 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--Learnfare |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--Legal Issues |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Brain Research |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Choice/Open Enrollment--Research |
| |
| Choice of Schools--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Choice of Schools--Vouchers--Privately Funded |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Curriculum/Standards |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Censorship |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics |
| |
| Demographics--Condition of Children/Adults |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Does Money Matter? |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--Regional Entities |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Credit Recovery |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Constructivism |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Homework/Study Skills |
| |
| Instructional Approaches--Official English |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Instructional Approaches--Time/Time on Task |
| |
| Instructional Approaches--Tracking/Ability Grouping |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Preparation--Alternative |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Special Populations |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Brain Development |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Data Systems |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Kindergarten--Full Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Public/Private Partnerships |
| |
| P-3 Special Ed./Inclusion |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Parent/Family--Research |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Accountability--Licensing/Program Review and Approval |
| |
| Postsecondary Accountability--Student Learning |
| |
| Postsecondary Affordability |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Textbooks |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Finance--Revenue and Expenditures |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Governance and Structures--Administrative/Leadership Issues |
| |
| Postsecondary Governance and Structures--State Executives/State Agencies |
| |
| Postsecondary Institutions |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Four-Year Baccalaureate |
| |
| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
 | Postsecondary Participation--Admissions Requirements |
| |
| CA | Vetoed 10/2011 | Community College
Postsec. | From bill summary: Authorizes the governing board of a community college district to either deny enrollment, permit enrollment or permit conditional enrollment to any individual who has been expelled from a
community college within the preceding 5 years, or who at the time of the application is undergoing expulsion procedures for certain offenses, if the board determines that the person continues to pose a risk to the safety of others. Requires the board or a delegate to hold a hearing before taking action to deny enrollment or permit conditional enrollment, to determine whether the person continues to pose a risk. Authorizes a governing board of a district to delegate its authority under these provisions to the superintendent or president of the district, or to his/her designee. Expressly applies specified immunities to an exercise of discretion by a community college district, and its officers and employees, under these provisions. Allows the community college district to request information from another community college district in determining whether the applicant continues to pose a danger to the physical safety of others. Requires any community college district receiving the request to respond to the request within 5 working days.
Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0251-0300/ab_288_bill_20110909_enrolled.pdf
Governor's veto message: http://gov.ca.gov/docs/AB_288_Veto_Message.pdf
Title: A.B. 288
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 08/2011 | Postsec. | From bill summary: Require the trustees of the California State University to ensure that campuses meet specific requirements with respect to appeal procedures for a denial of admission. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0651-0700/ab_670_bill_20110803_chaptered.pdf
Title: A.B. 670
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 08/2011 | Postsec. | Provides that if the U.S. Department of Education does not have a relevant exam for an ability-to-benefit student (i.e., a student without a high school diploma or equivalent) to take before an enrollment agreement is executed with a private postsecondary institution, the bureau for private postsecondary education may publish its own list of acceptable exams. Reduces the time period during which an institution not participating in federal student financial aid programs may receive a student's notice of cancellation. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1001-1050/ab_1013_bill_20110803_chaptered.pdf
Title: A.B. 1013
Source: www.leginfo.ca.gov
| |
| PA | Adopted 07/2011 | Postsec.
Community College | A Resolution directing the Legislative Budget and Finance Committee to examine the Commonwealth's programs for post-secondary education in Commonwealth rural communities and to make recommendations for improving the delivery of open admissions and affordable, high-quality community and technical education in such areas.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2011&sessInd=0&billBody=S&billTyp=R&billNbr=0147&pn=1446
Title: S.R. 147
Source: http://www.legis.state.pa.us
| |
| AR | Signed into law 03/2011 | Postsec.
Community College | Beginning with the 2012-13 academic year, using one of the federally approved ability to benefit assessments, authorizes use of reassessment of a student's ability to benefit who scores below 15 on an ACT or below a comparable score on a comparable exam
Beginning with the 2012-13 academic year, a student who scores below the acceptable federally determined ability-to-benefit assessment score, but has a high school diploma or GED, may only be enrolled by a two-year or four-year institution of higher education in a specific program approved by the Arkansas Higher Education Coordinating Board, in collaboration with the institutions of higher education until the student can demonstrate academic proficiency that would predict success in a degree program.
Directs the Arkansas Higher Education Coordinating Board to provide approved assessment tools and acceptable scores through Arkansas Higher Education Coordinating Board policy. Does not prevent an institution of higher education from setting higher admissions standards for enrolling freshmen
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/HB2050.pdf
Title: H.B. 2050
Source: http://www.arkleg.state.ar.us/
| |
| CA | Signed into law 09/2010 | Postsec. | From bill analysis: Requires that, before adopting a change in admissions criteria that affects applicants residing within the local service area (LSA) of a California State University (CSU) campus (including changes to transfer requirements and determinations regarding impaction of majors), the campus affected by the proposed change:
a) Consult, in a public meeting, with the governing boards of school districts and community college districts and with community organizations located within the LSA of the affected campus
b) Hold three public hearings in the LSA of the affected campus to solicit public comments relative to the proposed changes in admissions criteria
c) Provide public notice of the proposed change in admissions criteria, as specified, and at least 10 days before the first public meeting or public hearing; and,
d) Submit the proposed change to the CSU Chancellor for approval, who must report the decision regarding approval, and the reasoning behind the decision, to the CSU Board of Trustees in writing at the next regularly scheduled meeting.
Requires a change in the criteria to take effect only after a period at least one year has elapsed following approval by the CSU Chancellor, unless the change is based on resources, in which case it may take effect after six months.
http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2401-2450/ab_2402_bill_20100924_chaptered.pdf
Title: A.B. 2402
Source: www.leginfo.ca.gov
| |
| CA | Vetoed 09/2010 | Postsec. | From bill analysis: Authorizes the University of California (UC) and the California State University (CSU) to consider geographic origin and household income, along with other relevant factors, in undergraduate and graduate admissions. Also authorizes the University of California and the California State University to consider race, gender, ethnicity, and national origin, along with other relevant factors, in undergraduate and graduate admissions, to the maximum extent permitted by the 14th Amendment of the U.S. Constitution and relevant case law. Requires the CSU trustees, and requests the UC regents, to report, in writing, to the legislature and the governor by November 2012 on the implementation of the bill. Requires these reports to include information on the number of students admitted, disaggregated by race, gender, ethnicity, national origin, geographic origin, and household income, and compared to the prior 2 years of admissions.
Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2001-2050/ab_2047_bill_20100830_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z64txotp079lt5?&_c=d|yvcee9xanplikz|z651jtjl0g7yaz&_ce=1286210350.4f33d59998bb8edecbd5ca5e55e2e7f7
Title: A.B. 2047
Source: www.leginfo.ca.gov
| |
| UT | Signed into law 03/2010 | P-12
Postsec. | Section 1: Directs the state board, by December 31, 2010, to review mandates provided for in administrative rule, to determine whether some could be waived to remove funding pressures on public schools temporarily.
Sections 2-4: Eliminates the requirement to administer criterion-referenced tests to students in grade 2. Directs the state board, before the October 2010 Education Interim Committee meeting, to present its plan for a pilot program for the 2010-11 and 2011-12 school years to (1) replace the 10th-grade basic skills competency test with computer adaptive testing of basic skills, and (2) administer the ACT exam to high school students. Directs the state board to implement such a pilot program during the 2010-11 and 2011-12 school years. Exempts districts and charter schools from administering the 10th-grade basic skills competency test during the the 2010-11 and 2011-12 school years. Directs the state board to re-direct the money saved by not administering the 10th-grade basic skills competency test to fund implementation of the pilot program during the 2010-11 and 2011-12 fiscal years. Exempts a student from the 10th-grade basic skills competency test requirement if the student was in 10th grade in the 2008-09 or 2009-10 school years and did not pass the competency test (10th-grade basic skills competency test functions as exit exam unless certain waivers apply).
Section 5: Exempts local boards from the requirement to develop and administer activity disclosure statements for high school-level extracurricular activities (as called for in Section 53A-3-420) until the 2012-13 school year.
Section 6: Exempts the state board, until the 2012-13 school year, from the requirements called for in Section 53A-3-602.5 to annually (1) develop a school performance report for schools, districts and charter schools, and (2) collect and electronically report specified performance data for schools, districts and charter schools.
Section 7: Exempts a school district from certain requirements related to the disposal of textbooks until the 2012-13 school year.
Section 8: Until the 2012-13 school year, releases districts from the requirement in Section 53A-13-107 that an annual presentation on adoption be given to students in grades 7-12.
