Current Status Bill Number:667 Type of Legislation:General Bill GB Introducing Body:Senate Introduced Date:19950328 Primary Sponsor:Giese All Sponsors:Giese Drafted Document Number:GJK\21562SD.95 Residing Body:Senate Current Committee:Education Committee 04 SED Subject:Academic achievement standards and assessment system
Body Date Action Description Com Leg Involved
______ ________ _______________________________________ _______ ____________
Senate 19950328 Introduced, read first time, 04 SED
referred to Committee
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TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976, BY ADDING SECTION 59-30-3 SO AS TO PROVIDE OBJECTIVES FOR THE ACADEMIC ACHIEVEMENT STANDARDS HEREINAFTER ESTABLISHED; TO ADD SECTION 59-30-5 SO AS TO PROVIDE THE STATE BOARD OF EDUCATION, WORKING WITH THE SOUTH CAROLINA EDUCATION STANDARDS AND ASSESSMENT COMMISSION, SHALL ADOPT CERTAIN ACADEMIC ACHIEVEMENT STANDARDS AND SHALL ESTABLISH AN ASSESSMENT SYSTEM TO MEASURE STUDENT PROGRESS IN MEETING THE ACADEMIC ACHIEVEMENT STANDARDS; TO ADD SECTION 59-30-7 SO AS TO PROVIDE FOR DEFINITIONS IN REGARD TO THESE STANDARDS AND THE ASSESSMENT SYSTEM; TO AMEND SECTION 59-30-10, AS AMENDED, RELATING TO THE DUTIES OF THE STATE BOARD OF EDUCATION CONCERNING THE BASIC SKILLS ASSESSMENT PROGRAM, SO AS TO PROVIDE FOR A REVISED ASSESSMENT SYSTEM AND FOR ACADEMIC ACHIEVEMENT STANDARDS; TO AMEND SECTION 59-30-15, RELATING TO TESTING ARRANGEMENTS FOR STUDENTS WITH LEARNING DISABILITIES, SO AS TO PROVIDE THAT STUDENTS WITH DISCALCULIA, AND WITH OTHER DOCUMENTED LEARNING DISABILITIES IN MATHEMATICS, MAY USE A CALCULATOR ON THE MATHEMATICS PORTION OF THE EXIT EXAM; TO ADD SECTION 59-30-17 SO AS TO PROVIDE FOR THE DUTIES AND FUNCTIONS OF THE STATE BOARD OF EDUCATION IN CARRYING OUT THE ABOVE PROVISIONS; TO AMEND SECTION 59-30-20, AS AMENDED, RELATING TO THE BASIC SKILLS ADVISORY COMMISSION, SO AS TO RENAME IT THE EDUCATION STANDARDS AND ASSESSMENT COMMISSION, RECONSTITUTE ITS MEMBERSHIP AND DUTIES, REVISE ITS TERMINATION DATE, AND PROVIDE FOR A TECHNICAL ADVISORY GROUP; TO AMEND SECTION 59-30-30, RELATING TO THE DUTIES OF LOCAL SCHOOL BOARDS IN REGARD TO THE BASIC SKILLS ASSESSMENT PROGRAM, SO AS TO REVISE THESE DUTIES IN CONFORMITY WITH THE ASSESSMENT SYSTEM AND THE ACADEMIC ACHIEVEMENT STANDARDS; TO AMEND SECTION 59-30-50, RELATING TO TIMETABLES IN REGARD TO BASIC SKILLS ASSESSMENT, SO AS TO PROVIDE TIMETABLES FOR THE ASSESSMENT SYSTEM AND ACADEMIC ACHIEVEMENT STANDARDS; TO AMEND SECTION 59-30-80, RELATING TO NOTIFICATION TO PARENTS OF A STUDENT'S FAILURE TO MEET CERTAIN STANDARDS, SO AS TO REVISE REFERENCES; AND TO ADD SECTION 59-30-95 SO AS TO PROVIDE THAT TEACHER EDUCATION INSTITUTIONS MUST WORK WITH THE STATE BOARD OF EDUCATION AND THE DEPARTMENT OF EDUCATION TO INCORPORATE THE TEACHING OF CURRICULUM, INSTRUCTION, AND ASSESSMENT IN PRE-SERVICE EDUCATION AND PROFESSIONAL DEVELOPMENT; AND TO AMEND SECTION 59-65-40, RELATING TO HOME SCHOOLING PROGRAMS, SO AS TO REQUIRE THESE STUDENTS TO PARTICIPATE IN THE ASSESSMENT SYSTEM ON A SPECIFIED BASIS.
