 |
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 |
| |
| 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 |
| |
| CA | Signed into law 09/2012 | Postsec. | From bill summary: Expresses legislative finding and declaration that the trustees of the California State University (CSU) adopted an Early Start Program at their May 2010 meeting. Requires, commencing on January 1, 2014, and every 2 years thereafter, that the Legislative Analyst's Office, in consultation with the CSU, submit a report to the legislature including specified data relating to the CSU Early Start Program. Repeals these provisions on January 1, 2018. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_2451-2500/ab_2497_bill_20120921_chaptered.pdf
Title: A.B. 2497
Source: www.leginfo.ca.gov
| |
| TX | Adopted 08/2012 | Postsec. | Partially from Texas Register: Amends provisions regarding a single standard for all higher education institutions on minimum ASSET, COMPASS, ACCUPLACER, and THEA scores in reading, writing, and math to determine a student's readiness to enroll in freshman-level academic coursework. Provides that the authority for institutions to adopt more stringent assessment standards with respect to student readiness is expired effective academic year 2013-2014. Adopted as published in May 18, 2012 Texas Register (page 2 of 81): http://www.sos.state.tx.us/texreg/pdf/backview/0518/0518prop.pdf
Title: 19 TAC 4.57
Source: www.sos.state.tx.us
| |
| CO | Signed into law 06/2012 | Postsec. | Allows the Colorado commission on higher education to take into account the rigor of a student's high school courses in establishing academic
admission standards for state institutions of higher education. Directs the commission to ensure the remedial education policy is aligned with the
academic admission standards, and therefore allows multiple measures for admissions and course placement. In setting the standards for remedial
education, the commission may differentiate the mathematics requirements based on a student's chosen area of study. While only certain institutions
may provide remedial courses, the commission may authorize other institutions to provide supplemental academic instruction for students who enroll
in credit-bearing courses but are identified as having limited skill deficiencies.
Under current law, the commission is charged with recommending a performance funding model for institutions. The bill directs the commission, in
preparing its recommendations, to analyze the effects of differentiated Colorado opportunity fund (COF) stipend amounts and of limiting the funding
for credit hours taken in excess of a certain limit. The bill lowers the existing lifetime limit on eligibility for COF stipends, and a student cannot receive
a COF stipend for any course for which the student has received an incomplete 2 or more times.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/64C3361BBB1CA6C187257981007DBE2F?Open&file=1155_enr.pdf
Title: H.B. 1155
Source: http://www.leg.state.co.us
| |
| CT | Signed into law 06/2012 | P-12
Postsec. | Requires that no later than the Fall semester of 2014, a public institution of higher education offer a student that is likely to succeed in college level work with remedial support that is embedded with a corresponding entry level course in a college level program; or offer a student that is below the skill level required for success in college level work the opportunity to participate in an intensive college readiness program before the start of the next semester. Prohibits any public institution of higher education from offering any remedial support outside of these two options, with the exception of one semester, when the support is intended to advance the student toward earning a degree and the program of remedial support is approved by the Board of Regents.
Requires the Board of Regents for Higher Education to make recommendations to the Joint Committee concerning the successful transition of adults returning to or first enrolling in a higher education program at a public institution of higher education after spending time in the workforce the application of this act for hearing impaired or deaf students offered by a public institution of higher education.
http://www.cga.ct.gov/2012/ACT/PA/2012PA-00040-R00SB-00040-PA.htm
Title: S.B. 40
Source: cga.ct.gov
| |
| CO | Signed into law 05/2012 | P-12
Postsec. | Allows districts and charter schools to administer to 9th-12th-grade students the basic skills placement or assessment tests that are used for first-time college freshmen. Districts can administer the test as often as necessary, but the state education department will offset the costs for administrating each exam only once per student. Districts that administer the tests will inlcude the results and college/workforce readiness level in students' individual career and academic plan (ICAP). Intervention plans will be developed for students with scores that indicate a lack of readiness to help prepare them for postsecondary education without the need for remediation. If appropriate, students can enroll in one or more basic skills courses at a higher education institution through the state's concurrent/dual enrollment program.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/CD3C8673214EEF8C872579CD00625FE2?Open&file=1345_enr.pdf
Title: H.B. 1345 (sections 13 to 15)
Source: http://www.leg.state.co.us
| |
| MO | Signed into law 05/2012 | Postsec. |
(1) Requires the Coordinating Board for Higher Education within the Department of Higher Education to require all two- and four-year public higher education institutions to identify and use
best practices in remediation identified by the board and other institutions and organizations and to eliminate practices that have been found to be ineffective in preparing or which delay
students from enrollment in college-level courses;
(2) Requires the board with the assistance of the Committee on Transfer and Articulation to require all two- and four-year public higher education institutions to create by July 1, 2014, a
statewide core transfer library of at least 25 lower division courses that are transferable among all public higher education institutions;
(3) Requires the board to develop a policy to foster reverse transfer so that any student who has accumulated sufficient hours in combination from more than one public institution that grants
an associate degree to be awarded a degree. The department must maintain the alignment of the statewide assessments for entry-level courses in English, mathematics, foreign languages,
sciences, and social sciences associated with an institution's general education core with previously established compentencies;
(4) Allows the board to charge and collect fees from out-of-state public institutions for the costs of reviewing and assuring the quality of programs they offer;
(5) Requires the board to include in its annual report to the Governor and General Assembly campus-level data on student persistence and progress toward implementing revised remediation,
transfer, and retention practices;
(6) Changes the laws regarding the coordinating board's responsibility for proprietary schools to:
(a) Allow a proprietary school that has been in continuous operation for at least five years to apply to the board for a two-year certificate of approval;
