PED OVERSIGHT/EPP CHANGES.

View NCGA Bill Details2019-2020 Session
House Bill 107 (Public) Filed Tuesday, February 19, 2019
AN ACT TO MAKE CHANGES TO THE EDUCATOR PREPARATION PROGRAM PERFORMANCE STANDARDS AND DATA REPORTING SYSTEM.
Intro. by Horn, Farmer-Butterfield, Lucas.

Status: Ch. SL 2019-149 (Jul 22 2019)

SOG comments (3):

Identical bill

Identical to S 101, filed 2/20/19.

Long title change

House committee substitute changed the long title. Original long title was AN ACT TO MAKE CHANGES TO THE EDUCATOR PREPARATION PROGRAM PERFORMANCE STANDARDS AND DATA REPORTING SYSTEM, AS RECOMMENDED BY THE JOINT LEGISLATIVE PROGRAM EVALUATION OVERSIGHT COMMITTEE.

Identical bill

Identical to S 724, as filed 5/13/2020.

Bill History:

H 107/S.L. 2019-149

Bill Summaries:

  • Summary date: Jul 22 2019 - More information

    AN ACT TO MAKE CHANGES TO THE EDUCATOR PREPARATION PROGRAM PERFORMANCE STANDARDS AND DATA REPORTING SYSTEM. SL 2019-149. Enacted July 22, 2019. Effective July 22, 2019.


  • Summary date: Jul 9 2019 - More information

    Senate amendment makes the following changes to the 4th edition.

    Further amends GS 115C-269.35(a) regarding performance standards for educator preparation programs (EPPs) the State Board of Education (State Board) must establish. Eliminates the proposed requirement that the standards include the two-year retention rate for individuals who completed an EPP and became initially licensed and employed in an NC public school; maintains the proposed elimination of the requirement that the standards include the quality of students entering the EPP. Makes conforming changes. Further amends GS 115C-269.35(b)(11) regarding annual performance reports of EPPs, to more specifically require the reports to include the retention of beginning educators in the profession for at least two years after licensure in the state (previously, did not specify NC licensure). Makes changes to retain the requirement for the State Board to annually provide this data on beginning educators specified in subsection (b)(11) upon request (previously, eliminated). Clarifies that the proposed changes apply to reports submitted by the State Board and reviews by the State Board beginning with those based on data from the 2019-20 academic year (was, beginning with the 2019-20 academic year).

    Requires the State Board to study the inclusion as a performance measure for EPPs the two-year retention rate for individuals who completed the EPP and became initially licensed and employed in an NC public school. Requires the State Board to consult with the Professional Educator Preparation and Standards Commission and report to the specified NCGA committee by February 15, 2020. Explicitly prohibits the State Board from implementing the two-year retention rate as a performance measure without express legislative authorization.  


  • Summary date: Jun 26 2019 - More information

    Senate committee substitute makes the following changes to the 3rd edition.

    Further amends GS 115C-269.35(b) regarding indicators that must be included in EPP annual performance reports. In addition to existing required indicators and information, now reinstates the requirement that the reports include time to graduation rates and requires that the reports include the retention of beginning educators in the profession for at least two years (was, at least three years) after licensure. 

    Amends GS 115C-269.45(a) to require an EPP be assigned warned status if the program fails to meet the performance standards of any one sex, race, or ethnicity demographic group on any of the indications in GS 115C-269.35(a) for two consecutively measured years, regardless of whether the deficiency is in the same standard (was, in the same demographic group or standard).  

    Adds that the State Board of Education must not implement the weighted model for EPPs without the General Assembly's express authorization.

    Adds the requirement that the State Board of Education report on the rule that is to be adopted by October 1, 2019, to the Joint Legislative Education Oversight Committee. 


  • Summary date: Mar 26 2019 - More information

    House committee substitute makes the following changes to the 2nd edition.

    Deletes the proposed changes to GS 115C-269.35(a) regarding performance standards for educator preparation programs (EPPs). Current law requires the performance standards to include proficiency and growth of students taught by educators holding an initial professional license, requiring EVAAS data to be used to measure student proficiency and growth. Now only requires EVAAS data to be used to measure student growth. Further, now requires the performance standards to include the two-year retention rate for individuals who completed an EPP and became initially licensed and employed in an NC public school. Deletes the inclusion of the quality of students entering the EPP from the information the performance standards must be based on, and instead requires this information be included in the EPP's annual performance report under subsection (b). Makes conforming changes.

    Further amends GS 115C-269.35(b) regarding indicators that must be included in EPP annual performance reports. Makes several clarifying changes. In addition to existing required indicators and information, now requires the reports to include: the number of graduates of the EPP licensed in the State; the number of graduates of the EPP employed in the State; the number and percentage of students who convert from a residency license to either an initial professional license or a continuing professional license; pass rates (was, average scores) of graduates on professional, pedagogy, and content area exams for the purpose of licensure; the activities offered by the EPP designed to prepare educators to effectively teach students with disabilities and students of limited English proficiency (previously did not specify activities designed to prepare); and the retention of beginning educators in the profession for at least three years after licensure. Removes from the required reporting: the number of students retained; the amount of time required by students employed as beginning teachers under residency licenses to be issued initial professional licenses; and time to graduation rates.

