 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
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| 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 |
| |
| 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 |
| |
| CA | Signed into law 09/2012 | P-12 | From bill summary: Authorizes the superintendent of public instruction to recommend and the state board to adopt the college and career readiness anchor standards developed by the Common Core State Standards Initiative consortium. Authorizes the state board to take action to resolve any technical issues in the English language arts standards it adopted.
Authorizes the superintendent of public instruction to recommend to the state board, and the state board to adopt, reject, or modify, modifications to the Common Core academic content standards for mathematics by March 30, 2013. Requires the state board to explain, in writing, to the governor and the legislature the reasons for modifying the standards. Requires the superintendent of public instruction, in consultation with the state board, to consult a specified group of experts in mathematics for purposes of developing the recommendations. Requires the superintendent of public instruction and the state board to hold a minimum of 2 public hearings in order for the public to provide input on the state superintendent's recommendations. Requires that modifications to the Common Core academic content standards in mathematics be incorporated into the curriculum framework and the evaluation criteria for mathematics for the purpose of adopting specified instructional materials in mathematics, but makes this provision operative only if AB 1246 of the 2011–12 Regular Session is enacted (A.B. 1246 chaptered 9/27/12 http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1201-1250/ab_1246_bill_20120927_chaptered.pdf).
Extends the dates by which the superintendent is required to present the recommended science content standards to the state board, and the state board is required to adopt, reject, or modify those standards to July 31, 2013, and November 30, 2013, respectively. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1151-1200/sb_1200_bill_20120927_chaptered.pdf
Title: S.B. 1200
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2012 | P-12 | From bill summary: Requires the department, at least 30 days before the state board takes specified action, to develop a list of supplemental instructional materials for use in grades K-7 that are aligned with the California common core academic content standards for mathematics. Requires the department to recommend, and the state board to approve, content review experts to review supplemental instructional materials submitted for approval. Requires the state board, on or before July 30, 2013, to perform specified reviews and to approve or reject all, or a portion, of the list of supplemental instructional materials proposed by the department. Authorizes the state board to add an item to that list. Requires the department to use certain federal carryover funds to implement the development of this list of mathematics supplemental instructional
materials. Becomes operative contingent upon the enactment of AB 1246 of the 2011–12 Regular Session (which was enacted 9/27/12). http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1701-1750/ab_1719_bill_20120927_chaptered.pdf
Title: A.B. 1719 - Supplemental K-7 Instructional Materials for Math
Source: www.leginfo.ca.gov/
| |
| CA | Signed into law 09/2012 | P-12 | From bill summary: Extends to county offices of education the authority (which local districts already have) to approve supplemental instructional materials other than those approved by the state board if the county board performs specified reviews and determines that these materials are aligned with the California Common Core Academic Content Standards and meet the needs of pupils of the district.
http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_2651-2700/ab_2662_bill_20120926_chaptered.pdf
Title: A.B. 2662 - County Office of Education Authority to Approve Supplemental Instructional Materials
Source: www.leginfo.ca.gov
| |
| NY | Signed into law 08/2012 | P-12 | Permits boards of cooperative educational services (BOCES) to enter into contracts of up to two years with out-of-state districts for special education and/or career/technical education services, or for the use of existing products that demonstrate how to map the Common Core State Standards (CCSS) to assessments and/or provide access to existing webinars or online courses relating to implementation of the CCSS. Requires any such contract to be approved by the commissioner, the board of cooperative educational services, and the district superintendent of schools. Establishes parameters for contracts, including that they may authorize out-of-state students to participate in an instructional program only if such services are available to all eligible students in the component New York state districts, the number of out-of-state students comprises only 5% of the total enrolled students, and a BOCES spend no more than 30% of its employees' time on services to out-of-state districts. Directs the commissioner of education to prepare two reports regarding such contracts; requires interim report to be submitted to board of regents, governor and legislature by April 15, 2013, and final report, no later than December 15, 2013, with recommendations on whether and under what conditions such contracts should continue to be authorized beyond the July 2014 expiration date of these provisions. Provisions repealed July 1, 2014.