(b) Allow the board to increase the base fee charged by the board for an annual certificate of approval from one-tenth of a cent to thirteen one-hundredths of a cent per $1 of net tuition and fees income with a maximum fee of $5,000 and a minimum fee of $500 per school. Currently, the minimum fee is $250 with a maximum of $2,500. The fee for a certificate of approval to recruit students is raised from $250 to $500, with a maximum of $5,000. The board may increase the base annual fee and the minimum and maximum amounts by administrative rule every five years, beginning in Fiscal Year 2013, to no more than the federal
Consumer Price Index since the last fee increase;
(c) Allow the board to establish additional appropriate fees through administrative rule for generating sufficient funding to cover the costs associated with the certification program, with the advice of the Proprietary School Advisory Committee; and
(d) Allow the board to review a new program proposal within 90 days from the date that a certified school submits the proposal and within 60 days from the submission of a revised program. If the review has not occurred in that period, the program may be offered until the department completes its review and identifies a substantive issue for correction. The school will have 90 days after notification of the deficiency to correct the deficiency without having to cease offering the program;
(7) Creates the Proprietary School Certification Fund for the deposit of all fees regarding proprietary schools to fund the costs associated with the operation of the program;
(8) Increases the maximum bond amount that the board may require for a proprietary school from $25,000 to 100,000;
(9) Requires the department to collect only that data needed to administer, supervise, and enforce the provisions of the proprietary school program and, subject to appropriations, to provide a system for the electronic submission of all data;
(10) Changes the responsibility for the appointment of the members of the Proprietary School Advisory Committee from the coordinating board to the Commissioner of Higher Education within the department and requires that at least three of the seven members of the committee represent degree-granting schools and at least one of the three represents a school that confers a bachelor's degree or higher;
(11) Allows the department to take action against any violation of the proprietary school laws that is authorized in Section 407.020, RSMo, relating to unlawful merchandising practices; http://www.house.mo.gov/billtracking/bills121/billpdf/truly/HB1042T.PDF
Title: H.B. 1042
Source: www.house.mo.gov
| |
| ME | Became law without governor's signature 04/2012 | P-12
Postsec. | Requires the Maine Community College System, the University of Maine System and the Maine Maritime Academy to report annually on the number of traditional students who attended high school in the State and who are enrolled in remedial courses at each campus within their respective systems. Beginning with the 2012-2013 academic year, the President of the Maine Community College System, the Chancellor of the University of Maine System and the President of the Maine Maritime Academy shall also make recommendations for strategies that may result in fewer students enrolling in remedial courses at
postsecondary educational institutions and strategies for improving the retention and graduation rates for students who were enrolled in remedial courses. http://www.mainelegislature.org/legis/bills/bills_125th/chappdfs/PUBLIC615.pdf
Title: S.P. 544
Source: www.mainelegislature.org
| |
| NY | Signed into law 03/2012 | Postsec. | Part N: Directs the state university board of trustees and the city university board of trustees to jointly conduct a study on postsecondary remediation, which must consider a variety of factors, including strategies and programs proven effective in addressing the needs of remedial students, efforts to support student transfer from colleges offering associate's degrees to baccalaureate-awarding institutions, and methods for improving postsecondary completion rates. Requires that the study be submitted to specified legislative leadership by November 1, 2012.
Chapter 57: http://assembly.state.ny.us/leg/?default_fld=&bn=A09057&term=&Summary=Y&Memo=Y&Text=Y
Title: A.B. 9057 - Postsecondary Success Study
Source: assembly.state.ny.us
| |
| CA | Signed into law 10/2011 | Community College
Postsec. | From bill summary: Requires the Board of Governors of the California Community Colleges to establish a common assessment system with specified objectives, including selection of an existing commercially available and centrally delivered system of student assessment, to be used as one of multiple measures, consistent with specified law, for the purposes of community college placement and advisement.
Requires the Office of the Chancellor of the California Community Colleges to work in collaboration with the state department of education and the California State University when developing a common college-readiness standard that will be reflected in the creation of assessment instruments. Requires the Office of the Chancellor of the California Community Colleges to submit a report to the legislature and the governor on the progress of implementation of the common assessment system by December 31, 2012, and requires the above provisions to become operative upon the receipt of state, federal or philanthropic funds to cover the costs of the common assessment system. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0701-0750/ab_743_bill_20111008_chaptered.pdf
Title: A.B. 743
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 06/2011 | Postsec. | Provides relative to the administration of standardized tests for purposes of postsecondary education.
From bill summary: Requires a test sponsor to provide alternative methods to verify a test subject's identity and to clearly post on the test sponsor's Web site contact information for test subjects who cannot provide the required identification and need further assistance. Allows a test sponsor to require test subjects to obtain approval from the test sponsor in advance of the registration test deadline in order to be admitted to the test with an alternative form of identification. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_176_bill_20110701_chaptered.pdf
Title: A.B. 176
Source: www.leginfo.ca.gov
| |
| FL | Signed into law 06/2011 | Postsec. | Establishes the Higher Education Coordinating Council and directs the council to make recommendations on: (1) The primary core mission of public and nonpublic postsecondary education institutions in the context of state access demands and economic development goals; (2) Performance outputs and outcomes designed to meet annual and long-term state goals, including, but not limited to, increased student access, preparedness, retention, transfer, and completion; (3) The state's articulation policies and practices to ensure that cost benefits to the state are maximized without jeopardizing quality; and (4) A plan for workforce development education.
Directs the Commissioner of Education, in consultation with the Chancellor of the State University System, to establish the Articulation Coordinating Committee which will make recommendations related to statewide articulation policies to the Higher Education Coordination Council, the State Board of Education, and the Board of Governors. Details the duties of the committee.