Section 9: Until the 2012-13 school year, releases districts from the requirement in Section 53A-14-107 regarding alignment of primary instructional materials aligned with the core curriculum adopted under Section 53A-1-402.
http://le.utah.gov/~2010/bills/hbillenr/hb0166.pdf
Title: H.B. 166
Source: le.utah.gov
| |
| IL | Signed into law 12/2009 | P-12
Postsec. | Encourages school boards to include American Sign Language courses in schools' foreign language curricula. Provides that the foreign language admission requirements for public universities may be fulfilled by completion of American Sign Language coursework. Allows postsecondary academic credit to be awarded for the successful completion of an American Sign Language course. Provides such credit may be applied toward completion of the university's foreign language requirement. http://www.ilga.gov/legislation/publicacts/96/PDF/096-0843.pdf
Title: H.B. 725
Source: www.ilga.gov
| |
| TX | Adopted 11/2009 | Postsec. | Adopts rules expanding upon 2007 H.B. 3826 (80th Texas Legislature), amending provisions for students admitted to public universities under the top 10% rule. Specifies that from the 2011-12 academic year through the 2015-16 academic year, the University of Texas at Austin is not required to admit applicants in excess of the number needed to fill 75% of first-time resident undergraduate students. Clarifies provisions relating to the determination of high school class rank for students seeking automatic admission to a general academic teaching institution based on their class rank. Authorizes a general academic teaching institution to limit the number of students admitted under the top 10% rule if the number of eligible students applying to the institution exceeds by more than 10% the average number of first-time freshmen admitted the previous two academic years. Establishes certain admissions provisions an institution must follow if it chooses to limit the number of students admitted under the top 10% rule, including clear guidelines for the selection of students based on one or more of specified methods. Requires each general academic teaching institution to annually report to the higher education coordinating board the demographic composition (including race/ethnicity and economic status) of the entering class of first-time freshmen students admitted under the policy set forth in this section of rule. http://www.sos.state.tx.us/texreg/pdf/backview/1120/1120adop.pdf
Title: 19 TAC 1.5.A.5.5
Source: www.sos.state.tx.us
| |
| CA | Vetoed 10/2009 | Community College
Postsec. | Authorizes the governing board of a community college district to either deny enrollment, permit enrollment or permit conditional enrollment to any individual who has been expelled from a community college within the preceding 10 years for certain offenses, or who is undergoing expulsion procedures, if the person continues to pose a risk to others. Authorizes the board to hold a hearing before making the determination as to whether the person continues to pose a risk. Allows a district to request information from another district in determining whether the applicant continues to pose a danger to the physical safety of others. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1351-1400/ab_1400_bill_20090909_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1351-1400/ab_1400_vt_20091012.html
Title: A.B. 1400
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 10/2009 | P-12
Postsec. | Requires the trustees of the California State University to develop and implement a procedure for allowing a student to satisfy the completion of a general elective course requirement for the purposes of admission to the university by completing a high school career technical education course that meets specified academic standards. Requires all high school career technical education courses that meet model curriculum standards established by the superintendent to be recognized by the university as satisfying the completion of a general elective course requirement for purposes of admission, if, by January 2014,
the university has not developed that procedure. Requires the Trustees to adopt related requirements based on the recommendations and judgment of the University's academic senate. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0101-0150/sb_147_bill_20091011_chaptered.pdf
Title: S.B. 147
Source: www.leginfo.ca.gov
| |
| IL | Signed into law 08/2009 | P-12
Postsec. | Removes a provision that prohibits a student from being admitted to instruction in any of the departments of the university who has not attained the age of 15 years and who has not previously undergone a satisfactory examination in each of the branches ordinarily taught in the common schools of the state. http://www.ilga.gov/legislation/96/SB/PDF/09600SB0263lv.pdf
Title: S.B. 263
Source: Lexis-Nexis/StateNet
| |
| IL | Issued 06/2009 | Postsec. | Creates an Admissions Review Commission. Directs the commission to:
--Examine and evaluate the standards and criteria used to evaluate applicants for admission
--Examine and evaluate any practices and policies, and the impact thereof, of affording applicants favorable consideration based on relationships with, or advocacy by, appointed or elected public officials, or persons affiliated with such officials
--Examine and evaluate the strengths and weaknesses of State University admissions practices and policies, taking into account, among other factors, the "best practices" of other selective university systems
--Review and consider the investigative findings of the Office of the Governor, Office of General Counsel regarding State University admissions practices and policies
--Submit, no later than August 8, 2009, a written report outlining its examination and evaluation, and making recommendations to the People of Illinois and to the Governor for improving the fairness and transparency of University admissions processes.
Executive Order: http://www.illinois.gov/gov/execorders/2009_12.htm
Commission Web page: http://www2.illinois.gov/admissionsreview/Pages/default.aspx
Final report: http://www2.illinois.gov/admissionsreview/Documents/FinalReport.pdf
Title: Admissions Review Commission
Source: www.illinois.gov
| |
| TX | Signed into law 06/2009 | P-12
Community College
Postsec. | Exempts Lamar State College--Orange and Lamar State College--Port Arthur from the requirement that an applicant for admission to a general academic teaching institution complete the recommended or advanced high school curriculum. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02424F.pdf
Title: H.B. 2424
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/2009 | P-12
Postsec. | Amends Section 28.0252, authorizing the commissioner of education to develop a standard method of calculating student grade point average (GPA), including weights for advanced courses. Eliminates provision that if a conflict arises between that method and the method adopted by the higher education coordinating board, the student's GPA must be calculated in accordance with the coordinating board's method for determining the student's eligibility for university admission. Page 32 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3- Section 31
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | Postsec. | Permits the University of Texas at Austin to make an exception to the statute requiring all general academic teaching institutions to admit all students in the top 10% of their graduating classes, beginning with admissions for the 2011-12 school year, when such admissions would exceed 75% of the university's first-time resident undergraduate students in an academic year. Establishes procedures university must follow if such admissions exceed 75% and university elects to follow exception process, including informing high schools notice of the percentage of the top 10% students to which the university anticipates offering admission. Provides University of Texas at Austin may not use exception after the 2015-16 academic year, and bars UT Austin, in any year that it uses exception, to bar a student's legacy status as a factor in decisions related to a student's admission. Requires a student admitted under an exception to complete a designated portion of at least six credit hours during evening hours or other low-demand hours as necessary to ensure the efficient use of the institution 's available classrooms. Requires UT Austin, in any year that it applies an exception to the statute requiring all general academic teaching institutions to admit all students in the top 10% of their graduating classes to report to the governor, lieutenant governor and speaker of the house regarding the university's progress in:
(1) Increasing geographic diversity of the entering freshman class
(2) Counseling and outreach efforts aimed at students qualified for automatic admission
(3) Recruiting Texas residents who graduate from other institutions of higher education to the university's graduate and professional degree programs
(4) Recruiting students who are members of underrepresented demographic segments of the state's population
(5) Assessing and improving the university's regional recruitment centers.
Provides that any year in which UT Austin uses the exception, the institution may not offer admission to nonresident students such that nonresident students would make up more than 10% of the first-time freshman class. Prohibits UT Austin from using the exception in any academic year in which, on the deadline for general applications, (1) the university was under a court order barring the institution from considering an applicant's race in making an admissions decision or (2) the institution's governing board has determined that an applicant's race may not be considered as a factor in first-time undergraduate admissions decisions. Pages 1-5 and 6-7 of 21: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00175F.pdf
Title: S.B. 175 - Section 1, subsections (a)-(f), (j)-(k)
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12
Postsec. | Requires a general academic teaching institution to admit any applicant for admission as a transfer undergraduate student who (1) graduated from high school no more than four years earlier and who either was qualified for automatic admission by virtue of being in the top 10% of his/her high school class, or who was previously admitted to the institution to which he/she is seeking admission, (2) first enrolled in a public junior college or other public or private lower-division institution of higher education, (3) completed the core curriculum at the junior college or private lower-division institution of higher education with a minimum 2.5 grade point average, and (4) submitted an application for admission as a transfer student before the application deadline.
Specifies that it is the applicant's responsibility to clearly claim in the application entitlement to admission under these provisions, and timely provide to the general academic teaching institution the documentation required by the institution to determine the student's entitlement to admission under these provisions.
Pages 8-9 of 21: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00175F.pdf
Title: S.B. 175 - Section 2
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12
Postsec. | Requires districts to notify every high school student, at the time the student first registers for one or more classes required for high school graduation, about the provisions of Section 51.803, which provides for automatic admission to a general academic teaching institution for a student who graduates in the top 10% of his/her high school class. Existing policy requires such notification for high school seniors; new provision additionally requires such notification for juniors with a grade point average in the top 10% of his/her high school class and such juniors' parents. Specifies that such notifications must be in plain language. Directs the commissioner of higher education to adopt forms to be used for such notifications. Requires the commissioner to adopt procedures to ensure that districts provide notification to students first enrolling for courses required for high school graduation in the 2009-10 school year.
Also requires a certified high school counselor to explain, at the beginning of the school year, the requirements of automatic admission to a general academic teaching institution to each 10th and 11th grade student whose grade point average is in the top 25% of the student's class.
Pages 9-12 of 21: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00175F.pdf
Title: S.B. 175 - Section 3 and 4
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12
Postsec. | Directs the Texas Higher Education Coordinating Board to institute a program to improve the outreach efforts of general academic teaching institutions in providing counseling and information to Texas high school seniors likely to be eligible for automatic admission for seniors in the top 10% of their graduating class. Requires the coordinating board, under the program, to prescribe best practices guidelines and standards to be used by general academic teaching institutions in conducting the aforementioned student outreach.
Directs the coordinating board to publish an annual report on the impact of the University of Texas at Austin's use of the exception to the policy to automatically admit applicants in the top 10% of their graduating class, on the state's goal of closing college access and achievement gaps under "Closing the Gaps," the state's master plan for higher education. Requires the reporting of specified information on UT Austin student demographics and high schools of origin. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00175F.pdf
Title: S.B. 175 - Section 1, subsections (g), ((l)
Source: www.legis.state.tx.us
| |
| KS | Signed into law 03/2009 | Postsec. | Concerns state educational institutions; provides that regents may adopt rules and regulations for the admision of students; provides that residents who have graduated from a non-accredited private secondary school and who are seeking admission to a state educational institution shall be admitted if the applicant for admission has a composite ACT score of not less than 21 points. Chapter 2009-37
http://www.kslegislature.org/bills/2010/2197.pdf
Title: H.B. 2197
Source: http://www.kslegislature.org
| |
| NE | Signed into law 03/2009 | Postsec.
Community College | Provides a definition of high school graduate for purposes of postsecondary financial aid and admission to postsecondary institutions. Provides a student is a high school graduate if he or she has obtained an associate of arts degree or an associate of science degree from a community college in the state. Since a high school diploma is a prerequisite for receipt of federal financial aid, such a definition would allow students not previously eligible for federal financial aid to become potential recipients. http://www.nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB102.pdf
Title: L.B. 102
Source: Lexis-Nexis/StateNet
| |
| KY | Signed into law 04/2008 | P-12
Postsec. | Defines "Advanced science and mathematics" as Advanced Placement (AP) biology, calculus, chemistry, computer science, environmental science, and physics, and International Baccalaureate (IB) biology, chemistry, computer science, environmental systems, mathematical studies, further mathematics and physics.
