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State |
Status/Date |
Level |
Summary |
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 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--Learnfare |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
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| Accountability--Sanctions/Interventions--No Pass No Play |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
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| Assessment |
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| Assessment--Accommodations |
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| Assessment--College Entrance Exams |
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| Assessment--Computer Based |
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| Assessment--End-of-Course |
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 | Assessment--Formative/Interim |
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Requires the superintendent of public instruction to develop recommendations, to be reported to the fiscal and appropriate policy committees of both houses of the legislature by November 2012, for the reauthorization of the statewide pupil assessment program. Requires the recommendations to include a plan for transitioning to a system of high-quality assessments. Requires the recommendations to
consider including specified characteristics in the reauthorized assessment system. Defines, for purposes of the Leroy Greene California Assessment of Academic Achievement Act (the Greene Act), formative
assessment, high-quality assessment and interim assessment. Makes the Greene Act inoperative on July 1, 2014, and repeals the act as of January 1, 2015. By extending the time period during which school districts are required to perform various duties relating to the administration of achievement tests, the bill imposes a state-mandated local program. Requires the state department of education to use certain federal funds, and any other available state and federal funds, to implement the provisions of this bill. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0201-0250/ab_250_bill_20111008_chaptered.pdf
Title: A.B. 250 - Assessment System
Source: www.leginfo.ca.gov
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| UT | Signed into law 03/2011 | P-12 | Directs the state board of education to approve a benchmark assessment for districts and charter schools to assess the reading proficiency of 1st, 2nd and 3rd graders at the beginning, middle and end of the school year, and report the assessment results to a student's parent or guardian. Provides that if a benchmark assessment or supplemental reading assessment indicates a student need in reading, the district or charter must provide focused intervention, administer formative assessments to measure the success of the intervention, inform the parent of activities the parent may engage in to enhance the student's reading proficiency, and provide the parent with information on appropriate interventions available to the student outside the regular school day that may include tutoring, before/after-school programs, or summer school.
Directs the state board of education to contract with an educational technology provider for a diagnostic assessment system for reading for students in grades K-3. Requires that the diagnostic assessment system for reading be available to applicant districts and charter schools beginning in the 2011-12 school year. Provides the diagnostic assessment system for reading must include (1) a benchmark assessment to be administered at the beginning, middle and end of grades K-3; (2) formative assessments to be administered every 2-4 weeks for students at high risk of not attaining proficiency in reading; (3) align with the state's language arts core curriculum; (4) include a data analysis component that has specified capabilities, including individualized student progress reports and lesson plans that may be used to develop reading skills. Provides the benchmark and formative assessments must be available to be downloaded to a portable technology device so that a teacher may sit beside a student as the student is being assessed at any location in the school.
Directs a district and charter school governing board to monitor the learning gains of a school's students as reported by the benchmark assessments, and require a reading achievement plan to be revised if the district or governing board determines a school's students are not making adequate learning gains.
Directs the state board to evaluate the effects of the diagnostic assessment system for reading by comparing the learning gains of students in schools that use the diagnostic assessment system with the gains of students in schools that do not use the system, and submit a report on the evaluation to the public education appropriations subcommittee by November 2013. Clarifies that certain district or charter school actions are prerequisites to receiving funds rather than precede an allocation of funds through the K-3 Reading Improvement Program; clarifies that one such action is professional development specifically for classroom teachers in grades K-3. Specifies goals that an applicant district or charter school must submit to be eligible for program funds. Provides that a district or charter school may use program funds for portable technology devices to administer reading assessments. Specifies criteria under which a district or charter school may, after three years, not receive additional funds under the K-3 Reading Improvement Program. Directs the state board of education to make an annual report to the public education appropriations subcommittee that includes information on student learning gains and trends, and that may include recommendations on how to increase the percentage of 3rd graders reading on grade level.
Makes an appropriation. Provides legislative intent that if this and H.B. 301 http://le.utah.gov/~2011/bills/hbillenr/hb0301.pdf both pass, (which did happen), that the amendments to subsection 53A-17a-150(15) in this bill supersede the amendments to the same section in H.B. 301. http://le.utah.gov/~2011/bills/hbillenr/hb0302.pdf
Title: H.B. 302
Source: le.utah.gov
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| GA | Signed into law 05/2010 | P-12 | 20-2-326 defines:
--"Career academy" as (1) a specialized charter school established by a partnership between one or more local boards of education and a technical school or college or (2) a small learning community where a student receives academic instruction at his/her assigned high school, along with work-based learning opportunities at an industry center or technical school or college
--"Chronically low-performing high school" as one (1) with a graduation rate below 60% for three consecutive years (using the National Governors Association methodology), or (2) that has not made adequate yearly progress (AYP) for three consecutive years
--"Choice technical high school" as a high school other than the one the student is assigned to by residence, designed to prepare a student for postsecondary education and employment. Provides a choice technical high school may be operated by a local school system or technical college. Also permits a choice technical high school to be operated as a charter school under a governance board comprised of parents, employers and representatives from the local school board
--"Focused program of study" as a rigorous academic core combined with (1) a focus in math and science, (2) a focus in humanities, fine arts and foreign language, or (3) a coherent sequence of career pathway courses that prepares a student for postsecondary education or immediate employment after high school graduation.
Also defines "small learning community" as a subset of high school students and teachers joined around a broad career or academic theme where teachers have common planning time to connect teacher assignments and assessments to college and career readiness standards. Provides that students voluntarily apply for enrollment in a small learning community but must be accepted, and such enrollment must be approved by the student's parent. Specifies that a small learning community also includes a career academy organized around a specific career theme and integrates academic and career instruction, provides work-based learning opportunities, and prepares students for postsecondary education and employment, in partnership with local employers, community organizations and postsecondary institutions.
New Section 20-2-328 directs the state board of education, subject to legislative appropriation, to establish a competitive grant program for local school systems to implement school reform measures in selected high schools. Requires the state board to establish grant criteria, which must include that priority for grants be given to chronically low-performing high schools. Directs the state board to develop, for high schools receiving a grant, an evidence-based model for serving at-risk students, which must focus on specified elements designed to increase student achievement; reduce dropout; help students and their parents set and achieve career and educational goals; and help students learn and apply study skills, coping skills and other habits that produce successful students and adults. Requires that the at-risk model program include:
(1) Diagnostic assessments
(2) A process for identifying at-risk students, closely monitored by the department of education to ensure that students are properly identified and receive timely and appropriate guidance and assistance, and to ensure no group is disproportionately represented
(3) An evaluation component in each high school to ensure programs provide students an opportunity to earn a high school diploma.
Identifies components the at-risk model program may include to facilitate 9th grade success, such as:
(1) Flexible scheduling to increase student time in language/arts and math to eliminate academic deficiencies
(2) Ninth grade student-teacher ratios no higher than those in any other grade in the high school
(3) Using effective teachers as leaders for teacher teams in 9th grade to improve instructional planning, delivery and reteaching strategies
(4) Assigning teacher mentors to meet frequently with students to provide planned lessons on study skills and other "habits of success" to help students become independent learners and help them receive the assistance they need to pass 9th grade
(5) Ninth grade career courses incorporating a series of miniprojects throughout the school year that require the application of grade-level reading, math and science skills to complete, require students to use a range of technology, and help students explore a range of educational and career options to help them formulate post high school goals and give them a reason to stay in school and work toward achieving their stated goals.
Requires the state board to adopt rules for chronically low-performing high schools receiving a reform grant, to make the high schools more relevant to and effective for all students. Requires that such rules encourage high schools to implement a comprehensive school reform research-based model that focuses on eight specified elements, including setting high expectations for all students and fostering collaboration among academic and career/technical teachers.
New Section 20-2-329 requires high schools receiving a reform grant per Section 20-2-328 to provide focused programs of study that, whether offered at a choice technical high school, a career academy, a traditional high school, or on site at a two- or four-year postsecondary institution:
(1) Are aligned with state board-set graduation requirements, including 4 years of math and 4 years of English with an emphasis on developing reading and writing skills to meet college and career readiness standards
(2) Implement a teacher adviser system
(3) Provide students in grades 9-12 with information on educational programs offered in high school, two- and four-year institutions, and through apprenticeship programs and how these programs can lead to a variety of career fields. Requires that districts offer opportunities for field trips, job shadowing and other means to help students and their parents in revising, if appropriate, the student's individual graduation plan.
(4) Enroll students by grade 9 into one of the following options for earning a high school diploma and preparing students for postsecondary education and a career which will include a structured program of academic study with in-depth studies in: (A) Mathematics and science; (B) Humanities, fine arts, and foreign language; or (C) A career pathway that leads to passing an employer certification exam in a high demand, high skill, or high wage career field or to an associate's degree or bachelor's degree.
