasure of the board. Establishes the Oregon Education Investment Fund. Directs the board to submit a report to the interim legislative committees on education by December 15, 2011 to describe legislative measures to provide for any of 6 specified approaches.
Establishes the Early Learning Council to assist the board in overseeing a unified system of early childhood services, including the funding and administration of those services. Directs the board to conduct an analysis of plans to merge, redesign or improve the coordination of early childhood services and to align early childhood services with child-centered outcomes. Directs the council to establish a plan to implement early childhood services that could be implemented by June 30, 2012 to achieve specified goals.
Repeals these provisions effective March 15, 2016. Describes processes for the transfer on that date of records and property of the Chief Education Officer and Early Learning Council to the Chancellor of the Oregon University System and Superintendent of Public Instruction, respectively. http://www.leg.state.or.us/11reg/measures/sb0900.dir/sb0909.en.html
Title: S.B. 909
Source: http://www.leg.state.or.us
| |
| TX | Signed into law 06/2011 | P-12 | Increases the membership of the P-16 Council to include 6, rather than 3, members who are co-chair appointees who are education professionals, agency representatives, business representatives, or other members of the community. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02909F.pdf#navpanes=0
Title: H.B. 2909 - P-16 Council
Source: www.capitol.state.tx.us
| |
| TX | Signed into law 06/2011 | P-12
Postsec. | Requires that the higher education coordinating board provide specified information in its public awareness campaign promoting higher education (previously, provision of the same information was proposed in statute but not mandated). Requires that the higher education coordinating board coordinate with the Texas Education Agency, the P-16 Council, and other appropriate entities, including regional P-16 councils and businesses, to implement the public awareness campaign. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02909F.pdf#navpanes=0
Title: H.B. 2909 - Public Awareness Campaign Promoting Higher Education
Source: www.capitol.state.tx.us
| |
| CO | Signed into law 05/2011 | P-12
Postsec.
Community College | Creates the Task Force on Student Academic Success. The overall charge of the task force is to identify the junctures at which grade-level performance are critical to student progress and to ensuring they are college and career ready upon graduation. More specifically, the task force will examine best practices and strategies for providing intervention services in K-12 and postsecondary remedial education; review the use of individual student career and academic plans; and review social promotion practices and recommend alternative strategies to ensure students are making sufficient progress. The task force also will examine and recommend potential policy changes to ensure high school graduates can demonstrate postsecondary and workforce readiness, and to assist postsecondary institutions in providing remedial education.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/0216DB5B1A8D04D9872578250057DEF1?Open&file=111_enr.pdf
Title: S.B. 111
Source: http://www.leg.state.co.us
| |
| IL | Adopted 05/2011 | P-12
Postsec. | Urges the members of the Illinois House of Representatives to resolve to work toward the 10 recommendations set by the College Board Advocacy and Policy Center pertaining to strengthening education in the United States.
Title: H.R. 321
Source:
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| OK | Signed into law 05/2011 | P-12
Postsec. | Creates until November 1, 2011, the P-20 Council Task Force. The 9- member task force must study the feasibility, value and structure of a P-20 council or educational partnership that would assure a seamless system of education that maximizes achievements of all students form early childhood through elementary, secondary, post secondary and career technology education. Provides that the Secretary of Education, the State Superintendent of Public Instruction and the Chancellor of the Oklahoma State System of Higher Education serve as co-chairs of the task force and does not provide travel reimbursement for members of the task force.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB206%20ENR.DOC
Title: S.B. 206
Source: http://webserver1.lsb.state.ok.us
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| CO | Issued 01/2011 | P-12
Postsec. | Creates the Governor's Education Leadership Council as the state's P-20 council, to be housed in the office of the Lieutenant Governor and chaired by the Lieutenant Governor. Establishes council membership. Provides that the council will provide a forum to discuss efforts intended to address:
--Improving school readiness
--Reducing dropout rates
--Easing transitions between systems and institutions
--Closing achievement gaps by race and income
--Reducing postsecondary remediation rates
--Increasing student retention and graduation rates
--Increasing the number of certificates and degrees awarded
--Removing barriers for entry into college and the performance of graduates.
http://www.colorado.gov/cs/Satellite?blobcol=urldata&blobheadername1=Content-Disposition&blobheadername2=Content-Type&blobheadervalue1=inline%3B+filename%3D%22Executive+Order+B-2010-010.pdf%22&blobheadervalue2=application%2Fpdf&blobkey=id&blobtable=MungoBlobs&blobwhere=1251683643718&ssbinary=true
Title: E.O. B 2010-010
Source: www.colorado.gov
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| MI | Signed into law 09/2010 | Postsec.
Community College | Requires community colleges receiving funds under this appropriations bill to cooperate with the state to comply with the provisions of the American Recovery and Reinvestment Act of 2009, Public Law 111-5, requiring the establishment of a statewide P-20 longitudinal data system. http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2010-PA-0165.htm
Title: S.B. 1151 - Sec. 405
Source: http://www.legislature.mi.gov
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| HI | Vetoed 07/2010 | P-12 | Requires board of education members to be nominated and, by and with the advice and consent of the senate, appointed by the governor from pools of qualified candidates presented to the governor by the board of education selection advisory council. Establishes duties of advisory council in selecting the candidates to be presented to the governor. Establishes membership of the education selection advisory council, including that four of the council's seven members must be appointed by the Hawaii P-20 Council.
Bill text: http://www.capitol.hawaii.gov/session2010/Bills/HB2377_CD1_.HTM
Governor's veto message: http://hawaii.gov/gov/leg/2010-legislative-session/bills/vetoes/HB2377_SOBJ.pdf
Title: H.B. 2377
Source: www.capitol.hawaii.gov
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| FL | Signed into law 05/2010 | Postsec. | Creates the Higher Education Coordinating Council (the council) for the purposes of identifying unmet needs and facilitating solutions to disputes regarding the creation of new degree programs and the establishment of new institutes, campuses, or centers; provides that the council serve as an advisory board to the legislature, state board of education, and the board of governors; requires recommendations of the council to be consistent with the following guiding principles: (1) To achieve within existing resources a seamless academic educational system that fosters an integrated continuum of kindergarten through graduate school education; (2) To promote consistent education policy across all educational delivery systems, focusing on students; (3) To promote substantially improved articulation across all educational delivery systems; (4) To promote a system that maximizes educational access and allows the opportunity for a high-quality education for all Floridians; and (5) To promote a system of coordinated and consistent transfer of credit and data collection for improved accountability purposes between the educational delivery systems.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7237er.docx&DocumentType=Bill&BillNumber=7237&Session=2010
Title: H.B. 7237 - Sec. 13
Source: http://www.myfloridahouse.gov
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| MD | Signed into law 05/2010 | P-12
Postsec. | Establishes the Governor's P-20 Leadership Council of Maryland (the Council), a partnership among the state, educators, and the business community to better prepare Maryland students for jobs of the 21st century while enhancing the state's economic competitiveness by creating a workforce with 21st-century skills; provides for the membership, tenure, chair, and staffing of the Council; establishes an executive committee; provides for the duties of the executive committee and Council; and requires the Council to submit an annual report. http://mlis.state.md.us/2010rs/chapters_noln/Ch_191_sb0286E.pdf
Title: S.B. 286
Source: http://mlis.state.md.us
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| VT | Signed into law 05/2010 | P-12
Postsec. | Creates a prekindergarten–16 council (the "council") to help coordinate and better align the efforts of the prekindergarten–12 educational system with the higher education community. Establishes goals and sets membership of the Council. Together with the secretary of administration or the secretary's designee, a higher education subcommittee of the council is to perform any statutory or other duties required of it, including duties in connection with the higher education endowment trust fund. Sets membership of the subcommittee (higher education, business/industry and legislative). Legislative and higher education staff are directed to provide support to the council as appropriate to accomplish its tasks. Primary administrative support is to be provided by the legislative council. Repeals the commission on higher education funding. All members of the Council are to be selected byAugust 1, 2010, and the the commissioner of education is to convene the first meeting of the prekindergarten–16 council before September 1, 2010.
The strategies developed by the prekindergarten–16 council are to include the goal of ensuring that at least 60% of the adult population will have earned an associate's or higher-level degree by 2020.
http://www.leg.state.vt.us/docs/2010/Acts/ACT133.pdf
Title: H.B. 709
Source: http://www.leg.state.vt.us
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| HI | Signed into law 04/2010 | P-12
Postsec. | Requires the department of education, the University of Hawaii, and the department of labor and industrial relations, and other state agencies to share data to support research that will improve educational and workforce outcomes and meet the longitudinal data requirements of the federal American Recovery and Reinvestment Act of 2009. Directs the aforementioned agencies to jointly determine the data to be shared, and to share data at least annually, in a manner that protects the confidentiality of student information. Directs the aforementioned agencies to establish a data governance and access committee that meets on a quarterly basis to determine protocols to prioritize analyses and research questions that will provide information to (1) improve educational and workforce outcomes and policies, and (2) approve requests for access to data provided by the department of education, the University of Hawaii, the department of labor and industrial, and other state agencies, as appropriate. Directs all state agency directors to consider sharing data for the statewide longitudinal data system. http://www.capitol.hawaii.gov/session2010/Bills/SB2122_SD1_.HTM
Title: S.B. 2122
Source: www.capitol.hawaii.gov
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| MS | Signed into law 03/2010 | P-12
Postsec.
Community College | Establishes the Education Achievement Council to increase educational attainment of the state's working-age population by 2025.
http://billstatus.ls.state.ms.us/documents/2010/pdf/HB/1000-1099/HB1071SG.pdf
Title: H.B. 1071
Source: http://billstatus.ls.state.ms.us
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| NM | Signed into law 03/2010 | P-12
Postsec.
Community College | Provides for an educational data system that serves pre-kindergarten through post-graduate education. Officials will establish a data system to: (1) collect, integrate and report longitudinal student-level and educator data required to implement federally or state-required education performance accountability measures; (2) conduct research and evaluation
regarding federal, state and local education and training programs at all levels; and (3) audit and ensure compliance of those programs with applicable federal or state requirements. The data system shall include the use of a common student identifier for the prekindergarten through post-graduate system and an educator identifier, with the ability to match data about students, educators, post-secondary education programs and other educational agencies.
http://nmlegis.gov/Sessions/10%20Regular/final/HB0070.pdf
Title: H.B. 70
Source: http://nmlegis.gov/
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| CA | Signed into law 01/2010 | P-12 | Authorizes the department of education, the University of California, the California State University, the chancellor of the California Community Colleges, the commission on teacher credentialing, the employment development department, and the California School Information Services to enter into agreements in order to facilitate the implementation of a longitudinal education data system. Page 6 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Section 4
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2009 | P-12 | Defines "community school" as a school that partners with its community to provide enrichment and life skill opportunities for students, parents and community members. Subject to an appropriation or the availability of funding for such purposes, requires the state board of education to make grants available to fund community schools and to enhance programs at community schools. Requires a request- for-proposal process to be used in awarding grants. Provides that proposals may be submitted on behalf of a school, a school district, or a consortium of 2 or more schools or school districts. Establishes components a school must offer to qualify for a community school grant, including before- and after-school programming each school day to meet identified student needs, weekend programming and at least four weeks of summer programming.
Adds "fostering innovative approaches to education" to the P-20 council's charge. Authorizes the creation of a P-20 council working group on community schools, community participation and other innovative approaches to education that foster community partnerships. http://www.ilga.gov/legislation/96/HB/PDF/09600HB0684lv.pdf
Title: H.B. 684
Source: www.ilga.gov
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| IL | Signed into law 07/2009 | P-12
Postsec. | Creates the P-20 Longitudinal Education Data System Act. Requires the state board of education, the community college board, and the board of higher education to jointly establish and maintain a longitudinal data system by entering into one or more agreements that link early learning and K-12 student unit records with institution of higher learning student unit records. Identifies the types of data each entity is responsible for collecting and maintaining.
Requires the entities, by June 30, 2013, to improve and expand the longitudinal data system to enable all three entities to:
(1) Reduce the data collection burden on school districts and postsecondary institutions
(2) Provide authorized officials of early learning programs, schools and districts, and institutions of higher learning with access to their own student-level data and summary reports to inform decisionmaking
(3) Link data to instructional management tools that support instruction and assist collaboration among teachers and postsecondary instructors
(4) Enhance existing high school-to-postsecondary reporting systems to inform school
and district officials, education policymakers, and members of the public about public school students' performance in postsecondary education
(5) Provide data reporting, analysis, and planning tools that assist with financial oversight, human resource management and other support functions
(6) Improve student access to educational opportunities by linking data to college and career planning portals, facilitating the submission of electronic transcripts and scholarship and financial aid applications, and transfer of student records to K-12 and postsecondary officials
(7) Establish a public Internet web interface that provides non-confidential data reports and permits members of the public to more easily access information on school performance
(8) Provide the general assembly with research to help legislators evaluate the effectiveness of specific programs and analyze educational performance within their legislative districts
(9) Allow the three entities to meet federal and state reporting requirements
(10) Establish a system to evaluate teacher and administrator preparation programs using student academic growth as one component of evaluation
(11) In accordance with a data sharing agreement entered into between the three entities and the Illinois Student Assistance Commission, establish procedures and systems to evaluate the relationship between need-based financial aid and postsecondary enrollment and success
(12) In accordance with data sharing agreements entered into between the three entities and health and human service agencies, establish procedures and systems to evaluate the relationship between education and other student and family support systems
(13) In accordance with data sharing agreements entered into between the three entities and employment and workforce development agencies, establish procedures and systems to evaluate the relationship between education programs and outcomes and employment fields, employment locations and employment outcomes.
Directs the state board, in collaboration with the other two entities and subject to the availability of funding, to establish by June 30, 2013 a data warehouse that integrates data from multiple student unit record systems and supports all of the uses and functions set forth in the Act. Specifies that the data warehouse must include:
(1) A unique student identifier not derived from a student's social security number
(2) Student-level enrollment, demographic, and program participation information, including information on participation in dual credit programs
(3) The ability to match individual students' K-12 test records from year to year to measure academic growth
(4) Information on untested K-12 students, and the reasons they were not tested
(5) A teacher and administrator identifier system with the ability to match students to early learning and K-12 teachers and administrators. Provides that a district may not use such data for teacher pay or benefits decisions unless the district and the exclusive bargaining representative of the district's teachers, if any, have agreed to this use. Also bars districts from using such data for evaluation decisions unless, in good faith cooperation with the district's teachers or, where applicable, the exclusive bargaining representative of the district's teachers, the district has developed an evaluation plan that specifically describes the district's rationale for using this information for evaluations, how this information will be used as part of the evaluation process, and how this information will relate to evaluation standards. Provides that nothing limits a charter school's use of any local or state data in connection with teacher pay, benefits or evaluations.
(6) Student-level transcript information, including information on middle and high school courses completed and grades earned. Requires the state board to establish a statewide course classification system, and for all districts and charter schools to map its course descriptions to the statewide course classification system for purposes of state reporting.
(7) Student-level college readiness test scores
(8) Student-level graduation and dropout data
(9) The ability to match P-12 student unit records with institution of higher learning student unit record systems
(10) A state data audit system assessing data quality, validity and reliability.