Be it enacted by the General Assembly of the State of South Carolina:
SECTION 1. The 1976 Code is amended by adding:
"Section 59-30-3. The South Carolina Education Standards and Assessment Commission shall develop clearly defined academic achievement standards in language arts, mathematics, science, and social studies which outline what high school graduates must know and be able to do if they are to be successful as they enter into the workforce or higher education. After the Commission has defined the academic achievement standards, it shall hold a series of at least eight public hearings across the State to seek comments and recommendations on the standards from parents, school district staff, teachers, business people, and other members of the community. Based on the information received, the commission shall refine the standards and then recommend to the State Board of Education for adoption state academic achievement standards expected of a high school graduate.
Upon adoption of the state academic achievement standards expected of high school graduates by the State Board of Education, the Commission shall establish academic achievement standards throughout grades one through twelve to inform students, their parents, and the schools how well the students are progressing toward the state's graduation standards.
The Standards and Assessment Commission shall work with the State Board of Education and the Department of Education to develop a state assessment system to measure how well students are progressing toward meeting the state's academic achievement standards and to measure whether students have met these standards as a part of the requirements for a South Carolina high school diploma."
SECTION 2. The 1976 Code is amended by adding:
"Section 59-30-5. The State Board of Education, working with the South Carolina Education Standards and Assessment Commission, shall adopt state academic achievement standards in language arts, mathematics, science, and social studies expected of a high school graduate, provide content and achievement standards for kindergarten through grade twelve, and establish an assessment system to measure student progress in meeting the state's academic achievement standards.
Information derived from the assessment system shall provide:
(a) information for improving classroom instruction and learning;
(b) public accountability by setting expected achievement levels and reporting on student and school performance;
(c) program evaluation data; and
(d) information for assisting policy makers in decision making."
SECTION 3. The 1976 Code is amended by adding:
"Section 59-30-7. For purposes of this chapter, the following definitions apply:
(1) `academic achievement standards' means specific statements on `content standards' which define what a student should know and be able to do in a particular academic area and on `achievement standards,' which define desired or expected levels of performance on the content standards;
(2) `assessment' means an analysis and description of student accomplishment relative to academic achievement standards;
(3) `continuous assessment' means ongoing documentation of a child's academic progress based on observation and measurements of that child's development in areas such as reading and math, and analyzing how well a child is progressing academically;
(4) `standardized assessment' means an assessment administered under a common set of conditions for all those taking the test; and
(5) `language arts' means reading, writing, speaking, listening, spelling and grammar.
(6) `social studies' means history, government, economics, and geography."
SECTION 4. Section 59-30-10 of the 1976 Code, as last amended by Act 3 of 1995, bearing Ratification Number 622 of 1994, is further amended to read:
"Section 59-30-10. The State Board of Education working with the Commission shall:
(a) Establish state educational objectives in the basic skills academic achievement standards for kindergarten through grade twelve and establish minimum benchmarks of performance in language arts, mathematics, science, and social studies standards of student achievement for readiness and Grades 1, 2, 3, 6, 8, and 11 12. The term `basic skills' shall include mathematics and the communication skills of reading and writing. The minimum achievement standards for readiness Grades 1, 2, 3, 6, 8, and 11 12 shall be designed to reflect the level of skill mastery basic, proficient, and advanced levels of performance, as determined by the State Board of Education with the Education Standards and Assessment Commission, each student is expected to have attained at the various grades needs to succeed at subsequent grade levels and progress toward the state's graduation standards.