(5) Implement the state board-developed at-risk model program
(6) Schedule annual conferences to help students and their parents set educational and career goals and create individual graduation plans
Directs the state board to adopt rules necessary to carry out the provisions of this bill.
http://www.legis.state.ga.us/legis/2009_10/pdf/hb400.pdf
Title: H.B. 400 - New Section 20-2-326, 328 and 329
Source:
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| KY | Signed into law 03/2010 | P-12 | Relates to adolescent reading skills. Expresses legislative intent that all middle and high school students have the skills necessary to read complex materials in specific core subjects and comprehend and apply information. Requires every middle and high school to (1) provide explicit instruction to students lacking skills in how to read, learn, and analyze information in key subjects, and (2) ensure that teachers have the skills to help all students develop critical strategies and skills for subject-based reading. Directs the department of education to provide technical assistance to districts to identify teaching strategies to improve reading skills needed to understand subject area concepts and content. Directs the education professional standards board to review and revise the teacher certification and licensure requirements as necessary to ensure that all teachers are prepared to improve students' subject reading skills. Also directs the department of education to work with state and national educators and subject matter experts to identify student reading skills in each subject area that align with the state content standards and identify teaching strategies in each subject area that can be used explicitly to develop the necessary reading skills. Further directs the department to encourage the development of comprehensive middle and high school adolescent reading plans to be incorporated into the curricula of each subject area to improve all students' reading comprehension.
Expands the duties of the Collaborative Center for Literacy Development: Early Childhood through Adulthood. Requires the center to (1) help middle and high schools develop comprehensive adolescent reading plans and (2) maintain a repository of comprehension best practices in the teaching of each subject area and a list of classroom-based diagnostic reading comprehension assessments that measure student progress in developing students' reading comprehension skills. http://www.lrc.ky.gov/record/10RS/SB163/bill.doc
Title: S.B. 163
Source: www.lrc.ky.gov
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| OH | Signed into law 07/2009 | P-12 | Replaces all references to "tests" to "assessments".
Section 3301.079: Existing law requires the state board to inform all districts when any achievement test has been completed; new provision extends this notification requirement to community schools, STEM schools, and nonpublic schools required to administer the assessment. Combines grades K-2 diagnostic assessments in reading and writing and grade 3 diagnostic assessment in writing into English language arts diagnostic assessment in those grades.
Section 3301.0710: Replaces grades 4, 5, 6 and 8 reading assessments with assessments in English language arts; replaces separate reading and writing assessments in grades 4 and 7 with single English language arts assessment (reducing from three to two the number of assessments administered in grades 4 and 7). Reduces the number of score designations on the state assessments from 5 to 3 (eliminating second-lowest "basic" and second-highest "accelerated" levels). Eliminates provisions establishing testing dates for grades 3-7 achievement tests and graduation tests; replaces with provision directing the state superintendent to designate dates and times for the administration of grades 3-8 assessments and Ohio graduation tests. In setting administration dates, directs the state superintendent to allow a reasonable length of time between the state assessments and the NAEP given in the same grade level. Eliminates provisions (1) directing the state board to require an alternate assessment to be submitted for scoring by a certain date, (2) allowing the state board to administer a state assessment to English language learners a week earlier than the date the instrument is administered to other students, and (3) requiring the state board to administer tests for each grade level over a two-week period.
Section 3301.0711: Specifies that once the new high school assessment system is implemented, the old Ohio graduation tests will not be administered to a person who has fulfilled the curriculum requirements for a high school diploma but who has not passed one or more of the old Ohio graduation tests.
3301.0712: Directs the state board, state superintendent and chancellor of the board of regents to develop a system of college and work ready assessments [OF NOTE: (the "college and work ready assessment system")] to assess whether students upon high school graduation are ready to enter college or the workforce. Provides that these assessments will replace the existing Ohio graduation tests as a prerequisite for a high school diploma. Provides that the system consists of three components:
(1) A nationally-standardized assessment measuring English language arts, math and science competencies, jointly selected by the state superintendent and chancellor
(2) A series of end-of-course exams in English language arts, math, science and social studies, [OF NOTE: jointly selected by the state superintendent and chancellor in consultation with subject area faculty] at University System of Ohio institutions]
[OF NOTE: (3) A senior project completed by a student or group of students. Specifies the purpose of the senior project is to assess the student's
(a) Mastery of core knowledge in a subject area chosen by the student
(b) Written and verbal communication skills
(c) Critical thinking and problem-solving skills
(d) Real-world and interdisciplinary learning
(e) Creative and innovative thinking
(f) Acquired technology, information and media skills
(g) Personal management skills such as self-direction, time management, work ethic, enthusiasm, and the desire to produce a high-quality product.]
[OF NOTE: Directs the state superintendent and chancellor to jointly develop standards for the senior project for students participating in dual enrollment programs. Also directs the state superintendent and chancellor to jointly designate the scoring rubrics and required overall composite score for the assessment system to assess whether each student is college or work ready. Requires that each senior project be judged by the student's high school in accordance with the rubrics designated by the state superintendent and chancellor.]
[OF NOTE: Requires the state board, within 30 days of adoption of the model curricula in English language arts, math, science and social studies (curricula must be adopted by March 31, 2011), to convene a group of national and state experts and local practitioners to provide advice, guidance and recommendations for the alignment of standards and model curricula to the assessments and in the design of the end-of-course exams and scoring rubrics.]
Directs the state board, upon completion of the assessment system, to adopt rules prescribing:
(1) A timeline and plan for implementing the assessment system, including a phased implementation if such is deemed warranted by the state board
(2) The date after which a person entering grade 9 must earn at least the composite score for the assessment system as a prerequisite for the high school diploma
(3) The date after which a person must attain the composite score for the entire assessment system as a prerequisite for an adult education diploma
(4) Whether and the extent to which a person may be excused from a social studies end-of-course exam (certain students are exempt from earning a minimum score on the social studies assessment under the current system)
(5) The date after which a person who has fulfilled the curriculum requirement for a diploma but has not passed one or more of the required assessments must attain at least the composite score for the entire assessment system as a prerequisite for a high school diploma
(6) The extent to which the assessment system applies to students enrolled in a dropout recovery and prevention program.
Requires the state superintendent, at least 45 days before the state board adopts a resolution to adopt the aforementioned rules, to present the assessment system to the house and senate education committees.
Pages 987-1003 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.079, 3301.0710, 3301.0711, 3301.0712
Source: www.legislature.state.oh.us
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| DE | Signed into law 06/2009 | P-12 | Eliminates the DSTP; requires its replacement beginning in the 2010-2011 school year with a test administered in English language arts and math in grades 2-10 at the beginning of the school year and at least one more time later in the year; assesses student progress over the course of the year; provides a benchmark for student, school, and district achievement; allows a student's performance on state assessments to be based upon the student's best results from the multiple assessments performed.
http://legis.delaware.gov/LIS/lis145.nsf/vwLegislation/SB+68/$file/legis.html?open
Title: S.B. 68
Source: http://legis.delaware.gov
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| GA | Vetoed 05/2009 | P-12 | Directs the state board of education to develop an evidence-based model program for chronically low-performing high schools receiving a reform grant for addressing at-risk students. Provides the model program must include various programs and curricula proven to be effective for at-risk students focusing on:
(A) Identification of students at risk for being poorly prepared for the next grade level or for dropping out of school
(B) Strengthening retention of ninth grade students in school and reducing high failure rates
(C) Improving more student performance to grade level standards in reading and mathematics by the end of ninth grade
(D) Assisting students and their parents in setting an outcome career and educational goal and identifying a focused program of study to achieve such goal
(E) Assisting students in learning and applying study skills, coping skills and other habits that produce successful students and adults.
Requires the program to include diagnostic assessments to identify student areas of academic strength and weakness, identify students in need and provide them with timely, appropriate assistance, and an evaluation component in each high school to ensure the programs are providing students an opportunity to graduate with a high school diploma. Provides the program may include various components to help students pass ninth grade such as flexible scheduling to increase course time in reading and math for deficient students; maintaining 9th grade student/teacher ratios that are as low as those in other high school grades; using experienced and effective teachers as leaders for teacher teams in 9th grade to improve instructional planning, delivery, and re-teaching strategies; assigning 9th grade students teacher mentors who will meet with them frequently; and including 9th grade career courses which incorporate a series of miniprojects throughout the school year that require the application of 9th grade level reading, math and science skills to complete while students learn to use a range of technology and help students explore a range of educational and career options that will assist them in formulating post high school goals and give them a reason to stay in
school and work toward achieving their stated goals.