http://open.nysenate.gov/legislation/bill/A10205A-2011
Title: A.B. 10205
Source: open.nysenate.gov
| |
| CO | Signed into law 06/2012 | P-12 | Indicates that Colorado will participate as a governing board member, at least until January 2014, in the consortium of states that are developing and will implement assessments that support the Common Core State Standards. The state board is encouraged to conduct a fiscal and student achievement benefit analysis of Colorado remaining as a governing board member.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/A386D89EDA600136872579820026D8D7?Open&file=1240_enr.pdf
Title: H.B. 1240 (section 58)
Source: http://www.leg.state.co.us
| |
| CO | Signed into law 06/2012 | P-12 | Directs the state to participate as a governing board member, at least until january 1, 2014, in a consortium of states that focuses on the readiness of students for college and careers by developing a common set of assessments. Directs the state board to rely upon the assessments developed by the consortium of states. http://www.leg.state.co.us/CLICS/CLICS2012A/csl.nsf/fsbillcont3/6C71FAF6592604C5872579C600661842?Open&file=172_ren.pdf
Title: S.B. 172
Source: leg.state.co.us
| |
| IL | Signed into law 06/2012 | P-12 | Provides legislative findings. Directs the state board, immediately upon the effective date of this amendatory act, to coordinate the acquisition, adaptation, and development of middle and high school mathematics curriculum models to aid districts and teachers in implementing standards. Requires that the acquisition, adaptation, and development process include the input of representatives of statewide educational organizations and stakeholders. Requires that curriculum models include (1) Scope-and-sequence descriptions for middle and high school math progressions; (2) Recommendations of curricula for the final year of math or math-equivalent instruction before graduation; (3) Sample lesson plans; (4) Model high school course designs that demonstrate effective student pathways to mathematics-standards attainment by graduation; (5) Training programs for teachers and administrators, in both traditional and electronic formats. Requires curriculum models to be completed by March 2013. Requires the curriculum models and training programs to be made available to all districts for optional adoption. Directs the Illinois P-20 Council to submit a report to the governor and general assembly on the extent and effect of district utilization of the curriculum models. Within 4 years after the effective date of this amendatory Act, requires that state math test results and higher education math remediation data be used to gauge the effectiveness of high school math instruction and the extent of standards attainment and be used to guide the continuous improvement of the math curriculum and instruction.
http://www.ilga.gov/legislation/publicacts/97/PDF/097-0704.pdf
Title: S.B. 3244
Source: www.ilga.gov
| |
| NV | Adopted 06/2012 | P-12 | Adopting the Common Core Standards at certain grade levels for English language arts and mathematics; providing for the implementation of the Common Core Standards in prescribed school years; repealing certain existing standards in English language arts and mathematics; and providing other matters properly relating thereto.http://www.leg.state.nv.us/Register/2011Register/R019-11A.pdf
Revising provisions governing alternate methods for demonstrating proficiency in writing. http://www.leg.state.nv.us/Register/2012Register/R083-12I.pdf
Revising substance of curriculum for career readiness courses. http://www.leg.state.nv.us/Register/2012Register/R001-12A.pdf
Title: NAC 389
Source: www.leg.state.nv.us
| |
| OH | Signed into law 06/2012 | P-12 | By December 31, 2013, directs the state board to submit recommended scoring ranges on the state English language arts assessments (including on 3rd grade ELA assessment to be promoted to 4th grade) and Ohio graduation tests necessary to successfully implement the Common Core curriculum and assessments in the 2014-2015 school year. Pages 391-392 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf
Title: S.B. 316 - Common Core and State Assessment Scoring Ranges
Source: www.legislature.state.oh.us
| |
| WV | Adopted 06/2012 | P-12 | Defines content standards and instructional goals and objectives for mathematics program of study, consistent with West Virginia's move to adopt the common core standards. Broadens scope of mathematics curriculum to include 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. Organizes around the three major components of a standards-based curriculum: learning standards, instructional objectives and performance descriptorsfor grades 2-12. The standards, objectives and performance descriptors are designed to provide clear, consistent priorities and focus, as well as depth of knowledge. The objectives spiral upward through the grade levels, eliminating repetition of content and increasing in rigor and depth of knowledge throughout the student's academic career.