Requires Department of Education to utilize student performance data in subsequent coursework to determine appropriate Advanced Placement, Advanced International Certificate of Education examination, and International Baccalaureate examination scores for the receipt of college credit. Repeals the exemption from the state university system summer term enrollment requirement for students who have earned 9 or more credits through acceleration mechanisms. Requires the State Board of Education to specify by rule provisions for alternative remediation opportunities and retesting policies. Provides access to postsecondary education for individuals with intellectual disabilities, by allowing for reasonable substitution for admission and graduation requirements. Repeals the Florida Business and Education Collaborative and the University Concurrency Trust Fund.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7151er.docx&DocumentType=Bill&BillNumber=7151&Session=2011
Title: H.B. 7151
Source: http://www.myfloridahouse.gov
| |
| LA | Signed into law 06/2011 | P-12
Postsec. | Creates the Remedial Education Commission to review the relevant data and recommend best practices and strategies for identifying and assisting K-12 and postsecondary students to ensure that they are successful throughout their academic careers. Outlines the purpose, membership, duties, reporting requirements and responsibilities of the commission.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760096
Title: H.B. 419
Source: http://www.legis.state.la.us
| |
| LA | Signed into law 06/2011 | Postsec. | Requires audits of information submitted by such Board of Regents institutions as indication of achievement of performance objectives under the LA GRAD Act; addressesto provide the timing and costs of such audits.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760744
Title: H.B. 560
Source: http://www.legis.state.la.us
| |
| MI | Signed into law 06/2011 | Postsec.
Community College | From Legislative Staff Summary: Creates a committee to develop a common set of scores using the ACT assessment to determine placement in developmental courses. Requires the senate and house appropriations subcommittees on community colleges to review the estimated costs and benefits of each statutory mandate imposed on community colleges and report their findings. Provides that it is the intent of the Legislature that the Performance Indicators Task Force review and implement one or more measurable data items. http://www.legislature.mi.gov/documents/2011-2012/publicact/htm/2011-PA-0062.htm
Title: H.B. 4325 - Postsecondary Provisions
Source: http://www.legislature.mi.gov
| |
| NC | Signed into law 06/2011 | Postsec.
Community College | Directs the State Board of Education (SBE) to continue to participate in the development of the Common Core State Standards in conjunction with the consortium of other states, review all national assessments developed by both multistate consortia, and implement the assessments that the SBE deems most appropriate to assess student achievement on the Common Core State Standards. Requires, to the extent funds are made available, the SBE to plan for and require the administration of the ACT test for all students in the eleventh grade unless the student has already taken a comparable test and scored at or above a level set by the SBE.
Requires, to the extent funds are made available for this purpose, the SBE to plan for and require the administration of diagnostic tests in the eighth and tenth grades that align to the ACT test in order to help diagnose student learning and provide for students an indication of whether they are on track to be remediation-free at a community college or university. Requires, to the extent funds are made available for this purpose, the SBE to plan for and require local school districts to make available the appropriate WorkKeys tests for all students who complete the second level of vocational/career courses. http://www.ncga.state.nc.us/Sessions/2011/Bills/Senate/HTML/S479v5.html
Title: S.B. 479
Source: http://www.ncga.state.nc.us
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| NC | Veto overridden: legislature has overridden governor's veto 06/2011 | Postsec. | Articulates legislative priority that high school graduates enter the workforce or higher education fully prepared. To implement this priority, directs the joint education oversight committee to study and report to the 2012 regular session with a comprehensive plan that addresses, among other issues, (1) Ways to hold high schools accountable for the higher education performance of their students, including requiring funding for developmental education to come from high schools; and (2) The most cost-effective way to provide remedial education in higher education, including funding summer term developmental courses at community colleges based on successful course completions, focusing remediation at the community colleges, and redirecting university appropriations for remedial education to the community colleges. Provides that any program implemented needs to be structured so that ongoing, evaluable performance and outcome data is available.
Bill (page 37 of 342): http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H200v9.pdf
Committee recommendations (pages 24-25 of 27): http://www.ncleg.net/documentsites/committees/JLEOC/Report%20to%20the%20General%20Assembly%20Session/2012%20Ed%20Oversight%20Final%20Report.pdf
Title: H.B. 200 - Postsecondary Remediation
Source: www.ncleg.net
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| NV | Signed into law 06/2011 | Postsec. | This bill creates the Committee to Study the Funding of Higher Education. Establishes the composition of the committee. Directs the committee to study specified issues, including: (1) Compare the method of funding higher education in Nevada with the methods used in other states, and determine whether other states' funding systems would be appropriate in Nevada; (2) Review the funding of remediation in the context of instructional delivery methods; (3) Consider funding institutions based on course completion rather than enrollment; and (4) Consider rewarding institutions for achieving defined graduation goals.
http://www.leg.state.nv.us/Session/76th2011/Bills/SB/SB374_EN.pdf
Title: S.B. 374
Source: http://www.leg.state.nv.us
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| OH | Signed into law 06/2011 | P-12
Postsec. | By December 31, 2012, requires the presidents of all state institutions of higher education, or their designees, to jointly establish uniform statewide standards in mathematics, science, reading and writing that each student in a state institution of higher education must meet to be considered in remediation-free status. Requires the presidents to also establish assessments, if deemed necessary, to determine if a student meets the standards. Directs the chancellor to assist in coordinating the work of the presidents. Directs each state institution of higher education to annually report the following to the governor, the general assembly, the chancellor and the superintendent of public instruction: (1) The institution's aggregate costs for providing academic remedial or developmental courses; (2) The amount of those costs disaggregated according to the city, local, or exempted village school districts from which the students taking those courses received their high school diplomas; and (3) Any other information with respect to academic remedial and developmental courses that the chancellor considers appropriate. Directs the chancellor and the superintendent of public instruction to annually issue a report recommending policies and strategies for reducing the need for academic remediation and developmental courses at state institutions of higher education. Pages 452-453 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Postsecondary Remediation
Source: www.legislature.state.oh.us
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| TX | Signed into law 06/2011 | Postsec. | Defines "program evaluation" as related to developmental evaluation courses; provides that program evaluation provides a particular focus on their effectiveness and cost-efficiency. Requires that the higher education coordinating board prescribe a single standard or set of standards for each assessment instrument intended to diagnose a student's need for remediation, and that such instruments effectively
measure student readiness as demonstrated by current research. Provides that an institution that requires a student to enroll in developmental coursework must offer a range of developmental coursework, including online coursework, or instructional support that includes the integration of technology to efficiently address the student's particular developmental needs. Requires that an institution of higher education base developmental coursework on research-based best practices that include specified components. Directs the board of higher education to develop and provide professional development programs, including instruction in differentiated instruction methods designed to address students' diverse learning needs, to faculty/staff who provide developmental coursework. Requires that an institution determine when a student is ready to perform freshman-level coursework using learning outcomes for developmental education based on established college and career readiness standards and student performance on one or more appropriate assessments.