Directs the state board to adopt rules for chronically low-performing high schools receiving a reform grant. Provides such rules must encourage high schools to implement a comprehensive school reform research-based model that focuses on:
(1) Setting high expectations for all students
(2) Personalizing graduation plans for students
(3) Developing small learning communities or career academies with a rigorous academic foundation and emphasis in broad career fields of study
(4) Using project based instruction embedded with strong academics to improve relevancy in learning
(5) Fostering collaboration among academic and career/technical teachers;
(6) Implementing nontraditional scheduling in ninth grade for students behind in their grade level
(7) Promoting parental involvement
(8) Training teachers to work with low-performing students and their parents or guardians.
Directs the state board to establish a competitive grant program for local school systems to implement school reform measures in selected high schools, including program requirements and grant criteria, which must include that priority for awarding of grants be given to chronically low-performing high schools. Requires recipient high schools to:
--Provide focused programs of study (see pp 7-12 of this bill) aligned with graduation requirements
--Implement a teacher advisor system pairing an educator with a small group of students throughout their high school careers to help them and their parents set postsecondary goals and help them prepare programs of study, using assessments and other data to track academic progress on a regular basis; communicate frequently with parents; and provides advisement, support and encouragement as needed
--Provide students with information on education programs offered in high school, 2- and 4-year institutions, and through apprenticeship programs and how these programs can lead to a variety of career fields. Requires local school systems to provide opportunities for field trips, speakers, educational and career information centers, job shadowing, and classroom centers to assist students and their parents in revising, if appropriate, the student's individual graduation plan
--Enroll students in one of three enumerated diploma options
--Implement the at-risk model program
--Schedule annual conferences to assist parents and their children in setting educational and career goals and creating individual graduation plans beginning
with students in the 8th grade and continuing through high school.
By July 2010, directs the Office of Student Achievement to include in the accountability system emphasis on improving student achievement and increasing high school graduation rates, with the goal of having all public high schools in Georgia reach at least a 90 percent high school completion rate by July 2020, with annual incremental targets.
Requires individual graduation plans to be annually reviewed and revised if appropriate. Allows individual graduation plans to be revised at any time throughout a student's high school career.
Bill (pages 12-16 of 16): 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 2
Source: www.legis.state.ga.us
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| ND | Signed into law 05/2009 | P-12 | Requires districts to administer annually to students in grades 2-10 the measures of academic progress test or any other interim assessment approved by the superintendent of education. Requires all 11th grade public and nonpublic school students to take the ACT or set of three WorkKeys assessments (students choose which). The district pays for the cost of one summative assessment and its administration per student. Requires the career advisor or counselor to meet with students to review results. Students can be exempt if taking the test is not required by an IEP or if there are other special circumstances. If the state superintendent determines that costs can be reduced through the use of a state procurement process, the superintendent is to work with districts to procure and arrange for administration of assessments and withhold each district's share of the total cost from state aid. Students under age 21 pursuing a GED may take the ACT or three WorkKeys assessments, and the student's career advisor or guidance counselor must meet with the student to review the student's assessment results.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Secs. 22, 24, 25 Assessment
Source: http://www.legis.nd.gov
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| WA | Signed into law 04/2009 | P-12 | Relates to achieving savings in education programs by revising provisions relating to diagnostic assessments, classified staff training, conditional scholarships, certain professional development programs, coordination for career and technical student organizations, and national board certification bonuses. Chapter 539
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2343-S.PL.pdf
Title: H.B. 2343
Source: http://apps.leg.wa.gov
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| KY | Signed into law 03/2009 | P-12 | Repeals language referring to the Commonwealth Accountability Testing System (CATS). Directs the state board, using the revised content standards to be approved by December 15, 2010, to implement an annual statewide assessment system for implementation in the 2011-12 school year. Requires the board, in developing the assessment system, to also seek the advice of the Education Assessment and Accountability Review Subcommittee within the Legislative Research Commission. Calls for the implementation of:
(1) Grades 3-8 criterion-referenced assessments in reading and math, augmented with a customized or commercially available norm-referenced test to provide national profiles
(2) Criterion-referenced assessments in science and social studies, to be administered once each in the elementary and middle grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(3) An on-demand writing assessment to be administered once in the elementary grades, twice in the middle grades, and twice in the high school grades
(4) An editing and mechanics test for writing, using multiple choice and constructed response items, to be administered once each in the elementary and middle grades, and twice in the high school grades
(5) A grade 8 high school readiness exam in English, reading, math and science; except the readiness assessment may be administered in grade 9 if the state board determines moving the test would be in students' best interest
(6) A criterion-referenced test in math, reading and science administered once during high school grades, that measures the depth and breadth of the academic content standards that are not covered in the ACT administered to all juniors
(7) A criterion-referenced social studies test administered once during high school grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(8) A grade 10 college-readiness test in English, reading, math and science
(9) The ACT, testing English, reading, math and science, administered in grade 11.
Adds that student scores on the grade 8 high school readiness or grade 10 college-readiness test indicate advanced work is required in English, reading or math must have intervention strategies for accelerated learning incorporated into his or her learning plan.
Provides the criterion-referenced assessments must have constructed response and multiple choice items, and that the nationally normed assessments must be multiple-choice. Permits the state board to adopt end-of-course exams in lieu of criterion-referenced tests. Provides that assessment results must be used to determine appropriate instructional modifications to allow all students to make continuous progress, including students who are advanced learners. Requires the state board to conduct periodic alignment studies that compare the norm-referenced tests with the breadth and depth of the standards. Authorizes the state board, based on the findings of these studies, to decrease the number of criterion-referenced items.
Beginning in the 2011-12 school year, requires all districts to administer the statewide assessments during the last 14 days of school. Provides testing may take no more than five days. Directs the state board to adopt regulations on the procedures to be used during the testing process to ensure test security, including procedures for testing makeup days. Requires the state board, in revising the assessment system for implementation in 2011-12, to ensure that a technically sound longitudinal comparison of the assessment results for the same students be made available.
New KRS 158.6453(1)(e) defines formative assessment as a process used by teachers and students during instruction to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. Specifies formative assessments may be commercial assessments, classroom observations, teacher-designed classroom tests and assessments, and other processes and assignments to gain information about individual student learning.
Provides the assessment program may include formative and summative (i.e., semester- or year-end) assessments that:
(1) Measure student achievement in language, reading, English, mathematics, science and social studies
(2) Provide diagnostic information identifying individual students' strengths and academic deficiencies in the content areas
(3) Provide comparisons with national norms for math, reading, social studies, and science, and where available, comparisons to other states
(4) Provide teachers with information that can enable them to improve instruction for current and future students
(5) Provide longitudinal profiles for students
(6) Ensure school and district accountability for meeting state education goals.
Beginning with the 2011-12 school year, requires every school serving primary-level students to use developmentally appropriate diagnostic assessments and prompts to measure readiness in reading and mathematics. Provides the results must be used to inform teachers and parents of each student's skill level.
Adds that one use of Commonwealth school improvement grant funds may be to help teachers and administrators make better use of formative and summative, performance-based assessments.
Requires the assessment program to include state and local program reviews and audits in selected content areas. Provides that state and local program reviews and audits must provide schools with annual feedback on selected programs and serve as indicators of the quality of students' educational experiences. Requires program reviews and audits to provide recommendations for improving teaching and assessment, and to ensure school and district accountability for student achievement. Beginning in the 2011-12 school year, the state assessment program must include program reviews and program audits for arts and humanities, practical living skills and career studies, and the writing programs, the results of which to be included in the state accountability system.
Directs the department of eductation to provide guidelines for (1) arts and humanities programs, (2) practical living skills and career studies, and (3) effective writing programs, and for the integration of the arts and humanities and practical living skills and career studies guidelines into every school's curriculum. Also requires (1) practical living skills and career studies and (2) effective writing program guidelines to be integrated into the curriculum of all teacher preparation programs. Directs the department of education to establish (1) arts and humanities program, (2) practical living skills and career studies and (3) effective writing program criteria for use in program review and audit processes, along with the procedures recommended for local district and department program reviews and program audits. Requires the department to distribute the criteria and procedures for program reviews and audits to all schools and teacher preparation programs. Directs every district to conduct an annual program review, and the department of education to review every school's programs in these three areas within a two-year period. Requires every school-based decision making council to analyze its school's program review findings and determine how it will address program recommendations to improve the program for students. Requires the department to ensure that all schools and districts understand how the program review and audit results will be included in the accountability system, and to provide assistance to improve the quality of such programs.