Identifies additional purposes for which the three entities may use data provided to and maintained by the longitudinal data system. Requires the entities, in the development of the data system, to convene stakeholders and create opportunities for input in the areas of data ownership and use, research priorities, data management, confidentiality, data access and reporting. Requires representatives of the entities to report to and advise the Illinois P-20 Council on the implementation, operation, and expansion of the longitudinal data system. Requires the state board to collect data from charter schools with more than one campus in a manner that can be disaggregated by campus site. Requires the state board to establish procedures through which state-recognized, nonpublic schools may elect to disclose data to the state board for inclusion in the longitudinal data system. Provides that beginning on July 1, 2012, the board of higher education is authorized to collect and maintain data from any nonpublic institution of higher learning enrolling students receiving Monetary Award Program grants, and disclose this data to the longitudinal data system. Authorizes the board of higher education to contract with one or more voluntary consortiums of nonpublic institutions of higher learning established for the purpose of data sharing, research and analysis. Requires the entities to establish data submission procedures and requirements. Establishes provisions related to data sharing. Authorizes any state agency, board, authority or commission to enter into a data sharing arrangement with one or more of the three entities to share data to support the research and evaluation activities authorized by this Act. Also authorizes the entities to enter into data sharing arrangements with other governmental entities, institutions of higher learning, and research organizations that support the research and evaluation activities authorized by this Act. Establishes criteria that data sharing agreements must meet.
Subject to the availability of funding, requires the three entities to contract with an independent outside evaluator for oversight of the development and operation of the longitudinal data system. Requires the evaluator to submit an annual report to the three entities, the Illinois P-20 Council, and specified legislative leaders. Specifies areas that must be included in the annual evaluation. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1828lv.pdf
Title: S.B. 1828
Source: www.ilga.gov/legislation
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| OH | Signed into law 07/2009 | P-12 | Creates new section 3301.122. Directs the state superintendent, by December 2009, to develop a ten-year strategic plan aligned with the strategic plan for higher education developed by the chancellor of the board of regents, and to submit the plan to the legislature and governor. Permits the superintendent to consult with the chancellor in developing the plan. Provides the plan must include recommendations for:
(A) A framework for collaborative, professional, innovative and thinking twenty-first century learning environments
(B) Ways to prepare and support Ohio's educators for successful instructional careers
(C) Enhancement of the current financial and resource management accountability systems
(D) Implementation of an effective school funding system.
Page 1018 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.122
Source:
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| OH | Signed into law 07/2009 | P-12 | Partially from DOE analysis of H.B. 1: Requires the department of education to share aggregate student value-added data and calculations, analyses, and reports using aggregate student value-added data with the chancellor of the board of regents.
Pages 1047-1050 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3302.021
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Sections 3301.41, 3301.42, and 3301.43: Repeals 3301.41, which established the partnership for continued learning (state's P-16/P-20 council). Repeals 3301.42, which established the duties of the partnership. Repeals 3301.43, which charged the partnership with recommending a college-/work-ready assessment, especially in English and math.
Section 3326.02 through 3326.51: Existing language established a STEM subcommittee within the partnership for continued learning. New provision establishes a STEM committee (independent of the partnership for continued learning), with the same members and duties as prior subcommittee. Pages 1020-1021, 1417-1426, and 2725 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.41, 3301.42, 3301.43, 3326.02, 3326.03, 3326.04, 3326.05, 3326.06, 3326.07, 33326.08, 3326.20, 3326.51
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12
Postsec. | By January 2010, directs the eTech Ohio commission to develop and implement a plan to create an aligned educational technology system that spans preschool to postsecondary education (P-20). Directs the commission to consult with the state board of education in the development and modification of the state technology plan. Directs the eTech Ohio commission to develop and implement an interactive distance learning pilot project to provide participating high schools each school year with access to at least three interactive distance learning courses free of charge. Provides such courses must include two Advanced Placement courses and one foreign language course. Provides duties of the commission, which include, among others:
(1) Providing the funds for schools to purchase video conferencing telecommunications equipment and connectivity devices, as necessary, to allow schools to participate in the pilot project
(2) Assisting schools in arranging for the purchase and installation of telecommunications equipment and connectivity devices, as necessary, to schools to participate in the pilot project
(3) Paying, for up to one school year, the cost of upgrading internet service for schools with Internet connections slower than a speed specified in state policy
(4) Offering training in the use of the telecommunications equipment necessary to participate in the pilot project.
Directs the department of education, in consultation with the chancellor of the board of regents, to select courses to be offered by the pilot project and to develop the standards for the curriculum of each course selected. Directs the commission and department to jointly select the teachers to develop and teach the courses offered by the pilot project, and directs the commission, department and the chancellor to jointly notify schools of and promote participation in the pilot project. Not later than December 31, 2010, directs the state superintendent, chancellor and the commission to submit to the governor and the general assembly a formative evaluation of the implementation and results of and legislative recommendations for changes in the pilot project.
Section 265.30.83: Establishes parameters for the department of education and eTech Ohio Commission in administering the pilot program, including schools and districts to which the commission must give priority in awarding grants. Requires 25% of any grant award to be used for professional development, which must include at least one component of training in the classroom, plus any training the commission deems necessary to participate in the program. Provides that any student, teacher or employee of a school that does not receive a pilot program grant may participate in the interactive distance learning pilot project, as logn as such participation does not impose an additional cost to the state or diminish the quality of project outcomes for those entities awarded grants, and aligns with federal guidelines.
Pages 1496-1497 and 2819-2821 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3353.09, 3353.20, and 265.30.83
Source: www.legislature.state.oh.us
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| LA | Signed into law 06/2009 | P-12 | Provides for comprehensive approach to improve graduation rates and ensure college and career readiness for high school students. Provides for the development of focused programs of study and related courses and curricula; development of individual graduation plans; student guidance and counseling; and identification of and assistance to students at risk for being underprepared for the next level of study. Provides for establishment of a high school graduation rate goal. Provides for consultation and collaboration with business and industry and the Louisiana Workforce Commission.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=666409
Title: S.B. 316
Source: http://www.legis.state.la.us/
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| ME | Signed into law 06/2009 | P-12
Postsec.
Community College | Directs the Children's Growth Council to create a working group; requires the Department of Health and Human Services and the Department of Education to participate in the working group as well as public universities, community colleges, child care providers and Head Start; Requires the working group to make recommendations for creating a partnership between child care providers and institutions of higher learning concerning early childhood education and higher education systemsthat would allow child care providers to enroll in classes and degree programs at reduced tuition rates.
http://www.mainelegislature.org/legis/bills/bills_124th/billpdfs/HP073601.pdf
Title: H.B. 736
Source: http://www.mainelegislature.org
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| TX | Signed into law 06/2009 | P-12 | Requires the state board to adopt rules requiring students in grades 6-8 to complete at least one fine arts course.
Each time the Texas Higher Education Coordinating Board revises the Internet database of the coordinating board's official statewide inventory of workforce education courses, requires the state board of education to revise the essential knowledge and skills (standards) of any corresponding career and technology education curriculum.
Clarifies that a school district may not vary the curriculum for a course in the required curriculum based on whether a student is enrolled in the minimum, recognized, or advanced high school program.
Pages 24-25 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 25
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Defines "college-readiness" as the level of preparation a student must attain in English language arts and math to enroll and succeed, without remediation, in an entry-level general education course in that subject at a general academic teaching institution, as defined by Section 61.003, other than a research institution as defined by the higher education coordinating board, or a postsecondary institution that primarily offers associate degrees or certificates or credentials other than baccalaureate or advanced degrees. Directs the state education agency and higher education coordinating board to ensure that the Algebra II and English III
end-of-course assessment instruments are developed to measure college readiness by the 2011-12 school year. Before the beginning of the 2011-2012 school year, directs the agency, in collaboration with the higher education coordinating board, to gather data and conduct research studies to substantiate the correlation between a certain level of performance by students on the Algebra II and English III end-of-course assessments and college readiness. Requires such study to include an evaluation of any need for remediation courses to facilitate college readiness. Based on the results of the study, directs the commissioner of education and the commissioner of higher education to set college-ready benchmarks on the Algebra II and English III end-of-course assessments.
Directs the agency, in collaboration with the higher education coordinating board, to conduct a similar study for the appropriate science and social studies end-of-course assessments. Provides that if the commissioner of education, in collaboration with the commissioner of higher education, determines that the research studies substantiate a correlation between a certain level of performance on science and social studies end-of-course assessment instruments and college readiness, the commissioner of education, in collaboration with the commissioner of higher education, may establish college-ready benchmarks for science and social studies end-of-course assessments. Directs the agency and the higher education coordinating board, by December 2012, to deliver to the lieutenant governor, the speaker of the house of representatives, and the clerks of the standing committees of the senate and the house K-12 and higher education committees an analysis of the feasibility of establishing college readiness performance standards for science and social studies end-of-course assessments, and a summary of any implementation procedures adopted for each standard. Directs the agency, in collaboration with the higher education coordinating board, to continue to gather data to perform correlation studies on Algebra II, English III and science and social studies end-of-course assessments at least every three years.
Directs the agency and the higher education coordinating board to periodically review the college readiness performance standards and compare the performance standards to performance standards established
nationally and internationally for comparable assessment instruments. Following each review, directs the agency and the higher education coordinating board to deliver to the lieutenant governor, the speaker of the house, and the clerks of the standing committees of the senate and the house of representatives K-12 and higher education committees a report on the results of the review indicating whether the college readiness performance standards are sufficiently rigorous to prepare students to compete academically with students nationally and internationally. Provides that if the agency and the higher education coordinating board
determine that the college readiness performance standards are not sufficiently rigorous, the agency and the coordinating board must recommend changes to the college readiness performance standards.
Directs the agency to gather data and conduct research to substantiate any correlation between a certain level of performance by students on end-of-course assessments and success in military service or a workforce training, certification, or other credential program at a postsecondary educational institution that primarily offers associate degrees or certificates or credentials other than baccalaureate or advanced degrees.
Pages 50-54 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 53, Part I
Source: www.legis.state.tx.us
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| GA | Vetoed 05/2009 | P-12 | Enacts the "Building Resourceful Individuals to Develop Georgia's Economy Act". Directs the department of education to develop focused programs of study in high demand, high skill and high wage academic and career fields, which may include aerospace, health care and elderly care, agribusiness, life science, energy and environmental, logistics and transportation, information and technology, teacher education training, technology and engineering, science and math, and humanities and fine arts. Requires the department to include in the program of study the flexibility for students to study at either their school of attendance, a technical college, a public postsecondary institution, a work site under an apprenticeship cooperative education program, and at other state board-approved settings.
For each focused program of study, requires the department of education to convene a committee that includes high school teachers, counselors, representatives from the University System of Georgia Board of Regents, the Technical College System of Georgia, the governor's Office of Workforce Development, employers, and others as deemed appropriate by the department. Directs each committee to develop a focused program of study blending academic and technical content developed around college and career readiness standards with real-world problems and projects for students. Requires recommendations to include statewide articulation and dual enrollment courses to allow prepared high school students to move directly into postsecondary education. Directs the committees to develop measures to certify equivalency in content and rigor for all statewide articulation and dual enrollment courses.
Establishes means for identifying high school students qualified to enroll in credit-bearing postsecondary coursework. Requires secondary and postsecondary credit to be awarded to any student who articulated or dual enrollment course. Requires students in grades 6-8 to be provided counseling, advisement, career awareness, career interest inventories and information to help them evaluate academic skills and career interests. Requires all students by end of grade 8 to select a preferred focused program of study and develop an individual graduation plan. Requires high school students to be provided counseling annually to enable them to complete their individual graduation plans, and prepare them for a seamless transition to postsecondary study, training or employment. Sets forth required components of every individual graduation plan, including integration of experience-based, career-oriented learning experiences that may include internships, apprenticeships, mentoring, co-op education and service learning, as well as opportunities for postsecondary learning through articulation, dual enrollment and joint enrollment.
Requires the department to provide training for counselors and graduation coaches about (1) high demand, high skill and high wage opportunities for bachelor's degrees, associate's degrees and certificates; (2) how a combination of rigorous academic and technical courses can prepare students for these fields, (3) how to organize a teacher adviser system that engages teachers in working with a group of students and their parents in setting goals, identifying individual programs of study, and establishing individual graduation plans to achieve those goals. Requires the plan to include strategies for school staff to effectively involve parents in the educational and career guidance process and in the development of individual graduation plans. Provides that on request by any local school system, training may be given to counselors and graduation coaches in any middle or high school.
Directs the state board, in collaboration with the Technical College System of Georgia and the University System of Georgia Board of Regents, to establish a process for certifying all focused programs of study by using national certifying agencies where they exist and developing state industry-certifying panels in career pathways where no national certifying agency exists. The certification process must, at a minimum, validate that a program of study curriculum meets industry standards where applicable, that its teachers hold current industry certification where applicable, and that its facilities, equipment and software are adequate to teach the curriculum.
Bill: http://www.legis.state.ga.us/legis/2009_10/pdf/sb178.pdf
Veto Message 11 (scroll toward bottom of page): http://gov.georgia.gov/00/press/detail/0,2668,78006749_139486062_140372354,00.html
Title: S.B. 178 Section 10, Part 1
Source: www.legis.state.ga.us
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| MN | Signed into law 05/2009 | P-12 | Establishes a P-20 partnership to create a seamless education system that maximizes the achievement of all students from early childhood through postsecondary education and promotes the efficient use of resources. Lists partnership members, which include members of the P-16 Education Partnership and four legislators. Establishes meeting procedures. Requires partnership members to be the leader or designee of their respective organizations and requires partnership members to meet at least three times during each calendar year. Directs the partnership to seek outside expertise. Directs the partnership to recommend to the governor and the legislature how to maximize the achievement of all P-20 students and promote efficient use of resources. Lists examples of recommendations for strategies, policies, and other actions. Directs the partnership to submit an annual report to the legislature and the governor by January 15 that summarizes the partnership's progress and includes any recommendations the partnership has for maximizing student achievement and promoting efficient resource use.
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
| |
| MN | Signed into law 05/2009 | P-12
Postsec.
Community College | Establishes a program to offer research-based high school-to-college programs to prepare students for college. Requires an evaluation for participating programs with a working group to develop methods and timelines for data collection and analysis of program effectiveness. Requires a report to the legislature on the effectiveness of these programs in improving the academic performance of participating students.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=S2083.3.html&session=ls86
Title: S.B. 2083
Source: https://www.revisor.leg.state.mn.us
| |
| MO | Signed into law 05/2009 | P-12
Postsec. | Allows the governor to establish the "P-20 Council" as a private-not-for-profit corporation on behalf of the state. The purpose of the Council will be to create a more efficient and effective education system to more adequately prepare students for entering the workforce and will be reflected in the articles of incorporation and bylaws. Indicates the makeup of the Council's board of directors. Council may receive and borrow money, enter into contracts, and spend money for activities appropriate to its purposes. Duties of the Council may include: studying the potential for a state-coordinated economic and educational policy; determining where obstacles make state support of certain programs difficult; creating programs; and exploring ways to better align academic content. Council must submit an annual report to the governor and the legislature containing information about its operations. Act allows the Departments of Economic Development, Elementary and Secondary Education, and Higher Education to contract with the Council for activities described in the act. Act repeals statute requiring the Commissioner of Higher Education, Chair of the Coordinating Board for Higher Education, Commissioner of Education, President of the State Board of Education, and Director of the Department of Economic Development to meet and discuss ways to create a more efficient and effective education system.
http://www.senate.mo.gov/09info/bills/sb291.htm (full text of bill http://www.senate.mo.gov/09info/pdf-bill/tat/SB291.pdf)
Title: S.B. 291--P-20 Council
Source: http://www.senate.mo.gov
| |
| ND | Signed into law 05/2009 | P-12 | Amends the membership and duties of the North Dakota Commission on Education Improvement. The commission is supposed to:
a. Examine the current system of delivering and financing public elementary and secondary education and shall develop recommendations addressing educational
adequacy, the equitable distribution of state education funds, the allocation of funding responsibility between federal, state, and local sources, and any other matters that could result in the improvement of elementary and secondary education in the state;
b. Examine the state's high school graduation requirements, curricular standards, and assessments to ensure that students have the academic skills necessary to move seamlessly and without remediation from high schools to institutions of higher education or to meet the performance levels expected by employers;
c. Examine the measures enacted by the most recent legislative assembly to improve student performance, confirm their full implementation, and recommend future measures for continued improvement; and
d. Examine the measures enacted by the most recent legislative assembly to improve the quality of instruction, confirm their full implementation, and recommend future measures for continued improvement.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Sec. 40, Commission on Education Improvement
Source: http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
| |
| OK | Signed into law 05/2009 | P-12
Postsec.