Creates the science and mathematics advancement fund, to be administered by the department of education. Provides that funds may be used to provide:
1. Payment of student fees for AP and IB exams
2. Scholarships for high school students to take advanced science and mathematics courses through the Kentucky Virtual High School when those courses are not offered at the school in which they are enrolled
3. Two-year grants to high schools to support the start-up of advanced science and mathematics courses
4. Two-year renewable grants to middle schools to support accelerated student learning in science and mathematics
5. Grants to districts to develop and implement an energy technology engineering career track
6. Professional development opportunities, and payment of expenses and stipends for participation, for elementary school teachers to deepen their content knowledge and improve instructional practice in science and mathematics.
Directs the department to use funds from the science and mathematics advancement fund to establish the High School Advanced Science and Mathematics Course Start-up Program, the Middle School Mathematics and Science Scholars Program, and the District Energy Technology Career Track Program for schools.
Provides that the purpose of the High School Advanced Science and Mathematics Course Start-up Program is to provide two-year grants to high schools to initiate at least one advanced math and science course. Provides that funds may be used to cover the costs of additional training for an advanced science and mathematics teacher and the purchase of classroom supplies, textbooks, laboratory equipment, and other instructional materials. Provides that schools receiving a grant must provide assurances that teachers of AP or IB courses supported by the grant participate in College Board-endorsed AP summer training institutes or International Baccalaureate-sponsored IB summer workshops, as available, and that all students taking AP and IB courses supported by the grant take the related AP or IB exam.
Provides that the purpose of the Middle School Mathematics and Science Scholars Program is to provide two-year renewable grants to middle schools to support intensive, accelerated student learning in mathematics and the sciences, through activities including to programs during the school day, after-school programs, Saturday programs, or multiweek summer sessions. Provides that the grant application must ensure that teachers participating in the grant have the skills to provide intensive, accelerated student learning in mathematics or the sciences and that they will receive ongoing, relevant professional development. Requires a middle school receiving a grant to collaborate with feeder elementary and high schools to share information on grant activities; strengthen alignment of curricula, content-knowledge expectations, and instructional practice between schools; and provide relevant professional development opportunities. Requires the accelerated learning program to include strategies to improve the math and science academic skills for all students for whom significant academic achievement gaps have been identified and to attract them into higher level mathematics and science courses. Requires that specific activities to recruit and enroll students from all racial and income groups in the school be conducted. Requires each grant applicant to provide assurances that the necessary resources will be allocated to help students in all subpopulations academically succeed in the accelerated learning program and to meet the enrollment goal that the number of students representing each racial and income group enrolled in the program not be less than or limited to the percentage of each group in the total school population. Provides that funds from the teachers' professional growth fund may provide moneys to teachers for professional development for teachers participating in grants awarded by the Middle School Mathematics and Science Scholars Program. Directs the Center for Middle School Academic Achievement to assist grant recipients of the Middle School Mathematics and Science Scholars Program with professional development for participating teachers. Requires the Center for Mathematics to advise the department and the state board on the establishment and implementation of the Middle School Mathematics and Science Scholars Program.
Provides that the purpose of the District Energy Technology Career Track Program is to provide grants to school districts to develop and implement an energy technology engineering career track across middle and high schools within the district as described in KRS 158.808.
Requires the state board to establish long-term and annual goals for increasing:
(a) The number of high schools providing rigorous curricula and making available accelerated classes and college credit for students
(b) The number and percentage of students enrolled in and completing AP and IB courses by content area
(c) The number and percentage of students taking the AP and IB exams in advanced science and math
(d) The number and percentage of students receiving a score of 3 or better on AP exams or 5 or better on IB exams in advanced science and math
(e) The number and percentage of free/reduced lunch students receiving a score of 3 or better on AP exams or 5 or better on IB exams
(f) The number of teachers successfully completing a College Board-endorsed AP or IB summer training institute
(g) The number of teachers with the knowledge and training needed to prepare students for high achievement on AP and IB exams in advanced science and math
(h) Other criteria determined by the board.
Requires the department of education to develop a program evaluation framework on the use of the science and mathematics advancement fund for the purposes set forth in statute. Requires the program evaluation framework to address the use of funds, the number of grants and awards, student achievement outcomes, and trends over time on the indicators established to measure progress against the statewide goals. Beginning in 2008, requires the department to submit an annual report to the state board and the interim joint committee on education.
By July 1, 2009, requires the department, in cooperation with teacher education institutions, to develop a training program for certified personnel to become on-line coaches to provide effective support to students enrolled in Kentucky Virtual High School courses. By July 1, 2010, requires at least one employee in each middle and high school to have successfully completed the on-line coaches training, with the cost of acquiring the training borne by the local district.
Directs the council on postsecondary education to create a STEM Initiative Task Force to provide leadership and strategic direction on a comprehensive, statewide STEM initiative to improve Kentucky's position for success in the knowledge-based economy by expanding and strengthening educational and economic development opportunities in science, technology, engineering, and mathematics. Provides the task force must be composed of representatives from the executive and legislative branches of government, K-12 and postsecondary education, professionals within the STEM disciplines, and the business community. Authorizes the task force to create a public or nonprofit corporation or contract with an existing nonprofit corporation to facilitate the public-private collaboration in the development and implementation of the STEM Initiative. Directs the task force to explore the critical relationship between STEM degree production and the state's knowledge-based economy and make recommendations to accelerate Kentucky's performance in the STEM disciplines.
Requires the task force to develop a comprehensive, statewide strategic plan and a business plan to improve STEM performance in government, business, and K-12 and postsecondary education. Requires that the strategic plan include:
(a) Energizing a statewide public awareness campaign to help Kentuckians understand the critical importance of STEM to their own economic competitiveness and that of the Commonwealth
(b) Creating incentives and a supportive environment for students, teachers, and institutions that pursue, succeed, and excel in the STEM disciplines throughout the P-20 educational pipeline
(c) Implementing international best practices in professional development programs for P-16 STEM teachers to increase the intensity, duration, and rigor of professional development
(d) Improving teacher preparation programs and encouraging people with undergraduate and graduate degrees in the STEM disciplines to enter the teaching profession
(e) Revolutionizing how STEM subjects are taught, learned, and assessed and implementing a statewide, research-based STEM curriculum that is aligned with global workforce and academic standards
(f) Engaging business, industry, and civic leaders to improve STEM education and skills in the Commonwealth and creating incentives for Kentucky businesses that employ and invest in STEM-educated students
(g) Developing an ongoing, coordinated, statewide STEM initiative that maximizes the impact of resources among government agencies, schools, colleges and universities, and businesses, and which is focused on developing and attracting STEM-related jobs in Kentucky
(h) Targeting energy sustainability problems and opportunities in Kentucky and the nation as a primary objective of statewide STEM enhancements
(i) Developing STEM mentoring programs that partner students in grades 5-12, their teachers, or both, with engineers, business professionals, college or university professors, university students, or others with expertise in the STEM disciplines to link academic coursework with the real world, underscoring the importance of rigorous academic preparation and encouraging pursuit of careers in the STEM disciplines
(j) Creating recognition awards and activities and financial support for individuals, businesses, or organizations that exhibit excellence in mentoring within the STEM disciplines.
Directs the STEM Task Force to develop a business plan aligned with the strategic plan which includes measurable benchmarks for progress in achieving the goals within the strategic plan for 1-, 3-, and 5-year time periods. Requires the initial business plan to be presented to the interim joint committees on appropriations and revenue and education by December 30, 2008. Requires the task force to review and revise the business plan as needed in subsequent years to further the purposes of the STEM Initiative. Establishes the Kentucky STEM Initiative fund to support the work of the STEM Initiative Task Force. Provides the department of education and the council on postsecondary education may expend available funds from other sources on the STEM Initiative.
Directs the state board to promulgate regulations on courses of study or educational experiences available to students in all middle and high schools to fulfill the prerequisites for courses in advanced science and mathematics. Specifies that every school must offer an AP, IB or dual enrollment course in both math and science. Provides that if funds are available, the department must provide an ACT preparation program to all public high school juniors. Requires each school report card to parents and the public to indicate for AP and IB, the courses offered, the number of students enrolled, completing, and taking the examination for each course, and the percentage of test-takers receiving a score of 3 or better on AP exams or a score of 5 or better on IB examinations. Requires the data to be disaggregated by gender, race, students with disabilities, and economic status, and to be included in the report card beginning with the 2009-2010 school year.
Requires the department to make available to middle and high schools information on the prerequisite content necessary for success in secondary courses, AP courses, and IB courses. Requires the department to provide sample syllabi, instructional resources and instructional supports for teachers that will assist in preparing students for more rigorous coursework. Provides instructional supports must include professional development for assisting students enrolled in the Kentucky Virtual High School or other virtual learning settings.
Provides that all students willing to accept the challenge of a rigorous academic curriculum must be admitted to AP courses, including AP courses offered through the Kentucky Virtual High School, IB courses, dual enrollment courses, and dual credit courses, if they have successfully completed the prerequisite coursework or have otherwise demonstrated mastery of the prerequisite content knowledge and skills as determined by measurable standards. Provides that if a school does not offer an AP course in a particular subject area, the school must permit a qualified student to enroll in the AP course offered by the Kentucky Virtual High School and receive credit toward graduation. Provides that effective with the 2008-2009 school year, students enrolled in AP or IB courses in the public schools must have the cost of the examinations paid by the department.