Specifies that the writing program must incorporate a variety of language resources, technological tools and multiple opportunities for students to develop complex communication skills for a variety of purposes. Provides that writing portfolios must be part of any K-12 writing program, must be part of the required criteria for the writing program review and audit process, and must be maintained for each student, following the student from grade to grade and to any school the student may enroll in.
Requires the state board to adopt rules that prohibit inappropriate test preparation activities by district employees charged with test administration and oversight, including the issue of teachers being required to do test practice in lieu of regular classroom instruction and test practice outside the normal work day. Provides the revisions must include disciplinary sanctions that may be taken toward a school or individuals.
Amends KRS 158.816 to replace CATS with reference to revised assessment system (in provision requiring annual analysis of and report on achievement of technical education students who have completed or are enrolled in an at least 3-credit sequence of a technical program.
Pages 6-23 [Section 2(3)], 31-32 [Section 6], 40-42 [Section 9], and 44-45 [Section 11] of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 2(3), 6, 9 and 11
Source: www.lrc.ky.gov
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| 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
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| KY | Adopted 02/2009 | P-12 | Establishes requirements for extended school services. Defines "A5 program" as an alternative program with no attendance boundaries, serving dropouts returning to an alternate educational environment, potential dropouts, discipline problem students, nontraditional students (e.g., students who have to work during the school day), students needing emotional or psychological treatment and other at-risk students. Clarifies that "extended school services" are for students unlikely to achieve proficiency, transition to the next level of learning successfully, or be able to meet the academic expectations in 703 KAR 4:060 without additional time or differentiated opportunity to learn. Adds that "extended school services" also includes instructional and support services provided as interventions included in the student's intervention plan, in primary through grade 5, or in the student's Individual Learning Plan, in grades 6-12, to ensure that the student remains in school and is on track to meet goals for postsecondary education and career after high school. Provides definitions for "formative assessment," "individual learning plan" and "interim or benchmark assessments." Adds community based mentoring and academic advising to noninstructional activities that may be characterized as "support services."
Clarifies that extended school services (ESS) are to to provide additional time and differentiated opportunity to learn in which rigorous academic and enrichment content are aligned with individual student needs to improve struggling students' performance. Provides that priorities for ESS must be placed on designing and delivering services to students at academic risk with specific objective that students are able to:
(1) Progress from grade to grade with their cohort
(2) Exit elementary school ready to meet middle school-level academic expectations
(3) Exit middle school ready to meet high school-level academic expectations
(4) Exit high school ready to meet academic expectations of postsecondary education and the workplace, with particular emphasis on literacy and mathematics.
Specifies that the extended school services provided to a student shall be planned, documented and evaluated through the intervention plan, at primary through grade 5, or in the student's Individual Learning Plan, in grades 6 through 12. Removes existing language on components that the instructional program for extended services must include. Requires the instructional program for ESS to include
(1) diagnostic assessments to identify areas of greatest academic need,
(2) Development of goals, in consultation with classroom teachers, for eliminating the identified academic need, including timelines and specific measurable outcomes
(3) Formative and summative assessments to facilitate student progress and to determine if the student has achieved the learning goals of the intervention plan
(4) Instructional strategies that are varied and that do not replicate practices that have proven to be ineffective for the student in the traditional classroom
(5) A plan for collaboration and consistent use of interventions among the teachers supporting the student in core academic classes and those providing supports through extended school services
(6) Counseling and academic advising to remove barriers to achievement
(7) Regular communication with the parent or guardian
Provides that the ESS instructional program may be operated during the regular school day or in night programs.
Specifies ESS must provide differentiated opportunity to learn. Directs certified staff to plan, deliver and evaluate extended school services instruction and supports in collaboration as part of a student's Individual Learning Plan (ILP)
Requires teachers providing instruction in extended school programs to be provided with professional development on effective instructional strategies for meeting the needs of at-risk students and use of formative assessment strategies to monitor progress. Requires certified staff to supervise noncertified tutors.
Provides that students may be identified as in need of extended school services based on student performance on high school, college or workforce readiness assessments required by KRS 158.6459
Requires districts solicit input from parents and the community to identify potential barriers to participation. Requires that identified barriers be addressed through engagement with community partners or off-campus locations of after school, weekend or evening services.
Provides "A6 program" means that unique line for a school that starts in the biennium ending with the school year 2009-10 at one standard error of measurement below the school's baseline accountability index to a point that is one standard error of measurement below 80 on the accountability index scale in the biennium ending with the school year 2013-14, with the calculated points defining this line rounded to the nearest tenth. If a school's baseline is above 80, the assistance line means a horizontal line at 80 minus one standard error of measurement.
Title: 704 KAR 3:390
Source: www.lexis.com
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| NM | Adopted 01/2009 | P-12 | The objective of this rule is to establish procedures for implementing the high school readiness assessment system, including: (a) the process for identifying acceptable short-cycle diagnostic type assessment instruments for grades nine and ten; (b) identification of acceptable college placement and workforce readiness assessments; and (c) specific requirements for alternate demonstration of competency in the New Mexico's academic content standards required for high school graduation.
http://www.nmcpr.state.nm.us/nmac/parts/title06/06.019.0007.htm
Title: NMAC 6.19.7.1, .2, .3, .4, .5, .6, .7, .8, .9, .10, .11
Source: http://www.nmcpr.state.nm.us
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| SC | Signed into law 06/2008 | P-12 | Revises the Education Accountability Act. Adds poverty, limited English proficiency status, disability status, or other groups required by federal statutes or regulations to the requirement for disaggregation of achievement data. Changes terminology from "improvement" to "growth." Requires the statewide assessment program to specifically include English/language arts, mathematics, science and social studies (referred to earlier as "the four academic areas") and to be administered in 2009. Sets and defines student performance levels of "Not Met, Met and Exemplary." Allows publication of the annual report card to be delayed until no later than February 2010. Describes required components of report cards. Requires the state board to create a statewide adoption list of formative assessments for grades 1-9 aligned with state standards in English/language arts and mathematics -- for use beginning in the 2009-2010 school year. Revises other features of assessment and accreditation. d; provide for a designation to signify varying levels of school academic performance; revises provisions regarding education accountability; provides that the Palmetto Achievement Challenge Test does not meet certain requirements; provides for use of the monetary savings from revised inspection provisions. http://www.scstatehouse.net/html-pages/house2.html or
http://www.scstatehouse.net/sess117_2007-2008/prever/4662_20080529.doc
Title: H.B. 4662
Source: http://www.scstatehouse.net
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| IA | Signed into law 05/2008 | P-12 | Amends previous language to remove "voluntary model" from the establishment of core curriculum for grades 9-12, beginning with students graduating in the 2010-2011 class. Prohibits the state board from requiring specific textbooks. Requires core curriculum technical assistance and implementation strategies for districts and accredited nonpublic schools, including assistance with the development of formative and end-of-course assessments that teachers can use to measure student progress. Requires an annual report to the general assembly regarding activities, findings and student progress under the core curriculum. For the school year beginning July 1, 2008 and thereafter, district board plans must include a timeline for each student to successfully complete, prior to graduation, all components of the state-designated career information and decision-making system administered by the department in accordance with federal law (Perkins Act). Boards are required to adopt an implementation plan for the full implementation of the core curriculum established for kindergarten through grade 8 by the 2015-2015 school year. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?category=billinfo&service=billbook&GA=82&hbill=S
Title: S.F. 2216 - Core Curriculum
Source: http://coolice.legis.state.ia.us
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| UT | Adopted 09/2007 | P-12 | Defines "Formative assessment" as an activity, such as questioning, observation, interview and assessment, engaged in by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. "Online formative assessment system" means a system coordinated by the USOE for the online delivery of formative assessments that can be created by teachers, school districts/charter schools, or the USOE. One part of the system is the Utah Test Item Pool Service (UTIPS). Adds new application and awards procedures.
http://www.rules.utah.gov/publicat/bulletin/2007/20071015/30482.htm
Title: R277-402
Source: http://www.rules.utah.gov
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| SC | Signed into law 07/2007 | P-12 | Approves regulations of the Board of Education. This regulation addresses the requirement of the Education and Economic Development Act of 2005 that a separate regulation be written for at-risk students. The regulation defines at-risk students and outlines specific objective criteria for districts to use in the identification of students at-risk for being poorly prepared for the next level of study or for dropping out of school. The criterion includes diagnostic assessments to identify strengths and weaknesses in the core academic areas. The State Department of Education in collaboration with school districts will ensure that students are being properly identified and provided timely, appropriate guidance and assistance and to ensure that no group is disproportionately represented. The regulation includes evidence-based model programs for at-risk students designed to ensure that students have an opportunity to graduate with a state high school diploma. It will include an evaluation of model programs in place in each high school to ensure the programs are providing students an opportunity to graduate with a state high school diploma.