(b) (1)Establish a state basic skills an early childhood assessment program system (kindergarten through grade three) that shall include an assessment of preparedness for formal schooling and a model of on-going assessment of student achievement through each school year, kindergarten through grade three. Local districts may use a state model or choose their own model using criteria established by the State Board of Education. The state board shall cause to be administered the administration to all public school students at the beginning of grade one a readiness test an assessment that will be designed to measure a student's readiness to begin the level of preparation for formal school curriculum. The results of the readiness test first grade assessment shall be used to provide appropriate developmental activities in the first grade and may not be used to restrict school entry or academic opportunities for individual students.
(2) Provide for the administration of the readiness test at the beginning of the school year in grade one. Based on the results of the test assessment, the school district shall advise suggest to the parents of any student not indicating readiness preparation for first-grade work to secure a complete physical examination for that child. Such advice by the school district shall contain information about local governmental health services that are available.
(c) (1) As a part of the basic skills state assessment program, develop or select criterion-referenced tests standardized assessments that can measure student achievement in reading and language arts, mathematics, science, and social studies in grades one, two and three, six, and eight against the standard basis, proficient, and advanced standards established for each of those respective grades.
(2) Cause to be administered the tests assessment system provided for herein to all public school students at the end of grades one, two and three, six, and eight in language arts, mathematics, science, and social studies. The purpose of the tests assessment system shall be that of diagnosis of student deficiencies academic difficulties and that of an aid in determining instruction needed by the student in achieving the minimum statewide academic achievement standards established for each respective grade.
(d) (1) As a part of the basic skills assessment program, develop or select criterion-referenced tests that can measure student achievement in reading, writing and mathematics in grades six and eight against the standard established for each of those respective grades.
(2) Cause to be administered the test provided for grade six to all public school students at the end of grade six and shall cause to be administered the test provided for grade eight to all public school students at the end of grade eight. The purpose of the tests shall be that of diagnosis of student deficiencies and that of an aid in determining instruction needed by the student in achieving the minimum statewide standard established for each respective grade.
(e)(d) Develop, or select, and field test tests an assessment that will measure student achievement at basic, proficient, and advanced levels as determined by the State Board of Education, in the basic skills areas of reading, writing language arts, and mathematics, science, and social studies at the end of grade 11 12 which shall include items requiring the application of school skills to life situations acquired knowledge to problem solving as found in work life and post-secondary training and education. The field test and the subsequent administration of the assessment at grade twelve shall be conducted for the purpose of establishing the reliability and validity of the test and collection baseline data for determining the standards to be obtained as a part of the requirements for a high school diploma.
(f)(e) Beginning in the school year 1981-82 1996-97 and continuing through the school year 1984-85 1999-2000, administer the test assessment specified in item (e) of this section (d) to all students in grade eleven twelve for the purpose of collecting baseline data. The Department of Education shall use the baseline data for the purpose of program assessment and shall provide assistance to those schools or districts in which the data indicate that program adjustment or modification is most needed due to inordinate numbers of children not passing the test meeting standards. The State Board of Education shall use the baseline data for the purpose of determining the high school credentials to be awarded students not meeting the minimum achievement scores. Beginning with the school year 1985-86 2000-2001, the eleventh grade examination may be twelfth grade assessment will no longer be administered and the board shall cause to be administered an a new exit examination to all tenth grade students. Local school districts shall establish remedial programs to academic assistance plans and shall assist those students who do not pass the examination. Passage of this exit examination is a condition for the receipt of a state high school diploma for those students who otherwise meet the requirements for the diploma during the school year 1989-90 2002-2003 and thereafter. Additionally, during the that school year 1989-90 and thereafter individuals participating in adult education programs must pass the exit examination as an additional a requirement for the receipt of a state high school diploma. Failure to pass the examination obligates the student to enroll participate in a remedial program an academic assistance program until such time as the student, parent or guardian, school officials determine that the assistance is no longer needed. Students who do not pass the examination in the tenth grade must retake the test at least once in the eleventh grade and may retake the test at least twice in the twelfth grade, thereby providing students with no fewer than four opportunities to pass the exit examination. If an individual exits the school system at the end of the twelfth grade without having passed the exit examination, he shall be awarded an appropriate state certificate indicating the number of credits earned and grades completed or may be offered the opportunity to:
(1) accept a certificate indicating the number of credits earned and grades completed instead of a diploma;
(2) return in the fall as a senior if he is under the maximum age for attending high school, fully enroll in school, and retake the exit examination twice if necessary in the same manner it is offered to other seniors;
(3) enroll in the summer school exit exam program established below; or
(4) enroll in adult education.