Includes participation in the Gatton Academy of Mathematics and Science in Kentucky at Western Kentucky University as a dual credit option, and specifies that students who attended the academy are eligible for a Kentucky educational excellence scholarship (KEES) award. Authorizes the Gatton Academy of Mathematics and Science in Kentucky to award a diploma to any student who completes his or her high school program at the academy. Provides that if the academy issues a diploma, the board of regents of the university must provide to the commissioner of education a letter of assurance that the program of study completed by its students, in combination with previously earned secondary credits, meets the minimum high school graduation requirements established by the state board. Authorizes a local district to award a joint diploma with the Gatton Academy of Mathematics and Science in Kentucky to any student who was enrolled in a district high school and completed his or her high school program at the academy. Requires the academy and the home school district to ensure that student transcripts from each institution accurately reflect the dual credit coursework.
Beginning with the 2008-2009 academic year, requires the higher education assistance authority to commit to provide a supplemental KEES award for achievement on AP and IB exams to an eligible high school student whose family was eligible for free or reduced-price lunch for any year during high school enrollment. Awards range between $200-$300 for AP exam scores between 3 and 5 and IB exam scores between 5 and 7. Requires every high school and the Gatton Academy of Mathematics and Science in Kentucky to submit to the higher education assistance authority each student's family eligibility status f | |
| OR | Signed into law 03/2008 | P-12
Postsec. | For the purpose of administering an assessment to students in grade 10 (PSAT), a school district may request that the Department of Education grant a waiver to the district that allows the district to use an entity other than the entity selected by the department pursuant to ORS 329.488.
http://www.leg.state.or.us/08ss1/measpdf/hb3600.dir/hb3600.en.pdf
Title: H.B. 3600A
Source: http://www.leg.state.or.us
| |
| SD | Signed into law 02/2008 | P-12
Postsec. | Revises eligibility requirements for the opportunity scholarship by allowing a student to take the ACT or SAT test after graduating from high school.
http://legis.state.sd.us/sessions/2008/Bills/HB1186ENR.htm
Title: H.B. 1186
Source: http://legis.state.sd.us/sessions
| |
| IL | Signed into law 11/2007 | P-12
Community College
Postsec. | Requires the state community college board to create a 3-year college and career readiness pilot program, beginning with the high school class of 2008, to meet the following goals:
(1) To diagnose college readiness by developing a system to align ACT scores to specific community college courses in developmental and freshman curriculums.
(2) To reduce remediation by decreasing the need for remedial coursework in mathematics, reading, and writing at the college level by (i) increasing the number of students enrolled in a college-prep core curriculum, (ii) assisting students in improving college readiness skills, and (iii) increasing successful student transitions into postsecondary education.
(3) To align high school and college curriculums.
(4) To provide resources and academic support to students to enrich the senior year of high school through remedial or advanced coursework and other interventions.
(5) To develop an appropriate evaluation process to measure the effectiveness of readiness intervention strategies.
Directs the state board to select four community colleges to participate in the program, based on the number of students in developmental courses, student demographics, geographic diversity, the college's willingness to submit developmental and introductory courses to ACT for analysis of college placement, and the college's ability to partner with local high schools to develop college and career readiness strategies and college readiness teams. Directs the state board to work with ACT to analyze up to 10 courses at each college to determine student placement and college readiness. Directs each participating community college to establish an agreement with one or more high schools to:
(A) Create a data-sharing agreement.
(B) Create a Readiness Prescription for each student, showing all of the following:
(i) The readiness status for college-level work.
(ii) Course recommendations for remediation or for advanced coursework in Advanced Placement classes or dual credit and dual enrollment programs.
(iii) Additional academic support services, including tutoring, mentoring, and college application assistance.
(C) Create college and career readiness teams of faculty and counselors or advisers from the community college and high school, the college and career readiness coordinator from the community college, and other members as determined by the high school and community college. Provides the the teams may include
local business or civic leaders. Directs the teams to develop intervention strategies by:
(i) Using the Readiness Prescription to develop a contract with each student for remedial or advanced coursework to be taken during the senior
year.
(ii) Monitor student progress.
(iii) Provide readiness support services.
(D) Retest students in the spring of 2008 to assess progress and college readiness.
Directs the state board to work with participating community colleges and high schools to develop an evaluation process that includes specified criteria, including student enrollment in college in fall 2008, placement of college and career readiness students in developmental and regular courses in the fall of 2008, and retention of college and career readiness students in spring semester 2009. Directs the state board to work with participating community colleges and high schools to establish operational processes and a budget for college and career readiness pilot programs, including employment of a college and career readiness
coordinator at each community college site.
Provides that in year two of the program, beginning with the Class of 2009, the state board must additionally:
(1) Analyze courses at 3 new community college sites.
(2) Undertake intervention strategies through college and career readiness teams with students in the class of 2009.
(3) Monitor and assist college and career readiness graduates from the class of 2008 in college.
Provides that in year three of the program, beginning with the Class of 2010, the state board must:
(1) Analyze courses at 5 additional community college sites.
(2) Add college and career readiness teams at 3 new sites (from year 2 of the program).
(3) Undertake intervention strategies through college and career readiness teams with students of the class of 2010 at 7 sites.
(4) Monitor and assist students from the classes of 2008 and 2009 in college.
Adds an immediate effective date. http://www.ilga.gov/legislation/publicacts/95/PDF/095-0694.pdf
Title: S.B. 858
Source: www.ilga.gov/legislation
| |
| OR | Signed into law 07/2007 | P-12
Postsec. | Abolishes Certificate of Initial Mastery and Certificate of Advanced Mastery. From the staff summary: The Certificate of Initial Mastery (CIM) and Certificate of Advanced Mastery (CAM) were originally included in the Oregon Educational Act for the 21st Century in 1991, but the exact requirements and implementation dates were changed and/or delayed during several successive legislative sessions. The CIM represents standards of knowledge and skill proficiencies that students can demonstrate in English, mathematics, and science and are benchmarked to the 10th grade level. The CAM combines achievement of the CIM with additional academic proficiencies and career-related proficiencies achieved through a variety of hands-on, real-world learning experiences. HB 2263C abolishes the CIM and CAM but keeps the associated academic content standards and assessments. According to the Department of Education, many sections of the law removed by HB 2263C were never funded or implemented. Local school districts were required to make available components of the CIM but it was never required statewide for graduation (although some individual school districts did incorporate a modified CIM into local graduation requirements). The CAM is still not available to all students as the full implementation date is September 2008. The State Board of Education adopted new high school diploma requirements in January 2007.
Allows school districts to prepare budgets annually or biennially. Allows assessments for a specific group of students to be waived or allows a student to request that a school district waive assessment. Allows a school district to award an alternative credential to a student who does not satisfy the requirements if the student, with additional services and accommodations, does not satisfy the requirements for a diploma. Directs department to contract with nonprofit entity to administer, with department, nationally-normed assessment to all grade 10 students to predict success of students on college entrance exams. Provides contractor selection criteria. Requires provision of assessment during 2008-2009 school year. The purpose of the assessment is to predict the success of students on, and provide practice for students taking, college entrance exams; to identify students with high potential to excel in advanced placement (AP) or other honors courses based on a research-based correlation of scores on the grade 10 assessment to advanced placement examinations; to examine students in mathematics, reading and writing; and to provide results that can be used by Oregon's higher education institutions to recruit students to attend college.
Also modifies Early Childhood Improvement Program. Eliminates Learning Centers, Oregon 21st Century Schools Program, School Improvement and Professional Development Program, and Statewide Literacy Hotline.
http://www.leg.state.or.us/07reg/measpdf/hb2200.dir/hb2263.c.pdf
Title: H.B. 2263C - Certificates of Mastery and State Assessments
Source: http://www.leg.state.or.us
| |
| TX | Signed into law 06/2007 | P-12
Postsec. | Requires the Texas Higher Education Coordinating Board (THECB) to adopt rules establishing a standard method for computing a student's high school grade point average in a certain manner. The bill also requires the annual report each general academic teaching institution (institution) is required to submit to THECB to include the high school grade point average in the demographic breakdown describing the composition of the institution's entering class of students. Also requires each institution to adopt a written policy to promote the admission of undergraduate transfer students to the institution.
http://www.capitol.state.tx.us/tlodocs/80R/billtext/pdf/HB03851F.pdf
Title: H.B. 3851
Source: http://www.capitol.state.tx.us
| |
| TX | Signed into law 06/2007 | Postsec. | Existing law requires general academic teaching institutions to automatically admit students who graduate in the top 10% of their high school class. New provision specifies that such students must have completed (1) the recommended or advanced high school program or its equivalent at a private high school, or (2) satisfied ACT's College Readiness Benchmarks on the ACT assessment or earned at least 1,500 out of 2,400 (or the equivalent) on the SAT. Also lists administrative procedures a student graduating in the top 10% of his/her high school class must follow to qualify for automatic admission. Requires institutions of higher education to automatically admit any undergraduate applicant who is the child of a public servant killed in the line of duty and who meets the minimum requirements, if any, established for these purposes by the governing board of the institution relating to high school or prior college-level grade point average and performance on standardized tests.
Existing law requires general academic teaching institutions to determine whether to adopt a policy to automatically admit first-time freshman applicants graduating in the top 25% of the applicant's high school class. New provision specifies that such students graduating in the top 25% must have completed the recommended or advanced high school program (or equivalent) and other specified requirements.
Directs the higher education coordinating board to determine, for purposes of postsecondary admissions, (1) whether a private high school is accredited by a generally recognized accrediting organization, and (2) whether a person completed a high school curriculum that is equivalent in content and rigor to the requirements for the recommended or advanced high school program.
http://www.capitol.state.tx.us/tlodocs/80R/billtext/pdf/HB03826F.pdf
Title: H.B. 3826
Source: http://www.capitol.state.tx.us
| |
| VA | Signed into law 03/2007 | Postsec.