http://www.scstatehouse.net/sess117_2007-2008/prever/3628_20070410.htm
Title: H.B. 3628
Source: http://www.scstatehouse.net
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| TX | Signed into law 06/2007 | P-12 | Requires the commissioner to establish an intensive mathematics and algebra intervention pilot program for students not performing at grade level in mathematics in grades 4 through 8 on campuses with populations of students identified as at-risk that exceed the statewide average. Campuses that participate in the intervention would be required to use screening and diagnostic assessments approved by the Texas Education Agency (TEA). Requires the commissioner to adopt a list of approved mathematics and algebra intervention programs reviewed and recommended by a panel of recognized experts in mathematics education to be used by participating school districts. Requires TEA to contract for an evaluation of the program and to submit a report to the legislature in December of each even year regarding student progress and making recommendations for any statutory changes appropriate to promote mathematics and algebra readiness.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02504F.pdf
Title: H.B. 2504
Source: http://www.legis.state.tx.us
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| IN | Signed into law 05/2007 | P-12 | From Center for Evaluation & Education Policy: Appropriates money for state agencies and makes other distributions. Specifies a school funding formula. Requires a study of the efficiency and effectiveness of charter schools. Changes references from vocational education to career and technical education. Creates a prekindergarten pilot program. Increases tuition support by approximately 3.7% in FY2008 and 3.6% in FY2009. Funds the Early Literacy Intervention Grant and the Reading Diagnostic Assessment programs at the continued level of $3.7 million/year and $1 million/year, respectively. Increases textbook reimbursement from $19.9 million to $39.9 million. Funds Full-Day Kindergarten at $33.5 million in FY2008 and $58.5 million in FY2009 with a cap of $2,500 per FDK student. Non-English Speaking Program funds were increased by $6.2 million to $6.9 million/year. Gifted and Talented Program funds were increased by $7.18 million to a level of $12.78 million/year. Testing and Remediation monies were increased by $10 million to a total of $41 million/year, while GQE Remediation funds remained level at $4.9 million/year. Creates funding of up to $100,000/year for school consolidation studies that school corporations can apply directly to the IDOE to use in order to assess the feasibility of consolidation or merging services with another corporation. Funds the school finance studies conducted by the Center for Evaluation and Education Policy at Indiana University at $140,000/year. Requires a comprehensive study of the efficiency and effectiveness of charter schools in Indiana and commissions the Center for Evaluation and Education Policy to complete the study. Keeps funding for summer school constant at $18.36 million/year. Funds education service centers at $2.32 million/year. Funds the Principals' Leadership Academy at $462,832/year. The Technology Grant Program was funded at $5 million for the biennium. Funds the School
Business Officials Academy at $150,000/year.
Title: H.B. 1001
Source: Center for Evaluation & Education Policy
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| MN | Signed into law 05/2007 | P-12 | Establishes a research-based early childhood literacy program premised on actively involved parents, ongoing professional staff development, and high quality early literacy program standards. Intended to increase the literacy skills of children participating in Head Start to prepare them to be successful readers and to increase families' participation in providing early literacy experiences to their children. Establishes program rules.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [Early Childhood]
Source: http://www.revisor.leg.state.mn.us
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| IN | Signed into law 04/2007 | P-12 | Provides that for a teacher to be eligible for a stipend to cover expenses related to a summer training institute, the training must:
(1) Provide AP and pre-AP with the necessary content knowledge and instructional skills to prepare students for success in AP courses and exams and other advanced courses.
(2) Provide administrators, including principals and counselors, with professional development to create strong and effective AP programs.
(3) Provide middle school, junior high school, and high school teachers with AP vertical team training and other pre-AP professional development that
prepares students for success in AP.
(4) Support the implementation of an instructional program for students in grades 6-12 that provides an integrated set of instructional materials, diagnostic assessments, and teacher professional development in reading, writing, and mathematics that prepares all students for enrollment and success in AP courses and in college.
Authorizes the state department of education to seek federal funding through the Advanced Placement Incentive Program and the Math-Science Partnership Program.
Requires the state department of education to develop middle and junior high school curriculum guidelines that include a plan to increase the availability of the AP program in schools with a high concentration of low-income students, as well as the participation of low-income students in AP programs. Requires the plan to work toward these participation goals via information dissemination through various media that informs parents and students of the importance of AP and pre-AP courses to a student's ability to gain access to and to succeed in postsecondary education.
http://www.in.gov/legislative/bills/2007/PDF/HE/HE1300.1.pdf
Title: H.B. 1300
Source: www.in.gov
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| WA | Signed into law 04/2007 | P-12 | A conditional delay of the Washington Assessment of Student Learning (WASL) as a graduation requirement in mathematics is created for the graduating classes of 2008 through 2012, to graduate without a Certificate of Academic Achievement (CAA) or Certificate of Individual Achievement (CIA). Students who meet all the state and school district graduation requirements and do not meet the state standard on the mathematics WASL, or an approved alternative assessment, are required to earn one or two additional mathematics credits or career and technical course equivalents as specified for the graduating class. Additionally, the students must continue to take the appropriate mathematics assessment until graduation. The governor vetoed sections pertaining to the state board implementing end-of-course exams instead of the current exit exam and pertaining to the appeals process by which students would demonstrate proficiency.
http://www.leg.wa.gov/pub/billinfo/2007-08/Pdf/Bills/Session%20Law%202007/6023-S.SL.pdf
Title: S.B. 6023
Source: http://www.leg.wa.gov
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| WV | Signed into law 03/2007 | P-12 | From Fiscal Note: The purpose of this bill is to revise the standards, assessment and accountability system to accommodate the higher order thinking and learning skills consistent with the state's 21st Century Initiative. School and district improvement plans are to be electronic. The annual performance measures used for school and school system accreditation are separated from those required by the federal No Child Left Behind Act. The comprehensive statewide student assessment program will define a system of assessments to be administered under the direction of the state board. The assessment program is broadened to authorize formative assessments across the grade levels to support summative assessment, improve student achievement and promote 21st Century skills. The grade levels tested for calculating adequate yearly progress (AYP) would be 3 through 8 and 11.Allows the state board to require that student proficiencies be measured through the ACT EXPLORE and the ACT PLAN assessments or approved comparable assessments. Sets a uniform statewide assessment rate of at least 95% or the average of the participation rate for the current and the precenting two years is nine-five percent for the school, county and state. Another level of accreditation status is added for schools called "Distinguished" status, and the current "Seriously Impaired" status is renamed as "Low Performing" status.
http://www.legis.state.wv.us/Bill_Text_HTML/2007_SESSIONS/RS/BILLS/sb657%20enr.htm
Title: S.B. 657
Source: http://www.legis.state.wv.us
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| HI | Became law without governor's signature 07/2006 | P-12 | Requires standards-based curricula to meet specific K-12 alignment criteria. Authorizes schools to develop an articulated and aligned K-12 standards-based curriculum in one or more of the areas of language arts, math, science and social studies. Requires schools to provide professional development and requires schools that develop a standards-based curriculum to use standards-based formative assessment tools to monitor student progress, on at least a quarterly basis throughout the school year. Requires schools to develop rigorous classroom-based performance assessments. Authorizes schools to implement software programs to help align course material with state content and performance and federal educational standards.
Directs the department to submit annual progress reports to the legislature no later than 20 days prior to the convening of the 2007, 2008 and 2009 regular sessions. Requires these progress reports to include information on the process of aligning course materials for all grades with Hawaii content and performance standards and federal educational standards, and on any vendor selected to provide its software program or programs to assist in course material alignment.
Also requires the department to submit a second annual report to the legislature including:
(1) An assessment of the implementation of articulated and aligned standards-based curricula in schools and complexes;
(2) Performance and competency indicators of student achievement for evaluating the implementation of a standards-based curriculum;
(3) A plan for a complex-by-complex development and implementation of a standards-based curriculum;
(4) Resource requirements and a time line to implement specific portions of the curriculum to other school complexes or possible statewide application; and
(5) Any need to contract with a curricula developer or consultant to carry out the purposes of this section.
Makes appropriations. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb3059_cd1_.htm
Title: S.B. 3059
Source: www.capitol.hawaii.gov
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| GA | Adopted 06/2006 | P-12 | Clarifies rules regarding the Comprehensive Academic Performance System (CAPS) Demonstration Site Grant. The intent of the funding is to provide seed resources to stimulate the adoption of a school-based comprehensive academic performance system that consolidates the use of curriculum standards alignment and pacing, benchmark assessment, differentiated instruction, parent involvement, and public accountability. Use of a web-based accountability system is required.