Community College | Creates the Educational Accountability Reform Act. Establishes the P-20 Data Coordinating Council and revolving fund; provides for membership, appointment, designation of officers, quorum, staff support, etc. . The Council is to advise the State Department of Education, the State Regents for Higher Education, the Department of Career and Technology Education, the Office of Accountability, the Oklahoma Employment Security Commission, the Legislature, and the Governor on coordination of the creation of a unified, longitudinal student data system to provide interoperability and efficient and effective storage, use and sharing of data among the State Department of Education, Oklahoma Department of Career and Technology Education, Oklahoma State Regents for Higher Education, Legislature, other policymakers and executive agencies, and the general public. A "unified data system" is to connect essential data elements relating to student level course work and course grades. The system shall facilitate the transfer of data across systems and among interested parties to address questions that cut across levels of the educational system and agencies. The unified data system shall facilitate the addition of data elements relating to testing, instruction and other performance and demographic data. The unified data system shall be accessible to a wide range of stakeholders and serve a variety of purposes, including improving teaching and learning, informing public policy, fostering a culture of evidence-based decision making, conducting research, evaluating system and program effectiveness, and providing reports to various stakeholder groups.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB222_ENR.RTF
Title: S.B. 222
Source: http://webserver1.lsb.state.ok.us
| |
| UT | Adopted 05/2009 | P-12
Postsec. | Changes state data system from "Data Clearinghouse File"-based to "UTREx" (Utah eTranscript and Record Exchange), effective July 1, 2010. Defines UTREx as system that allows individual student records to be exchanged electronically among public schools, LEAs and the state office of education (USOE), and to be sent to any participating postsecondary institution. Requires any district, prior to updating a student data system or modifying data elements in an existing data system, to receive USOE approval to ensure the new system maintains compatability with UTREx. Updates provisions related to disclosure of student data for research purposes. http://www.rules.utah.gov/publicat/bulletin/2009/20090401/32448.htm
Title: R277-484
Source: www.rules.utah.gov
| |
| VT | Signed into law 05/2009 | P-12
Postsec.
Community College | Strategies to expand education opportunities for high school students and others. Requires the Vermont state colleges, in consultation with various persons and organizations, to study and recommend strategies for expanding educational opportunities to prepare Vermonters to succeed in postsecondary education. Includes consideration of partnerships (higher education and K-12), a P-16 longitudinal data system (requires the commissioner of education to examine and evaluate student longitudinal data systems that are currently available and select one system to implement statewide) evidence-based models for high school improvements, etc. To the extent funds are available, requires phased implementation of the data system no later than January 1, 2010, to be complete in all districts in the state by January 1, 2017.
http://www.leg.state.vt.us/docs/2010/bills/Passed/H-405.pdf
Title: H.B. 405
Source: http://www.leg.state.vt.us
| |
| CO | Signed into law 03/2009 | P-12
Postsec. | Creates the Education Innovation Institute within the University of Northern Colorado to collaborate with institutions to leverage research, funding, expertise, and other resources, discover and study innovations in teaching and learning, create, pilot, and advocate for innovations in educational delivery methods, and work to align the public education system from preschool through postsecondary and workforce readiness with an objective of universal proficiency for all students; creates a funding mechanism.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/FCCE1B03FF61A0AA87257537001A2B3C?open&file=032_enr.pdf
Title: S.B. 32
Source: http://www.leg.state.co.us
| |
| KY | Signed into law 03/2009 | P-12 | Directs the Kentucky Department of Education, in collaboration with the Council on Postsecondary Education (CPE), to implement a process to revise the state content standards in reading, language arts including writing, mathematics, science, social studies, arts and humanities, and practical living skills and career studies. Provides that revisions to the content standards must:
1. Focus on critical knowledge, skills, and capacities needed for success in the global economy
2. Result in fewer, but more in-depth standards to facilitate mastery learning
3. Communicate expectations more clearly and concisely to teachers, parents, students and citizens
4. Be based on evidence-based research
5. Consider international benchmarks
6. Ensure that the standards are aligned from elementary to high school to postsecondary education so that students can be successful at each education level.
Provides that the revision process, jointly organized by the commissioner of education and the president of the CPE, must engage K-12 teachers in discussions with postsecondary faculty. Requires that the process also include business and industry professionals actively engaged in career fields dependent on the various content areas, and others as deemed appropriate by the commissioner and the president. Directs the department to consider standards that have been adopted by national content advisory groups and professional education consortia.
Requires the standards to be widely disseminated statewide to various stakeholders, including K-12 and postsecondary faculty and administrators, parents, citizens, private professionals in the content areas, and others for comment and recommendations, to ensure that the specifications enumerated above are met. Requires the commissioner of education and the CPE president to ensure that the standards submitted to the state board for approval are aligned with postsecondary course and assessment standards for the gateway areas of reading and mathematics. Directs the council also to review the proposed academic standards in all other content areas and provide written recommendations as needed to ensure alignment with postsecondary requirements.
Directs the department to disseminate the new content standards to K-12 schools, postsecondary faculty in the respective content areas, and teacher programs within 30 days of state board approval. Requires the state board to approve the revised standards by December 15, 2010.
Directs the department of education to offer statewide training sessions for for existing teachers and administrators on how to:
1. Integrate the revised content standards into classroom instruction
2. Better integrate performance assessment of students within their instructional practices
3. Help all students use higher-order thinking and communication skills.
Directs the education professional standards board, in cooperation with the Kentucky Board of Education and the CPE, to coordinate training sessions on the revised standards for faculty in all teacher preparation programs. Requires the education professional standards board to ensure that all teacher preparation programs use the revised standards and that all teacher interns have experience planning classroom instruction based on the revised standards. Directs the CPE, in cooperation with the department of education and postsecondary education institutions, to coordinate information sessions on the revised standards for faculty teaching in the various content areas.
Amends the duties of the Council on Postsecondary Education. Requires the council to:
(1) Participate with the department of education, board of education and postsecondary institutions to ensure that academic content requirements for successful entry into postsecondary education programs are aligned with high school content standards and that students who master the high school academic content standards shall not need remedial courses. Requires the council to monitor the results on an ongoing basis.
(2) Cooperate with the department of education and the education professional standards board to in providing information sessions to selected postsecondary education content faculty and teacher educators of the high school academic content standards.
Pages 4-6 and 64-65 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 2(2) and 13
Source: www.lrc.ky.gov
| |
| KY | Signed into law 03/2009 | P-12 | Within 30 days from the effective date of this Act, requires each postsecondary institution in the state to plan and implement a process to develop core academic content standards for reading and mathematics for introductory courses. Specifies that the process must ensure that secondary-level educators are engaged with the postsecondary education faculty and other content specialists in order that the standards at each educational level are vertically aligned. Requires all core academic standards for mathematics and reading in introductory courses to be completed by December 15, 2010 with a target completion date of December 15, 2009 for the mathematics standards.
Urges the Council on Postsecondary Education, the department of education, and the postsecondary education institutions to merge activities, resources and dissemination efforts as is practical to eliminate duplication of effort and conflicting recommendations.
Page 69 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 15
Source: www.lrc.ky.gov
| |
| KY | Signed into law 03/2009 | P-12
Postsec. | Provides that the general assembly finds the continuing high rates of postsecondary remediation totally unacceptable and an unwarranted additional expense to the state, students and parents who expect that completion of high school coursework should lead to successful entry and success in postsecondary education. Directs the council on postsecondary education, the state board and the department of education to develop a unified strategy to reduce college remediation rates by at least 50% by 2014 from what they are in 2010 and increase the college completion rates of students enrolled in 1 or more remedial classes by 3% annually from 2009 to 2014. Requires written plan to reduce college remediation rates and increase graduation rates to be prepared by May 15, 2010, and for the initial plan to be presented to the interim joint committee on education and the interim joint committee on appropriations and revenue during the 2010 interim. Requires the written plan to include:
(a) Yearly goals
(b) Action strategies that will be used
(c) Timelines
(d) Assigned responsibilities for carrying out the strategies;
(e) Reporting mechanisms.
Directs the agencies, during the preparation of the plan, to investigate whether the current requirements for assessing college readiness are providing needed information, whether additional diagnostic assessments are needed, particularly in high school-level math, and whether accelerated learning programs have actually been implemented as required by Section 6 of this act to address students' needs for instructional interventions in English, reading and math.
Requires the agencies to annually report the results of their efforts to the interim committees, and where appropriate, for the annual reports to include recommendations for legislative actions. http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 21
Source: www.lrc.ky.gov
| |
| IL | Signed into law 10/2008 | P-12 | Revises the Teaching Excellence Program. Provides an annual payment of $3,000 to a teacher or counselor who holds both a Master Certificate and a
corresponding certificate issued by the National Board for Professional Teaching Standards. Creates a $1,000 incentive for an active teacher or counselor who has a Master Certificate and agrees to provide at least 30 hours of mentoring during that year to teachers or counselors, as applicable. Creates similar incentive for a retired teacher or counselor who holds a Master Certificate and a current corresponding certificate issued by the National Board for Professional Teaching Standards. Provides an additional $1,000 to an eligible active or retired teacher or counselor who agrees to provide an additional 30 hours of mentoring during that year, for a total of 60 hours of mentoring and $2,000.
Increases incentive to $2,000 for active and retired teachers and counselors who meet the aforementioned criteria and who agree to provide at least 30 hours of mentoring in schoolsin on academic early warning status or in schools in which 50% or more of the students receive free or reduced lunch. Provides an additional $2,000 to an eligible active or retired teacher or counselor who agrees to provide an additional 30 hours of mentoring in schools on academic early warning status or
in schools in which 50% or more of the students receive free or reduced lunch for a total of 60 hours of mentoring and $4,000. Provides that mentoring under these provisions may include providing high quality professional development for new and experienced teachers or school counselors and/or assisting National Board for Professional Teaching Standards (NBPTS) candidates through the NBPTS certification process.
Specifies and prioritizes Master Certificate incentives if funds are available. Provides that if funds remain after all incentives and bonuses have been expended, up to $250,000 must be used for the continuation of an appropriate electronic system to process Master Certificates and various payments.
Revises the membership of the state P- 20 Council. http://www.ilga.gov/legislation/95/SB/PDF/09500SB2687lv.pdf
Title: S.B. 2687
Source: www.ilga.gov
| |
| IL | Adopted 10/2008 | P-12
Postsec.
Community College | Adds that student records will include an unique student identifier to facilitate transfer of records among K-12 institutions, and between K-12 and postsecondary.
Pages 191-199 of 303: http://www.cyberdriveillinois.com/departments/index/register/register_volume32_issue41.pdf
Title: 23 IAC 375.10, .75
Source: www.cyberdriveillinois.com
| |
| AZ | Issued 09/2008 | P-12
Community College
Postsec. | Creates the State Community College Council; concerns support of a seamless education system and collaboration with other educational entities; concerns revisions to higher education funding mechanisms; concerns transfer and articulation of community college credits; concerns standards for exchange of data; concerns expansion of dual enrollment.
http://azgovernor.gov/dms/upload/EO_2008_27_091808_SDOC3073.pdf
Title: Exec. Order 2008-27
Source: http://azgovernor.gov/
| |
| LA | Signed into law 06/2008 | P-12 | Adds a member of the Nonpublic School Commission to the High School Redesign Commission. http://www.legis.state.la.us/billdata/streamdocument.asp?did=497679
Title: H.B. 721
Source: Lexis-Nexis/StateNet
| |
| CO | Signed into law 05/2008 | P-12
Postsec.
Community College | Enacts the Preschool to Postsecondary Education Alignment Act; ensures that a student who enters school ready to succeed and achieves the required level of proficiency on standards as he or she progresses through elementary and secondary education will have achieved postsecondary and workforce readiness upon graduation form high school; requires various state education agencies to work in close collaboration to create a seamless system of public education standards, expectations and assessments.
http://www.leg.state.co.us/clics/clics2008a/csl.nsf/fsbillcont3/E59947996C92A16F872573D3005F88ED?open&file=212_enr.pdf
Title: S.B. 212
Source: http://www.leg.state.co.us/
| |
| ME | Issued 05/2008 | P-12 | The Pre-K through Adult Advisory Council is charged as follows:
a. Furthers the goal of increasing the percentage of Maine's adults with four-year college degrees to 30% of adults;
b. Furthers the goal of raising Maine's high school-to-college rate from 55% to 70%;
c. Leverages Pre-K through Adult resources and technologies; and
d. Finds further efficiencies in education administration at all levels.
The Advisory Council shall submit a report to the Governor by January 1, 2009. The report shall include recommendations concerning the duties set forth in this executive order, a schedule for future reports, and any legislation necessary to implement recommendations.
http://www.maine.gov/tools/whatsnew/index.php?topic=Gov_Executive_Orders&id=55134&v=Article
Title: Exec. Order 12 FY 08/09
Source: http://www.maine.gov/governor/baldacci/index.shtml
| |
| MN | Signed into law 05/2008 | P-12
Postsec.
Community College | Various provisions related to higher education. Allows educational data sharing between the department of education and the office of higher education as authorized by the code of federal regulations for the purpose of analyzing and improving school district instruction; Modifyies Indian scholarship provisions relating to student eligibility, scholarship use, costs of attendance and award amounts; Allows the ACHIEVE scholarship program to request additional student documentation, modifying student eligibility requirements, application deadline and scholarship disbursement; Permitting conditional approval for degrees or names for new schools; Prohibiting certain school advertising or representation; Clarifying school fees for programs degree and nondegree programs; Requires the board of trustees of the Minnesota state colleges and universities to report annually to the legislature on the current policy setting the maximum number of semester credits required for a baccalaureate and an associate of arts degree and identify requests for waivers and granted requests for waiver; Requires surety bonds from certain schools with a private career school license; Modifying the cost of attendance for the GI program, the definition of veteran and an educational assistance condition;
Modifying the definition of veteran; requiring completion and submission of the free federal application for federal student aid (FAFSA); Clarifying the part-time student loan standard and specifying a minimum award per term for undergraduate and graduate students.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=S2942.3.html&session=ls85
Title: S.B. 2942
Source: https://www.revisor.leg.state.mn.us/
| |
| ME | Signed into law 04/2008 | P-12
Postsec.
Community College | (Resolve)Directs the Department of Education to recommend to the Board of Education an innovative model of consolidated and integrated secondary and postsecondary education; concerns facilities for a regional high school, a fully integrated career and technical high school, a higher education center that will provide courses and degrees from both the University of Maine System and the Community College System, and centers of excellence that will provide industry-specific training. The model must, among other criteria, promote the development of a "one campus" design, where all facilities are located on one site, providing a streamlined and integrated learning experience for students of all ages.
http://janus.state.me.us/legis/LawMakerWeb/externalsiteframe.asp?ID=280027887&LD=2175&Type=1&SessionID=7
Title: H.B. 1549
Source: http://janus.state.me.us/house/
| |
| KS | Issued 03/2008 | P-12
Postsec.