For a student who has failed to pass the exit examination after four chances and who certifies that his military, educational, or other career goals must be placed on hold as a result of his failure to pass the exit exam, a summer testing of the exit exam following a remediation program in summer school after the student's twelfth grade year may be offered to allow these students to move forward with their career in a timely manner. If the student fails the exit exam following this summer program, he must then be offered the options (1), (2), or (4) referred to above. All costs related to the summer school program and summer testing of the exit exam must be paid by the student.
Students who pass any portion of the exit assessment at the basic or proficient level may retake that portion during the eleventh and twelfth grade to advance their score. If a student retakes a portion of the exit assessment, the highest scores earned on that portion shall be the student's final score. Until school year 2002-2003 when the new exit exam is implemented as a condition for receipt of a state high school diploma, the current exit exam shall continue to be used as a condition for a state high school diploma.
(f) Administer a test of student academic performance which builds upon the established academic achievement standards and provides nationally normative information in at least grades five, nine, and eleven.
(g) Use utmost care to insure ensure that to the maximum extent feasible, within existing knowledge and technology cultural bias is eliminated in the tests administered as a part of the basic skills assessment program.
(h) Purchase and distribute necessary materials for the assessment program and train state and local staff and teachers to administer the tests in the assessment program and to interpret the results of those tests.
(i) Provide for the security and integrity of the tests that are administered under the assessment program.
(j) Revise and update the tests administered under the assessment program as deemed appropriate by the department.
(k) Render advice and aid to school districts concerning their curricula and the assessment program.
(l) Report the results of the program annually to the Governor, the General Assembly, the school districts, and to the general public, together with any recommendations of the South Carolina Basic Skills Advisory Commission created pursuant to Section 59-30-20.
(m) Consult with such commission concerning the implementation of, or major changes to, the provisions of this chapter.
(n) Provide school districts with information concerning basic instructional programs which have been demonstrated to be effective in developing readiness skills or in the teaching of reading, writing, and mathematics. The Department of Education shall encourage school districts to adopt programs that are determined to be appropriate to the needs of their students.
(o) Provide appropriate office space, staff, equipment, and supplies to the Basic Skills Advisory Commission.
Establish statewide educational objectives in science for grades one through eight and establish minimum standards of student achievement for grades three, six, and eight. The State Board of Education, through the Department of Education, also shall develop and field-test, as part of the Basic Skills Assessment Program, criterion-referenced tests that will measure student achievement in science in grades three, six, and eight against the standards established for each of these respective grades and cause to be administered the tests provided for herein to all public school students at the end of grades three, six, and eight. The purpose of the test is that of diagnosis of student deficiencies and that of an aid in determining instruction needed by the student in achieving the minimum statewide standard established for each respective grade."
SECTION 5. Section 59-30-15 of 1976 Code is amended by adding:
"(G) Students with discalculia, and with other documented learning disabilities in mathematics as stipulated by regulation of the State Board of Education, and as included in the student's IEP, may use a calculator on the mathematics portion of the exit exam."
SECTION 6. The 1976 Code is amended by adding:
"Section 59-30-17. In carrying out the duties outlined in this chapter, the State Board of Education shall:
(a) Use utmost care to insure ensure that to the maximum extent feasible, within existing knowledge and technology cultural bias is eliminated in the tests administered as a part of the assessment program.
(b) Purchase and distribute necessary materials for the assessment program and train state and local staff and teachers to administer the tests in the assessment program and to interpret the results of those tests.