Community College | Revises the Virginia Military Survivors and Dependents Education Program to clarify that qualified survivors and dependents shall be admitted to any public institution of higher education or other public accredited postsecondary institution of higher education or other public accredited postsecondary institution granting a degree, diploma, or certificate in the Commonwealth of Virginia, free of tuition and all required fees. Establishes the Virginia Military Survivors and Dependents Education Fund to provide financial assistance for board and room charges, books and supplies, and other expenses. The State Council of Higher Education for Virginia is responsible for disbursing funds appropriated or otherwise made available to support the Fund.
http://leg1.state.va.us/cgi-bin/legp504.exe?071+ful+CHAP0116
Title: H.B. 2179
Source: Lexis-Nexis/StateNet
| |
| ID | Adopted 01/2007 | P-12
Postsec. | Increases total number of credits required for high school graduation to 46 credits (23 Carnegie units) starting with the 2013 graduating class. Increases math requirements to 3 units and science requirements to 3 units. Requires students to take the ACT, SAT, or COMPASS test in the 11th grade, and to complete a senior project. Requires all school districts to provide at least one Advanced Opportunity (AP, IB, dual credit or Tech Prep) for all students.
Page 117-122 of 647: http://adm.idaho.gov/adminrules/bulletin/bul/06oct.pdf
This measure was approved by the state board of education in 2006 and received approval from the House and Senate Education Committees in January 2007 (state policy does not require board policies to be approved by the full House and Senate).
Title: IDAPA 08.02.03
Source: adm.idaho.gov
| |
| OH | Signed into law 12/2006 | P-12
Postsec. | This section requires the partnership for continued learning to make recommendations for increasing opportunities for students to earn higher education credit on their high school campuses; for expanding school counseling career and educational programs, access programs and other strategies that interfere with students' planning for postsecondary education; and for legislative changes that allow state universities to waive the requirement (particularly for students entering high school from out of state or from the military) that a student complete the Ohio core curriculum to be admitted as an undergraduate. Sec. 3345.062 requires that if the partnership does not complete and submit recommendations for legislative changes by the deadline, each state university must offer via the Internet or interactive distance learning at least two college level courses, one each in science and mathematics, by which high school students may earn both high school and college credit. During such course, the university may include a single presentation, of not more than two minutes in length, that describes its other programs and courses. The university may assess a fee for the course required under this section of not more than one-tenth of the amount per credit hour normally assessed by the university for an undergraduate course at its main campus.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311-- Sec. 3301.42 +
Source: http://www.legislature.state.oh.us
| |
| OH | Signed into law 12/2006 | P-12
Postsec. | Beginning with the 2014-2015 academic year, each state university listed in section 3345.011 of the Revised Code, except for Central state university, Shawnee state university, and Youngstown state university, is to permit a resident of this state who entered ninth grade for the first time on or after July 1, 2010, to begin undergraduate coursework at the university only if the person has successfully completed the Ohio core curriculum for high school graduation. Provides for several exceptions. Beginning with undergraduate students who commence undergraduate studies in the 2014-2015 academic year (for the same institutions), no institution is to receive state operating subsidies for any academic remedial or developmental courses for undergraduate students, included courses prescribed in the Ohio core curriculum for high school graduation, offered at its main campus.
In the 2014-2015 and 2015-2016 academic years, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than three per cent of the total undergraduate credit hours provided by the university at its main campus.
In the 2016-2017 academic year, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than fifteen per cent of the first-year students who have graduated from high school within the previous twelve months and who are enrolled in the university at its main campus, as calculated on a full-time-equivalent basis.
In the 2017-2018 academic year, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than ten per cent of the first-year students who have graduated from high school within the previous twelve months and who are enrolled in the university at its main campus, as calculated on a full-time-equivalent basis.
In the 2018-2019 academic year, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than five per cent of the first-year students who have graduated from high school within the previous twelve months and who are enrolled in the university at its main campus, as calculated on a full-time-equivalent basis. Courses may continue to be offered after the 2018-2019 academic year, but no state subsidies will be permitted.
The Ohio board of regents is required to:
(1) Withhold state operating subsidies for academic remedial or developmental courses provided by a state university as required in order to conform to divisions (B) and (C) of this section;
(2) Adopt uniform statewide standards for academic remedial and developmental courses offered by all state institutions of higher education;
(3) Encourage and assist in the design and establishment of academic remedial and developmental courses by institutions of higher education;
(4) Define "academic year;"
(5) Encourage and assist in the development of articulation and transfer agreements between state universities and other institutions of higher education.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311 -- Sec. 3345.06
Source: http://www.legislature.state.oh.us
| |
| LA | Adopted 10/2006 | P-12
Postsec. | Allows prospective teachers to use ACT composite score of 22 or SAT combined verbal and math score of 1030 as alternative to taking PRAXIS I PPST exams. Pages 52-55 of 133: http://www.doa.louisiana.gov/osr/reg/0610/0610RUL.pdf
Title: LAC 28:CXXXI.243
Source: Lexis-Nexis/StateNet
| |
| FL | Signed into law 05/2006 | P-12
Postsec. | The State Board of Education must analyze the content and concordant data sets for widely used high school achievement tests, including, but not limited to, the PSAT, PLAN, SAT, ACT, and College Placement Test, to assess if concordant scores for FCAT scores can be determined for high school graduation, college placement, and scholarship awards. In cases where content alignment and concordant scores can be determined, the Commissioner of Education must adopt those scores as meeting the graduation requirement in lieu of achieving the FCAT passing score and may adopt those scores as being sufficient to achieve additional purposes as determined by rule. Each time that test content or scoring procedures are changed for the FCAT or one of the identified tests, new concordant scores must be determined.
In order to use a concordant subject area score to satisfy the assessment requirement for a standard high school diploma, a student must take each subject area of the grade 10 FCAT a total of three times without earning a passing score. This requirement will not apply to a new student who enters the Florida public school system in grade 12, who may either achieve a passing score on the FCAT or use an approved subject area concordant score to fulfill the graduation requirement.
The State Board of Education may define allowable uses, other than to satisfy the high school graduation requirement, for concordant scores. Such uses may include, but need not be limited to, achieving appropriate standardized test scores required for the awarding of Florida Bright Futures Scholarships and college placement.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 40)
Source: Florida Legislature
| |
| IA | Signed into law 05/2006 | P-12
Postsec. | Directs the board of regents to conduct a study of the admissions requirements common to the state universities. Requires the board to report its findings and recommendations to the senate and house education committees by January 8, 2007.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF2395
Title: H.B. 2395
Source: Lexis-Nexis/StateNet, coolice.legis.state.ia.us
| |
| TN | Signed into law 05/2006 | P-12
Postsec. | Concerns Lottery, Scholarships and Programs; creates pilot after school program for at-risk students to prepare for ACT and SAT examinations funded by net state lottery proceeds. Public Chaptered. Chapter No. 685
http://www.legislature.state.tn.us/bills/currentga/BILL/SB3113.pdf
Title: S.B. 3113; H.B. 3249
Source: Tennessee Legislature
| |
| TN | Signed into law 05/2006 | Postsec. | Requires state institutions of higher education to give preference in admissions to Tennessee residents over equally qualified out-of-state applicants.
http://www.legislature.state.tn.us/bills/currentga/BILL/HB3262.pdf
Title: H.B. 3262; S.B. 3383
Source: Tennessee Legislature
| |
| VT | Signed into law 05/2006 | P-12
Postsec. | Directs the commissioner of education to consult with high school principals and other appropriate people to consider whether the SAT or ACT should be used to assess student academic progress in the high school grades. Requires the commissioner to report on or before January 30, 2007, to the senate and house committees on education as to whether either or both of the tests should be used as a statewide assessment.
http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2006/acts/ACT182.HTM
Title: H.B. 867 - Section 20 (g)
Source: www.leg.state.vt.us
| |
| KY | Signed into law 04/2006 | P-12
Postsec. | Section 1:
Requires the state assessment system, by the 2007-2008 school year, to include:
1. A high school readiness examination to assess English, reading, math and science in grade 8;
2. A college readiness examination to assess English, reading, math and science in grade 10;
3. The ACT college admissions and placement examination to assess English, reading, math and science, to be taken by all students in grade 11; and
4. Any other component necessary to comply with the No Child Left Behind Act of 2001.
These assessments are to be administered in lieu of a customized or commercially available norm-referenced test.
Provides that a student whose scores on the grade 8 high school readiness exam indicate a high degree of readiness for high school must be counseled to enroll in accelerated courses. Provides that a student whose scores on the grade 10 college readiness exam or grade 11 ACT indicate a high degree of readiness for college must be counseled to enroll in accelerated courses, with an emphasis on Advanced Placement (AP) courses.
Specifies that the department will pay for the initial ACT exam, but that the student must pay for additional ACT exams.
Provides that students in grades 10, 11 and 12, by the 2007-2008 school year, may take the WorkKeys assessments in reading for information, locating information, and applied mathematics, with the cost of the initial assessment paid by the department of education. Provides that a student whose scores on the WorkKeys assessments indicate that additional assistance is required in reading for information, locating information, or applied mathematics must have intervention strategies for accelerated learning incorporated into his or her learning plan. Provides that a student meeting the WorkKeys threshold established by the Cabinet for Workforce Development must be issued the appropriate Kentucky employability certificate.
Provides that the high school readiness assessment in grade 8, the college readiness assessments in grades 10 and 11, and the WorkKeys assessments are to be collectively known as the "Kentucky Work and College Readiness Examination" or "Readiness Examination."
Directs the department of education to conduct periodic studies comparing the standards in reading, mathematics, and science for middle and high school within the Kentucky core content for assessment and the concepts and content measured by the ACT and the high school and college readiness examinations. Provides that if the department determines that if the grade 8 high school readiness and grades 10 and 11 college readiness exams in reading, math and science are shown to provide direct measures of content standards and concepts identified in the Kentucky core content for assessment, the state board must seek the advice of the Office of Education Accountability, the School Curriculum, Assessment, and Accountability Council, and the National Technical Advisory Panel on Assessment and Accountability regarding reducing the number of questions on the Commonwealth Accountability Testing System. Directs the department to continue to include open-response or multiple-choice items, or both, that assess student knowledge and skills in reading, mathematics, and science to the degree necessary for adequate coverage of the elements of the Kentucky core content for assessment not covered by the examinations.