Each participant school, with the support of its affiliated district, must:
(a) Develop and implement an achievement-oriented, comprehensive instructional model that champions standards-based instruction, benchmark assessment, data driven decision-making, differentiated instruction, parent involvement, and public accountability;
(b) Make the time and funding commitments required for the training of leaders, teachers, coaches, parents, community, etc.;
(c) Set annual and benchmark measurable goals for improving learning, teaching and assessment;
(d) Align instruction to state standards for the content that all students should know by grade span and subject;
(e) Conduct formative and summative assessment of student academic achievement at regular intervals;
(f) Utilize results of benchmark student assessments that have clear performance criteria to differentiate instruction;
(g) Publicize student performance statistics at each interval, including statistics by subject, by teacher and by class;
(h) Provide parents with specific information regarding the performance of their students;
(i) Agree to participate in ongoing coordination with the GaDOE and school/system project teams. http://rules.sos.state.ga.us/docs/160/1/4/200/72.pdf
Title: GAC 160-1-4-.272
Source: rules.sos.state.ga.us
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| IA | Signed into law 06/2006 | P-12 | If the diagnostic assessments administered to K-3 students indicate that a child is reading below grade level, requires the district to submit a report of the assessment results to the parent, which the parent must sign and return to the district. Provides that if the parent does not sign or return the report, the district
must note in the student's record the inaction on the part of the parent. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 5
Source: coolice.legis.state.ia.us
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| SC | Signed into law 03/2006 | P-12 | Existing provision provides for the Budget and Control Board to issue a request for proposals for the purpose of conducting a study to determine the feasibility and cost of converting the state assessment program to a computer-based or computer-adaptive format. New provisions states that tests must include a writing assessment and multiple-choice questions designed to reflect a range of cognitive abilities beyond the knowledge level. Constructive response questions may be included as a component of the writing assessment.Adds purpose of state assessment to promote student learning. The statewide assessment program in the four academic areas must include grades three through eight, an exit examination in English/language arts and mathematics, which is to be first administered in a student's second year of high school enrollment beginning with grade nine, and end-of-course tests for gateway courses awarded Carnegie units of credit in English/language arts, mathematics, science, and social studies. Beginning with the graduating class of 2010, students are required to pass a high school credit course in science and a course in United States history in which end-of-course examinations are administered to receive the state high-school diploma. By March 31, 2007, the state board is to create a statewide adoption list of formative assessments aligned with the state content standards and satisfying professional measurement standards in accordance with criteria jointly determined by the Education Oversight Committee and the State Department of Education. The formative assessments must provide diagnostic information in a timely manner to all school districts for each student during the course of the school year. For use beginning with the 2007-08 school year, with funds appropriated by the General Assembly, local districts must be allocated resources to select and administer formative assessments from the statewide adoption list to use to improve student performance in accordance with district improvement plans. However, if a local district already administers formative assessments, the district may continue to use the assessments if they meet the state standards and criteria pursuant to this subsection. Requires the state board to adopt a developmentally appropriate formative reading assessment for use in first and second grades to be administered initially in the 2007-08 school year. The assessment must provide opportunities for periodic formative assessment during the school year, reports that are useful for informing classroom instruction, strand, or significant groupings of standards level information about individual students, and must be compatible with best practices in reading instruction and reading research. The state department is to provide appropriate and on-going professional development to support appropriate use of the assessment. Reqiores the state department to provide on-going professional development in the development and use of classroom assessments, the use of formative assessments and the use of the end-of-year state assessments so that teaching and learning activities are focused on student needs and lead to higher levels of student performance.
To reduce the number of days of testing, to the extent possible, field test items must be embedded with the annual assessments. In accordance with the requirements of the federal No Child Left Behind Act, science assessments must be administered annually to all students in one elementary and one middle school grade. The state department is required to develop a sampling plan to administer science and social studies assessments to all other elementary and middle school students. The plan shall provide for all students and both content areas to be assessed annually; however, individual students, except in census testing grades, are not required to take both tests. In the sampling plan, approximately half of the assessments must be administered in science and the other half in social studies in each class. To ensure that school districts maintain the high standard of accountability established in the Education Accountability Act, performance level results reported on school and district report cards must meet consistently high levels in all four core content areas. Beginning with the 2007 report card, the core areas must remain consistent with the following percentage weightings established and approved by the Education Oversight Committee: in grades three through five, thirty percent each for English/language arts and math, and twenty percent each for science and social studies; and in grades six through eight, twenty-five percent each for English/language arts and math, and twenty-five percent each for science and social studies. The state board is to establish a task force to recommend alternative evidence and procedures that may be used to allow students to meet graduation requirements even if they have failed the exit examination. The alternative evidence only may be used in the rare instances where there is compelling evidence that a student is well qualified for graduation, but extreme circumstances have interfered with passage of the exit examination and, for that reason alone, the student would be denied a state high school diploma. The state department is required annually to convene a team of curriculum experts to analyze the results of the assessments, including performance item by item.
http://www.scstatehouse.net/sess116_2005-2006/prever/4328_20060315a.htm
Title: H.B. 4328
Source: http://www.scstatehouse.net/
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| CA | Signed into law 09/2005 | P-12 | States that funds received through section 37252 for supplemental instruction may be used to provide intensive instruction and services to students who have failed one or both parts of the California High School Exit Examination (CAHSEE). Requires the state superintendent to rank schools on the basis of the percentage of eligible pupils (students who have failed one or both parts of the exam and who are required to pass the exam to graduate from high school). Authorizes the superintendent to give priority to schools with the highest percentage of eligible pupils who have failed both parts of the examination. Requires $600 per eligible pupil to be awarded to districts identified by the superintendent (until the appropriation is exhausted) for services and instruction to help eligible pupils pass the California High School Exit Examination. Identifies activities that may be funded for such services, including purchasing, scoring, and reviewing diagnostic assessments; counseling and appropriate teacher training to meet the needs of eligible pupils.
Requires every district receiving funds under this program to:
(1) Ensure that each eligible pupil receives an appropriate diagnostic assessment to identify that pupil's areas of need.
(2) Ensure that each pupil receives intensive instruction and services based on the results of the diagnostic assessment.
(3) Demonstrate that funds will be used to supplement and not supplant existing services.
(4) Provide to the Superintendent of Public Instruction, in a manner and by a date certain determined by the Superintendent, the number of eligible pupils at each high school in the school district.
(5) Submit an annual report to the Superintendent in a manner determined by the Superintendent that describes the number of pupils served, the types of services provided, and the percentage of pupils in the school district who successfully pass the California High School Exit
Examination.
Makes an appropriation. Declares that it is to take effect immediately as an urgency statute.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0101-0150/ab_128_bill_20050913_chaptered.pdf
Title: A.B. 128
Source: www.leginfo.ca.gov
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| CO | Signed into law 06/2005 | P-12 | Modifies definition of "sufficient academic growth" for purposes of diagnostic assessment. Makes related changes to governor's distinguished improvement awards. Repeals provision requiring the state board to contract with a nationally recognized, independent auditing firm to annually audit the process of preparing the accountability reports. Makes appropriation.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/E3E46C5DD449721587256F8D0053612C?Open&file=1217_enr.pdf
Title: H.B. 1217
Source: www.leg.state.co.us
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| WA | Signed into law 04/2005 | P-12 | From the fiscal note: The bill eliminates the mandatory requirement for norm referenced testing in the third, sixth, and ninth grade classes.
School districts are permitted to offer norm referenced assessments at the districts' own expense and make diagnostic tools available that provide information that is at least as valuable as the information eliminated under this act. By September 1, 2005, subject to funding availability, the office of superintendant of public instruction is to post on its website, for voluntary use by school districts, a guide of diagnostic assessments. By September 1, 2006, subject to amounts appropriated for this purpose, the office of the superintendent of public
instruction is to make available to school districts diagnostic assessments that help improve student learning. http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202005/1068.SL.pdf
Title: H.B. 1068
Source: StateNet
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| 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
| |
| KY | Signed into law 03/2005 | P-12 | Specifies that the teachers' professional growth fund is to provide teachers with high quality professional development in content knowledge in reading and classroom-based screening, diagnostic, assessment and intervention strategies. States that the fund may be used to provide grants to local school districts to support staff participation in specific, statewide initiatives for the professional development of teachers and administrators in specific content areas as established by the Kentucky Department of Education and the Kentucky Board of Education as established in this bill; to provide grants to colleges and universities to plan and develop statewide professional development institutes and other professional development services; and to provide grants to local school districts, to colleges and universities, or other entities to assist the Kentucky Department of Education in evaluating costs and the effectiveness of activities and initiatives established under the teachers' professional growth fund.