Asserts that the vision of the state board and department includes the triangulation of mathematics content, learning skills and technology tools standards within each classroom so that students will be able to think critically, analyze information, comprehend new ideas, communicate, collaborate, solve problems and make decisions. Makes all mathematics teachers responsible for the integration of Policy 2520.14 21st Century Learning Skills and Technology Tools in their classroom instruction. http://apps.sos.wv.gov/adlaw/csr/readfile.aspx?DocId=23773&Format=PDF
Title: WV ADC s 126-44B-1, 2, 3, 4
Source: wvde.state.wv.us
| |
| WV | Adopted 06/2012 | P-12 | Defines content standards and instructional goals and objectives for reading and language arts, consistent with West Virginia's move to adopt the common core standards. Broadens scope of curriculum to include 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. Organizes around the three major components of a standards-based curriculum: learning standards, instructional objectives and performance descriptorsfor grades 2-12. The standards, objectives and performance descriptors are designed to provide clear, consistent priorities and focus, as well as depth of knowledge. The objectives spiral upward through the grade levels, eliminating repetition of content and increasing in rigor and depth of knowledge throughout the student's academic career.
Asserts that the vision of the state board and department includes the triangulation of educational content, learning skills and technology tools standards within each classroom so that students will be able to think critically, analyze information, comprehend new ideas, communicate, collaborate, solve problems and make decisions. Makes all reading and language arts teachers responsible for the integration of Policy 2520.14 21st Century Learning Skills and Technology Tools in their classroom instruction. http://apps.sos.wv.gov/adlaw/csr/ruleview.aspx?document=8570
Title: WV ADC s 126-44A-1, 2, 3, 4
Source: apps.sos.wv.gov
| |
| CT | Signed into law 05/2012 | P-12 | Requires that by Fall semester 2016, each public high school and public institution of higher education complete curricular alignment to enable the successful completion of the high school mathematics and language arts curricula, as described in Connecticut's Common Core State Standards, to be the indicator of readiness for college level work. Permits a public institution of higher education to use available evaluation instruments to assess adults, who are returning to or first enrolling in a higher education program at a public institution of higher education after spending time in the workforce, for readiness for college level work.
Requires the Board of Regents for Higher Education to ensure that each public institution of higher education works with the Department of Education and the local and regional school districts to use available evaluation methods for early assessment of the potential for college readiness of each student enrolled in the eighth and tenth grades in a public school and to share the results of the assessment with the student, the student's parents or legal guardian and the public school in which the student is enrolled.
http://www.cga.ct.gov/2012/ACT/PA/2012PA-00040-R00SB-00040-PA.htm
Title: S.B. 40
Source: cga.ct.gov
| |
| IL | Adopted 05/2012 | P-12 | From Illinois Register: This rulemaking resulted from the state board's application for funding under the American Recovery and Reinvestment Act of 2009 (ARRA) to design and implement early learning and development systems that are comprehensive in scope and coordinated among the various state agencies charged with administering the programs. The state board served as the lead agency for the application. Agency staff worked with outside consultants, early childhood education advocates and staff from the Department of Human Services (DHS), Department of Children and Family Services (DCFS) and the Illinois Early Learning Council to prepare the application. Unfortunately, Illinois was not successful in this effort and did not receive the grant.
The lack of funding now available for the initiatives set forth in Part 235, coupled with the public comment received, have resulted in certain initiatives being removed from the rulemaking or their implementation dates being delayed.
Briefly, the amendments address several significant changes that relate to the core focus areas of the federal grant. In particular, efforts were made to coordinate the state board's Preschool for All Children (PFA) and Prevention Initiative grant programs with those offered through or licensed by DHS or DCFS. In particular, the proposed amendments required any recipient of these grants to use the DHS' Tiered Quality Rating and Improvement System (a requirement that has since been removed from the rulemaking) and continue to require that grantees register certain staff in DHS' Gateways to Opportunity staff registry and credentialing system.
Additionally, a portion of the federal grant was to be used to continue the agency's efforts to develop and implement a kindergarten readiness tool to gauge a student's progress during the school year. Under the rules as proposed any school district that offers kindergarten (whether full or half day) would be required to administer the Kindergarten Individual Development Survey, or KIDS. While this requirement was placed in 23 Ill. Adm. Code 1 (to be adopted later this spring), Section 235.70(o) of early childhood rules had required that all school districts with PFA grants participate in the limited statewide implementation of KIDS in the 2013-14 school year.