(c) Provide information on individual student progress and aggregated information on students' progress to parents and schools as required by Section 59-139-60. The purpose of providing such information is to diagnose student academic difficulties and to aid in determining instruction needed by the student to achieve in subsequent grades and to progress in meeting state graduation standards.
(d) Provide for the security and integrity of the tests that are administered under the assessment program.
(e) Revise and update the assessments administered under the assessment program as deemed appropriate by the Department of Education in cooperation with the Education Standards and Assessment Commission but not to exceed five years before revisions are made.
(f) Render advice and aid to school districts concerning their curricula and the assessment program.
(g) Establish a nonsecure bank of sample questions and tasks at every benchmark grade level to augment the information available from the assessment system and to provide examples to teachers and schools for teacher-made tests.
(h) Report the results of the program annually to the Governor, the General Assembly, the school districts, and to the general public, together with any recommendations of the Education Standards and Assessment Commission and the Technical Advisory Group established pursuant to Section 59-30-20.
(i) Consult with the commission and the technical group concerning the implementation of, or major changes to, the provisions of this chapter.
(j) Provide school districts with information concerning instructional programs which have been demonstrated to be effective in the teaching of language arts, mathematics, science, and social studies. The Department of Education shall provide information and encouragement to school districts to adopt programs that are determined to be appropriate to the needs of their students. Student assessment data must be provided to schools and districts as required by Section 59-139-60 so that program deficiencies can be addressed.
(k) Provide support to the Education Standards and Assessment Commission and Technical Advisory Group as appropriate.
(l) Work with school officials and the School Improvement Councils to develop reporting formats most useful to schools in analyzing student performance relative to school improvement, to include longitudinal data, and to work with parents to develop a model format for reporting assessment information to parents that is easily understood and helpful to parents."
SECTION 7. Section 59-30-20 of the 1976 Code is amended to read:
"Section 59-30-20. (a) There is hereby created the South Carolina Basic Skills Advisory Commission Education Standards and Assessment Commission composed of twenty-five twenty-one members which shall establish academic standards and benchmarks in language arts, mathematics, science, and social studies and provide recommendations and advice to the Governor, General Assembly, and State Board of Education on the implementation of this chapter. The State Superintendent of Education shall appoint six members, one from each congressional district, with the advice and consent of the State Board of Education. His The superintendent's appointments shall be persons employed professionally in public education in this State other than employees of the State Department of Education and shall include at least two classroom teachers from the public schools, two parents of public school students, and two public school administrators. The Governor shall appoint seven nine members, to include one teacher education professor, one education professor in testing and measurement, two classroom teachers from the public schools, two parents of public school students, one person who is a member of a local school board of trustees who shall serve ex officio, and two members of the business community. The chairman of the Senate Education Committee shall appoint three members, one of whom, notwithstanding the provisions of Section 8-13-770, must be a member of the Senate Education Committee to serve ex officio. The chairman of the House Education and Public Works Committee shall appoint three members, one of whom, notwithstanding the provisions of Section 8-13-770, must be a member of the House Education and Public Works Committee to serve ex officio. lay persons known to be actively involved in public education issues, one from each congressional district and one at large. The Speaker of the House of Representatives and the President of the Senate shall each appoint six members from the general public. The terms of the members shall be for three years and until their successors are appointed and qualify. The members shall be appointed for terms of three years, except that the initial terms of the members must be staggered for two and three years to be determined by drawing lots at the first meeting of the commission. The members shall elect a chairman and such other officers who shall serve for terms of two years and until their successors are appointed. Any member who, without cause, fails to attend three consecutive meetings must be replaced by the appointing authority. Any vacancy shall be filled in the manner of the original appointment for the unexpired portion of the term only. Every consideration shall be given to insure ensure appropriate racial balance in appointments.