Community College | Creates the Governor's P20 Education Council. Specifies the membership. Directs the council to:
1. Establish a vision statement, mission statement and guiding principles that reflect the needs of the education system
2. Create a shared plan for reaching the state's vision of a comprehensive system of education and shall establish benchmarks to promote the Council's commitment to success
3. Focus on standards-based improvement in P20 policy and program coherence and coordination among the state department of education, school districts, post secondary institutions, state department of commerce, businesses, communities and foundations
4. Coordinate the implementation and evaluation of the plan, including resource alignment in the use of federal, state, district and private funds to support policy and program cohesion and continuous assessment and refinement
5. Report their findings and recommendations to the Governor.
http://www.governor.ks.gov/executive/Orders/exec_order0805.htm
Title: Executive Order 08-05
Source: www.governor.ks.gov
| |
| AZ | Issued 02/2008 | P-12
Postsec. | (Executive Order 2008-14) Establishes the Governor's P-20 Council.
http://www.azgovernor.gov/dms/upload/EO_2008_17_SDOC0807.pdf
Title: E.O. 17; (NEW BILL)
Source: http://www.azgovernor.gov
| |
| TX | Adopted 12/2007 | P-12 | This item adopts new 19 TAC Chapter 95, Commissioner's Rules Concerning Education Research Centers, §95.1001, Operation of Education Research Centers. The adopted new section implements the Texas Education Code (TEC), §1.005, Education Research Centers; Sharing Student Information, added by House Bill (HB) 1, 79th Texas Legislature, Third Called Session, 2006, that requires the commissioner of education and the Texas Higher Education Coordinating Board to adopt rules for the use of student data at an education research center. The adopted new 19 TAC §95.1001, Operation of Education Research Centers, provides procedures for implementing education research centers to conduct research for the benefit of education in the state, including research relating to the impact of state and federal education programs, the performance of educator preparation programs, public school finance, and the best practices of school districts with regard to classroom instruction, bilingual education programs, special language programs, and business practices.
http://www.tea.state.tx.us/rules/commissioner/adopted/1207/95-1001-ltradopt.htm
Title: 19 TAC Chapter 95
Source: http://www.tea.state.tx.us/rules
| |
| IL | Signed into law 09/2007 | P-12
Postsec.
Community College | Abolishes the state joint education committee. Creates the P-20 Council to study and make recommendations concerning education at all levels to avoid fragmentation of policies, promote improved teaching and learning, and continue to cultivate and demonstrate strong accountability and efficiency and to leverage funding. Provides for research collection. http://www.ilga.gov/legislation/95/HB/PDF/09500HB1648lv.pdf
Title: H.B. 1648
Source: Lexis-Nexis/StateNet
| |
| ID | Adopted 08/2007 | P-12
Postsec. | Provides certification to meet the special needs of virtual schools, distant education and public school/postsecondary partnerships. Promotes greater flexibility and increased content competency among teachers and valid certification for higher education faculty serving K-12 classrooms.
adm.idaho.gov/adminrules/rules/idapa08/0202.pdf
Title: IDAPA 08.02.02
Source: adm.idaho.gov
| |
| MA | Issued 08/2007 | P-12
Postsec.
Community College | Establishes the Readiness Project to develop a plan to implement fundamental and systemic reforms to public education in the Commonwealth over the next ten years. The project will have three chairs appointed by the Governor.
The plan will include recommendations to:
(1) Deliver universal and high quality early education for three- and four-year-olds as well as Full-Day kindergarten;
(2) Expand time for teaching and learning in primary and secondary schools;
(3) Extend education an additional two years beyond secondary school to better prepare students for higher education, work and citizenship;
(4) Align curricula from pre-Kindergarten through high school, higher education and work force development, including with an emphasis on science, technology, engineering and math as well as other subjects and methods that enhance creativity and problem-solving skills;
(5) Structure and support a reasonable degree of school choice, including charter and pilot schools, so that all serve as complementary components of a comprehensive system; (6) Recruit, retain and develop strong educators and administrators at all levels;
(7) Streamline and strengthen teacher certification and licensing;
(8) Improve the Massachusetts Comprehensive Assessment System and introduce additional appropriate standards and assessments to measure other aspects of students' academic development;
(9) Fund the education system adequately, equitably and reliably, including for students with special educational needs;
(10) Facilitate collaboration between and among the Commonwealth's public and private institutions of higher education;
(11) Strengthen the structure and clarify the mission of the institutions that comprise the University of Massachusetts system and all public higher education institutions in the Commonwealth;
(12) Implement an effective and efficient accountability system for students, instructors and administrators from pre-Kindergarten through higher education that enables authorities both to review performance and to target assistance where it is most needed; and
(13) Leverage information technology throughout the system to improve instruction, student acquisition of skills, administrative processes, and the quality of and access to data. implements fundamental and systemic reforms to public education in the Commonwealth over the next 10 years.
http://www.mass.gov/Agov3/docs/Executive%20Orders/executive_order_489.pdf
Title: Executive Order No. 489
Source: http://www.mass.gov
| |
| WA | Issued 08/2007 | P-12
Postsec.
Community College | Creates the Governors P-20 Council on early learning, K-12, and higher education. The P-20 Council will include leaders responsible for carrying out education policies and investments within our state and the three advisory committee chairs from the Washington Learns Steering Committee.
http://www.governor.wa.gov/execorders/eo_07-05.pdf
Title: Executive Order No. 5
Source: http://www.governor.wa.gov
| |
| HI | Became law without governor's signature 07/2007 | P-12
Postsec.
Community College | Directs the Hawaii P-20 initiative council to develop and initiate plans for education in Hawaii in the 21st century, including identifying contributors and planners; creating a vision, goals, objectives, and timelines; and organizing meetings and electronic communication. Provides the general goals of the council are to ensure an engaged, responsible, and productive citizenry in Hawaii in the 21st century that is the expected result of an education system and schools that are coordinated and articulated from earliest teaching to career and workforce preparation and that promote lifelong learning.
Appropriates $ 50,000 each for the 2007-2008 and 2008-2009 fiscal years to the Hawaii P-20 Initiative Council for the initiation and development of plans for education in Hawaii in the new century.
http://www.capitol.hawaii.gov/sessioncurrent/Bills/SB688_CD1_.htm
Title: S.B. 688
Source: www.capitol.hawaii.gov
| |
| NV | Signed into law 06/2007 | P-12
Postsec.
Community College | Creates the P-16 Advisory Council to assist in the coordination between elementary, secondary and higher education in the state. Provides for the organization, powers and duties of the council.
http://www.leg.state.nv.us/74th/Bills/SB/SB239_EN.pdf
Title: S.B. 239
Source: http://www.leg.state.nv.us/
| |
| NY | Issued 05/2007 | Postsec. | (Executive Order No. 14) Establishes the New York State Commission on Higher Education. The Commission's inquiry shall include analysis of:
(a) academic standards and performance in New York's colleges and universities, with particular emphasis on SUNY and CUNY;
(b) access to higher education in New York State and particularly to the SUNY and CUNY systems;
(c) the degree to which public primary and secondary education adequately prepare New York students to enter and succeed in college;
(d) the mission of the State's community colleges, and the proper balance between preparing students to enter four-year institutions upon graduation and to obtain high-value jobs upon graduation;
(e) the extent to which SUNY and CUNY research and degree programs are aligned with economic development objectives of the State and the region of the State where each campus is situated;
(f) the financing of public colleges and universities, including State support, federal support, tuition, alumni support and other sources of income;
(g) the reasonable costs of an education for students in various SUNY and CUNY degree programs, and the available sources and amounts of financial aid for students who need assistance to meet such costs;
(h) the types and amounts of financial support provided by the State to private colleges and universities and their students, and the rationale for such programs;
(i) the degree to which different types of SUNY institutions (i.e. two-year colleges, four-year colleges, technical colleges, university centers and the SUNY schools within Cornell University) are treated and governed similarly or differently within SUNY and by the State;
(j) the degree to which different SUNY campuses are permitted to tailor their offerings, practices and policies to the specific needs of their students, faculties and the surrounding communities; and
(k) the nature of public and community service opportunities and degree requirements afforded and enforced at SUNY, CUNY and more generally in New York's colleges and universities.
http://www.ny.gov/governor/executive_orders/exeorders/14.html
Title: Executive Order No. 14
Source: http://www.ny.gov/governor
| |
| RI | Issued 05/2007 | P-12 | Expands the PK-16 Council by one member: a representative of independent higher education in Rhode Island. http://www.governor.state.ri.us/documents/executiveorders/2007/04_expansion_statewide_pk-16_council.pdf
Title: Executive Order 07/04
Source: http://www.governor.state.ri.us
| |
| CO | Issued 04/2007 | P-12
Postsec.
Community College | Creates the Governor's P-20 Education Coordinating Council, to be known as the P-20 Council. The purpose of the P-20 Council will be to provide a forum for considering options and providing recommendations for the achievement of the education oriented initiatives found in the Colorado Promise. The council will facilitate statewide conversations and convene subcommittees as needed to discuss and formulate the legislative and policy remedies needed to accomplish the Colorado Promise.
http://www.colorado.gov/governor/press/pdf/executive-orders/2007/ExecutiveOrder-GovernorP20.pdf
Title: Exec. Order B 003 07
Source: Colorado Governors Office
| |
| NM | Signed into law 04/2007 | P-12
Postsec.
Community College | Directs the higher education department, in collaboration with public post-secondary educational institutions, to use the same student identification number issued to a New Mexico public school student for a student enrolled in a public post-secondary educational institution, including an off-campus instructional program or learning center.
http://legis.state.nm.us/Sessions/07%20Regular/final/SB0211.pdf
Title: S.B. 211
Source: http://legis.state.nm.us/
| |
| NY | Signed into law 04/2007 | P-12 | Directs the commissioner to evaluate the effectiveness of all teacher preparation programs in the state, and the timelines and costs of developing or modifying data systems to collect the necessary data. Provides the study must consider measuring the effectiveness of such programs, based on the academic performance of their students and graduates and through other measures. Directs the commissioner to consult with the chancellors of the State University of New York and the City University of New York, and other representatives of higher education. Directs the commissioner, upon completion of such study, to make recommendations to the board of regents on implementation of such methodologies.
Directs the board of regents to explore the development of a prekindergarten through postsecondary (P-16) data system that tracks student performance from prekindergarten through public colleges in the state, and links students to teachers. Directs the commissioner to consult with other relevant state department and agencies about the feasability of linking the system to other data collection systems containing information relevant to the education of children, including social services information; and to identify barriers to the exchange of data between the P-16 system and social services and other systems under their control and collaborate to facilitate the free exchange of data. Provides such data system must be maintained consistent with applicable confidentiality requirements. Directs the commissioner to report to the board of regents on activities conducted regarding the development of said data system.
http://assembly.state.ny.us/leg/?bn=S02107&sh=t
Title: S.B. 2107 - Part A, Section 4
Source: assembly.state.ny.us
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| TX | Adopted 01/2007 | P-12
Postsec.
Community College | Establishes rules, in cooperation with the commissioner of education, for the implementation of the P-16 College Readiness and Success Strategic Action Plan recommended by the statewide P-16 Council and adopted by the board. Defines the purpose of the P-16 College Readiness and Success Strategic Action Plan:
(a) To increase student success and decrease the number of students enrolling in developmental course work in institutions of higher education, the board, in cooperation with the commissioner of education, shall implement the P-16 College Readiness and Success Strategic Action Plan as recommended by the statewide P-16 Council and adopted by the board pursuant to Texas Education Code, Section 61.0761(a). Sets criteria for participation. Describes the purpose of summer higher education bridge programs: For institutions of higher education to provide public high school students who are not college-ready with appropriate instruction and other activities during summer programs to ensure eligible students achieve college readiness. Establishes processes for program funding and financial aid. http://www.thecb.state.tx.us/GeneralPubs/Agenda/Ag2007_01/VD/VDA1.pdf
Title: 19 TAC 1.4.A.4.3
Source: http://www.thecb.state.tx.us
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| OH | Signed into law 12/2006 | P-12
Postsec. | Beginning with the 2014-2015 academic year, each state university listed in section 3345.011 of the Revised Code, except for Central state university, Shawnee state university, and Youngstown state university, is to permit a resident of this state who entered ninth grade for the first time on or after July 1, 2010, to begin undergraduate coursework at the university only if the person has successfully completed the Ohio core curriculum for high school graduation. Provides for several exceptions. Beginning with undergraduate students who commence undergraduate studies in the 2014-2015 academic year (for the same institutions), no institution is to receive state operating subsidies for any academic remedial or developmental courses for undergraduate students, included courses prescribed in the Ohio core curriculum for high school graduation, offered at its main campus.
In the 2014-2015 and 2015-2016 academic years, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than three per cent of the total undergraduate credit hours provided by the university at its main campus.
In the 2016-2017 academic year, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than fifteen per cent of the first-year students who have graduated from high school within the previous twelve months and who are enrolled in the university at its main campus, as calculated on a full-time-equivalent basis.
In the 2017-2018 academic year, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than ten per cent of the first-year students who have graduated from high school within the previous twelve months and who are enrolled in the university at its main campus, as calculated on a full-time-equivalent basis.
In the 2018-2019 academic year, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than five per cent of the first-year students who have graduated from high school within the previous twelve months and who are enrolled in the university at its main campus, as calculated on a full-time-equivalent basis. Courses may continue to be offered after the 2018-2019 academic year, but no state subsidies will be permitted.
The Ohio board of regents is required to:
(1) Withhold state operating subsidies for academic remedial or developmental courses provided by a state university as required in order to conform to divisions (B) and (C) of this section;
(2) Adopt uniform statewide standards for academic remedial and developmental courses offered by all state institutions of higher education;
(3) Encourage and assist in the design and establishment of academic remedial and developmental courses by institutions of higher education;
(4) Define "academic year;"
(5) Encourage and assist in the development of articulation and transfer agreements between state universities and other institutions of higher education.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311 -- Sec. 3345.06
Source: http://www.legislature.state.oh.us
| |
| OH | Signed into law 12/2006 | P-12
Postsec. | Requires that the partnership for continued learning, in conjunction with the Ohio board of regents and the state board, recommend a means of assessing high school students' college and work readiness, especially in English and mathematics. The partnership is to recommend one or more assessments that can achieve the following goals:
(A) Measure students' skills against identified college and work-ready expectations in English and mathematics and serve as an indicator of students' readiness to successfully complete introductory level coursework at an institution of higher education and to avoid remedial coursework;
(B) Promote consistency in high school academic course content, quality, and expectations;
(C) Provide individual students with information to assist in planning the remaining high school learning experience;
(D) Serve as one indicator for college admission or placement;
(E) Assist institutions of higher education in aligning remedial coursework with the college and work-ready expectations measured by the assessments.
In evaluating the range of assessment tools, the partnership is to consult with the state board of education and the board of regents to consider the suitability for this purpose of existing state and commercial assessments, including the Ohio graduation tests. The partnership's recommendations are to describe how its recommended assessments fit within the existing system of state achievement tests. Recommendations are due not later than July 30, 2007. Sec. 3301.46 requires the state department and board of regents to propose a standard method and form for documenting on high school transcripts high school credits earned that are compatible with the standards for credit transfer and arcitulation adopted by the board of regents.
Section 3302.032 requires the state board to select one or more methods of measuring high school graduates' preparedness for higher education and the workforce. Measures may include, but need not be limited to, measures such as performance on assessments, percentage of students who earn credit toward a degree while in high school, or the percentage of students who take remedial coursework upon enrollment in an institution of higher education. School district and school report cards must report on each applicable measure but measures do not contribute to district or school rating.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311-- Sec. 3301.43
Source: http://www.legislature.state.oh.us/
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| TX | Adopted 12/2006 | P-12
Postsec.