Part 235 amendments include expansion of program standards to address initiatives serving children ages 3 to 5 (see Section 235.Appendix B). While developmental guidelines for infants and toddlers have been removed from the rules due to public comment, the existing learning and developmental standards for children ages 3-5 have been updated and now align to the recently adopted Illinois Learning Standards for
English language arts and mathematics, commonly referred to as the common core standards.
Other changes in Part 235 include the following:
• Requesting in Section 235.20(c)(4) that applicants provide information about other similar programs operating in the same service area, including the number of children estimated to be served, if that figure is known
• Setting in Section 235.30(a)(1)(C) minimum criteria for procedures used to assess the progress of children enrolled in a PFA program
• Clarifying in Section 235.50(a)(1)(A) that consideration in the proposal review process will be given to applicants serving areas where the need for services exceeds the available resources, when that information is available to an applicant. Pages 48- of 95: http://www.cyberdriveillinois.com/departments/index/register/register_volume36_issue18.pdf
Title: 23 IL ADC 235.20, 30, 40, 45, 50, 60, 70; 23 IL ADC 235.APP. A, B, C
Source: www.cyberdriveillinois.com
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| LA | Signed into law 05/2012 | P-12 | Relates to the Louisiana Competency-Based Education Program and the Louisiana Educational Assessment Program. Provides greater clarity to the definition of state content standards. Indicates that criterion-referenced tests will be replaced by standards-based assessments and that the exams will be used for language arts and math, and adds that the exams will be for science and social studies, and extends the grades they will be administered from 4-8 (pilot program) to 3-11. Beginning with the 2014-2015 school year, standards-based assessments implemented by the state board in English/language arts and math will be based on the Common Core Standards. The department will establish the level of achievement on certain tests in 4-8th grades that indicate proficiency. Students must demonstrate proficiency to advance to grades 5 and 9.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=802824
Title: H.B. 707
Source: http://www.legis.state.la.us
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| MD | Signed into law 05/2012 | P-12 | Requires the Maryland State Department of Education, in consultation with the Department of Budget and Management and the Department of Legislative Services to contract with a public or private entity to conduct a study of the adequacy of education funding in the State no later than June 30, 2014. During the first phase of the study, the State Department of Education is required to study the establishment of a policy on maximum student enrollment in public schools. Identifies what should be included in study with one notable requirement of inclusion to incorporate standards from the Common Core curriculum adopted by the State Board of Education and 2 years of results from the new common core assessments, which are scheduled to be implemented beginning in the 2014–2015 school year. Requires study completion December 1, 2016. http://mlis.state.md.us/2012rs/bills/hb/hb1214e.pdf
Title: H.B. 1214
Source: mlis.state.md.us
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| MD | Signed into law 05/2012 | P-12 | Requires the county board to include in its master plan to improve student achievement a description of how it plans to ensure and measure academic proficiency in specified core academic subjects for students. Adds social studies and science to list of core academic subjects. Requires that the state board and state superintendent implement assessment programs in core academic subjects that provide information needed to improve public schools; inform the public annually of the educational progress made at each school; and provide timely feedback to schools and teachers. Requires that by the beginning of 2014-2015 a grade-band assessment is administered annually to middle school students and an end-of-course assessment of administered annually to high school students each aligned to the Common Core curricula or the state adopted curricula in the core content areas. Removes the requirement that a grade-band assessment be administered at the elementary level. Requires that the State Board make a determination after the 2014-2015 school year whether the assessments accurately measure the curricula and in the event that it does not, the Department is required to develop a state-level assessment to be administered in the 2016-2017 school year. http://mlis.state.md.us/2012rs/bills/hb/hb1227t.pdf
Title: H.B. 1227
Source: mlis.state.md.us
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| MS | Signed into law 05/2012 | P-12 | Relating to low-performing schools and school districts: Provides that if a local school district violates accreditation standards determined to be the basis for immediate withdrawal of accreditation, there shall be a show cause hearing conducted by the commission on school accreditation; Authorizes the parent or guardian of a child enrolled in a school district whose accreditation has been withdrawn to petition for a transfer into an accredited school district and to provide for the transfer of state adequate program funds to the transferee school district; Authorizes the State Board of Education to abolish a school district and administratively consolidate with one or more existing school districts in emergency situations with the approval of the transferee school district; Authorizes loans to school districts under conservatorship from the school district emergency assistance fund and provides that such fund is a special fund which shall not lapse into the state general fund; Authorizes and directs the State Board of Education and The State Department of Education to change the performance level terminology for schools and school districts to "A", "B", "C", "D" and "F" based on established benchmarks of student achievement and growth; Provides that such new terminology for accreditation rating purposes is effective upon full implementation of Common Core State Standards and Assessments; Provides that a board member or superintendent in office at the time the governor declares a state of emergency in a school district is not eligible to serve in that office in such school district and provides that the new superintendent in such school district be appointed.