Permits an institution to exempt from the payment of tuition a student participating in an approved non-semester-length developmental education intervention (including course-based, non-course-based, alternative-entry/exit, and other intensive developmental education activities). Provides all provisions effective with the 2012-13 academic year. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB01244F.pdf#navpanes=0
Title: H.B. 1244
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12
Postsec. | Directs the Texas Education Agency, in consultation with the Texas Higher Education Coordinating Board, to (1) review the standardized assessment mechanism for assessing all adult education program participants who need literacy instruction, adult basic education (ABE), or secondary education leading to an adult high school diploma or the equivalent and (2) recommend any changes necessary to align the assessment with college placement exams, to allow for a student's proper placement in an ABE course or to provide the student with the proper developmental or English as a second language coursework, as appropriate. Pages 2-3 of 8: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB03468F.pdf#navpanes=0
Title: H.B. 3468 - Placement in Adult Education Programs
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | Postsec. | Directs the higher education coordinating board to develop a statewide plan for developmental education, so as to serve students who require developmental education in an effective and cost-effective manner. Requires that the plan assign primary responsibility for developmental education to public junior colleges, public state colleges, and public technical institutes, and provide for using technology, to the greatest
extent practicable consistent with best practices, to provide developmental education to students. Directs the board to take certain actions in developing the plan, including studying and developing best practices for successful developmental education programs, including through use of pilot programs. Requires that developmental education under the plan include technological delivery, diagnostic assessments to determine specific student needs, modular developmental education course materials, use of tutors and instructional aides to supplement developmental course instruction as needed for particular students, an internal monitoring mechanism to identify a student's area of academic difficulty, periodic updates of developmental education course materials, and assessments after completion of a developmental education course to determine a student's readiness to enroll in freshman-level academic courses. Requires that the plan provide for ongoing training for developmental education program faculty members, tutors and instructional aides; adn ongoing research and improvement of appropriate developmental education programs, including participation by select faculty members to monitor program results, identify successful and unsuccessful components, and identify possible solutions to program problems. By December 2012, directs the board to submit a report to the governor, lieutenant governor and specified legislative leaders initial development of the developmental education plan, including any recommendations for redesign or reassignment of existing programs among institutions of higher education or implementation of new programs and, if appropriate, recommendations for legislation. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00162F.pdf#navpanes=0
Title: S.B. 162
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2011 | P-12
Postsec. | Directs the higher education coordinating board to encourage institutions of higher education to offer various types of developmental coursework that address various levels of deficiency in readiness for credit-bearing college coursework. Provides such developmental coursework may include course-based programs; non-course-based programs, such as advising programs; module format programs; competency-based programs; and programs under which the student is pairing or taking concurrently a developmental education course and another course in the same subject area for which course credit may be earned. Directs the board, in consultation with institutions of higher education, to use evidence-based studies and existing data to analyze (1) assessments in use or for potential use to comply with these provisions; (2) differentiated placements for developmental coursework based on student proficiencies or deficiencies; (3) whether certain funding formulas result in efficient and cost-effective implementation of
successful developmental education; and (4) whether certain provisions allowing students to forego taking placement exams should be retained. Requires the board to submit a report by December 2012 recommending, to the extent practicable, a statewide diagnostic standard assessment instrument that allows for specified outcomes, including the most effective use of formula funding with regard to developmental coursework targeted to students' needs.
Directs the higher education coordinating board to include in its periodic review of formulas recommendations for changes in funding formulas for developmental education programs based on the results of the aforementioned evidence-based studies and report. Pages 3-6 of 8: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB03468F.pdf#navpanes=0
Title: H.B. 3468 - Developmental Coursework and Statewide Diagnostic Assessment
Source: www.capitol.state.tx.us
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| CO | Signed into law 05/2011 | P-12
Postsec.
Community College | Creates the Task Force on Student Academic Success. The overall charge of the task force is to identify the junctures at which grade-level performance are critical to student progress and to ensuring they are college and career ready upon graduation. More specifically, the task force will examine best practices and strategies for providing intervention services in K-12 and postsecondary remedial education; review the use of individual student career and academic plans; and review social promotion practices and recommend alternative strategies to ensure students are making sufficient progress. The task force also will examine and recommend potential policy changes to ensure high school graduates can demonstrate postsecondary and workforce readiness, and to assist postsecondary institutions in providing remedial education.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/0216DB5B1A8D04D9872578250057DEF1?Open&file=111_enr.pdf
Title: S.B. 111
Source: http://www.leg.state.co.us
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| ND | Signed into law 04/2011 | P-12
Postsec. | AN ACT to provide for a legislative management interim study (2011-12) of developmental education issues affecting higher education. Requires the study to include a review with the department of public instruction and the North Dakota university system of the secondary schools attended by students requiring developmental education, the reasons students need developmental education, efforts to reduce the number of developmental education students at higher education institutions, the alignment of elementary and secondary education standards, curriculum, and textbooks with higher education admissions standards, and the best practices for alleviating developmental education at higher education institutions.Findings and recommendations, together with any legislation required to implement the recommendations, are to be provided to the sixty-third legislative assembly.
http://www.legis.nd.gov/assembly/62-2011/documents/11-0245-03000.pdf
Title: H.B. 1036
Source: http://www.legis.nd.gov
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| AR | Signed into law 03/2011 | Postsec.