(b) Of the initial six members appointed by the State Superintendent of Education, members from the first and fourth districts shall be appointed to serve for terms of one year; members from the third and sixth districts shall be appointed to serve for terms of two years and members from the second and fifth districts shall be appointed to serve for terms of three years. Of the initial six members appointed by the Governor representing congressional districts, members from the second and fifth districts shall be appointed to serve for terms of one year; members from the third and sixth districts shall be appointed to serve for terms of two years and members from the first and fourth districts shall be appointed to serve for terms of three years. The members shall elect from among the lay members a chairman who shall serve for a term of one years and until his successor is elected and qualifies. The members of the commission shall receive such per diem, mileage, and subsistence as is provided by law for members of state boards, committees, and commissions to be paid from funds appropriated for the operation of the State Department of Education.
(b) The commission shall be convened no later than August 1, 1995, to:
(1) develop clearly defined academic achievement standards expected of high school graduates in language arts, mathematics, science, and social studies;
(2) hold public hearings across the State to receive public comment on the developed academic achievement standards and after refinement recommend standards to the Sate Board of Education standards;
(3) establish academic achievement standards in language arts, mathematics, science, and social studies throughout grades one through twelve;
(4) serve as an advisory body on the development and implementation of the state assessment system based on the academic achievement standards.
(c) After the development of the assessment system, the commission must review and recommend to the State Board of Education procedures for the development of a system of accountability for school improvement and the public school system to include performance standards, methods for measuring progress, and means of public reporting; and review and recommend procedures for a system of incentives for schools performing above expected levels.
(d) Issues to be reviewed by the commission shall include, but not be limited to, consideration of changes needed in the mandated assessment system in order to better meet the intent of the legislation; consideration of the grades to be tested with norm-referenced assessments; consideration of different types of response formats; review of the assessment system established in grades K-3; consideration of the type and medium for the item bank to be established for schools and districts; and review of data formats for assessment information sent to districts and schools.
(c)(e) The commission established by this section shall terminate June 30, 1991 2003.
(f) On the effective date of the establishment of the commission, in consultation with the State Board of Education, it shall select no more than three acknowledged authorities in the field of statewide assessment who shall be placed under contract through the Department of Education. This group, to be known as the Technical Advisory Group, shall be a consultant to the commission in its duties as established in this chapter and shall assist the Department of Education in the development of bid specifications for the assessment system and serve as consultant to the State Board of Education. The members of the Technical Advisory Group, and members of their immediate family, shall not be employed by or have an ownership interest in any testing company."
SECTION 8. Section 59-30-30 of the 1976 Code is amended to read:
"Section 59-30-30. All public school boards, through their local school districts, shall:
(a) Participate in the basic skills statewide assessment program established by this chapter.
(b) Adopt appropriate policies to ensure that a continuous assessment is assessments are made of an individual student's progress in relation to the statewide minimum academic achievement standards of student achievement performance for kindergarten through grades 1, 2, 3, 6, 8 and 11 grade twelve; and adopt a state model for early childhood assessment or select a district model which meets State Board of Education criteria. Models must be approved by the State Board of Education.
(c) Prior to the beginning of Beginning with the 1979-80 1996-97 school year provide appropriate in-service training staff development for all certified personnel implementing the basic skills statewide assessment program to ensure efficient and effective use of assessment results and methods of instruction. These professional developments shall be incorporated into the district and school plans as required by Section 59-139-10.
(d) Use the results of the tests administered under the basic skills statewide assessment program system to help in the diagnosis of student deficiencies and strengths and for a review of school performance.
(e) Provide basic instruction Plan, provide, and implement academic assistance to aid the student in bringing his performance up to the statewide minimum achievement standards for a particular grade when a deficiency is indicated by the results of the tests administered under the Basic skills assessment system program or the assessment procedures.
(f) (1) Whenever any standardized tests or assessments are administered, provide in writing test result assessment information to any a parent or guardian of a dependent child when the parent or guardian requests such information.
(2) Provide test information and With explanations of strengths and deficiencies to a parent or guardian of a dependent child found to have deficiencies and make suggestions for appropriate assistance to be given to the dependent child by the dependent child's parent or guardian."