Community College | HB 1, 79th Texas Legislature, Third Called Session, 2006, amended the TEC, Chapter 28, by adding §28.008 requiring the commissioner of education and the commissioner of higher education to establish vertical teams composed of public school educators and institution of higher education faculty. The legislation also requires the commissioner of education by rule to establish the composition and duties of the vertical teams in cooperation with the Texas Higher Education Coordinating Board. The primary purpose of the vertical team is to recommend college readiness standards and expectations that address what students must know and be able to do to succeed in entry-level courses offered at institutions of higher education.
Adopted new 19 TAC §74.1001, developed cooperatively with the Texas Higher Education Coordinating Board, establishes provisions for a college readiness vertical team, including the purpose, composition, appointment, and duties. The college readiness vertical team is comprised of four subject-specific vertical teams, one each to address English language arts, mathematics, science, and social studies.
The TEC, §28.008(d)-(f), requires the State Board of Education (SBOE) to incorporate the college readiness standards into essential knowledge and skills established under the TEC, §28.002. The TEC, §28.008, authorizes the retention of all SBOE authority over required curriculum, and establishes a timeline for integration and implementation.
FISCAL IMPACT: There are fiscal implications for state government. In fiscal year 2007, the total estimated expenditure is $1,332,188, as follows. The cost of $1.1 million in professional fees is estimated for conducting the business of the vertical team meetings; other operating expenses are estimated at $31,264; and personnel costs are estimated at $200,924. The estimated personnel costs cover four new full-time equivalent program specialist positions responsible for program implementation.
In fiscal years 2008-2011, the personnel costs of $200,924 are estimated to continue for each year of the next four fiscal years. There are no fiscal implications anticipated for local government or individuals. Summary: http://www.tea.state.tx.us/rules/commissioner/adopted/1206/74-1001-ltradopt.html
Full text: http://www.tea.state.tx.us/rules/commissioner/adopted/1206/74-1001-two.pdf
Title: 19 TAC §74.1001
Source: http://www.tea.state.tx.us
| |
| VA | Issued 10/2006 | P-12
Postsec.
Community College | Continues the Virginia P-16 Education Council. http://www.governor.virginia.gov/Initiatives/ExecutiveOrders/pdf/EO_40.pdf
Title: E.O. 40
Source: Lexis-Nexis/StateNet
| |
| VA | Issued 10/2006 | P-12 | Continues the P-16 Council, which was created by former Governor Mark Warner in 2005 and was to be dissolved in October 2006.
Amends the prior responsibilies of the P-16 Council. Provides that the council's responsibilities include the following:
1. Identify opportunities to better coordinate the state's education reform efforts from preschool to graduate school.
2. Work closely with the Start Strong Council and other appropriate entities and organizations to ensure that pre-K and early childhood initiatives are coordinated with other education initiatives.
3. Identify opportunities to improve longitudinal data gathering on student achievement.
4. Serve as a steering committee for oversight of the state's education reform activities as part of the NGA Honor States Grant.
5. Develop approaches to improve transitions among levels of education, promote student success, and encourage students to continue their education.
6. Make recommendations on appropriate legislation and other initiatives to improve educational coordination and achievement.
7. Make any other recommendations as may seem appropriate.
Directs the council to make a report of its activities and recommendations by August 15, 2007. Dissolves the council July 1, 2008.
http://www.governor.virginia.gov/Initiatives/ExecutiveOrders/2006/EO_40.cfm
Title: EXECUTIVE ORDER NO. 40
Source: www.governor.virginia.gov
| |
| NH | Issued 09/2006 | P-12 | Establishes the New Hampshire P-16 Working Group. Provides that the purpose and goals of the working group are to be implemented by the following objectives:
(1) The creation of high school sites offering college courses.
(2) Expansion of the University System of New Hampshire's Project Mentor statewide.
(3) Pilot of at least two high schools requiring all graduating high school seniors to complete at least one college application.
http://www.sos.nh.gov/EXECUTIVE%20ORDERS/Lynch2006-10.pdf
Title: Executive Order 2006-10
Source: www.sos.nh.gov
| |
| TX | Adopted 08/2006 | P-12
Postsec. | New rules regarding college-readiness and success standardsand statewide vertical teams apply to all public institutions of higher education. Establishes the composition and duties of the statewide vertical teams required to develop and recommend college-readiness standards. http://www.thecb.state.tx.us/GeneralPubs/Agenda/Ag2006_10/XIIG/XIIGA1.pdf#page=3
Title: Chapter 4, Subchapter H, Sections 4.171-4.174
Source: http://www.thecb.state.tx.us
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| IA | Signed into law 06/2006 | P-12 | Directs the institute for tomorrow's workforce to develop an Iowa education efficiency and improvement plan, the goal of which is to establish a new educational delivery system. Directs the institute, in developing the plan, to address issues concerning the alignment of school districts, area education agencies, public postsecondary institutions, and the department of education, focusing on specific quantitative and qualitative indicators, management, governance, services, boundaries, infrastructure and efficiencies, and administrative efficiencies. Directs the institute to submit the plan and any recommendations for changes to state law and administrative rules to the general assembly, the governor, and the department of education by January 15, 2007. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF2792
Title: H.B. 2792 - Section 31
Source: coolice.legis.state.ia.us
| |
| IA | Signed into law 06/2006 | P-12 | Directs the institute for tomorrow's workforce to develop an Iowa education efficiency and improvement plan, the goal of which is to establish a new educational delivery system. Directs the institute, in developing the plan, to address issues concerning the alignment of school districts, area education agencies, public postsecondary institutions, and the department of education, focusing on specific quantitative and qualitative indicators, management, governance, services, boundaries, infrastructure and efficiencies, and administrative efficiencies. Directs the institute to submit the plan and any recommendations for changes to state law and administrative rules to the general assembly, the governor, and the department of education by January 15, 2007. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF2792
Title: H.B. 2792 - Section 31
Source: coolice.legis.state.ia.us
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| MO | Signed into law 06/2006 | P-12
Postsec. | Requires the Commissioner of Higher Education, the Chair of the Coordinating Board for Higher Education, the Commissioner of Education, the President of the State Board of Education, and the Director of the Department of Economic Development to meet and discuss ways in which their respective departments may collaborate in order to achieve a more efficient education system that more adequately prepares students for the challenges of entering the workforce.
Directs these parties to report jointly each year to the general assembly and the governor the actions taken by their agencies and their recommendations for policy initiatives and legislative changes to achieve the policy goals defined in statute.
Title: S.B. 580
Source: www.lexis.com
| |
| CO | Vetoed 05/2006 | P-12
Postsec.
Community College | Concerns the study of an education system ranging from pre-kindergarten through higher education, and, in connection therewith, creates a legislative oversight committee and special council; creates the P-16 council for continued examination of an integrated system of education from pre-kindergarten through higher education; specifies membership and identifies duties of the P-16 council, including issues to be studied.
http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont3/B33741FAF449E1B08725708A0081074A?Open&file=046_enr.pdf
Title: S.B. 46
Source: Colorado Legislature
| |
| FL | Signed into law 05/2006 | P-12
Postsec.
Community College | The mission of Florida's K-20 education system is to allow its students to increase their proficiency by allowing them the opportunity to expand their knowledge and skills through rigorous and relevant adequate learning opportunities, in accordance with the mission statement and accountability requirements of the state.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 4)
Source: Florida Legislature
| |
| FL | Signed into law 05/2006 | P-12
Postsec.
Community College | Revises language and responsibilties related to K-20 system. It is the intent of the Legislature that The State Board of Education and the Board of Governors of the State University System [new addition] recommend to the Legislature systemwide performance standards; the Legislature establish systemwide performance measures and standards; and the systemwide measures and standards provide Floridians with information on what the public is receiving in return for the funds it invests in education and how well the K-20 system educates its students.
The State Board of Education establish performance measures and set performance standards for individual components of the public education system, including individual schools and community colleges [new addition], with measures and standards based primarily on student achievement.
The Board of Governors of the State University System establish performance measures and set performance standards for individual state universities, including actual completion rates [new addition].
[New language]
The process for establishing state and sector-specific standards and measures must be: 1. Focused on student success. 2. Addressable through policy and program changes. 3. Efficient and of high quality. 4. Measurable over time. 5. Simple to explain and display to the public. 6. Aligned with other measures and other sectors to support a coordinated K-20 education system. 2771
The Department of Education [new] shall maintain an accountability system that measures student progress toward the following goals:
1. Highest student achievement, as indicated by evidence of student learning gains at all levels.Seamless articulation and maximum access, as measured by evidence of progression, readiness, and access by targeted groups of students identified by the Commissioner of Education.
3. Skilled workforce and economic development, as measured by evidence of employment and earnings. 4. Quality efficient services, as measured by evidence of return on investment.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 44)
Source: Florida Legislature
| |
| FL | Signed into law 05/2006 | P-12
Postsec.
Community College | To provide data required to implement education performance accountability measures in state and federal law, the Commissioner of Education must initiate and maintain strategies to improve data quality and timeliness. All data collected from state universities shall, as determined by the commissioner, be integrated into the K-20 data warehouse. The commissioner will have unlimited access to such data solely for the purposes of conducting studies, reporting annual and longitudinal student outcomes, and improving college readiness 2823
and articulation. All public educational institutions must provide data to the K-20 data warehouse in a format specified by the commissioner.
School districts and public postsecondary educational institutions shall maintain information systems that will provide the State Board of Education, the Board of Governors of the State University System, and the Legislature with information and reports necessary to address the specifications of the accountability system.
The Commissioner of Education will determine the standards for the required data, monitor data quality, and measure improvements. The commissioner shall report annually to the State Board of Education, the Board of Governors of the State University System, the President of the Senate, and the Speaker of the House of Representatives data quality indicators and ratings for all school districts and public postsecondaryeducational institutions.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 44)
Source: Florida Legislature
| |
| ME | Signed into law 04/2006 | P-12
Postsec.
Community College | Establishes resources to improve the health, well- being, education and economic security of citizens by enhancing and expanding early education opportunities, after-school initiatives, early college programs for secondary school students and access to higher education opportunities through a guaranteed tuition program for undergraduate students enrolled at the University of Maine System and a tuition waiver program for resident students enrolled at the Community College System. PL 657
Title: S.B. 751
Source: Maine Legislature
| |
| UT | Signed into law 03/2006 | P-12 | This bill requires coordination between public and higher education information technology systems, including the use of a unique student identifier, which the State Board of Education will assign to each public education student. This bill takes effect on January 1, 2007. http://www.le.state.ut.us/~2006/bills/hbillenr/hb0082.pdf
Title: H.B. 82
Source: http://www.le.state.ut.us
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| WA | Signed into law 03/2006 | P-12 | Finds that the early years of a child's life are critical to the child's healthy brain development and that the quality of caregiving during the early years can significantly impact the child's intellectual, social, and emotional development. Declares that the purpose of this act is: (1) To establish the department of early learning, the purpose of which is to coordinate and consolidate child care and early learning programs; (2) To safeguard the health, safety, and well-being of children receiving child care and early learning services, which is paramount over the right of any person to provide care; (3) To promote linkages and alignment between early learning programs and elementary schools and support the transition of children and families from prekindergarten environments to kindergarten; (4) To promote the development of a sufficient number and variety of adequate child care and early learning facilities, both public and private; and (5) To license agencies and to a ssure the users of such agencies, their parents, the community at large and the agencies themselves that adequate minimum standards are maintained by all child care and early learning facilities. Provides that two years after the implementation of the department's early learning program, and every two years thereafter by July 1st, the department shall submit to the governor and the legislature a report measuring the effectiveness of its programs in improving early childhood education. The first report shall include program objectives and identified valid performance measures for evaluating progress toward achieving the objectives, as well as a plan for commissioning a longitudinal study comparing the kindergarten readiness of children participating in the department's programs with the readiness of other children, using nationally accepted testing and assessment methods. Such comparison shall include, but not be limited to, achievement as children of both groups progress through the K-12 system and identify year-to-year changes in achievement, if any, in later years of elementary, middle school, and high school education.
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/2964-S2.SL.pdf
Title: H.B. 2964
Source: http://www.leg.wa.gov
| |
| RI | Issued 12/2005 | P-12
Postsec.
Community College | Establishes the Statewide PK-16 Council, to be chaired by the governor. Details membership and purpose of council.
http://www.governor.state.ri.us/executiveorders/2005/08_PK16.pdf
Title: Executive Order 05-08
Source: http://www.governor.state.ri.us
| |
| TX | Issued 12/2005 | P-12
Postsec.
Community College | (Executive Order RP53) Orders the Education Agency and Higher Education Coordinating Board to cooperate in
enhancing college-readiness standards and programs for public schools; requires each agency to ensure all students are afforded information and opportunities for post-secondary education and training.
http://www.governor.state.tx.us/divisions/press/exorders/rp53
Title: Executive Order 2
Source: http://www.governor.state.tx.us/
| |
| CO | Issued 10/2005 | P-12
Postsec.
Community College | Creates Colorado Education Alignment Council, sets membership rules and power and duties of council. Council is to study Colordo's secondary and postsecondary education systems, compare nationally and issue recommendations concerning alignment, assessments and standards.
http://www.colorado.gov/governor/eos/b00905.pdf
Title: Executive Order B 009 05
Source: http://www.colorado.gov/
| |
| VA | Issued 10/2005 | P-12
Postsec.
Community College | Creates the P-16 education council, describes funding, membership and duties. Council's duties include: (1) Identifying opportunities to better coordinate the state's education reform efforts from preschool to graduate school; (2) Serving as a steering committee for oversight of the state's education reform activities as part of the NGA Honor States Grant; (3) Developing approaches to improve transitions among levels of education, promote student success, and encourage students to continue their education; (4) Considering strategies for data systems that provide information about students at all educational levels; and (5) Making any other recommendations as may seem appropriate.
The Council shall make a report of its activities by October 1, 2006. The Council shall meet at the call of the chairman.
http://www.governor.virginia.gov/Press_Policy/Executive_Orders/html/EO_100.html
Title: Executive Order 100
Source: http://www.governor.virginia.gov
| |
| IL | Signed into law 08/2005 | P-12 | Creates the College and Career Success for All Students Act. Requires a teacher of an Advanced Placement course to obtain appropriate training, subject to appropriation. Requires the State Board of Education to establish training guidelines that require teachers of Advanced Placement courses to obtain recognized Advanced Placement training endorsed by the College Board, subject to appropriation. Provides that Advanced Placement and pre-Advanced Placement training to teachers in Illinois high schools must meet certain requirements. Requires the state board to encourage school districts to offer rigorous courses in grades 6 through 11 that prepare students for the demands of Advanced Placement course work. Requires the state board to encourage school districts to make it a goal that all 10th graders take the Preliminary SAT/National Merit Scholars Qualifying Test so that test results will provide each high school with a database of student assessment data to identify students who are prepared or who need additional work to be prepared to enroll and be successful in Advanced Placement courses. Also requires the state board to:
(1) Seek federal funding through the Advanced Placement Incentive Program and the Math-Science Partnership Program to support Advanced Placement and Pre-Advanced Placement professional development;
(2) Focus state and federal funding with the intent to carry out activities that target school districts serving high concentrations of low-income students;
(3) Subject to appropriation, develop a communications plan that includes disseminating to parents materials that emphasize the importance of Advanced Placement or other advanced courses to a student's ability to gain access to and to succeed in postsecondary education and materials that emphasize the
importance of the PSAT/NMSQT.