Community College | Clarifies what information specific to higher education-related reports should contain, including information on affirmitive action programs. Additionally, reports must state: (A) The amount of institutional revenue spent on remediation; (B) The total general revenue subsidy spent on remediation; (C) The total institutional expenditure for remediation; and (D) The general revenue percentage of total expenditures for remediation. . Requires some higher education related reports to be updated annually.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act696.pdf
Title: H.B. 1454
Source: http://www.arkleg.state.ar.us
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| AR | Signed into law 03/2011 | Postsec.
Community College | Directs the Arkansas Higher Education Coordinating Board to determine the minimum scores or criteria to allow simultaneous enrollment in college-level credit and remedial courses.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/HB2032.pdf
Title: H.B. 2032
Source: Westlaw/StateNet
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| 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/
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| NY | Signed into law 03/2011 | Postsec. | Part E: Amends language related to tuition assistance program awards. Permits a $4,000 award to students for each year of undergraduate study for students enrolled at a non-public degree-granting institution that does not offer a bachelor's degree, or at a registered not-for-profit, tax-exempt business school that does not offer a bachelor's degree. Provides this does not apply to a program of study leading to a certificate or degree in nursing. Chapter 58 http://assembly.state.ny.us/leg/?default_fld=&bn=S02808&Summary=Y&Memo=Y&Text=Y
Part F: Provides that "income" for purposes of determining aid include any tax-free pension and annuity income.
Part G: Rewrites section 661(6)(b) and (c) relating to consequences for a student who defaults on a student loan. Provides any student who defaults on any state or federal student loan, or who fails to comply with the terms of a tuition assistance program award, or fails to repay an award, is ineligible until the student is no longer in default status or noncompliance or nonpayment is reconciled.
Part H: Creates a new tuition assistance program award eligibility schedule for students who have been granted exclusion of parental income who have a spouse but no other dependent.
Part I: For students first receiving aid in 2010-11 and thereafter: Increases number of credits and minimum grade point average earned for a student to be eligible/maintain eligibility for state financial aid; clarifies that students enrolled in remedial programs are no longer eligible for tuition assistance grant program awards.
Part J: Removes graduate student eligibility for tuition assistance program awards.
Part Z: Extends eligibility for tuition assistance program awards to full-time resident undergraduate students attending certain institutions that were previously ineligible. Provides such eligible students must be attending an institution that:
--Is 501(c)(3) tax-exempt
--Is accredited by an agency recognized by the U.S. Department of Education
--Has its headquarters and main campus located in the state and is eligible for funds under Title IV of the Higher Education Act of 1965
--Enrollment in such institution would render the student eligible for a federal Pell grant
--Provides a program of instruction lasting at least three years, for which the student is enrolled.
Provides such a student is ineligible if the applicant:
--Does not meet citizenship requirements
--Does not meet specified income requirements
--Does not maintain good academic standing
--Is in default in the repayment of any state or federal student loan, has failed to comply with the terms of any service condition imposed by an academic performance award or has failed to make a refund of any award
--Is incarcerated in a federal, state or other penal institution.
Chapter 58 http://assembly.state.ny.us/leg/?default_fld=&bn=S02808&Summary=Y&Memo=Y&Text=Y
Title: S.B. 2808 - Part E, F, G, H, I, J, Z
Source: assembly.state.ny.us
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| WY | Signed into law 03/2011 | Community College
Postsec. | Extends Hathaway scholarship eligibility for students attending a community college in Wyoming. Increases the semesters of Hathaway Scholarship--opportunity, performance and honor--availability from 4 semesters to 8 semesters for students attending Wyoming community colleges that have received a degree or certificate from a community college or have successfully completed coursework that enables the student to enroll in a program that will result in a professional degree offred by a community college. This change is available for students that received the scholarship prior to the fall semester of 2011-2012 so long as scholarship eligibility is otherwise maintained. The University of Wyoming and the Wyoming community college are required to report to the Joint Education Committee and Joint Appropriations Committee by November 1, 2011 in relation to implementation of standardized remediation efforts and recommendations that will improve retention rates for students that receive a Hathaway Scholarship. Chapter 00085
http://legisweb.state.wy.us/2011/engross/sf0101.pdf
Title: S.F. 101
Source: http://legisweb.state.wy.us
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| CA | Vetoed 09/2010 | Community College
Postsec. | Requires the board of governors of the California Community Colleges to establish a pilot project that seeks to create a centrally delivered system of student assessment to be used as one of multiple measures for community college placement and advisement. Provides that the pilot must include creation of:
(1) A single assessment instrument in English, math and English as a second language ("the California Community Colleges Common Assessment")
(2) A secure, centrally housed data warehouse to collect (a) all available assessment scores generated by assessed students at all participating community colleges, and (b) all available K–12 assessment data and transcript information for students at all participating community colleges. Requires that use of this data be limited to placing and advising community college students to enhance their success with and completion of their postsecondary education objectives.
(3) A Web portal accessible to community college personnel and students and that provides: (a) An assessment profile, generated for each student upon request, that includes all assessment information in the data warehouse, for purposes of counseling, matriculation and course placement; (b) A pretest application that emulates the structure of the centrally delivered student assessment that students can practice on and familiarize themselves with before taking future assessments; (c) An advisement tool that provides students with information on historical success rates of remedial courses for students at various levels of academic remediation.
Requires the board to convene an advisory committee for the pilot project and report on specified progress by February 28, 2011. Requires that the report include estimated costs for full implementation of the centralized delivery and warehousing of assessment instruments, as well as the technical feasibility of expanding the pilot project, legislative changes needed, and the best model for providing ongoing funding for the pilot project. Requires the office of the Chancellor of the California Community Colleges, in developing the California Community Colleges Common Assessment, to use the existing test item banks created by the California State University and the K-12 system as part of the state's college readiness assessment. Requires the office of the chancellor of the California Community Colleges to work with the California State
University to align and leverage the state's college readiness assessment to facilitate the implementation of the California Community Colleges Common Assessment.
Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2651-2700/ab_2682_bill_20100908_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5yw8s8x3up0x3?&_c=d|yvcee9xanplikz|z5yxksmilkmaj8&_ce=1289861485.234b57d44a3ea07ba24a86f8c3de5d17
Title: A.B. 2682
Source: www.leginfo.ca.gov
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| LA | Signed into law 06/2010 | Postsec.