Requires that professional development programs for which teachers may receive support from the fund provide training in the use of research-based and developmentally appropriate classroom-based screening, diagnostic, assessment, and intervention strategies.
Requires that, beginning June 1, 2006, through the 2009-2010 school year, priority for the use of funds from the teachers' professional growth fund be to train and support teams of teachers from all school levels to be trained as reading coaches and mentors or as mathematics coaches and mentors in statewide institutes referenced in Sections 1 and 2 of this bill, and for selected teachers to be highly trained in providing diagnostic assessment and intervention services for students in the primary program struggling with mathematics.
Requires the design of the statewide mathematics institutes to train mathematics coaches and mentors to be developed by the Committee for Mathematics Achievement. Requires the design of the professional development program to provide highly trained mathematics intervention teachers in the primary program to be developed by the Center for Mathematics in collaboration with public and private institutions of postsecondary education.
Requires that the development of the statewide program to train reading coaches and mentors be coordinated by the Kentucky Department of Education with recommendations from the Collaborative Center for Literacy Development and the reading steering committee established in KRS 158.794. Mandates that the design of the program reflect a consensus of the agencies involved in the development of the program. Requires the training program for reading coaches and mentors to complement other statewide reading initiatives, funded with state and federal funds, and that the program give priority to teachers in grades 4-12. Requires that the program be implemented no later than June 1, 2006.
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 (Sections 5 and 6)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12 | Creates the mathematics achievement fund to provide developmentally appropriate diagnostic assessment and intervention services to students, primary through grade 12, to help them reach proficiency in mathematics on the state assessments and in compliance with the No Child Left Behind Act of 2001. Specifies activities for which fund monies may be used. Specifies that the fund is to provide funding for the Center for Mathematics created in this bill, provide renewable, two-year local grants to school districts for specified purposes, and provide operational funding for the Mathematics Achievement Committee created in Section 2 of this bill. Specifies that if matching funds are required, the school council or, if none exists, the principal or the superintendent of schools, must allocate matching funds. Allows funding for professional development allocated to the school council under KRS 160.345 and for continuing education under KRS 158.070 to be used to provide a portion or all of a school's required match. Specifies responsibilities of the department of education relative to the fund program, including technical assistance to potential applicants and grant recipients.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 3)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12
Postsec. | Creates the Center for Mathematics to make available professional development for teachers in reliable, research-based diagnostic assessment and intervention strategies, coaching and mentoring models, and other programs in mathematics. Specifies the duties of the center. Requires the Council on Postsecondary Education to select a location for the center no later than January 1, 2006.
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 4)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12 | Mandates that the Kentucky Department of Education provide assistance to schools and teachers, including publicizing professional development opportunities, methods of measuring effective professional development, the availability of high quality instructional materials, and developmentally appropriate screening and diagnostic assessments of student competency in mathematics and reading. Also requires the department to provide access to samples of units of study, annotated student work, diagnostic instruments, and research findings, and give guidance on parental engagement.
Also requires that the department conduct an annual review of the state grant programs it manages and make recommendations, when needed, to the Interim Joint Committee on Education for changes to statutory requirements that are necessary to gain a greater return on investment.
Requires the department to provide administrative support and oversight to programs to train classroom coaches and mentors to help teachers with reading and mathematics instruction. 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 4)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12 | This act is to be cited as the "Read to Achieve Act of 2005." Relates to reading; makes an appropriation therefor; describes the general assembly's findings and intent regarding reading. Defines "comprehensive reading program," "reading diagnostic assessment," and "reading intervention program." Eliminates the Early Reading Incentive Fund and the Early Reading Incentive Grant Steering Committee; establishes the Reading Diagnostic and Intervention Fund and the Reading Diagnostic and Intervention Grant Steering Committee to provide renewable, two-year grants to help teachers and library media specialists improve the reading skills of struggling readers in the primary program. Requires the state board to:
1. Identify eligible grant applicants, taking into consideration how the grant program described in this section will relate to other grant programs;
2. Specify the criteria for acceptable diagnostic assessments and intervention programs;
3. Specify the criteria for acceptable ongoing assessment of each child to determine his or her reading progress;
4. Establish the minimum evaluation process for an annual review of each grant recipient's program and progress;
5. Identify the annual data that must be provided from grant recipients;
6. Define the application review and approval process;
7. Establish matching requirements deemed necessary;
8. Define the professional development and continuing education requirements for teachers, library media specialists, administrators, and staff of grant recipients;
9. Establish the conditions for renewal of a two-year grant; and
10. Specify other conditions necessary to implement the program.
Sets forth principles that program grant applicants must meet for the applicant's request for funding to be approved.
Requires the department's annual report on the use of grant funds to include comparisons of the overall costs and effectiveness of intervention programs, and every other year to include an estimate of the cost to expand the reading diagnostic and intervention grant program.
Modifies the membership and expands upon the powers of the Reading Diagnostic and Intervention Grant Steering Committee.
Requires the Collaborative Center for Literacy Development: Early Childhood through Adulthood to undertake specified advisory and research duties. Requires the center's research agenda to consider the impact of various reading and intervention programs:
1. In eliminating academic achievement gaps among students with differing characteristics, including subpopulations of students with disabilities, students with low socioeconomic status, students from racial minority groups, students with limited English proficiency, and students of different gender;
2. In schools with differing characteristics, such as urban versus rural schools, poverty versus nonpoverty schools, schools with strong library media center programs versus schools with weak library media center programs and schools in different geographic regions of the state;
3. In terms of their costs and effectiveness; and
4. In maintaining positive student progress over a sustained period of time.
Requires the Early Childhood Development Authority to provide that primary students, regardless of age, who are having difficulty with reading may be referred and receive a second vision examination as described in KRS 156.160 at no cost to the parent.
http://lrc.ky.gov/RECORD/05RS/SB19.htm
Title: S.B. 19
Source: lrc.ky.gov
| |
| OH | Signed into law 03/2004 | P-12 |
· Creates an Educator Standards Board to develop and submit to the State Board of Education recommendations for statewide educator standards and carry out other functions recommended by the Governor's Commission on Teaching Success.
· Directs the Department of Education to establish a state office within the Department to support the Educator Standards Board.
· Requires school districts to use professional development standards developed by the Educator Standards Board.
· Directs the State Board of Education and the Joint Council of the State Board of Education and the Ohio Board of Regents to create guidelines for the evaluation of principals and teachers.
· Eliminates the authority of the State Board of Education to issue internship certificates.
· Eliminates the authority of the State Board of Education to issue temporary educator licenses for employment as a superintendent or another administrative position.
· Requires the State Board of Education to create an alternative principal license and an alternative administrator license.
· Restricts the required delayed effective date for any educator licensing rule adopted, amended, or rescinded by the State Board of Education only to cases where the proposed rule, amendment, or rescission will necessitate curriculum changes in college and university teacher preparation programs.
· Clarifies that an Alternative Educator License must be issued to a qualified applicant upon the request of specified school officials.
· Prescribes the timing of subject area testing for applicants for the Provisional Educator License who are employed as intervention specialists under the Alternative Educator License.
· Provides a qualified immunity for teacher performance assessors, trainers, and coordinators and for teacher performance assessment entities in civil actions concerning performance assessments of candidates for the Professional Educator License.
· Expands the rulemaking authority of the State Board of Education with respect to allowing schools to hire teachers considered to be rehabilitated from past offenses.
· Authorizes the State Board or the Superintendent of Public Instruction to issue subpoenas, take depositions, and compel production of evidence in pre-hearing investigations of educator license applicants or holders.
· Requires the State Board to adopt rules establishing standards and requirements for issuing permits to individuals who are not licensed educators but who wish to be employed by school districts to direct, supervise, or coach pupil activity programs.
· Establishes a Credential Review Board, appointed by the State Board of Education, to perform duties with respect to assessing alternative pathway educators and out-of-state educators.
· Requires the Ohio School Facilities Commission, when reviewing design plans, to consider whether the plans reflect designs recommended by the Governor's Commission on Teaching Success.
· Obligates the Board of Regents to develop regional articulation agreements for teacher education programs among state institutions of higher education by December 31, 2004.
· Directs the Legislative Office of Education Oversight (LOEO) to study minimum teacher salaries in Ohio and selected other states and report findings by September 30, 2004.
· Requires the Department of Education to develop proposals for several pilot programs recommended by the Governor's Commission on Teaching Success.
· Charges the Department of Education with defining a "hard to staff" school within 90 days of the bill's effective date.