http://billstatus.ls.state.ms.us/documents/2012/pdf/SB/2700-2799/SB2737SG.pdf
Title: S.B. 2737
Source: http://billstatus.ls.state.ms.us/
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| FL | Signed into law 04/2012 | P-12 | Amends provisions related to district purchases of instructional materials with state allocation. Provides that for the 2012-13 mathematics adoption, districts using a comprehensive mathematics instructional materials program adopted in 2009-10 is deemed in compliance with s. 1006.40 (http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1006/Sections/1006.40.html) if the district provides each student with additional state-adopted materials as necessary to align the previously adopted comprehensive program with Common Core State Standards and other criteria of the 2012-13 mathematics adoption.
Page 21 of 41: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h5101er.docx&DocumentType=Bill&BillNumber=5101&Session=2012
Title: H.B. 5101 - Math Instructional Materials and Common Core Standards
Source: myfloridahouse.gov
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| GA | Signed into law 04/2012 | P-12 | Directs the state board of education, in consultation with the professional standards commission, to establish category-level expenditure controls to ensure that specified staff development funds are utilized in such a manner as to help align professional learning with results in improved student achievement. Requires that such category-level expenditure controls be established no later than July 1, 2015, and that the controls reflect the revised certification renewal rules established by the professional standards commission regarding the impact of professional learning on student achievement. Amends amount of funding to be allocated to districts for staff and professional development. Requires that, beginning in fiscal year 2014, such amount include funding for school level administrators in the same manner as for other certificated professional personnel. Beginning in Fiscal Year 2015, requires that such amount be at least equivalent to 0.9 percent of salaries of all certificated professional personnel, including school level administrators, used in the development of each respective program weight, subject to legislative appropriation (this bill reduces amount to be at least equivalent to 1.0 of salaries of all certificated professional personnel, down from 1.5).
Directs the state board, subject to appropriation, to provide professional development centered on state-wide strategic initiatives, including training on the new common core curriculum, support for under-performing educators, and mentoring programs in specific subject areas. Requires specified weights to be used in Fiscal Years 2014 and 2015 to determine funding amounts for state-wide strategic initiatives for professional development. http://www.legis.ga.gov/Legislation/20112012/127825.pdf
Title: S.B. 404
Source: www.legis.ga.gov
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| MD | Signed into law 04/2012 | P-12 | Requires that the county board include in its goals to improve student academic achievement a description of how it plans to ensure and measure academic proficiency of students in core academic subjects at various points during the elementary and secondary education of students.
Adds requirements that The State Board, the State Superintendent, each county board, and each public school must include in its program of education accountability for the operation and management of the public schools: (1) establish educational goals and objectives and survey current student achievement in science and social studies; (2) implement assessment programs in reading, language, math, science, and social studies that include written responses and specifies that the assessment program must be able to provide information needed to improve public schools, inform the public, and provide timely feedback to schools and teachers; (3) implement and administer middle-school and high-school assessments annually beginning in 2014-2015 school year that measure student's mastery of core academic standards; (4) determine if assessments are truly measuring students mastery of core academic standards following 2014-2015 school year and for those that do not adequately measure, replace with a state-specific assessment by the 2016-2017 school year.