Community College | Louisiana Granting Resources and Autonomy for Diplomas Act; provides for performance agreements between the Board of Regents and public postsecondary institutions; provides for autonomies, including setting tuition rates, granted to institutions that enter into such agreements; to require specified performance objectives to be met as part of such agreements; to provide for monitoring and reporting by the Board of Regents; The standards are related to student success, articulation and transfer policies, and workforce and economic development. The fourth objective – efficiency and accountability – requires four-year institutions that enter into the agreements to eliminate remedial education courses unless such programs cannot be offered at a community college in the same geographic area.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722570
Title: H.B. 1171
Source: http://www.legis.state.la.us/
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| CO | Signed into law 05/2010 | P-12
Postsec. | Relates to a data reporting request based on individual student identifiers, including dropouts, and those enrolled in literacy programs and college basic skills courses.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/42E285F47258D0C6872576AC0055EA3A?open&file=1171_enr.pdf
Title: H.B. 1171
Source: http://www.leg.state.co.us
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| FL | Signed into law 05/2010 | Postsec. | Requires the the office of program policy analysis and government accountability to conduct a review of the postsecondary educational opportunities for individuals with developmental disabilities. The review must include, at a minimum, the following issues: opportunities for postsecondary education and vocational training; transitioning from school to the workforce; best practices for providing such postsecondary education and training services, including any notable public-private partnerships; and the feasibility and cost of establishing a residential vocational institution to provide postsecondary education and vocational training for individuals with developmental disabilities. The results of the review must be submitted to the legislature by February 1, 2010.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h5201er.docx&DocumentType=Bill&BillNumber=5201&Session=2010
Title: HB 5201-Sec. 32
Source: http://www.myfloridahouse.gov
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| TX | Adopted 05/2010 | Postsec. | Allows the commissioner of higher education to waive s.s.4.51 - 4.60 of Coordinating Board rules (governing the Texas Success Initiative) if necessary to provide flexibility for Texas public institutions of higher education contracted by the coordinating board to plan, develop and implement developmental education and adult basic education initiatives as outlined by and under the direction of the Coordinating Board. Pages 3-4 of 46: http://www.sos.state.tx.us/texreg/pdf/backview/0521/0521adop.pdf
Title: 19 TAC 4.61
Source: www.sos.state.tx.us
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| TN | Signed into law 01/2010 | Postsec.
Community College | Enacts the Complete College Tennessee Act of 2010. Revises previously established provisions to require the Tennessee higher education commission (THEC) to construct a statewide master plan that directs higher education to be accountable for increasing the educational attainment levels of Tennesseans. This bill also requires THEC, in consultation with the respective governing boards, to approve institutional mission statements concurrent with the adoption of each revised statewide master plan. Each institutional mission statement must characterize the institution's distinctiveness in degree offerings and address institutional accountability. Removes the requirement for THEC to develop county and regional profiles. Specifies that funding recommendations made by THEC must reflect the priorities of the approved master plan. The master plan must address the state's economic development, work force development, and research needs; ensure increased degree production within the state's capacity to support higher education; and use institutional mission differentiation to realize statewide efficiencies through institutional collaboration and minimized redundancy in degree offerings, instructional locations, and competitive research. Requires the Board of Regents to establish a comprehensive, statewide coordinated community college system. Requires the THEC to develop and the Regents to implement a common course-numbering system by fall 2011 and to ddress transfer/articulation by identifying 60 hours of coursework that will transfer as a block from two-year to four-year colleges. After July 1, 2012, four-year institutions may no longer provide remedial or developmental instruction to any student unless it corrdinates its efforts with a two-year college to teach the student (who then must enroll at both institutions).
Under present law, THEC must develop policies and formulae or guidelines for fair and equitable distribution and use of public funds among the state's institutions of higher learning that are consistent with and further the goals of the statewide master plan, taking into account enrollment projections, recognizing institutional differences as well as similarities in function, services, academic programs and levels of instruction. This bill deletes the requirement that the developed policies and formulae or guidelines "take into account enrollment projections, recognizing institutional differences as well as similarities in function, services, academic programs and levels of instruction." Under present law, the policies and formulae or guidelines must also support and enhance regional collaboration and student access through financial aid, while being mindful of the funding capacity of the state. This bill removes this requirement. http://www.capitol.tn.gov/Bills/106/Bill/SB7006.pdf
Link to fiscal note: http://www.capitol.tn.gov/Bills/106/Fiscal/HB7008.pdf
Title: S.B. 7006, H.B. 7008
Source: http://www.capitol.tn.gov
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| AR | Signed into law 04/2009 | Postsec.
Community College | Requires the Department of Higher Education to collect information necessary to prepare reports of college achievement of high school graduates from each state institution of higher education; requires the Department and it's Office of Accountability to develop a system of reporting the number of students who required remediation during their first year of enrollment in a state-supported institution of higher education in this state if the enrollment occurred within a certain number of years of graduation.
http://www.arkleg.state.ar.us/assembly/2009/R/Bills/HB1764.pdf
Title: H.B. 1764
Source: http://www.arkleg.state.ar.us
| |
| KY | Signed into law 03/2009 | P-12
Postsec. | Provides that the general assembly finds the continuing high rates of postsecondary remediation totally unacceptable and an unwarranted additional expense to the state, students and parents who expect that completion of high school coursework should lead to successful entry and success in postsecondary education. Directs the council on postsecondary education, the state board and the department of education to develop a unified strategy to reduce college remediation rates by at least 50% by 2014 from what they are in 2010 and increase the college completion rates of students enrolled in 1 or more remedial classes by 3% annually from 2009 to 2014. Requires written plan to reduce college remediation rates and increase graduation rates to be prepared by May 15, 2010, and for the initial plan to be presented to the interim joint committee on education and the interim joint committee on appropriations and revenue during the 2010 interim. Requires the written plan to include:
(a) Yearly goals
(b) Action strategies that will be used
(c) Timelines
(d) Assigned responsibilities for carrying out the strategies;
(e) Reporting mechanisms.