SECTION 9. Section 59-30-50 of the 1976 Code is amended to read:
"Section 59-30-50. The following timetable applying to the State Department of Education activities shall be completed not later than the year indicated but nothing herein is intended to prohibit an earlier development or field testing of the tests or use of the test results by school districts to meet their responsibilities under this chapter when test results are made available.
1978-79 (a) Identification of basic skills objectives.
(b) Selection of readiness test for grade one.
1979-80 (a) Test development, field testing and test revision (grades 1 through 3, 6 and 8).
(b) Administration of readiness test--all students, grade one.
1980-81 (a) Administration of tests, (first grade readiness and grades 1 through 3, 6 and 8).
(b) Development or selection and field testing of eleventh grade test.
1981-82 (a) Administration of tests (first grade readiness and grades 1 through 3, 6 and 8).
(b) Administration of eleventh grade test, collection of baseline data.
1982-83 (a) Administration of all tests.
1983-84 and subsequent years. Administration of all tests.
1995-96 (a) Adopt academic achievement standards for graduation from high school in language arts, mathematics, science, and social studies at basic, proficient, and advanced levels;
(b) adopt academic achievement standards in all grades;
(c) field test the kindergarten through grade three assessment model statewide and pilot test other kindergarten through grade three assessment models, if appropriate.
1996-97 (a) Pilot test grades three, six, eight, and twelve assessments in language arts, mathematics, science, and social studies; and
(b) administer standardized tests for national comparisons in at least three grades.
1997-98 (a) Phase in a kindergarten through grade three assessment model and field test other kindergarten through grade three assessment models, if appropriate;
(b) field test the grades three, six, eight, and twelve assessments in language arts and mathematics, science, and social studies statewide;
(c) administer standardized tests for national comparisons in at least three grades.
1998-99 (a) Continue phase-in of kindergarten through grade three assessment models;
(b) implement grades three, six, and eight assessments in language arts, mathematics, science, and social studies;
(c) administer new exit assessment in language arts, mathematics, science, and social studies to grade twelve students to obtain baseline data;
(d) administer standardized tests for national comparisons in at least three grades.
1999-2000 (a) Complete phase-in of kindergarten through grade three assessment models;
(b) administer new exit assessments in language arts, mathematics, science, and social studies for students in grade twelve to obtain baseline data;
(c) administer standardized tests for national comparisons in at least three grades; and
(d) select new standardized assessments for national comparisons in mathematics and language arts in at least three grades.
2000-2001 (a) Implement the new exit assessments in language arts and mathematics for students in grade ten; and
(b) administer new standardized assessments for national comparisons in at least three grades.
2001-2002 (a) Continue implementation of new exit assessment in language arts, mathematics, science, and social studies for students in grades ten and eleven.
(b) Continue administration of new standardized assessments for national comparisons in at least three grades.
2002-2003 (a) Complete implementation of new exit assessment in language arts, mathematics, science, and social studies for students in grades ten, eleven, and twelve."
SECTION 10. Section 59-30-80 of the 1976 Code is amended to read:
"Section 59-30-80. The parents or guardian of any student who does not meet the minimum academic achievement standards set for any test prescribed in this chapter shall be notified in writing by the school and such notice shall be filed in the scholastic records of the student concerned."
SECTION 11. The 1976 Code is amended by adding:
"Section 59-30-95. Teacher education institutions must work with the State Board of Education and the Department of Education to incorporate the teaching of curriculum, instruction, and assessment and issues of improved classroom assessment and instruction in pre-service education and professional development."
SECTION 12. Section 59-65-40(A)(6) is amended to read:
"(6) students must participate in the annual statewide testing program and the Basic Skills Assessment Program assessment program approved by the State Board of Education for their appropriate grade level. The tests assessments must be administered by a certified school district employee either with the public school students or by special arrangement at the student's place of instruction, at the parent's option, except that the assessment in grades kindergarten through grade 3, shall be administered by the student's instructor. The parent is responsible for paying the test administrator if the test is administered at the student's home; and"
SECTION 13. This act takes effect upon approval by the Governor.