Requires that the Department survey a statewide representative sample of public schools and public school teacher annually on the amount of instructional time spent on, the availability and use of instructional resource for, and the professional development available to social studies and science instruction, as well as, the number of certified and non-certified teachers teaching social studies and science. Results are to be published on Department's website.
http://mlis.state.md.us/2012rs/bills/sb/sb0293e.pdf
Title: S.B. 293
Source: mlis.state.md.us
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| OR | Signed into law 03/2012 | P-12 | Requires that the Department of Education align Common Core State Standards with Oregon Early Learning System outcomes and with the Head Start Child Development Early Learning Framework by June 30, 2015. (sec. 17)
http://www.leg.state.or.us/12reg/measpdf/hb4100.dir/hb4165.en.pdf
Title: H.B. 4165
Source: leg.state.or.us
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| SD | Signed into law 03/2012 | P-12 | Requires that the Board of Education, prior to adopting any standards proposed through the Common Core State Standards Initiative conduct, over a period of one year, at least four public hearings in order to give members of the public the opportunity to provide input to the board on whether the standards being proposed should be adopted. To begin July 1, 2012.
http://legis.state.sd.us/sessions/2012/Bills/HB1189ENR.pdf
Title: H.B. 1128
Source: legis.state.sd.us
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| UT | Signed into law 03/2012 | P-12 | Authorizes the state to exit any agreement that cedes control of Utah's core curriculum standards to any other entity, including a federal agency or consortium, for any reason, including among others the cost of developing or implementing core curriculum standards, or the proposed core curriculum standards are inconsistent with community values. Directs the state board to annually report to the education interim committee on the development and implementation of core curriculum standards. http://le.utah.gov/~2012/bills/sbillenr/sb0287.pdf
Title: S.B. 287
Source: le.utah.gov
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| WA | Signed into law 03/2012 | P-12 | Requires the superintendent of public instruction, subject to availability of amounts appropriated for this specific purpose, to take the lead in developing openly
licensed courseware aligned with the common core state standards and placed under an attribution license, registered by a nonprofit organization with domain expertise in open
courseware, that allows others to use, distribute, and create derivative works based upon the digital material, while still allowing the authors or creators to retain the copyright and
to receive credit for their efforts.http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/House%20Passed%20Legislature/2337-S2.PL.pdf
Title: H.B. 2337
Source: apps.leg.wa.gov
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| WV | Adopted 03/2012 | P-12 | Defines content standards and instructional goals and objectives for social studies program of study, consistent with West Virginia's move to adopt the common core standards. Broadens scope of curriculum to include 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. Organizes around the three major components of a standards-based curriculum: learning standards, instructional objectives and performance descriptorsfor grades 2-12. The standards, objectives and performance descriptors are designed to provide clear, consistent priorities and focus, as well as depth of knowledge. The objectives spiral upward through the grade levels, eliminating repetition of content and increasing in rigor and depth of knowledge throughout the student's academic career.
Asserts that the vision of the state board and department includes the triangulation of educational content, learning skills and technology tools standards within each classroom so that students will be able to think critically, analyze information, comprehend new ideas, communicate, collaborate, solve problems and make decisions. Makes all social studies teachers responsible for the integration of Policy 2520.14 21st Century Learning Skills and Technology Tools in their classroom instruction.
http://apps.sos.wv.gov/adlaw/csr/ruleview.aspx?document=8486
Title: WV ADC s 126-44D-1, 2, 3, 4
Source: apps.sos.wv.gov
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| NM | Adopted 02/2012 | P-12 | Requests an analysis of the cost, both in instructional time and money, of all assessments of New Mexico students, including proposed assessments related to common core state standards.
http://www.nmlegis.gov/Sessions/12%20Regular/memorials/senate/SM073.pdf
Title: S.M. 73
Source: http://www.nmlegis.gov
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| MT | Adopted 11/2011 | P-12 | Repeals previous standards and establishes College and Career Readiness anchor standards for language arts and literacy.
http://www.mtrules.org/gateway/ShowNoticeFile.asp?TID=3608
Title: ARM 10.54.3610-3613; 3620-3623; 3630-3633; 3640-3643; 3650-3653; 3701-3712
Source: http://www.mtrules.org
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| MT | Adopted 11/2011 | P-12 | Adopts college and career ready content standards for mathematics and repeals previous standards and performance descriptors.