Directs the agencies, during the preparation of the plan, to investigate whether the current requirements for assessing college readiness are providing needed information, whether additional diagnostic assessments are needed, particularly in high school-level math, and whether accelerated learning programs have actually been implemented as required by Section 6 of this act to address students' needs for instructional interventions in English, reading and math.
Requires the agencies to annually report the results of their efforts to the interim committees, and where appropriate, for the annual reports to include recommendations for legislative actions. http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 21
Source: www.lrc.ky.gov
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| OK | Adopted 07/2008 | P-12
Postsec. | Proposes rules to require that a high school representative annually provide for review and discussion a report for each site regarding first-year college performance and remediation of local high school graduates. OKLAHOMA 15303
Title: OAC 210:35-25-4
Source: Lexis-Nexis/StateNet
| |
| IL | Signed into law 08/2007 | Postsec. | Provides that if a state university determines that a student needs remedial coursework, then the university must require the student to complete the remedial coursework before pursuing his or her major course of study. http://www.ilga.gov/legislation/95/SB/PDF/09500SB0313lv.pdf
Title: S.B. 313
Source: Lexis-Nexis/StateNet
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| OH | Signed into law 12/2006 | P-12
Postsec. | Beginning with the 2014-2015 academic year, each state university listed in section 3345.011 of the Revised Code, except for Central state university, Shawnee state university, and Youngstown state university, is to permit a resident of this state who entered ninth grade for the first time on or after July 1, 2010, to begin undergraduate coursework at the university only if the person has successfully completed the Ohio core curriculum for high school graduation. Provides for several exceptions. Beginning with undergraduate students who commence undergraduate studies in the 2014-2015 academic year (for the same institutions), no institution is to receive state operating subsidies for any academic remedial or developmental courses for undergraduate students, included courses prescribed in the Ohio core curriculum for high school graduation, offered at its main campus.
In the 2014-2015 and 2015-2016 academic years, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than three per cent of the total undergraduate credit hours provided by the university at its main campus.
In the 2016-2017 academic year, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than fifteen per cent of the first-year students who have graduated from high school within the previous twelve months and who are enrolled in the university at its main campus, as calculated on a full-time-equivalent basis.
In the 2017-2018 academic year, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than ten per cent of the first-year students who have graduated from high school within the previous twelve months and who are enrolled in the university at its main campus, as calculated on a full-time-equivalent basis.
In the 2018-2019 academic year, a state university may receive state operating subsidies for academic remedial or developmental courses for not more than five per cent of the first-year students who have graduated from high school within the previous twelve months and who are enrolled in the university at its main campus, as calculated on a full-time-equivalent basis. Courses may continue to be offered after the 2018-2019 academic year, but no state subsidies will be permitted.
The Ohio board of regents is required to:
(1) Withhold state operating subsidies for academic remedial or developmental courses provided by a state university as required in order to conform to divisions (B) and (C) of this section;
(2) Adopt uniform statewide standards for academic remedial and developmental courses offered by all state institutions of higher education;
(3) Encourage and assist in the design and establishment of academic remedial and developmental courses by institutions of higher education;
(4) Define "academic year;"
(5) Encourage and assist in the development of articulation and transfer agreements between state universities and other institutions of higher education.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311 -- Sec. 3345.06
Source: http://www.legislature.state.oh.us
| |
| OH | Signed into law 12/2006 | P-12
Postsec.
Community College | Directs the state board of education, the Ohio board of regents, and the partnership for continued learning (state P-16 council) to develop policies to ensure that only in rare instances will students who complete the Ohio core curriculum (high school graduation requirements effective with the Class of 2014) require remediation after high school. See section 3313.603: http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311--Sec. 3313.603(C)(7) Part 3
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 12/2006 | P-12
Postsec.
Community College | Directs the state board of education, the Ohio board of regents, and the partnership for continued learning (state P-16 council) to develop policies to ensure that only in rare instances will students who complete the Ohio core curriculum (high school graduation requirements effective with the Class of 2014) require remediation after high school. See section 3313.603: http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311--Sec. 3313.603(C)(7) Part 3
Source: www.legislature.state.oh.us
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| MO | Signed into law 06/2006 | P-12
Postsec. | Requires the Commissioner of Higher Education, the Chair of the Coordinating Board for Higher Education, the Commissioner of Education, the President of the State Board of Education, and the Director of the Department of Economic Development to meet and discuss ways in which their respective departments may collaborate in order to achieve a more efficient education system that more adequately prepares students for the challenges of entering the workforce.
Directs these parties to report jointly each year to the general assembly and the governor the actions taken by their agencies and their recommendations for policy initiatives and legislative changes to achieve the policy goals defined in statute.