Specifies the types of accommodations to be provided a student with a disability taking the ACT.
Requires the reporting system to include:
(1) An individual student report to parents for each 5th grade student summarizing the student's readiness in reading and math based on the student's 4th grade state assessment results. The school's 5th grade staff must develop a plan for accelerated learning for any student with identified deficiencies;
(2) An individual report for each student who takes a high school or college readiness exam that:
1. Provides the student's test scores;
2. Provides a judgment regarding whether or not a student has met or failed to meet the expectations for each standard assessed; and
3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation; and
(3) A student's scores on the ACT examination or WorkKeys assessments. Requires scores from the state-sponsored ACT exam to be recorded on the student's official high school transcript.
Section 2:
Mandates that a high school student whose scores on the grade 8 high school readiness exam, on the grade 10 college readiness exam, or on the WorkKeys indicate that additional assistance is required in English, reading, or math must have intervention strategies for accelerated learning incorporated into his or her learning plan. Mandates that a high school student whose score on the state-administered ACT exam in English, reading, or math is below the system-wide standard established by the Council on Postsecondary Education for entry into a credit-bearing course at a public postsecondary institution without placement in a remedial course or an entry-level course with supplementary academic support must be provided the opportunity to participate in accelerated learning designed to address his or her identified academic deficiencies prior to high school graduation.
Requires a high school, in collaboration with its school district, to develop and implement accelerated learning that:
(a) Allows a student's learning plan to be individualized to meet the student's academic needs based on an assessment of test results and consultation among parents, teachers, and the student; and
(b) May include changes in a student's class schedule.
Directs the department of education, the council on postsecondary education, and public postsecondary institutions to offer support and technical assistance to schools and school districts in the development of accelerated learning. Provides that a student who participates in accelerated learning due to inadequate scores on the grade 8 high school readiness exam, the grade 10 college readiness exam, the WorkKeys or the ACT must be allowed to take the ACT exam a second time prior to high school graduation at the expense of the Kentucky Department of Education. The cost of any subsequent administrations of the achievement test shall be the responsibility of the student.
http://www.lrc.ky.gov/RECORD/06RS/SB130/bill.doc
Title: S.B. 130
Source: www.lrc.ky.gov
| |
| WY | Signed into law 03/2006 | P-12
Postsec. | Effective school year 2006-2007 and each requires the state Commissioner to establish a program of administering a standardized, curriculum based, achievement college entrance examination and a job skills assessment test selected by the state superintendent to all students in the eleventh grade. Students with an individual education plan may be excused from taking either the college entrance examination or the job skills test. The examination and test selected by the state superintendent needs to meet certain criteria: be administered throughout the United States, be relied upon by institutions of higher education, and at a minimum test in the areas of reading, writing and mathematics. The jobs skills assessment test is required at a minimum to test in the areas of applied math, reading for information and locating information. The state pays all costs and schedules a day during which both examinations shall be provided to and one (1) shall be administered to all eleventh grade students throughout the state. The date is to be selected so that following receipt of scores, students may timely register for senior year classes which may be necessary to allow the student to qualify for a state provided scholarship. The state superintendent may enter into agreements with an administrator of the college entrance examination and an administrator of the jobs skills assessment test and adopt rules as necessary to ensure compliance with any requirements of an administrator, such as a secure environment. School districts are required to provide the opportunity for all home school and private school students in the eleventh grade and residing within the district to take the test. The results of the examination or jobs skills assessment test taken shall be included in each student's transcript. http://legisweb.state.wy.us/2006/Enroll/SF0100.pdf
Fiscal note: http://legisweb.state.wy.us/2006/Fiscal/SF0100.htm
Title: Act 59
Source: http://legisweb.state.wy.us
| |
| HI | Signed into law 06/2005 | P-12
Postsec. | The purpose of this Act is for schools whose student population includes at least twenty per cent or one hundred students from military families as determined by the department of education to provide for the following:
(1) Additional staff;
(2) Child care services; and
(3) Vocational training and retraining. Makes an appropriation for these.
Requires the department of education to consult with the Joint Venture Education Forum to establish a priority listing of public schools that are impacted by a large population of military dependent students. In the development of the priority listing, requires the department to consider establishing priority schools with a twenty per cent or more or one hundred or more population of dependent military students.
Requires the University of Hawaii to establish a program to allow readmission to military members who have been deployed. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb1394_sd1_.htm
Title: S.B. 1394
Source: www.capitol.hawaii.gov
| |
| NC | Signed into law 06/2005 | P-12
Postsec. | AN ACT to amend the law regarding the purchase of the Preliminary Scholastic Aptitude Test (PSAT) for the public schools.
http://www.ncleg.net/Sessions/2005/Bills/House/HTML/H403v2.html
Title: H.B. 403
Source: StateNet
| |
| TX | Signed into law 05/2005 | Postsec. | An institution of higher education shall consider, in determining whether to award to a student course credit toward a
degree offered by the institution for the student's completion of certain military training: (1) any official military record presented to the
institution by the student that: (A) describes the substance of the training completed by the student; and (B) verifies the student's successful completion of that training; and (2) whether the substance of that training satisfies the purpose of the course for which the student seeks credit as described in the institution's course catalog.
Title: H.B. 1170
Source: StateNet
| |
| TX | Signed into law 05/2005 | Postsec.
Community College | Expands use of common application form to community colleges. From bill analysis: The Common Application Advisory Committee, convened by the Texas Higher Education Coordinating Board (board), has successfully created and launched a common admissions application that is accepted by all public universities. Through this single form, a student may apply to up to six different universities, rather than complete unique applications for each institution. The form has significantly simplified the admission application process for Texas students. Although the process of applying for admission to public universities has been greatly simplified through the development of the statewide common application, the majority of students enrolling during the next two decades are expected to begin their studies at community colleges. Currently, each of those institutions has its own unique form. S.B. 502 requires the board to collaborate with community college representatives to develop a common application form for junior college districts, public state colleges, and public technical institutes.
http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=00502&VERSION=5&TYPE=B
Title: S.B. 502
Source: http://www.capitol.state.tx.us
| |
| AR | Signed into law 04/2005 | P-12
Postsec. | Requires each district's student services plan to include a district-level tracking system for students who fail to reach proficiency on state-mandated assessments. Specifies that guidance and counseling services in each district's "student services program" include academic advisement for class selection by establishing academic goals in elementary, middle, and high school; interpretation of criterion-referenced and norm-referenced testing and dissemination of results to the school, students, parents, and community; academic assessment counseling and career counseling, including advising students on the national college assessments, workforce opportunities, and and alternative programs that could provide postsecondary opportunities for students; and guidance in understanding the relationship between classroom performance and success in school.
Specifies that the psychological services offered through a district's student services program include consultation and counseling with parents, students, and school personnel to ensure that all students are ready to succeed and that all students are preparing for college and work.
Specifies that the career services offered through a district's student services program include the dissemination of appropriate course-taking patterns and the effect of taking more rigorous courses so that students are better prepared for college and work success.
Requires every school counselor to provide a career planning process for each student to include career awareness, employment readiness, career information, and the knowledge and skill necessary to achieve career goals. Requires school counselors to also encourage parents, during regular parent conferences, to support partnerships in their children's learning and career planning process.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2868.pdf
Title: H.B. 2868
Source: www.arkleg.state.ar.us
| |
| IN | Signed into law 04/2005 | P-12
Postsec. | Beginning with the 2010-2011 school year, requires, with certain exceptions, a student to complete the Core 40 curriculum in order to graduate from high school. Beginning with the 2011-2012 academic year, requires, with certain exceptions, a student to have completed the Core 40 curriculum or a curriculum that is the equivalent to be admitted to a four-year degree program in a state educational institution. Adds the following options for students who fail to pass the high school graduation exam: Completes i) the course and credit requirements for a general diploma, including the career academic sequence; ii) a workforce readiness assessment; and (iii) at least one (1) career exploration internship, cooperative education, or workforce credential recommended by the student's school; or obtains a written recommendation from a teacher of the student in each subject area in which the student has not achieved a passing score on the graduation examination. The written recommendation must be concurred in by the principal of the student's school and be supported by documentation that the student has attained the academic standard in the subject area based upon:(i) tests other than the graduation examination; or (ii) classroom work. Upon the request of a student's parent, the student may be exempted from the Core 40 curriculum requirement. Itemizes other provisions that apply to students not completing the Core 40. Requires the department of education to conduct a study to determine whether a shortage of math, science, and special education teachers exists, particularly in urban and rural areas. Makes transitional provisions maintaining the current standards until the new standards take effect. http://www.in.gov/legislative/bills/2005/SE/SE0200.1.html
Title: S.B. 200
Source: http://www.in.gov
| |
| AR | Signed into law 03/2005 | Postsec. | Provides for additional consideration in college admissions for individuals from medically underserved areas who are interested in pursuing a nursing or other health care career.
Title: H.B. 1735
Source: StateNet
| |
| WV | Rule Adoption 01/2005 | Postsec.
Community College | Establishes new rules relating to standards and procedures for undergraduate admissions at community and technical colleges. WEST VIRGINIA REG 4560 (SN)
Title: Title 135, Series 23
Source: StateNet
| |
| CA | Vetoed 09/2004 | Postsec. | Authorizes the University of California and the California State University to consider culture, race, gender, ethnicity, national origin, geographic origin, and household income, in undergraduate and graduate admissions, so long as no preference is given, if and when the university, campus, college, school or program is attempting to obtain education benefit through the recruitment of multifactored, diverse student body.