http://www.mtrules.org/gateway/Cycle_Home.asp?CID=1327
Title: ARM 10.54.4010-4013; 4020-4023; 4030-4033; 4040-4043; 4101-4112
Source: http://www.mtrules.org
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| CA | Signed into law 10/2011 | P-12 | From bill summary: Deletes the schedule for submission of instructional materials for foreign languages and health for state board approval, and the exception to the requirement that criteria for the evaluation of instructional materials be approved when curriculum frameworks are approved or at least 30 months before the date that the materials are to be approved for adoption. Requires the state board to adopt revised curriculum frameworks and evaluation criteria that are aligned to the common core academic content standards developed by the consortium and adopted by the board for mathematics and English language arts no later than May 30, 2013, and May 30, 2014, respectively. Requires state board policies to ensure that the K-12 English language arts curriculum frameworks and K-8 instructional materials include the English language development standards as adopted by the state board in 1997 and revised thereafter, and English language development strategies in the core subjects of mathematics, science, and history-social science. Requires state board policies to ensure that K-12 curriculum frameworks and K-8 instructional materials include strategies to address the needs of pupils with disabilities in mathematics, science, history-social science, and English language arts. Requires the curriculum frameworks to describe the manner in which content can be delivered to intentionally build pupil creativity, innovation, critical thinking, problem solving, collaboration, and communication into and across each content area.
Renames the Curriculum Development and Supplemental Materials Commission the Instructional Quality Commission and makes conforming changes. Deletes the requirement that the commission review specified educational films or video recordings. Requires the criteria developed for evaluating instructional materials to include specified directions to publishers and requires the commission to perform additional prescribed functions. States the intent of the legislature to ensure that school districts are provided with as many standards-aligned instructional material options as possible. Requires the superintendent of public instruction to develop model professional development modules, as specified, and to report to the state board on the development of those modules. Requires the state department of education to use certain federal funds, and any other available state and federal funds, to implement the provisions of this bill. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0201-0250/ab_250_bill_20111008_chaptered.pdf
Title: A.B. 250 - Curriculum Frameworks, Standards, Instructional Materials, Model Professional Development Modules
Source:
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| OK | Adopted 07/2011 | P-12 | New rules explain the purpose, provide definitions, and describe adoption and implementation procedures for the Common Core State Standards. The rules direct that the Common Core State Standards for English Language Arts, Literacy in History/Social Studies and Science, and Mathematics be adopted and implemented. The rules also provide a process for reviewing, revising, and supplementing the Common Core State Standards.
Title: OK ADC 210:15-4-1, 2, 3
Source: Westlaw/StateNet
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| 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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| NV | Signed into law 06/2011 | P-12 | Requires the Legislative Committee on Education to conduct a study concerning the implementation of the Common Core State Standards in the public schools.
http://www.leg.state.nv.us/Session/76th2011/Bills/SB/SB211_EN.pdf
Title: S.B. 211
Source: http://www.leg.state.nv.us
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| AR | Signed into law 04/2011 | P-12 | To transition to and implement the Common Core State Standards, the State Board of Education may: (1) Modify curriculum and assessment requirements; (2) Adopt new curriculum and assessment requirements; and (3) Direct the Department of Education to: (A) Propose to the state board rules and procedures; and (B) Develop the professional development needed to train educators on the transition and implementation. (Sec 14)
http://www.arkleg.state.ar.us/assembly/2011/2011R/Acts/Act989.pdf
Title: S.B. 383
Source: http://www.arkleg.state.ar.us
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| IL | Signed into law 08/2010 | P-12 | Provides that no public school district or private school is obligated to comply with any new unfunded mandate adopted by the legislature or state board of education. Provides that if the amount appropriated to fund a new mandate does not fully fund the mandated activity, the district or private school may choose to discontinue or modify the activity to ensure that the costs of compliance do not exceed the funding received. Provides that before discontinuing or modifying the mandate, a district must petition its regional superintendent of schools on or before February 15 of each year to request to be exempt from implementing the mandate in a school or schools in the next school year. Sets forth provisions concerning what the petition must contain, review of the petition and a public hearing, granting an exemption, state board of education notification, and appealing the regional superintendent's decision.