Title: S.B. 580
Source: www.lexis.com
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| AR | Signed into law 04/2005 | P-12
Postsec. | As a part of the school improvement plan pursuant to § 6-15-2201, requires the state board to ensure that every district and high school develops strategies to improve student readiness for the postsecondary level based on annual analysis of the feedback report data. Requires the department of education to biennially recommend to the General Assembly statutory changes to reduce the incidence of postsecondary remediation in mathematics, reading, and writing for recent high school graduates who enroll in an institution of higher education.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1983.pdf
Title: H.B. 1983 (multiple provisions)
Source: www.arkleg.state.ar.us
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| UT | Signed into law 03/2004 | P-12
Postsec. | Requests the Commissioner of Higher Education to review and evaluate all remedial programs and prepare an updated cost of these services; requests the Utah System of Higher Education, in collaboration with the State Board of Education, better articulate the K-12 requirements of higher education institutions; requests the Utah System of Higher Education to identify and implement more cost-efficient remedial programs. http://www.le.state.ut.us/~2004/htmdoc/hbillhtm/HCR011.htm
Title: H.C.R. 11
Source: StateNet
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| WA | Signed into law 03/2004 | P-12
Postsec. | Requires the higher education coordinating board, the office of the superintendent of public instruction and the state board for community and technical colleges to convene a work group to (a) Discuss standards and expectations for the knowledge and skills high school graduates need for college-level work and strategies for communicating those standards to all Washington high schools; (b) Identify the causes of current gaps in knowledge and skills of recent high school graduates; (c) Identify innovative strategies currently used by school districts and other initiatives or programs designed to provide graduates with the knowledge and skills for college-level work; and (d) Develop and initiate actions to address the gaps in knowledge and skills so that the need for remediation of recent high school graduates in public higher education institutions is significantly reduced. Requires the state education and higher education agencies to jointly submit a report to the legislature by December 15, 2004. The report will summarize the findings of the work group and describe actions taken by the agencies, higher education institutions, and school districts to enhance the knowledge and skills of high school graduates. The report will also recommend additional strategies, timelines, and measurable benchmarks for reducing remediation of recent high school graduates over the next three years. http://www.leg.wa.gov/pub/billinfo/2003-04/Senate/5125-5149/5139-s_sl.pdf
Title: S.B. 5139
Source: www.leg.wa.gov
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| NC | Signed into law 06/2003 | P-12
Postsec. | Creates the Innovative Education Initiatives Act to develop cooperative efforts between secondary schools and institutions of higher education to reduce dropout rates, increase high school and college graduation rates and decrease the need for higher education remedial programs; creates the cooperative innovative high school programs; permits public and private colleges and private businesses or organizations to participate; provides for funding. The General Assembly strongly endorses the Governor's goal of making North Carolina's system of
education first in America by 2010. With that as the goal, the Education Cabinet shall set as a priority cooperative efforts between secondary schools and institutions of higher education so as to reduce the high school dropout rate, increase high school and college graduation rates, decrease the need for remediation in institutions of higher education, and raise certificate, associate, and bachelor degree completion rates.
The Cabinet shall identify and support efforts that achieve the following purposes: (1) Support cooperative innovative high school programs; (2) Improve high school completion rates and reduce high school dropout rates; (3) Close the achievement gap; (4) Create redesigned middle schools or high schools; (5) Provide flexible, customized programs of learning for high school students who would benefit from accelerated, higher level coursework or early graduation; (6) Establish high quality alternative learning programs; (7) Establish a virtual high school; (8) Implement other innovative education initiatives designed to advance the state's system of education. Requires the Education Cabinet to identify federal, state, and local funds that may be used to support these initiatives. In addition, the Cabinet is strongly encouraged to
pursue private funds that could be used to support these initiatives. http://www.ncga.state.nc.us/html2003/bills/AllVersions/Senate/S656vc.html
Title: S.B. 656
Source: http://www.ncga.state.nc.us/
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| TX | Signed into law 06/2003 | Postsec. | Relates to the continuation and functions of the Texas Higher Education Coordinating Board. Addresses membership, procedures, conflict of interest, common course numbering, success initiative (Sec. 51.3062. SUCCESS INITIATIVE: Requires institutions to assess all incoming students. If a student fails to meet the assessment standards described by Subsection (f), the institution of higher education is to work with the student to develop a plan to assist the student in becoming ready to perform freshman-level academic coursework. The plan must be designed on an individual basis to provide the best opportunity for each student to attain that readiness. (i) The institution of higher education may refer a student to developmental coursework as considered necessary by the institution to address a student's deficiencies in the student's readiness to perform freshman-level academic coursework, except that the institution may not require enrollment in developmental
coursework with respect to a student previously determined by any institution of higher education to have met college-readiness standards. Legislative funding may not be used for developmental coursework in excess of: (1) 18 semester credit hours, for a general academic teaching institution; and (2) 27 semester credit hours, for a public junior college, public technical institute, or public state college. Provides exceptions) Sec. 130.0012. PILOT PROJECT: BACCALAUREATE DEGREE PROGRAMS. (a) Requries the Texas Higher Education Coordinating Board to establish a pilot project to examine the feasibility and effectiveness of authorizing public junior colleges to offer baccalaureate degree programs in the fields of applied science and applied technology. Participation in the pilot project does not otherwise alter the role and mission of a public junior college. (b) Requires the coordinating board shall operate the pilot project at three public junior colleges, as determined by the coordinating board. http://www.capitol.state.tx.us/tlo/78R/billtext/SB00286F.HTM
Title: S.B. 286
Source: http://www.capitol.state.tx.us
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| FL | Signed into law 05/1999 | Postsec. | Revises provision regarding funding for college-preparatory classes; relates to district inter-institutional articulation agreements; authorizes the provision of performance incentive funds for the effective implementation of remedial reduction plans; provides that inter-institutional articulation agreements include a plan outlining the mechanisms and strategies for improving the preparation of elementary, middle, and high school teachers.
Title: S.B. 1794
Source: Lexis-Nexis/StateNet
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Privatization--Education Management Agencies (EMOs) |
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| Proficiency-Based Approaches |
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| Promising Practices |
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| Promotion/Retention |
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| Public Attitudes |
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| Public Involvement |
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| Purposes of Public Education |
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| Reading/Literacy |
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| Reading/Literacy--Adult Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Religion--Scientific Creationism (Evolution) |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| Scheduling/School Calendar--Year Round |
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| School Climate/Culture |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--District Size |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Staffing Ratios |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Inclusion (Mainstreaming) |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Immigrant Education |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
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| Standards--Common Core State Standards |
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| Standards--Implementation |
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| State Comparisons/Statistics |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Ballot Questions |
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| State Policymaking--Constitutional Clauses |
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| State Policymaking--Politics |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Achievement--State Trends |
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| Student Supports |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Incentives |
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| Students--K-12 Exchange Students |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Contracts (Not Tenure) |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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| Teaching Quality--Working Conditions |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Research/Evaluation |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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| Urban--Change/Improvements |
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| Urban--Governance |
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| Whole-School Reform Models |
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| Whole Child |
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