Requires the trustees, and requests the regents, to report, in writing, to the Legislature and the Governor by November 1, 2007, on the implementation of the provisions of the bill. Requires the report to include information relative to the number of students admitted, disaggregated by race, gender, ethnicity, national origin, geographic origin, and household income, and compared to the prior 2 years of admissions.
http://www.leginfo.ca.gov/pub/bill/asm/ab_2351-2400/ab_2387_bill_20040824_enrolled.html
Veto message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_2373_veto.pdf
Title: A.B. 2387
Source: California Legislative Web site
| |
| NY | Vetoed 09/2004 | Postsec. | Precludes the use of a minimum standardized test cut-off score for student admission to or rejection by the State University of New York and City University of New York; permits overall assessment of student qualifications for admission, including consideration of such scores together with academic course grades, classroom performance, community service, and extracurricular activities. http://assembly.state.ny.us/leg/?bn=a7143
Title: A.B. 7143
Source: StateNet
| |
| CA | Signed into law, with line items vetoed 08/2004 | P-12
Postsec.
Community College | Relates to revenue limit calculation factors for school districts and county superintendents of schools for specified fiscal years. Relates to apportionments and minimum funding to school districts and community college districts, funding for the Deaf and Disabled Telecommunications Program, special education funding for non-public non-sectarian institutions. Requires dual admissions programs in State institutions of higher education. Relates to student loans and fees. (Line Item veto of small competitive grants program, Arts Work.) http://www.leginfo.ca.gov/pub/bill/sen/sb_1101-1150/sb_1108_bill_20040811_chaptered.html
Title: S.B. 1108
Source: California Legislative Web site
| |
| IA | Issued 08/2004 | P-12
Postsec.
Community College | Creates the IOWA LEARNS COUNCIL. The Iowa Learns Council shall work towards the ambitious goal of 90% of Iowa children having a quality pre-school experience, and 90% of Iowa high school graduates will go on to complete at least two years of college; shall promote, gather, and share information regarding Iowa's progress to ensure seamless pathways across education sectors and the workplace; shall identify the necessary steps to ensure that Iowans--from pre-school to graduate school--are supported by a well coordinated seamless system of learning and support to provide for successes from early childhood through higher education, and into the workforce in our communities.
http://www.state.ia.us/iowalearns/doc/eo30.html
Iowa Learns Council report with recommendations released August 11, 2004. http://www.state.ia.us/iowalearns/reports.html
Title: Executive Order No. 30 - 2003
Source: Iowa State Web site
| |
| IA | Adopted 06/2004 | Postsec. | Amends admission rules common to the three State Universities and supplemental specific rules for each institution. Eliminates references to specific amounts for admission fees.
Title: 681 IAC 1.1, 1.2, 2.27
Source: StateNet
| |
| LA | Signed into law 06/2004 | P-12
Postsec. | Beginning with the 2004-2005 academic year, exempts out-of-state persons (1) seeking admission to any college or university in the Louisiana Community and Technical College System, or (2) who is seeking Louisiana public college or university admission and meets National Collegiate Athletic Association initial eligibility standards required for participation in intercollegiate athletics, from having attained a minimum ACT score (or SAT equivalent score). http://www.legis.state.la.us/leg_docs/04RS/CVT7/OUT/0000LUSZ.PDF
Title: H.B. 177
Source: www.legis.state.la.us
| |
| FL | Signed by Governor 05/2004 | P-12
Postsec. | Revises course requirements in college & career preparatory accelerated high school graduation program; amends requirements for grade point average that must be earned; establishes requirements for selection of accelerated graduation options; authorizes SAT & ACT as alternative assessments to grade 10 FCAT required for high school graduation if students have attempted to pass grade 10 FCAT at least 3 times; provides rights for K-3 students with reading deficiencies; establishes a Reading Enhancement and Acceleration Development (READ) Initiative to prevent the retention of grade 3 students and to offer intensive reading instruction to students with reading deficiencies. http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0364er.html&Directory=session/2004/Senate/bills/billtext/html/
Title: S.B. 364
Source: Florida Legislative Web site
| |
| CA | Signed into law 10/2003 | P-12
Postsec. | Requires the department of education, by June 1, 2009, to adopt content standards for teaching foreign languages in grades K-12 pursuant to recommendations developed by the superintendent of public instruction. Provides these standards are intended to guide schools that offer programs of instruction in languages other than English and to include a description of the skills to be attained at each grade level and alignment of the course content with the entrance requirements of the California State University and the University of California. Aligns teacher training standards with State content standards. http://www.leginfo.ca.gov/pub/bill/sen/sb_0001-0050/sb_5_bill_20031011_chaptered.html
Title: S.B. 5
Source: California Legislative Web site
| |
| CA | Signed into law 09/2003 | P-12
Postsec. | Repeals the provision that prohibits a school district from assigning extra grade weighting to a course that covers a subject required for admission to the University of California or the California State University unless the University of California approves the course for extra grade weighing. http://www.leginfo.ca.gov/pub/bill/sen/sb_0801-0850/sb_801_bill_20030917_chaptered.html
Title: S.B. 801
Source: StateNet
| |
| CA | Signed into law 09/2003 | Postsec. | Extends indefinitely a provision of the Donahoe Act permitting students of community colleges or state universities enrollment, at the discretion and availability of the respective campus, in either of the one course segments. Authorizes a host campus to charge participating students an administration fee that may not exceed an amount sufficient for the campus to recover the full amount of the administrative costs it incurs under the program. http://www.leginfo.ca.gov/pub/bill/asm/ab_1751-1800/ab_1783_bill_20030922_chaptered.html
Title: A.B. 1783
Source: California Legislative Web site
| |
| IL | Signed into law 07/2003 | Postsec. | Provides it is unlawful for a person to knowingly manufacture or produce a false academic degree or for a person to knowingly use a false academic degree for the purpose of obtaining employment or admission to an Illinois institution of higher learning or admission to an advanced degree program at an Illinois institution of higher learning. http://www.legis.state.il.us/legislation/billstatus.asp?DocNum=1448&GAID=3&DocTypeID=HB&LegID=2238&SessionID=3
Title: H.B. 1448
Source: Illinois Legislative Web site
| |
| CO | Signed into law 06/2003 | Postsec. | Concerns provisions relating to selective service registration as a prerequisite for enrolling at a state supported institution of higher education. http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/6B883B08F7BCF89487256CC40063E431?Open&file=255_enr.pdf
Title: S.B. 255
Source: Colorado Legislative Web site
| |
| CO | Signed into law 06/2003 | Postsec. | Concerns provisions governing the operations of state-supported institutions of higher education, including the institutions' missions, admissions' standards and degrees offered. http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/EF9D291339411D6387256CAF0001637C?Open&file=304_enr.pdf
Title: S.B. 304
Source: Colorado Legislative Web site
| |
| TX | Signed into law 06/2003 | Postsec. | Prohibits institutions of higher education from discriminating against students with a nontraditional secondary education" (home-schooled or who attended a nonaccredited private school). http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=00944&VERSION=5&TYPE=B
Title: H.B. 944
Source: http://www.capitol.state.tx.us
| |
| CO | Signed into law 04/2003 | Postsec. | Concerns a standard policy for accepting international baccalaureate diploma students in Colorado institutions of higher education. http://www.state.co.us/gov_dir/leg_dir/olls/sl2003a/sl_153.htm
Title: H.B. 1108
Source: Colorado State Web site
| |
| FL | Signed into law 04/2003 | P-12
Postsec.
Community College | Deletes requirement that the high school life management skills course be taken at specific grade levels; requires certain test accommodations and modifications of procedures for students with disabilities; requires award of a standard diploma to a student with a disability who meets certain criteria; revises provisions relating to admission of students to community colleges.
http://www.leg.state.fl.us/house/Session/index.cfm?Mode=Bills&BI_Mode=ViewBillInfo&BillNum=1739&Year=2003&Chamber=House#BillText
Title: H.B. 1739
Source: Florida Legislative Web site
| |
| AZ | Signed into law 05/2002 | P-12
Postsec. | Modifies school admission requirements for students in small, isolated school district as defined in section 15-901. http://www.azleg.state.az.us/legtext/45leg/2r/laws/0286.htm
Title: H.B. 2096
Source: www.azleg.state.az.us
| |
| FL | Signed into law 05/2002 | P-12
Postsec. | Adds subsection relating to Advanced International Certificate of Education Program (AICE); sets out that public secondary school students are exempt from payment of Advanced Placement exam fees, regardless of whether or not they obtain a passing score on the exam. Exempts any student earning at least nine credits from any program included in this section (i.e., Advanced Placement, International Baccalaureate) from participating in otherwise mandatory postsecondary education program. http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: http://www.leg.state.fl.us
| |
| MD | Signed into law 05/2002 | P-12
Postsec. | Requires the department to distribute grants in qualified distressed counties for the administration of the Preliminary Scholastic Aptitude Test to 10th-graders in FY03 and 04, and to each county in FY05 and each subsequent fiscal year. Subject to availability of state budget funds, grants are to allow for test administration to all 10th-graders in the county. http://mlis.state.md.us/2002rs/bills/hb/hb0661e.rtf
Title: H.B. 661
Source: mlis.state.md.us
| |
| MD | Signed into law 05/2002 | P-12
Postsec. | Requires the department to distribute a grant in specified amounts to distressed counties in FY 03 and 04 and to all counties in FY05 and subsequent years for the administration of the Preliminary Scholastic Aptitude Test to 10th-graders. Funding should be sufficient to administer PSAT to all 10th graders in the county. Replaces "State Scholarship Administration" with "Office of Student Financial Assistance." Requires governor to annually fund need-based scholarship programs at a minimum of 80% of the funds allocated the previous year. States that 9th- or 10th-grader who applies and qualifies for a Guaranteed Access Grant Award on the basis of financial need is prequalified for a guaranteed access award by agreeing in writing to meet certain criteria as a secondary and postsecondary student, including participating in the College Readiness Outreach Program until high school graduation; establishes the College Readiness Outreach Program for 9th- and 10th-grade students; allows, if state funds are available, students to receive Educational Excellence Awards who meet requirements but have missed March 1 deadline. Designates specified responsibilities in Educational Excellence Awards to the Maryland Higher Education Commission; establishes need-based Maryland Graduate and Professional Scholarship Program for full- and part-time students professional students in specified fields studying at specified universities; establishes K-16 Leadership Council. Requires that department develop, in conjunction with state professional standards board, certificate for middle school teachers. Establishes that College Readiness Outreach Program be implemented over 5-year period beginning in FY04, and that the program be implemented in its first year for up to 1,000 students in Allegany, Prince George's, and Wicomico counties and Baltimore City. Requires that College Readiness Outreach Program be evaluated by commission, in consulation with department, and reported on to general assembly by July 1, 2007. http://mlis.state.md.us/2002rs/bills/sb/sb0453e.rtf
Title: S.B. 453
Source: mlis.state.md.us
| |
| SD | To governor 02/2002 | P-12
Postsec. | Revises provisions regarding public university admission requirements for foreign language instruction; deletes the exception for high school students foreign language admission requirement.