(4) Subject to appropriation, annually evaluate the impact of this Act on rates of student enrollment and success in Advanced Placement courses, on high school graduation rates, and on college enrollment rates.
http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0534
Title: S.B. 574
Source: www.ilga.gov
| |
| NC | Signed into law 08/2005 | P-12 | Streamline School Testing Program.
Title: H.B. 911
Source: StateNet
| |
| PA | Issued 08/2005 | P-12
Postsec.
Community College | Creates Commission on College and Career Success. The Commission will: (1) undertake a comprehensive review of the Commonwealth's laws, regulations and policies to ascertain whether they set clear and consistent expectations for high school success to ensure that all students graduate ready for college and careers; (2) conduct qualitative and quantitative research, which includes Pennsylvania, national and international studies; (3) encourage and endorse strategies for school districts to increase academic achievement and graduation rates in high school; (4) encourage and endorse strategies for higher education to increase retention through the first two years of post-secondary education; (5) produce a final report that includes recommendations for any necessary changes to legislation, regulations and policies. Defines committee responsibilities, membership, compensation and termination.
http://www.oa.state.pa.us/oac/lib/oac/exec_orders/2005-06.pdf
Title: Executive Order 2005-06
Source: http://www.oa.state.pa.us/
| |
| WV | Adopted 08/2005 | Postsec. | Establishes new rules regarding freshman assessment and placement standards.
http://www.wvsos.com/csrdocs/pdfdocs/135-21.pdf
Title: Title 135, Series 21
Source: http://www.wvsos.com/csrdocs/pdfdocs/135-21.pdf
| |
| AZ | Issued 07/2005 | P-12
Postsec.
Community College | Establishes the Governor's P-20 Council of Arizona and defines membership. Council is directed to explore ways Arizona can achieve a more effective, efficient and equitable education pipeline through some or all of listed strategies. Council status will be reviewed no later than December 31, 2006 to determine appropriate action for its continuance, modification or termination.
http://www.governor.state.az.us/press/2005/0510/EO%7E100605%7E2005-26.pdf
Title: Executive Order 2005-19
Source: http://www.governor.state.az.us/
| |
| CO | Vetoed 06/2005 | P-12 | Recognizes the importance of supplemental online education courses, especially to smaller districts and rural schools. States that such courses are eligible to receive funding from the state education fund created in article IX of the state constitution. Requires the department, on or before October 1, 2005, to contract with a supplemental on-line course provider to provide high-quality supplemental on-line education courses statewide for purchase by districts, boards of cooperative services, charter schools and the state charter school institute. Requires the contracting provider to work with these entities to allow schools to (1) offer courses for all students in all performance ranges, including gifted and talented students and students in need of remediation; (2) resolve class scheduling conflicts; (3) provide make-up credits for students and summer school options to help students graduate earlier; (4) offer courses for expelled and home-bound students; (5) offer courses for which local teachers are not available; (6) offer courses allowing students to meet higher education admission requirements; (7) meet federal requirements for highly qualified teachers; and (8) provide teacher professional development. Requires the supplemental online course provider to be a nonprofit or not-for-profit organization or school district, have documented evidence of program evaluation, and to meet other requirements. Specifies minimum provisions of a contract for supplemental online education courses, including that the contractor must provide at least 50 online courses in specified subject areas, the teachers meet the federal requirements for a highly qualified teacher, and that, where applicable, the courses are based on the state model content standards. Requires the contractors to annually report to the department and the legislature on specified details about the program during the preceding year. Makes an allocation.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/4723DE9EE54766D487256F810074794F?Open&file=139_enr.pdf
Title: S.B. 139
Source: www.leg.state.co.us
| |
| DE | Signed into law 06/2005 | P-12
Postsec.
Community College | This Bill puts into Code the P-20 Council established by Governor Minner's Executive Order 47 (adds new section, new § 107). The P-20 Council is to make recommendations designed to ensure a more integrated, seamless education system that enables children to enter school ready to learn, receive challenging instruction throughout their school careers, graduate from high school ready for college or work, and continue their education in a way that makes them productive and successful citizens. Sets membership. http://www.legis.state.de.us/LIS/LIS143.nsf/vwLegislation/
Title: H.B. 175
Source: http://www.legis.state.de.us
| |
| FL | Signed into law 06/2005 | P-12
Postsec.
Community College | Adds International General Certificate of Secondary Education (pre-AICE) and Advanced International Certificate of Education (AICE) to public school choice options and to rigorous academic programs parents must have the opportunity to learn about. Adds Advanced International Certificate of Education to list of articulation policies in statute. Identifies pre-AICE and AICE to advanced level fine arts courses for purposes of college admissions. Adds pre-AICE to 1007.27 on articulated acceleration mechanisms for community college and university entrance. Adds pre-AICE and AICE to courses in which grades must be given additional weights for purposes of determining initial eligibility for a Florida Bright Futures Scholarship. Adds that a student is eligible for a Florida Academic Scholars award if the student completed the Advanced International Certificate of Education curriculum but failed to earn the Advanced International Certificate of Education Diploma, or has been awarded an Advanced International Certificate of Education Diploma from the University of Cambridge International Examinations Office. Extends Florida Medallion Scholars award eligibility to a student who has completed the Advanced International Certificate of Education curriculum but failed to earn the Advanced International Certificate of Education Diploma.
Specifies that dual enrollment courses are creditable toward high school completion. Requires each semester of instruction that is eligible for
high school and postsecondary credit through a dual enrollment program to be reported by school districts as 75 membership hours for purposes of FTE calculation.
Requires career centers and community colleges to provide a comprehensive academic and career dual enrollment program. Clarifies that an independent postsecondary institution eligible for inclusion in a dual enrollment or early admission program pursuant to s. 1011.62 must participate in the statewide course numbering system developed pursuant to s. 1007.24 to participate in a dual enrollment program.
Amends minimum student scores in 1011.62 that trigger a bonus for Advanced International Certificate of Education teachers.
http://www.myfloridahouse.gov/bills_detail.aspx?Id=16027&iSessionSelectedIndex=1&sBillSubjectText=&sBillNumberText=579&iSponsorSelectedIndex=0&iBillListSelectedIndex=0&sStatueAmendedText=&iBillTypeSelectedIndex=0&iReferredToSelectedIndex=0&iChamberSelectedIndex=0&iBillSearchListPageIndex=0
Title: H.B. 579
Source: www.myfloridahouse.gov
| |
| IA | Signed into law 06/2005 | P-12 | Requires the state board to develop a model core curriculum, taking into consideration the recommendations of the American college testing program, inc. Requires the state board to set a goal of increasing the number of students graduating from secondary school who have successfully completed a core curriculum, by July 1, 2009, to eighty percent of all students graduating from secondary schools in this state except that the goal shall be exclusive of students who have special or alternative means for satisfying graduation requirements under individualized educational plans developed for the students. "Core curriculum" means the minimum number of specific high school courses that a student needs to take in preparation for advanced career and vocational purposes. Adds the requirement that public and accredited nonpublic schools report the percentage of students who graduated during the prior school year and who completed a core curriculum. Requires school boards to assist eighth-graders with planning to develop a core curriculum plan, and requires boards to report each year to students in grades 9-12 and to parents regarding student progress in meeting the goals of successfully completing a core curriculum. Requires the state department to coordinate a working group to develop clear, accurate, meaningful, and unambiguous definitions for key data areas relating to, but not limited to, attrition, completion, and attendance rates. http://coolice.legis.state.ia.us/legislation/enrolled/SF245.html
Title: S.F. 245
Source: http://coolice.legis.state.ia.us
| |
| LA | Signed into law 06/2005 | P-12
Postsec. | AN ACT To amend and reenact R.S. 17:3048.1(A)(1)(e)(xiii) and to enact R.S. 17:3048.1(A)(1)(e)(xiv), relative to the Louisiana Tuition Opportunity Program for Students curriculum (Tuition Opportunity Program for Students (TOPS) high school core curriculum requirements for Opportunity, Performance, and Honors awards for students who graduate from high school during the 2007-2008 school year and thereafter, requires that a student must have successfully completed at least 17½ units of high school course work which constitutes a core curriculum). New law retains same core curriculum list except that it requires the math or science elective unit must be selected from among the following courses: Geometry, Calculus or approved advanced math substitute, Biology II, Chemistry II, Physics or Physics II. Provides that Trigonometry will no longer be included in the core curriculum for students graduating after 2004-2005. http://www.legis.state.la.us/billdata/streamdocument.asp?did=317491
Title: S.B. 19
Source: http://www.legis.state.la.us
| |
| ME | Issued 06/2005 | P-12
Postsec.
Community College | Creates the PK-20 Telecommunications and Technology Infrastructure Board, the Broadband Access Infrastructure Board and the Telecommunciations Infrastructure Steering Committee. Defines purpose, objectives, duties and membership of each. Implementation costs are to be absorbed by the participating agencies, members serve without compensation.
http://www.maine.gov/governor/baldacci/news/executive-orders/E.O.%27s%20since%20E.R.%27s%20arrival/EO%2041%20FY%200405%20-%20Broadband.doc
Title: Executive Order
Source: http://www.maine.gov/governor/
| |
| TX | Signed into law 06/2005 | P-12
Postsec. | Adds requirement that the P-16 council examine and make recommendations regarding the alignment of secondary and postsecondary education curricula and testing and assessment. Council also is to advise the board and the state board of education on the coordination of postsecondary career and technology activities, career and technology teacher education programs offered or proposed to be offered. Council is to review existing school district programs that provide high school students with the opportunity to enroll in advanced academic courses offered through dual credit and concurrent enrollment programs, including reviewing courses currently approved by districts and offered by institutions of higher education for dual and concurrent enrollment credit. It is also to review the high school curriculum required for the recommended high school program and study the feasibility of offering a revised curriculum that would provide graduating high school students with at least 12 hours of advanced academic courses or college-level coursework offered through dual credit and concurrent enrollment programs provided under agreements between high schools and institutions of higher education; and to report.
http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=02806&VERSION=5&TYPE=B
Title: H.B. 2808
Source: http://www.capitol.state.tx.us
| |
| TX | Signed into law 06/2005 | P-12
Postsec. | From bill analysis: S.B. 1452 establishes the Texas Academy for Mathematics and Science Studies (academy) at The University of Texas at Brownville (UT-Brownsville) to provide high school students with the opportunity to pursue mathematics education. Students who enroll at the academy will have the benefit of completing high school and their core college requirements while enrolled at UT-Brownsville. They also will be able to take a variety of courses in mathematics, science, and technology studies, become involved in community service, and take advantage of the many cultural opportunities in Brownsville. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=01452&VERSION=5&TYPE=B
Title: S.B. 1452
Source: http://www.capitol.state.tx.us
| |
| TX | Signed into law 06/2005 | P-12 | Expands the early college education program to allow participants in grades 9 and 10 to participate in an early college education program and to provide at-risk and other students accelerated high school graduation and college credit. From analysis: The 78th Texas Legislature created a Middle College Education Pilot Program, which was designed to test the effectiveness of a combined high school/college program in Texas as part of the Texas High School Project. Based on the success of this program and other similar programs around the country, S.B. 1146 permanently establishes this type of program in Texas. The Early College Education Program will allow at-risk students from grades 9 through 12 to simultaneously complete high school, and either an associate's degree or 60 hours of college credit. The program will provide students with the services they need to overcome educational obstacles and succeed after graduation. The program will also use the lessons learned through the pilot program to improve the articulation agreements between school districts and institutions of higher education, and to involve the P-16 Council throughout the project.
http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=01146&VERSION=5&TYPE=B
Title: S.B. 1146
Source: http://www.capitol.state.tx.us
| |
| CO | Signed into law 05/2005 | P-12
Postsec. | Beginning with the spring of 2006, requires the Colorado Commission on Higher Education to annually send the parents of all eighth-graders in public schools, prior to enrollment in ninth-grade courses, a list of courses the district offers that satisfy the state's higher education admission guidelines. Requires the notice to specify: (1) that completion of such courses is necessary for but not a guarantee of admission to a state-supported postsecondary institution; (2) a student's potential need for remediation and any related financial obligations if the student wishes to apply to a 4-year state-supported institution but does not meet the higher education admission guidelines; (3) a student who fails a course in the higher education admission guidelines may complete a remedial course to satisfy the higher education admission requirements; (4) the availability of and instructions for obtaining information on financial aid to attend a postsecondary institution; (5) the annual state stipend amount set forth in statute 23-18-202; (6) the annual cost of in-state tuition at a state public postsecondary institution; (7) the amount of the student's share of tuition as determined by statute 23-18-207; and (8) notification that the tuition and the stipend amounts are subject to annual change.
Requires the charter school institute board and any local board contracting with a college preparation program to include a provision in the contract that the program must annually provide the Colorado Commission on Higher Education with the name of each student who was enrolled in and completed the program during the previous school year and enrolled in an institution of higher education within six months of completing the program.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/903E5395695CB80287256F4D0069B230?Open&file=1057_enr.pdf
Title: H.B. 1057
Source: www.leg.state.co.us
| |
| CO | Signed into law 05/2005 | P-12
Postsec. | Beginning in spring 2006, requires the commission on higher education to send an annual notice concerning college preparatory courses to the parent of every 11th-grade student prior to the start of grade 12 if the student took the ACT or prior to the start of grade 11 if the student took the precollegiate exam. Requires the notice to include (1) a detailed description of what constitutes an inadequate school in math, reading or writing based on the commission's higher education admission guidelines; (2) information on a student's ability to take basic, precollegiate skills courses while enrolled in a public high school; and (3) notice that the parent may contact the student's school to develop a plan for the student to address the coursework needed to meet the commission's higher education admission guidelines.
Requires local boards and the state charter school institute to provide the opportunity for a student enrolled in a public school of the district or an institute charter school, respectively, to develop a plan for academic remediation upon the student's parent's request.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/1D93D263DE99C9D187256F470064073C?Open&file=1027_enr.pdf
Title: H.B. 1027
Source: www.leg.state.co.us
| |
| OH | Signed into law 05/2005 | P-12
Postsec.
Community College | Establishes the "Partnership for Continued Learning" to promote systemic approaches to education. The Partnership must (1) support regional efforts to foster collaboration among providers of preschool through postsecondary education, (2) identify the workforce needs of private sector employers in the state, and (3) make recommendations to facilitate collaboration among education providers and to maintain a high-quality workforce. The recommendations must address at least the following issues:
(1) Expansion of access to preschool and other education for children under five years of age;
(2) Increasing opportunities for high school students to earn college credit;
(3) Expansion of access to workforce development programs administered by school districts, institutions of higher education, and other providers of career-technical education;
(4) Alignment of statewide academic content standards for grades 9 through 12, the Ohio Graduation Tests, and the curriculum requirements for a high school diploma with the expectations of prospective employers and postsecondary institutions regarding the knowledge and skills high school graduates should attain;[1]
(5) Improvement of science and mathematics skills among students and employees to meet the needs of a knowledge-intensive economy;
(6) Reduction of remediation needs for postsecondary students;
(7) Expansion of access to postsecondary education, including strategies for overcoming financial, cultural, and organizational barriers;
(8) Alignment of teacher preparation programs approved by the State Board of Education with the instructional needs and expectations of school districts;[2]
(9) Strategies for the retention of Ohio graduates in the state workforce and for the attraction of talented graduates from outside the state;
(10) Strategies for promoting adult continuing education to maintain a strong workforce and economy;
(11) Appropriate means of measuring the impact of statewide efforts to promote collaboration among education providers and to develop a high-quality workforce and strategies for collecting and sharing data relevant to this evaluation; and
(12) Strategies for developing and improving opportunities and for removing barriers to achievement for children who are identified as gifted.
http://lsc.state.oh.us/analyses/analysis126.nsf/e77dc78db8ad9b2b85256598004e3f1a/
Title: S.B. 6
Source: http://lsc.state.oh.us/analyses
| |
| AR | Signed into law 04/2005 | P-12
Postsec. | Adds the President of the Arkansas Science and Technology Authority and the Executive Chief Information Officer to the membership of the Arkansas Commission for Coordination of Educational Efforts." Adds to the commission's duties, requiring the commission to make recommendations to improve science, technology, engineering and mathematics education from kindergarten through the bachelor's level in higher education, and make recommendations to improve the use of educational technology. Repeals provisions related to the Public Education Technology Advisory Board.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB2540.pdf
Title: H.B. 2540
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 04/2005 | P-12
Postsec. | Requires each district's student services plan to include a district-level tracking system for students who fail to reach proficiency on state-mandated assessments. Specifies that guidance and counseling services in each district's "student services program" include academic advisement for class selection by establishing academic goals in elementary, middle, and high school; interpretation of criterion-referenced and norm-referenced testing and dissemination of results to the school, students, parents, and community; academic assessment counseling and career counseling, including advising students on the national college assessments, workforce opportunities, and and alternative programs that could provide postsecondary opportunities for students; and guidance in understanding the relationship between classroom performance and success in school.
