Bill Summary for S 621 (2019-2020)
|View NCGA Bill Details||2019-2020 Session|
AN ACT TO REDUCE TESTING ADMINISTERED TO STUDENTS IN PUBLIC SCHOOLS AND TO MAKE VARIOUS TECHNICAL AND CLARIFYING CHANGES RELATED TO EDUCATION LAWS.Intro. by Tillman, Ballard, Sawyer.
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House committee substitute to the 2nd edition makes the following changes.
Makes organizational changes to the act.
Part I. Eliminate NC Final Exam
Eliminates the proposed directive requiring the State Board of Education (State Board) and the Department of Public Instruction (DPI) to submit a plan to the NCGA by March 15, 2020, on how to use other means to accomplish the same purposes for which data is collected by the NC Final Exam.
Part II. Replace EOGs with Through-Grade Assessment Model Similar to NC Check-Ins
Requires the State Board to eliminate the use of End-of-Grade (EOG) tests for grades three through eight, and instead adopt a policy to require administration of a through-grade assessment model with three interim assessments similar to NC Check-Ins, as specified. Provides for the average of the combined scores for two of the through-grade assessments to constitute the annual assessment for grades three through eight, with all annual assessment provisions set forth in Subchapter IV of GS Chapter 115C applicable to this average score. Further requires the State Board to develop through-grade assessments for science for grades five and eight, and for reading for grade three. Allows a third grade student who fails to demonstrate reading proficiency (demonstrated by the averaged score of relevant through-grade assessments for reading) to retake the third through-grade assessment for reading prior to the end of the school year, and to have the readministered score be used for purposes of demonstrating reading proficiency. Allows continued application and use of policies regarding participation in the NCEXTEND1 alternative assessment as prior to the enactment of the act. Directs the State Board to review and revise existing testing security policies to provide for as secure a testing environment as required by federal law or condition of a federal grant, and no more than required for federal compliance. Makes conforming changes to GS 115C-105.41 and GS 115C-276 to eliminate references to EOGs and End-of-Course (EOC) tests (also directed to be eliminated by the act).
Amends GS 115C-81.36, concerning advanced courses in mathematics, as follows. Requires, when advanced math courses are offered, any student scoring at a level that denotes superior command of knowledge and skill (rather than a specified level on the end-of-grade or end-of grade test) for math to be enrolled in the advanced course for the next math course in which the student is enrolled; makes the same changes for seventh grade students whose next level course will be at a high school level.
Part III. Replace EOCs with the Act or Other Nationally Recognized Assessment of High School Achievement and College Readiness
Directs the State Board to eliminate use of End-of-Course (EOC) tests for grades nine through 12 and instead use the nationally recognized assessment of high school achievement and college readiness, or an alternate assessment, administered to all students in eleventh grade pursuant to specified law, as amended, as the State-mandated testing for grades nine through 12 required by specified state law. Allows continued application and use of policies regarding participation in the NCEXTEND1 alternative assessment as prior to the enactment of the act. Effective January 1, 2020, and applies beginning with testing administered for the 2020-21 school year.
Amends GS 115C-83.15 and GS 115C-83.16 to eliminate references to specific EOCs, and instead refer to specific subtests of a nationally recognized assessment of high school achievement and college readiness for the calculation of school achievement scores and school performance indicators for schools serving any students in grades nine through 12. Effective January 1, 2021, and applies beginning with school performance grades issued based on data from the 2020-21 school year.
Amends GS 115C-174.11 to require the State Board to adopt a nationally recognized assessment of high school achievement and college readiness to provide to local school administrative units, regional schools, and charter schools to administer to all students (previously, required, to the extent of available funds, the adoption of a nationally norm-referenced college admissions test to administer to eleventh grade students). Requires administration of an alternate test to students in accordance with federal law (previously, specified three criteria for qualification of alternate testing). Eliminates the provisions regarding parental notice of college admissions tests and precursor tests. Makes conforming and clarifying changes. Effective January 1, 2020, and applies beginning with testing administered for the 2020-21 school year.
Makes conforming changes to GS 116-11 regarding standardized high school transcripts. Effective July 1, 2020, and applies beginning with students entering their junior year in the 2020-21 school year.
Part V. Prohibit Graduation Projects as a Condition of Graduation
Amends GS 115C-12 and GS 115C-47 to prohibit local boards of education from requiring students to complete a high school graduation project as a condition of high school graduation. Further specifies in GS 115C-47 that requirements for graduation must be connected only to the completion of required courses. Applies beginning with the 2019-20 school year.
Makes conforming changes.