Title: S.B. 17
Source: Lexis-Nexis/StateNet
| |
| CA | Chaptered by Secretary of State 10/2001 | Postsec.
Community College | Chapter No.443, Requires the Postsecondary Education Commission to conduct, or contract to conduct, a review and analysis of community college districts' admission procedures and attrition rates for their 2-years associate degree nursing programs. Requires a report to the Governor and the Legislature. Appropriates funds for the purpose of this legislation.
Title: S.B. 664
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 09/2001 | Postsec. | Requires the Postsecondary Education Commission, in carrying out its duty as the statewide postsecondary education planning and coordinating agency and adviser to the Legislature and the Governor, to conduct a study periodically of the percentages of California public high school graduates estimated to be eligible for admission to the University of California and the California State University.
Title: A.B. 1721
Source: Lexis-Nexis/StateNet
| |
| NC | Signed into law 07/2001 | Postsec.
Community College | Directs the board of governors of the University of North Carolina, in cooperation with the state board of education and the state board of community colleges, to study the measures used for admissions, placement, and advanced placement decisions by the constituent institutions of the state's university system, to allow intellectually gifted youths to attend community colleges, and to allow certain youths to be employed at institutions of higher education. Session Law Number 312.
Title: H.B. 1246
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/2001 | Postsec. | Revises admissions standards for graduate and professional programs. One portion states that an applicant's performance on a standardized test may not be used in the admissions or competitive scholarship process for a graduate or professional program as the sole criterion for consideration. If an applicant's performance on a standardized test is used in the admissions or competitive scholarship process, the applicant's performance also must be used to compare the applicant's test score with those of other applicants from similar socioeconomic backgrounds to the extent that those backgrounds can be properly determined and identified by the general academic teaching institution or medical and dental unit based on information provided in the institution's or unit's admissions or competitive scholarship process. Does not apply to a standardized test used to measure the English language proficiency of a student who is a graduate of a foreign institution of higher education. A general academic teaching institution or medical and dental unit may not assign a specific weight to any one factor being considered in the admissions or competitive scholarship process for a graduate or professional program.
Title: H.B. 1641
Source: http://www.house.state.tx.us/
| |
| VA | Signed into law 02/2001 | P-12 | Provides that the failure of a Virginia public high school to achieve full accreditation shall not be the sole criterion for denial of admission and enrollment of a student graduating from such high school to a public institution of higher education in Virginia.
Title: H.B. 2144
Source: Lexis-Nexis/StateNet
| |
| AL | Signed into law 05/2000 | P-12
Postsec. | Relates to Stanford Achievement Tests (SAT) given to students in public schools as required by the State Department of Education; provides for tutoring services for reading and other subjects in which a student scores or is assessed at a below average range.
Title: S.B. 169
Source: Lexis-Nexis/StateNet
| |
| MS | Signed into law 03/1998 | Postsec. | Junior colleges are authorized to admit students if they have earned one (1) unit less than the number of units required for high school graduation by state statute or have earned a General Education Diploma (GED) in courses correlated to those of interest.
Title: S.B. 2858
Source: Lexis-Nexis/StateNet
| |
| DE | Died 06/1996 | Postsec. | Modifies the Delaware Higher Education Access Program requirements: eligible students seeking to particapate must demonstrate a level of knowledge and ability which meets or exceeds the recently adopted State Standards in English Language Arts, Mathematics, Science, and Social Studies.
Title: S.B. 469 Implementation of Standards for Postsecondary Education
Source: Lexis-Nexis/StateNet
| |
| CO | Signed into law 04/1996 | Postsec. | Allows the Colorado Cmmission on Higher Education to consider nontraditional academic indicators in addition to traditional academic indicators when determining academic standards for first-time admitted freshmen and transfer students.
Title: S.B. 9 Admission Requirements for Postsecondary Students
Source: Lexis-Nexis/StateNet
| |
| AR | Signed into law 04/1995 | P-12
Postsec. | Requires students graduating from public high schools to have successfully completed the college prep or tech prep core curriculum for unconditional admission to public institutions of higher education.
Title: S.B. 765 - Postsecondary Admission Requirements
Source: Lexis-Nexis/StateNet
| |
| MS | Signed into law 03/1995 | Postsec. | Clarifies that any student who has graduated from high school with a qualifying grade point average shall be fully eligible for admission into the public community/junior college tech-prep program; and for related purposes.
Title: S.B. 2961 - Community College/Tech-Prep Program Admission Requirements
Source: Lexis-Nexis/StateNet
| |
| VT | Active 06/1994 | Postsec. | Vermont has an unusual system of higher education. It differs from those of most other states in the way it is financed, the way it is organized and coordinated, the sources of its students, its importance to the state's economy and in other ways. Vermont's financing of higher education represents a "high tuition/high student aid" approach as compared to most other states. That is, the state supports its public institutions at a level far below that provided by most states for similar colleges and universities. This results in very high tuition rates - the highest or near the highest in the country. However, the state provides high quality student financial aid programs for its students through the Vermont Student Assistance Corporation, supplementing national and other sources of assistance. These programs help Vermonters needing assistance to attend colleges, universities or other postsecondary schools, either in Vermont or elsewhere. This "high tuition/high student aid" approach to the financing of higher education may be the single most important characteristic of Vermont's higher education system that sets it apart from those of most other states. The system has other important characteristics, some resulting from Vermont's unusual financing approach and others that are not directly related: Vermont's state-assisted institutions and agencies are autonomous entities established as separate corporations and governed by independent boards; while they are not organized as integral parts of state government, they are responsive to its interests and concerns through the Governor's and General Assembly's selection of board memebers and through continuing open discussion, reports, audits and other communications. Vermont's higher education system includes a large and diverse group of both independent and state-assisted colleges and universities which serve thousands of Vermont students and offer a wide range of education programs. Vermont's colleges and universities, both state-assisted and independent, enroll large numbers of students from other states. Vermont is one of the leaders in the country in percentage of its total enrollment coming from out -of-state. A greater percentage of Vermont's young people leave the state to go to college or other postsecondary schools than is the case in most states. A greater percentage of Vermont high school students graduate from high school than in most other states, and the percentage of these graduates who continued their education on a full- or part-time basis within six months after graduation increased from 43.9% in 1978 to 62.3% in 1992. Higher education, considered as an industry, is a more important part of the economy in Vermont than in most states. Almost half of its students and/over half of its income are from sources outside the state. It can be considered one of Vermont's major industries. Only a few states appropriate smaller amounts of tax funds per capita of state population to support higher education - both institutional support and student assistance. Only one state uses a smaller percentage of total personal income than Vermont to support higher education. Vermont has a large proportion of out-of-state students paying high non-resident tuition nearly equal to the costs; thus educaiton appropriations primarily support the resident enrollment. Therefore, in Vermont, appropriations relative to total enrollment are substantially lower than in other states because of this dependency on non-resident tuition. In summary, Vermont has a unique system of higher education. This sourcebook presents benchmark information and statistics intended to assist the reader to understand the nature of the system, how it serves Vermonters and others, and how it has been financed. Its future depends in part on how well Vermonters understand these matters.
Title: Postsecondary Education Information Sourcebook 1993
Source: Department of Finance and Management
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Enrollments (Statistics) |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Adults |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--International |
| |
| Postsecondary Students--Low-Income |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Privatization--Education Management Agencies (EMOs) |
| |
| Proficiency-Based Approaches |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Public Attitudes |
| |
| Public Involvement |
| |
| Purposes of Public Education |
| |
| Reading/Literacy |
| |
| Reading/Literacy--Adult Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| Scheduling/School Calendar--Year Round |
| |
| School Climate/Culture |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--District Size |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Staffing Ratios |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Inclusion (Mainstreaming) |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Immigrant Education |
| |
| Special Populations--Migrant Education |
| |
| Special Populations--Military |
| |
| Standards |
| |
| Standards--Common Core State Standards |
| |
| Standards--Implementation |
| |
| State Comparisons/Statistics |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Constitutional Clauses |
| |
| State Policymaking--Politics |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Achievement--State Trends |
| |
| Student Supports |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Student Surveys |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Incentives |
| |
| Students--K-12 Exchange Students |
| |
| Students--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
| |
| Teaching Quality--Reduction in Force |
| |
| Teaching Quality--Teacher Attitudes |
| |
| Teaching Quality--Teacher Contracts (Not Tenure) |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Teaching Quality--Unions/Collective Bargaining--Strikes |
| |
| Teaching Quality--Working Conditions |
| |
| Technology |
| |
| Technology--Computer Skills |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Research/Evaluation |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |
| Urban--Change/Improvements |
| |
| Urban--Governance |
| |
| Whole-School Reform Models |
| |
| Whole Child |
| |