Specifies that the psychological services offered through a district's student services program include consultation and counseling with parents, students, and school personnel to ensure that all students are ready to succeed and that all students are preparing for college and work.
Specifies that the career services offered through a district's student services program include the dissemination of appropriate course-taking patterns and the effect of taking more rigorous courses so that students are better prepared for college and work success.
Requires every school counselor to provide a career planning process for each student to include career awareness, employment readiness, career information, and the knowledge and skill necessary to achieve career goals. Requires school counselors to also encourage parents, during regular parent conferences, to support partnerships in their children's learning and career planning process.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2868.pdf
Title: H.B. 2868
Source: www.arkleg.state.ar.us
| |
| AR | Signed into law 04/2005 | P-12
Postsec. | As a part of the school improvement plan pursuant to § 6-15-2201, requires the state board to ensure that every district and high school develops strategies to improve student readiness for the postsecondary level based on annual analysis of the feedback report data. Requires the department of education to biennially recommend to the General Assembly statutory changes to reduce the incidence of postsecondary remediation in mathematics, reading, and writing for recent high school graduates who enroll in an institution of higher education.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1983.pdf
Title: H.B. 1983 (multiple provisions)
Source: www.arkleg.state.ar.us
| |
| IA | Signed into law 04/2005 | P-12
Postsec.
Community College | Requires that certain meetings held by the Iowa Coordinating Council for Post High School Education be open to the public. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF276
Title: H.F. 276
Source: coolice.legis.state.ia.us
| |
| KY | Signed into law 03/2005 | P-12
Postsec. | Requires colleges and universities to:
(a) Utilize institution-wide resources to work with elementary and secondary educators and other entities to align curriculum content to ensure that students who achieve proficiency on standards established at the prekindergarten through secondary levels will require no remediation to successfully enter a postsecondary education program;
(b) Provide quality undergraduate teacher preparation programs to ensure that those preparing to teach reading or mathematics at all grade levels have the necessary content knowledge, assessment and diagnostic skills, and teaching methodologies;
(c) Deliver appropriate continuing education for teachers in reading and mathematics through institutes, graduate level courses, and other professional development activities that support a statewide agenda for improving student achievement in reading and mathematics;
(d) Conduct or assist with research on best practices in assessment, intervention strategies, teaching methodologies, costs and effectiveness of instructional models, and other factors as appropriate to reading and mathematics;
(e) Provide staff to consult and provide technical assistance to teachers, staff, and administrators at elementary, middle, and secondary school sites;
(f) Assume active roles in the statewide initiatives referenced in Sections 2 and 5 of this Act; and
(g) Develop written procedures for measuring the effectiveness of activities outlined in paragraphs (a) to (e) of this subsection.
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 1, paragraph 7)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12
Postsec.
Community College | Defines terms, including "mathematics coach," "mathematics diagnostic assessment," "mathematics intervention program," "mathematics leader," "mathematics mentor," and "numeracy." Establishes the Committee for Mathematics Achievement to develop a multi-faceted strategic plan to improve student achievement in mathematics at all levels of schooling, prekindergarten through postsecondary and adult. Specifies that at a minimum, the plan must address:
(a) Challenging curriculum that is aligned prekindergarten through postsecondary, including consensus among high school teachers and postsecondary education faculty about expectations, curriculum, and assessment;
(b) Attitudes and beliefs of teachers about mathematics;
(c) Teachers' knowledge of mathematics;
(d) Diagnostic assessment, intervention services, and instructional strategies;
(e) Shortages of teachers of mathematics, including incentives to attract strong candidates to mathematics teaching;
(f) Statewide institutes that prepare cadres of mathematics leaders in local school districts, which may include highly skilled retired mathematics teachers, to serve as coaches and mentors in districts and schools;
(g) Cohesive continuing education options for experienced mathematics classroom teachers;
(h) Closing the student achievement gap among various student subpopulations;
(i) Curriculum expectations and assessments of students among the various school levels, prekindergarten, primary, elementary, middle, and high school;
(j) Content standards for adult education centers providing mathematics curricula;
(k) Introductory postsecondary education mathematics courses that are appropriate to the wide array of academic programs and majors;
(l) Research to analyze further the issues of transition from high school or GED programs to postsecondary education mathematics; and
(m) The early mathematics testing program under KRS 158.803.
Other factors may be included in the strategic plan as deemed appropriate by the committee to improve mathematics achievement of Kentucky students.
Requires the committee to (a) Design a statewide professional development program that includes summer mathematics institutes at colleges and universities, follow-up, and school-based support services, beginning no later than June 1, 2006, to prepare teams of teachers as coaches and mentors of mathematics at all school levels to improve student achievement. Specifies areas the design must address. (b) Require schools and districts approved to have participants in the mathematics leader institutes to provide specified assurances to support institute participants and students who need modified instructional and intervention services in math.
Establishes committee membership, terms, chairmanship, attachmetn to Kentucky Department of Education, and responsibilities. Specifies that the committee must:
(a) Present a draft strategic plan addressing the requirements in subsection (1) of this section and other issues that arose during the work of the committee to the Education Assessment and Accountability Review Subcommittee no later than August 2005;
(b) Present the strategic plan for improving mathematics achievement to the Interim Joint Committee on Education by July 15, 2006, which shall include any recommendations that require legislative action; and
(c) Provide a final written report of committee activities to the Interim Joint Committee on Education and the Legislative Research Commission by December 1, 2006.
Also specifies that the committee will have ongoing responsibility for providing advice and guidance to policymakers in the development of statewide policies and in the identification and allocation of resources to improve mathematics achievement. In carrying out this responsibility, the committee must periodically review the strategic plan and make modifications as deemed appropriate and report those to the Interim Joint Committee on Education.
Mandates that the committee collaborate with the Center for Mathematics to ensure that there is ongoing identification of research-based intervention programs for K-12 students who have fallen behind in mathematics, rigorous mathematics curricula that prepare students for the next level of schooling, research-based professional development models that prepare teachers in mathematics and pedagogy, and strategies for closing the gap between high school or GED and postsecondary mathematics preparation.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 2)
Source: lrc.ky.gov
| |
| FL | Adopted12 02/2005 | P-12
Postsec.
Community College | Each state university board of trustees, community college board of trustees and district school board must plan and adopt policies and procedures to provide articulated programs so that students can proceed toward their educational objectives as rapidly as their circumstances permit. They also must establish joint programs and agreements to facilitate articulation, acceleration, and efficient use of faculty, equipment, and facilities. The Commissioner must establish an Articulation Coordinating Committee which shall report to the Commissioner and consist of eighteen (18) members. Among other duties, the committee will do the following: function as the statewide pre-kindergarten through university advisory committee and accept continuous responsibility for community college-university-school district relationships; and examine statewide data regarding articulation, recommend resolutions of issues, and propose policies and procedures to improve articulation systemwide.
http://www.firn.edu/doe/rules/6a-102.htm#6A-10.024
Title: FAC 6A-10.024
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 09/2004 | P-12 | Authorizes a school district to provide a pupil with an individualized academic and career exploration plan prior to the completion of grade 9. The plan must be developed jointly by the student, parent and a school counselor with a valid credential in pupil personnel services. Requires the plan to include (1) a sequence consisting of academic courses that satisfy state and district requirements and standards for entry into postsecondary education, (2) a sequence consisting of courses or career exploration activities, training for entry to the work world after high school graduation, or both, and (3) participation in small learning communities, academies, partnership academies, career and technical training programs, work experience programs, and other programs that focus on career exploration or career and technical education, or both. http://www.leginfo.ca.gov/pub/bill/asm/ab_2251-2300/ab_2295_bill_20040823_enrolled.html
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2295_veto.pdf
Title: A.B. 2295
Source: California Legislative Web site
| |
| CA | Vetoed 09/2004 | P-12
Postsec. | Relates to the Academic Improvement and Achievement Act, which authorizes districts to submit proposals to the state superintendent to fund activities that will increase the percentage of pupils at qualifying high schools who meet the requirements for admission to the California State University and the University of California. Appropriates $5 million from the general fund to the state department of education to fund the Academic Improvement and Achievement Act. Provides these funds would be applied toward the minimum funding requirements for school districts and community college districts. http://www.leginfo.ca.gov/pub/bill/asm/ab_2051-2100/ab_2080_bill_20040826_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2080_veto.pdf
Title: A.B. 2080
Source: www.leginfo.ca.gov
| |
| IA | Issued 08/2004 | P-12
Postsec.
Community College | Creates the IOWA LEARNS COUNCIL. The Iowa Learns Council shall work towards the ambitious goal of 90% of Iowa children having a quality pre-school experience, and 90% of Iowa high school graduates will go on to complete at least two years of college; shall promote, gather, and share information regarding Iowa's progress to ensure seamless pathways across education sectors and the workplace; shall identify the necessary steps to ensure that Iowans--from pre-school to graduate school--are supported by a well coordinated seamless system of learning and support to provide for successes from early childhood through higher education, and into the workforce in our communities.
http://www.state.ia.us/iowalearns/doc/eo30.html
Iowa Learns Council report with recommendations released August 11, 2004. http://www.state.ia.us/iowalearns/reports.html
Title: Executive Order No. 30 - 2003
Source: Iowa State Web site
| |
| TN | Signed into law 06/2004 | Postsec.
Community College | Deleted and replaced a previous sub-section of law. Requires development of a master plan for future development of public higher education, including technology centers; requires the master plan to include specific goals, including: (A) Increasing educational attainment levels of
Tennesseans; (B) Improving retention and graduation rates of public universities; (C) Creating improved linkages with regional economic and community development entities; (D) Increasing degree production in areas central to the public agenda; (E) Creating improved regional and statewide linkages with K-12 education to ensure that students are prepared for post-secondary education; (F) Improving teacher education programs to ensure that graduates are prepared for the classroom; (G) Increasing participation in adult literacy programs; and (H) Broadening research and development initiatives in areas central to the public agenda.provides for equitable dispersal of funds. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0882.pdf
Title: H.B. 2865
Source: http://www.legislature.state.tn.us
| |
| OK | Signed into law 05/2004 | Postsec. | Creates the Advancement of Hispanic Students in Higher Education Task Force; provides for termination of task force; states purpose; provides for membership; requires annual report; provides for staffing; provides for reimbursement of travel expenses; provides for codification; provides an effective date; declares an emergency.
Title: H.B. 2145
Source: StateNet
| |
| UT | Signed into law 03/2004 | P-12
Postsec. | Requests the Commissioner of Higher Education to review and evaluate all remedial programs and prepare an updated cost of these services; requests the Utah System of Higher Education, in collaboration with the State Board of Education, better articulate the K-12 requirements of higher education institutions; requests the Utah System of Higher Education to identify and implement more cost-efficient remedial programs. http://www.le.state.ut.us/~2004/htmdoc/hbillhtm/HCR011.htm
Title: H.C.R. 11
Source: StateNet
| |
| WA | Vetoed 03/2004 | P-12
Postsec.
Community College | Strengthens linkages between K-12 and higher education systems. Requires the state board for community and technical colleges, the higher education coordinating board, the council of presidents, the work force training and education coordinating board, public school secondary principals, public school district superintendent representatives, and the superintendent of public instruction to take actions to strengthen, expand, and create dual enrollment programs available to students on high school campuses by removing barriers that inhibit the availability of the programs and, where possible, by creating incentives to offer the courses and programs. These actions are not intended to decrease the number or types of dual enrollment programs available to students on college campuses. http://www.leg.wa.gov/pub/billinfo/2003-04/Senate/6550-6574/6561_pl.pdf
Title: S.B. 6561
Source: http://www.leg.wa.gov
| |
| WA | Vetoed 03/2004 | P-12
Postsec. | Relates to cooperation among education policy boards; provides that this cooperation include efforts to increase student success in math requirement in high school and college through instruction alignment, the development of standards for the knowledge and skills needed to be ready for college level work.
Title: S.B. 5677
Source: StateNet
| |
| WA | Signed into law 03/2004 | P-12
Postsec. | Requires the higher education coordinating board, the office of the superintendent of public instruction and the state board for community and technical colleges to convene a work group to (a) Discuss standards and expectations for the knowledge and skills high school graduates need for college-level work and strategies for communicating those standards to all Washington high schools; (b) Identify the causes of current gaps in knowledge and skills of recent high school graduates; (c) Identify innovative strategies currently used by school districts and other initiatives or programs designed to provide graduates with the knowledge and skills for college-level work; and (d) Develop and initiate actions to address the gaps in knowledge and skills so that the need for remediation of recent high school graduates in public higher education institutions is significantly reduced. Requires the state education and higher education agencies to jointly submit a report to the legislature by December 15, 2004. The report will summarize the findings of the work group and describe actions taken by the agencies, higher education institutions, and school districts to enhance the knowledge and skills of high school graduates. The report will also recommend additional strategies, timelines, and measurable benchmarks for reducing remediation of recent high school graduates over the next three years. http://www.leg.wa.gov/pub/billinfo/2003-04/Senate/5125-5149/5139-s_sl.pdf
Title: S.B. 5139
Source: www.leg.wa.gov
| |
| WV | to governor 03/2004 | P-12
Postsec. | One section of H.B. 4001 requires high quality education standards and efficiency standards to include an assurance that graduates are prepared for continuing postsecondary education, training and work, and that schools and school systems are making progress toward achieving the education goals of the state.
Title: H.B. 4001-- Multiple Sections
Source:
| |
| AR | Vetoed-House Override 01/2004 | P-12
Postsec.
Community College | Creates the State Commission for Coordination of Educational Efforts for the purpose of improving coordination between and among all levels of education between pre-kindergarten and graduate level. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/HB1034.pdf
Title: H.B. 1034
Source: Arkansas Legislative Web site
| |
| AR | Signed into law 01/2004 | P-12
Postsec. | Adds Ark. Code 6-15-2201. Requires postsecondary education to report on the readiness of high school students for higher education; the state board of education shall require schools and districts to develop strategies to improve student readiness for postsecondary education and reduce remediation for high school graduates. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/SB33.pdf
Title: S.B. 33 § 10
Source: Arkansas Legislative Web site
| |
| DE | Issued 08/2003 | P-12
Postsec.
