The bill instead requires a state to establish long-term goals for all students and individual subgroups based on: (1) academic achievement as measured by proficiency on required state assessments, and (2) graduation rates. Under current law, a state is required to establish long-term goals based on the requirement that all students attain a proficient or higher level of achievement within a specified timeframe. Neither a state nor ED may cap the percentage of students taking an alternative assessment at the LEA level, but if that percentage exceeds 1%: (1) the LEA must submit justification to the state, and (2) the state must provide additional oversight.Ī state may cap the amount of time spent on assessments for each grade. With respect to students with the most significant cognitive disabilities, a state may: (1) adopt alternative academic achievement standards, and (2) administer alternative assessments that are aligned with those standards.
(Such assessments adapt to the examinee's ability level.)Īn LEA may administer a locally selected, nationally recognized assessment in lieu of the statewide high school assessment if specified standards and notice requirements are met. If specified requirements are met, a state may administer computer adaptive assessments. A state may administer either a single assessment or multiple assessments that result in a single, summative score. The bill maintains the requirement for a state to administer student assessments in reading, mathematics, and science, according to an established testing schedule. A state shall not be required to submit its standards to ED for review or approval. A state's standards shall include at least three levels of achievement. The bill requires a state to demonstrate that such standards are aligned with: (1) the entrance requirements of the state's system of public higher education, and (2) relevant state career and technical education standards. If ED rejects a state's plan, the state shall: (1) have the opportunity to revise its plan, (2) be provided technical assistance, and (3) be afforded a hearing.Ĭurrent law requires a state that receives title I-A funding to adopt academic standards in reading and language arts, mathematics, and science. The bill specifies that a state plan must be reviewed by peer reviewers whose names are made public. 1005) Current law requires a state that receives title I-A funding to submit a state plan for approval by the Department of Education (ED). This option to reserve funding replaces several smaller competitive grant programs and supports similar activities. An LEA shall use these grant funds to support direct student services including: (1) a student's enrollment and participation in academic courses not otherwise available at the student's school (2) credit recovery and academic acceleration courses that lead to a regular high school diploma (3) activities that assist students in successfully completing postsecondary level instruction and examinations that are accepted for credit at institutions of higher education and (4) if applicable, transportation to allow a student enrolled in a low-performing school to transfer to another public school. 1004) A state may reserve up to 3% of its title I-A funding to award grants for direct student services to geographically diverse LEAs that serve low-performing schools. Of the amount reserved, a state shall: (1) allocate 95% to local educational agencies (LEAs), whether on a formula or competitive basis, for activities to support the improvement of the lowest-performing schools or (2) with the LEA's approval, provide for these activities directly. (Title I-A funding supports the instructional needs of students from low-income families.) Specifically, the bill: (1) eliminates the standalone grant program, and (2) increases the proportion of title I-A funding that a state shall reserve for school improvement. 1003) The bill consolidates funding for School Improvement Grants, which are aimed at turning around the lowest-performing schools, into the title I-A funding formula. 1002) This bill amends the Elementary and Secondary Education Act of 1965 (ESEA) to reauthorize through FY2020 the following programs: (1) state assessments (2) education of migratory children (3) prevention and intervention for children and youth who are neglected, delinquent, or at-risk and (4) federal evaluation activities. Part A-Improving Basic Programs Operated by State and Local Educational Agencies TITLE I-IMPROVING BASIC PROGRAMS OPERATED BY STATE AND LOCAL EDUCATIONAL AGENCIES
0 kommentar(er)