· Implements other recommendations of the Governor's Commission on Teaching Success.
· Establishes a grant program for school districts that choose to implement specific changes within a school.
· Requires the Department of Education, when sufficient funding is available, to develop a pilot project in at least two school districts that contain "hard to staff" schools.
· Clarifies the due dates and methodology of several studies conducted by LOEO.
· Repeals the requirement that LOEO issue an annual composite report on community schools.
· Repeals the requirement that the Ohio SchoolNet Commission maintain a clearinghouse of information for classroom teachers.
· Generally limits school districts to spending a combined total of an amount equal to 20% of their Title I funds to pay for transportation for students transferring under public school choice and for supplemental educational services.
· Requires school districts with a three-year average graduation rate of 75% or less (in addition to academic watch and academic emergency districts as under current law) to administer practice versions of the Ohio Graduation Tests (OGT) to ninth grade students.
· Clarifies other requirements related to the administration of practice versions of the OGT.
· Requires the eighth grade social studies achievement test to be phased in beginning in the 2006-2007 school year (one year earlier than under current law).
· Extends the deadline for the summer administration of the third grade reading achievement test.
· Extends the deadline for adoption of diagnostic assessments by the State Board of Education to July 1, 2008.
· Requires school districts to administer diagnostic assessments to intradistrict transfer students only if such students have not taken the assessments at another district school in the current school year.
· Makes technical corrections to the recently enacted law denying state financial aid to college students convicted of riot-related offenses. Link to analysis: http://lsc.state.oh.us/analyses/analysis125.nsf/c68a7e88e02f43a985256dad004e48aa/28756df2eb75b85985256dc70047070f?OpenDocument
Title: S.B. 2
Source: http://lsc.state.oh.us
| |
| OH | Signed into law 08/2003 | P-12 | Requires the state board to develop tests to revise the system of statewide achievement testing to include annual achievement tests in reading and math in grades three through eight. Requires the state board to designate five ranges of scores on the tests (advanced, accelerated, proficient, basic and limited). States that any committee established by the department for making recommendations regarding the state board's designation of scores on the tests must inform the board of the probable percentage of students who would score in each of the ranges. To the extent possible, these percentages must be disaggregated by the subgroups designated under No Child Left Behind. Also deletes language that allowed English language learners to be temporarily exempted from testing and coforms the definition of ELL to federal law. Section 0714 concerns the administration of diagnostic assessments. Requires districts to annually assess the progress of LEP students in learning English. http://www.legislature.state.oh.us/bills.cfm?ID=125_HB_3
Title: H.B. 3--Section 3301.0710
Source: http://www.legislature.state.oh.us
| |
| AZ | Signed into law 05/2002 | P-12 | Requires diagnostic assessment of a child's reading proficiency before instruction; requires teaching of phonics; permits multiple reading instruction curricula by each school district and charter school.
Title: H.B. 2465
Source: Lexis-Nexis/StateNet
| |
| OH | Signed into law 11/2001 | P-12 | Eliminates the requirement that school districts implement competency-based education programs. Directs the State Board of Education to develop statewide academic standards for each of grades K-12 in reading, writing, math, science, and social studies; diagnostic assessments aligned with the academic standards for grades kindergarten through two in reading, writing, and math and for grades three through eight in all five subject areas covered by the standards. Requires the State Board to design a model curriculum aligned with the academic standards which school districts may (but are not required to) use for instruction. Requires school districts to administer the diagnostic assessments at least once annually to all students in the appropriate grade levels; to provide intervention services to students whose scores on the diagnostic assessments show that they are unlikely to meet the academic standards. Permits "high-performing" school districts to use assessments other than the diagnostic assessments. Phases in the development of 15 achievement tests (total) in 3rd, 4th, 5th, 7th, 8th, and 10th grades to replace 20 proficiency tests currently administered in 4th, 6th, 9th, and 12th grades. Requires the state board to align the new tests with the academic standards and model curricula.
Title: S.B. 1
Source: 2001 Digest of Enactments
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| Assessment--High Stakes/Competency |
| |
| Assessment--Legal Issues |
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| Assessment--NAEP (NAEP Results and NAEP Organization) |
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| Assessment--Performance Based/Portfolio |
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| Assessment--Value Added |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Brain Research |
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| Business Involvement |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Cheating |
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| Choice of Schools |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Charter Districts |
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| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Choice/Open Enrollment--Research |
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| Choice of Schools--Innovation Schools |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Choice of Schools--Vouchers--Privately Funded |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Civic Knowledge and Literacy |
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| Civic Education--Curriculum/Standards |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
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| Curriculum |
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| Curriculum--Alignment |
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| Curriculum--Arts Education |
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| Curriculum--Censorship |
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| Curriculum--Core Curriculum |
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| Curriculum--Drivers Education |
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| Curriculum--Environmental Education |
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| Curriculum--Excusal |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Geography Education |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Home Economics |
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| Curriculum--International Education |
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| Curriculum--Language Arts |
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| Curriculum--Language Arts--Writing/Spelling |
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| Curriculum--Mathematics |
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| Curriculum--Multicultural |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Curriculum--Speech Education |
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| Data-Driven Improvement |
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| Demographics |
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| Demographics--Condition of Children/Adults |
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| Demographics--Enrollments |
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| Desegregation |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Aid to Private Schools |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Does Money Matter? |
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| Finance--Equity |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Litigation |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Performance Funding |
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| Finance--Private Giving |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--Mandates |
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| Governance--Regional Entities |
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| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Mental Health |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| Health--Teen Pregnancy |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Credit Recovery |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
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| Instructional Approaches |
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| Instructional Approaches--Constructivism |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Homework/Study Skills |
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| Instructional Approaches--Official English |
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| Instructional Approaches--Problem Based Learning |
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| Instructional Approaches--Single-Sex Education |
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| Instructional Approaches--Time/Time on Task |
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| Instructional Approaches--Tracking/Ability Grouping |
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| Integrated Services/Full-Service Schools |
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| International Benchmarking |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--District Superintendent--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Preparation--Alternative |
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| Leadership--Principal/School Leadership--Professional Development |
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| Leadership--Principal/School Leadership--Recruitment and Retention |
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| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--African American |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| Minority/Diversity Issues--Hispanic |
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| No Child Left Behind |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Finance |
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| No Child Left Behind--Parent Involvement |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Special Populations |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Brain Development |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Data Systems |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Evaluation/Economic Benefits |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Health and Mental Health |
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| P-3 Kindergarten |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Kindergarten--Full Day Kindergarten |
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| P-3 Preschool |
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| P-3 Public/Private Partnerships |
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| P-3 Special Ed./Inclusion |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Parent/Family--Research |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Accountability--Licensing/Program Review and Approval |
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| Postsecondary Accountability--Student Learning |
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| Postsecondary Affordability |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Faculty--Teaching Assistants |
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| Postsecondary Faculty--Tenure |
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| Postsecondary Finance |
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| Postsecondary Finance--Efficiency/Performance-Based Funding |
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| Postsecondary Finance--Facilities |
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| Postsecondary Finance--Revenue and Expenditures |
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| Postsecondary Governance and Structures |
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| Postsecondary Governance and Structures--Administrative/Leadership Issues |
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| Postsecondary Governance and Structures--State Executives/State Agencies |
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| Postsecondary Institutions |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Four-Year Baccalaureate |
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| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Enrollments (Statistics) |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students |
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| Postsecondary Students--Adults |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--International |
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| Postsecondary Students--Low-Income |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
| |
| Privatization |
| |
| Privatization--Education Management Agencies (EMOs) |
| |
| Proficiency-Based Approaches |
| |
| Promising Practices |
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| Promotion/Retention |
| |
| Public Attitudes |
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| Public Involvement |
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| Purposes of Public Education |
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| Reading/Literacy |
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| Reading/Literacy--Adult Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Religion--Scientific Creationism (Evolution) |
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| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| Scheduling/School Calendar--Year Round |
| |
| School Climate/Culture |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--District Size |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Staffing Ratios |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Inclusion (Mainstreaming) |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Immigrant Education |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
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| Standards--Common Core State Standards |
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| Standards--Implementation |
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| State Comparisons/Statistics |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Ballot Questions |
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| State Policymaking--Constitutional Clauses |
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| State Policymaking--Politics |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Achievement--State Trends |
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| Student Supports |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Incentives |
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| Students--K-12 Exchange Students |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Contracts (Not Tenure) |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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| Teaching Quality--Working Conditions |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Research/Evaluation |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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| Urban--Change/Improvements |
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| Urban--Governance |
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| Whole-School Reform Models |
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| Whole Child |
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