Provides that these provisions do not apply to:
(1) Any new statutory or regulatory mandates related to revised learning standards developed through the Common Core State Standards Initiative and assessments developed to align with those standards or actions specified in the state's Phase 2 Race to the Top Grant application if it is approved by the U.S. Department of Education
(2) New statutory or regulatory mandates imposed on school districts designated as being in the lowest performing 5% of schools within the Race to the Top Grant application.
http://www.ilga.gov/legislation/96/HB/PDF/09600HB4711lv.pdf
Title: H.B. 4711
Source: www.ilga.gov
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| OK | Adopted 08/2010 | P-12 | The proposed new rules explain the purpose, provide definitions, and describe adoption and implementation procedures for the Common Core State Standards. The rules direct that the Common Core State Standards for English Language Arts, Literacy in History/Social Studies and Science, and Mathematics shall be adopted and implemented. The rules also provide a process for reviewing, revising, and supplementing the Common Core State Standards.
Title: OK ADC 210:15-4-1, 2, 3
Source: Westlaw/StateNet
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| CA | Signed into law 07/2010 | P-12 | Calls upon the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) to develop common core state standards in the core academic disciplines of English-language arts,
mathematics, history-social science, and science. Asks NGA and CCSSO to replicate the process used to develop English-language arts and mathematics common core state standards to now develop common core state standards for social studies and science. Asks the NGA and CCSSO to also examine the viability of developing common standards in other subject areas, including foreign language, visual and performing arts, physical education, and career technical education. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0001-0050/ajr_39_bill_20100707_chaptered.pdf
Title: A.J.R. 39
Source: www.leginfo.ca.gov
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| OK | Signed into law 06/2010 | P-12 | Requires that by August 1, 2010, the State Board of Education is to adopt revisions to the subject matter curriculum adopted by the State Board for English Language Arts and Mathematics as is necessary to align the curriculum with the K-12 Common Core State Standards developed by the Common Core State Standards Initiative.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB2033_ENR.RTF
Title: S.B. 2033
Source: http://webserver1.lsb.state.ok.us
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| ME | Signed into law 04/2010 | P-12 | Allows the Department of Education to include the "Common Core State Standards Initiative" standards for kindergarten to grade 12 in the State's system of learning results and assessment and grants the Commissioner of Education the authority to adopt emergency rules in order to implement the standards. http://www.mainelegislature.org/legis/bills/bills_124th/chapters/PUBLIC647.asp
Title: S.B. 705
Source: http://www.mainelegislature.org
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| IA | Adopted 02/2010 | P-12 | Adds greater clarity to each core content area to better communicate what elementary teachers must know in order to better serve students.
Title: IAC 282-13.26(5)
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 01/2010 | P-12 | Establishes legislative intent regarding California's efforts in the federal Race to the Top competition. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Section 1
Source: www.leginfo.ca.gov
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| CA | Signed into law 01/2010 | P-12 | Numbers below relate to Section numbers in Education Code.
60601: Extends repeal date on Chapter 5 of Education Code, "California Assessment of Academic Achievement", to January 2014.
60604.5: Adds new section establishing legislative intent that the reauthorized statewide pupil assessment program include:
(a) A plan for transitioning to a system of high-quality assessments, as defined in the federal Race to the Top guidance and regulations
(b) Alignment with the new college- and career-ready, internationally-benchmarked English language arts and math standards developed by the newly-established Academic Content Standards Commission
(c) Any common assessments aligned with the aforementioned standards
and conforms to the assessment requirements of any reauthorization of the federal Elementary and Secondary Education Act or its successor.
60605.7: Adds new section requiring that the state participate in the Common Core State Standards Initiative.
60605.8: Adds new section establishing the Academic Content Standards Commission to develop academic content standards in language arts and mathematics. Specifies that the standards be internationally benchmarked, and be geared toward college- and career-readiness by high school graduation; requires that at least 85% of these standards be the common core academic standards developed by the consortium sponsored by the National Governors Association and the Council of Chief State School Officers. Requires that these standards be presented to the state board by July 15, 2010, and that the state board accept or reject the standards by August 2, 2010. Directs the superintendent and state board to develop a schedule and implementation plan for integrating the academic content standards adopted pursuant to this section into the state educational system.
60605.9: Adds new section releasing instructional materials aligned with new content standards from requirement that criteria be approved at least 30 months prior to the date that the materials
are to be approved for adoption.
Pages 13-17 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Sections 9, 12, 14, 15, 16
Source: www.leginfo.ca.gov
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| Urban--Change/Improvements |
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| Urban--Governance |
| |
| Whole-School Reform Models |
| |
| Whole Child |
| |