    Modifies proposed GS 115C-269.45, concerning the small group exception to performance assessment and assignment of sanctions, to require the State Board of Education (State Board) to adopt a rule to establish a small group exception for circumstances in which there is a risk of identifying individual program participants (was, circumstances in which disaggregation of performance data with respect to race, sex, or ethnicity is not possible due to the small number of program participants in a demographic group). Maintains the deadline of October 1, 2019, by which the State Board must adopt the rule. Now requires the State Board to apply the rule beginning with the data collected from the 2018-19 academic year for purposes of the annual reports made available to the public by December 15, 2019 (was, 2020), and annually thereafter, pursuant to GS 115C-269.50.


  • Summary date: Mar 5 2019 - More information

    House committee substitute makes the following changes to the 1st edition.

    Changes the act's long title.

    Makes organizational changes to the proposed changes to GS 115C-269.35 regarding including the employment of educator preparation program (EPP) completers in the performance standards for EPP accountability. Makes conforming changes. 

    Deletes the proposed changes to GS 115C-269.50 regarding the availability of EPP report card comparison by the public through the use of a State Board-adopted weighted model. Makes conforming changes. 

    Modifies five of the nine described conditions that must be met by the State Board in designing the formulaic, performance-based weighted model to be used for purposes of comparing the annual report card information between each EPP pursuant to GS 115C-269.50. Now requires the State Board to: (1) identify and select measures from the annual performance reports required by GS 115C-269.35(b), as amended, to be used in the weighted model (was, identify and select measures for each performance domain specified in State law to be used); (2) assign weight to each measure (was, assign weight to each performance domain and the respective measures within each domain); (3) examine potential reasons for excluding EPPs from the reporting, including if there are missing or too few data points for certain measures (was, too few data points for a certain number of measures in the domains); (4) in establishing targets and minimum standards, measure EPPs against objective criteria rather than norm-referenced criteria (was, based on the ninetieth and tenth percentile or on other criteria); and (5) examine whether additional information should be included to most effectively achieve four specified goals (was, identify what information should be included to most effectively achieve four specified goals). Makes organizational changes.

    Extends the date by which the State Board, in consultation with the Profession Educator Preparation and Standards Commission, must report to the specified NCGA Committee on the development of the weighted model from November 15, 2019, to February 15, 2020. Adds to the required content of the report (1) recommendations on the purposes and uses of the weighted model, (2) recommendations on the timeline for possible implementation of the weighted model, and (3) any legislative changes need for implementation of the model (previously, any legislative recommendations regarding implementation of the model). 


  • Summary date: Feb 19 2019 - More information

    Amends GS 115C-269.35 regarding accountability for educator preparation programs (EPP). Requires the State Board of Education (State Board) to include in the performance standards the State Board adopts to govern the accountability of EPPs the information bases of EPP completer employment, disaggregated with respect to race, sex, and ethnicity. Requires the data for EPP completer employment to include: (1) number of students employed as beginning teachers under initial professional licenses within the first year of EPP completion; (2) the number of students retained in the profession; and (3) the perseverance of beginning educators in the profession, determined as specified. Removes these three employment data points from the indicators that recognized EPPs are required to include in their annual performance reports to the State Board. Makes conforming changes. Applies to EPPs authorized by the State Board on or after the date the act becomes law and to reports submitted to the State Board and reviews by the State Board of an EPP beginning with the 2019-20 academic year. 

    Amends GS 115C-269.45 regarding sanctions of EPPs. Provides for a small group exception, established by rule by the State Board, for circumstances in which disaggregation of performance data with respect to race, sex, and ethnicity is not possible due to the small number of program participants in a demographic group. Provides parameters for the small group exception rule. Requires the State Board to adopt the rule by October 1, 2019, and apply the rule beginning with the data collected from the 2018-19 academic year for purposes of the annual report made available to the public by December 15, 2020, and annually thereafter, pursuant to GS 115C-269.50.

    Amends GS 115C-269.50 regarding EPP report cards. Requires the performance and other data reported by each EPP, as provided in GS 115C-269.35, to be easily compared to the data of other EPPs through the use of a formulaic, performance-based weighted model adopted by the State Board (currently, does not specify availability of EPP report card comparison through a State Board-adopted model). Effective July 1, 2020, and applies beginning with data from the 2020-21 academic year.

    Directs the State Board to develop a formulaic, performance-based weighted model for comparing the annual EPP report card data pursuant to GS 115C-269.50, as amended. Requires the State Board to consult with the Department of Public Instruction (DPI) and the Professional Educator Preparation and Standards Commission (PEPSC), and meet the described conditions, in designing the weighted model. Requires the State Board to report to the specified NCGA Committee by November 15, 2019.


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