Community College | Establishes the Delaware P-20 Council. Identifies council membership. States that the goals of the council are to use data to:
a. Explore the potential of expansion of early learning for children ages 3 to 5;
b. Explore ways to improve the service and quality of service for children from birth through pre-school;
c. Examine and make recommendations for successfully transitioning students from one level to another throughout their education, including improved readiness for college success;
d. Recommend strategies for closing the achievement gaps that currently exist between majority and minority students as well as low- and high-income students; and
e. Recommend upgrading educator preparation and professional development which is highly correlated to student success.
Requires the council to report semi-annually to the governor on the status of its work.
http://www.state.de.us/governor/orders/webexecorder47.shtml
Title: Executive Order 47
Source: www.state.de.us
| |
| NC | Signed into law 06/2003 | P-12
Postsec. | Encourages early entry of motivated students into four-year college programs.
Title: H.B. 601
Source: StateNet
| |
| NC | Signed into law 06/2003 | P-12
Postsec. | Creates the Innovative Education Initiatives Act to develop cooperative efforts between secondary schools and institutions of higher education to reduce dropout rates, increase high school and college graduation rates and decrease the need for higher education remedial programs; creates the cooperative innovative high school programs; permits public and private colleges and private businesses or organizations to participate; provides for funding. The General Assembly strongly endorses the Governor's goal of making North Carolina's system of
education first in America by 2010. With that as the goal, the Education Cabinet shall set as a priority cooperative efforts between secondary schools and institutions of higher education so as to reduce the high school dropout rate, increase high school and college graduation rates, decrease the need for remediation in institutions of higher education, and raise certificate, associate, and bachelor degree completion rates.
The Cabinet shall identify and support efforts that achieve the following purposes: (1) Support cooperative innovative high school programs; (2) Improve high school completion rates and reduce high school dropout rates; (3) Close the achievement gap; (4) Create redesigned middle schools or high schools; (5) Provide flexible, customized programs of learning for high school students who would benefit from accelerated, higher level coursework or early graduation; (6) Establish high quality alternative learning programs; (7) Establish a virtual high school; (8) Implement other innovative education initiatives designed to advance the state's system of education. Requires the Education Cabinet to identify federal, state, and local funds that may be used to support these initiatives. In addition, the Cabinet is strongly encouraged to
pursue private funds that could be used to support these initiatives. http://www.ncga.state.nc.us/html2003/bills/AllVersions/Senate/S656vc.html
Title: S.B. 656
Source: http://www.ncga.state.nc.us/
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| MN | Signed into law 05/2003 | P-12
Postsec. | Effective the day after enactment, requires the commissioner to provide written recommendations to the committees of the legislature having jurisdiction over kindergarten through grade 12 education policy and budget issues by February 1, 2004, that: (1) identify the cut-scores on high school reading and mathematics assessments indicating that remedial instruction in the state's two-year higher education institutions is unneeded; (2) recommend alternative assessments, including student portfolios; (3) recommend whether students must pass state end-of-course examinations as a requirement for high school graduation; (4) evaluate the feasibility of including state percentile rankings and a national comparison; and (5) establish a method for using the grade 8 language arts and math tests to satisfy basic skills requirements.
See Article 2, Section 2: http://www.revisor.leg.state.mn.us/cgi-bin/getbill.pl?session=ls83&version=latest&number=HF302&session_number=0&session_year=2003
Title: H.F. 302 (multiple provisions)
Source: www.revisor.leg.state.mn.us
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| NV | Signed into law 05/2003 | P-12
Postsec. | Requires state board to prescribe course to prepare pupils for high school proficiency examination and college entrance examinations. http://www.leg.state.nv.us/72nd/bills/AB/AB510_EN.pdf
Title: A.B. 510
Source: http://www.leg.state.nv.us
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| OK | to governor 05/2003 | P-12
Postsec. | Amends membership of Education Oversight Board; assigns responsibility to oversee implementation of the provisions of Enrolled House Bill No. 1017 of the 1st Extraordinary Session of the 42nd Oklahoma Legislature. Also oversees implementation of the provisions of the Oklahoma Teacher Preparation Act; and makes recommendations to the Governor and Legislature on methods to achieve an aligned, seamless system from preschool through postsecondary education. Also, assigns oversight of the Office of Accountability to the Accountability Oklahoma State Regents for Higher Education are directs the Regents to support the Office of Accountability from the budget of the Regents. http://www2.lsb.state.ok.us/2003-04HB/hb1767_enr.rtf
Title: H.B. 1767 - Omnibus Bill
Source: http://www2.lsb.state.ok.us
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| TX | Signed into law 05/2003 | P-12
Postsec. | A high school student who graduates within 36 month or less is eligible to receive a grant of $1,000 toward tuition at any Texas public private or private institution of higher education that will match the award. The program is funded entirely by the savings generated by students who graduate early from the public school system. Approximately 4,000 early graduates per year, out of an estimated 215,000 total graduates, take advantage of this program. H.B. 1882 amends the Education Code to change the rules of eligibility for the Early High School Graduation Scholarship and offer more financial assistance to eligible students. Under the Early High School Graduation Scholarship program, an eligible student is entitled to a state credit to pay tuition and mandatory fees at a public or private institution of higher education in this state in the following amounts: (1) $2,000 if the person successfully completed the recommended or advanced high school program and graduated from high school in 36 consecutive months or less and an additional $1,000 if the person graduated with at least 15 hours of college credit; (2) $500 if the person successfully completed the recommended or advanced high school program and graduated from high school in more than 36 consecutive months but not more than 41 consecutive months and an additional $1,000 if the person graduated with at least 30 hours of college credit; or (3) $1,000 if the person successfully completed the recommended or advanced high school program and graduated from high school in more than 41 consecutive months but not more than 45 consecutive months with at least 30 hours of college credit.
http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=01882&VERSION=5&TYPE=B
Title: H.B. 1882
Source: http://www.capitol.state.tx.us
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| OK | Signed into law 04/2003 | P-12
Postsec. | Amends 70 O.S. 2001, Section 2605, which relates to the Oklahoma Higher Learning Access Program. Students who qualify on the basis of financial need are to be given the opportunity throughout the eighth-, ninth-, and tenth-grade years to enter into participation in the program by agreeing to, throughout the remainder of their school years: 1. Attend school regularly and do homework regularly; 2. Refrain from substance abuse; 3. Refrain from commission of crimes or delinquent acts; 4. Have school work and school records reviewed by mentors designated pursuant to the program; 5. Provide information requested by the Oklahoma State Regents for Higher Education or the State Board of Education; and 6. Participate in program activities. http://www2.lsb.state.ok.us/2003-04SB/sb326_enr.rtf
Title: S.B. 326
Source: http://www2.lsb.state.ok.us/
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| NM | Signed into law 03/2003 | P-12
Postsec. | Requires that high school curricula and end-of- course test be aligned with the placement tests for state's two and four-year public educational institutions. http://legis.state.nm.us/senatedetails2.asp?District=31
Title: H.B. 186, S.B. 62
Source: StateNet
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| CA | Signed into law 09/2002 | P-12 | Requires the Superintendent of Public Instruction to advise school districts that maintain high schools about the importance of making readily available to each high school pupil the list of courses offered by the school attended by that pupil that are certified by the University of California as meeting admission requirements. Requires that State institutions of higher education assist school districts in this matter.
Title: S.B. 1339
Source: Lexis-Nexis/StateNet
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| MD | Signed into law 09/2002 | P-12 | Requires that K-16 Leadership Council be formalized through a Memorandum of Understanding signed by K-12 and postsecondary officials; and that the council study and plan for the establishment of the K-16 Research and Development Institute and the Maryland Clearinghouse for Educational Statistics. http://mlis.state.md.us/2002rs/bills/hb/hb0661e.rtf
Title: H.B. 661
Source: mlis.state.md.us
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| CT | Signed into law 06/2002 | P-12 | Allows the Board of Governors of Higher Education to establish and administer within the general fund a GEAR Up for Connecticut futures account. State treasurer may invest any moneys in the account not needed for current disbursement for scholarships, with interest from investments credited to the account.
Title: H.B. 5498
Source: Lexis-Nexis/StateNet
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| AZ | Signed into law 05/2002 | P-12 | Mandates state board to identify students simultaneously enrolled in a course for both high school and college credit using student level data element already in statute. Authorizes auditor general to access this information when certifying the full-time equivalent student enrollment for purposes of calculating state aid. http://www.azleg.state.az.us/legtext/45leg/2r/laws/0241.htm
Title: Omnibus--H.B. 2213
Source: http://www.azleg.state.az.us
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| FL | Signed into law 05/2002 | P-12
Postsec. | Creates new section giving state board oversight of all public school boards and public postsecondary institution boards, gives state board authority to undertake sanctions, including withholding funds, against school district or public postsecondary education institution that does not comply with law or state board rule within specified time. See bill section 376, page 842, line 3 ff: http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: http://www.leg.state.fl.us
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| MD | Signed into law 05/2002 | P-12
Postsec. | Requires the department to distribute a grant in specified amounts to distressed counties in FY 03 and 04 and to all counties in FY05 and subsequent years for the administration of the Preliminary Scholastic Aptitude Test to 10th-graders. Funding should be sufficient to administer PSAT to all 10th graders in the county. Replaces "State Scholarship Administration" with "Office of Student Financial Assistance." Requires governor to annually fund need-based scholarship programs at a minimum of 80% of the funds allocated the previous year. States that 9th- or 10th-grader who applies and qualifies for a Guaranteed Access Grant Award on the basis of financial need is prequalified for a guaranteed access award by agreeing in writing to meet certain criteria as a secondary and postsecondary student, including participating in the College Readiness Outreach Program until high school graduation; establishes the College Readiness Outreach Program for 9th- and 10th-grade students; allows, if state funds are available, students to receive Educational Excellence Awards who meet requirements but have missed March 1 deadline. Designates specified responsibilities in Educational Excellence Awards to the Maryland Higher Education Commission; establishes need-based Maryland Graduate and Professional Scholarship Program for full- and part-time students professional students in specified fields studying at specified universities; establishes K-16 Leadership Council. Requires that department develop, in conjunction with state professional standards board, certificate for middle school teachers. Establishes that College Readiness Outreach Program be implemented over 5-year period beginning in FY04, and that the program be implemented in its first year for up to 1,000 students in Allegany, Prince George's, and Wicomico counties and Baltimore City. Requires that College Readiness Outreach Program be evaluated by commission, in consulation with department, and reported on to general assembly by July 1, 2007. http://mlis.state.md.us/2002rs/bills/sb/sb0453e.rtf
Title: S.B. 453
Source: mlis.state.md.us
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| IL | Signed into law 08/2001 | P-12
Postsec. | Public Act No. 92-445., Amends the State Finance Act, the Higher Education Student Assistance Act, and the Illinois Vehicle Code; creates a program to provide new teacher training scholarships, to be known as Illinois Future Teacher Corps Scholarships; provides that the scholarships are for full-time undergraduate and graduate students pursuing studies at qualified institutions of higher learning leading to teacher certification and covers tuition and other fees for a certain period of time.
Title: S.B. 1521
Source: Lexis-Nexis/StateNet
| |
| FL | Filed as Chapter No 06/2001 | P-12
Postsec.
Community College | Establishes Florida's K-20 system. Relates to Florida On-Line High School, abolishing the Board of Regents, Board of Community Colleges and the Postsecondary Education Planning Commission, the regulation of independent schools or home education, to preschool, prekindergarten early intervention programs, the First Start Program, and children service needs assessments; creates Sarasota County campus of Florida State University; relates to the Bright Futures Scholarship Testing Program and the Prepaid College Program.
Title: S.B. 1162
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 05/2001 | P-12
Postsec. | Pilot program to provide to prospective students in three areas of the state with the highest number of students who do not attend institutions of higher education, as determined by the board, information related to enrollment in public or private or independent institutions of higher education, including admissions and financial aid information; and to assist those prospective students in completing applications related to enrollment in those institutions, including admissions and financial aid applications. Districts are authorized to develop plans with higher education institutions in close proximity for the purpose of increasing the number of students attending postsecondary education. Plans must meet certain requirements.
Title: H.B. 400
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 05/2001 | P-12 | Requires that records relating to student performance be coordinated and maintained in standardized, compatible formats that allow the exchange of information between K-12 and higher education and throughout student educational careers; school districts must ensure students enroll in courses for the recommended or advanced high school program. Requires the state department to adopt or develop appropriate criterion-referenced assessment instruments designed to assess the ability of and be administered to students who are determined to have dyslexia or a related disorder; permits but does not require the commissioner of education to participate in multi-state end-of-course test development, and requires the development of an end-of-course test for Algebra I. Adds district completion rates to list of indicators that must be reported and requires boards to have district dropout rates audited annually at district expense; establishes a "Gold Peformance Rating Program" based on enhanced performance.
Title: H.B. 1144
Source: http://www.house.state.tx.us/
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| GA | Signed into law 04/2001 | P-12 | Reverses the decision of the P-16 Council which eliminates agricultural courses and other courses on the list of state funded courses for grades 9-12 approved by the State Board of Education (Act No. 38).
Title: H.R. 217
Source: Lexis-Nexis/StateNet
| |
| KY | Signed into law 03/2001 | P-12
Postsec. | Relates to education councils; defines "P-16 council" or "council of partners"; specifies that the Council on Postsecondary Education administer a competitive grant program to enable the establishment of local P-16 councils; criteria for participation in the grant program and the amount of the grants shall be established jointly by the Council on Postsecondary Education and the Kentucky Board of Education; a local P-16 council shall promote teacher preparation and professional development, the alignment of competency standards and the elimination of barriers that impede student transition from preschool through baccalaureate programs; requires an annual report from each P-16 council.
Title: H.B. 17
Source: Lexis-Nexis/StateNet
| |
| FL | Signed into law 06/2000 | P-12
Postsec. | Creates the Florida Education Governance Reorganization Act of 2000; Creates a governance system that deals with K-20 education. The new board will oversee Florida's education system from Kindergarten to grad school.
Title: H.B. 2263
Source: Lexis-Nexis/StateNet
| |
| MD | Signed into law 04/2000 | P-12
Postsec. | Creates a Task Force to Study College Readiness for Disadvantaged and Capable Students. Requires the task force to report its interim findings and recommendations to the governor and general assembly by January 1, 2001 and a final report of its findings and recommendations to the same by December 1, 2001.
http://mlis.state.md.us/PDF-Documents/2000rs/fnotes/bil_0001/hb1091.PDF
Title: H.B. 1091
Source: Lexis-Nexis/StateNet
| |
| KY | Signed into law 03/2000 | P-12
Postsec. | Establishes the Kentucky Early Mathematics Testing Program, located at a public university, to provide information to high school sophomores and juniors regarding their level of mathematics knowledge in relation to college standards in order to encourage students to take additional high school mathematics courses and reduce the number of students needing mathematics remediation in college.
Title: H.B. 178
Source: Lexis-Nexis/StateNet
| |
| OR | Signed into law 07/1999 | P-12
Postsec. | Directs State Board of Higher Education and State Board of Education to meet as joint boards of education for the purpose of reaching joint policy determinations; authorizes use of moneys appropriated from General Fund for student aid or other incentives that encourage resource sharing.
Title: S.B. 868
Source: Lexis-Nexis/StateNet
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| AL | Signed into law 05/1994 | Postsec. | (Effective: 05/28/94) Provides for a computerized advisement system operated by Troy State University and development of a common curriculum. The act further provides for two year schools accredited by Southern Association's Commission on colleges to enter into a contract agreement whereby course offerings are accepted by four year institution for graduation purposes. (Legislative Link, Regular Legislative Session - 1994)
Title: H 505 (Act 94-202) Community Colleges
Source: Alabama State Department of Education, Division of Legislative Services
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| P-3 |
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| P-3 Brain Development |
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| P-3 Content Standards and Assessment |
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