| HB 308 - QBE; end-of-course exams; student performance goals |
First Reader Summary
A BILL to amend Article 6 of Chapter 2 of Title 20 of the
Official Code of Georgia Annotated, the "Quality Basic Education
Act," so as to require secondary students to pass and
end-of-course examination adopted by the State Board of Education
in order to receive credit for certain courses; and for other
purposes.
| House |
Action |
Senate |
| 1/28/99 |
Read 1st Time |
|
| 1/29/99 |
Read 2nd Time |
|
HB 308 LC 27 0694
A BILL TO BE ENTITLED
AN ACT
1- 1 To amend Article 6 of Chapter 2 of Title 20 of the Official
1- 2 Code of Georgia Annotated, the "Quality Basic Education
1- 3 Act," so as to require secondary students to pass an
1- 4 end-of-course examination adopted by the State Board of
1- 5 Education in order to receive credit for certain courses; to
1- 6 require the State Board of Education to establish annual
1- 7 student performance goals for each elementary and secondary
1- 8 school in this state; to provide for the establishment of
1- 9 goals for basic, performing, and excelling schools; to
1-10 provide for the payment of bonuses to certain personnel at a
1-11 school that achieves its student performance goals; to
1-12 provide for the appointment and duties of progress support
1-13 teams for certain schools; to define certain terms; to
1-14 provide for related matters; to provide for an effective
1-15 date; to repeal conflicting laws; and for other purposes.
1-16 BE IT ENACTED BY THE GENERAL ASSEMBLY OF GEORGIA:
1-17 SECTION 1.
1-18 Article 6 of Chapter 2 of Title 20 of the Official Code of
1-19 Georgia Annotated, the "Quality Basic Education Act," is
1-20 amended in Code Section 20-2-281, relating to the assessment
1-21 of the effectiveness of educational programs, by adding a
1-22 new subsection (c.1) to read as follows:
1-23 "(c.1) No later than July 1, 2000, the State Board of
1-24 Education shall adopt end-of-course assessment instruments
1-25 for students in secondary grades who have completed
1-26 Algebra I, American and Georgia Government, American
1-27 History, American Literature, Biology I, Chemistry I,
1-28 Geometry, and Writing and Composition and shall establish
1-29 a passing score for each such instrument. On and after
1-30 September 1, 2000, a student may not receive course credit
1-31 for Algebra I, American and Georgia Government, American
1-32 History, American Literature, Biology I, Chemistry I,
1-33 Geometry, or Writing and Composition until he or she has
1-34 earned a passing score on the applicable end-of-course
1-35 assessment instrument. The requirements of this subsection
-1-
2- 1 shall not apply to any disabled student who is lawfully
2- 2 assigned to a special education program unless such
2- 3 requirements are consistent with the student's
2- 4 Individualized Education Program."
2- 5 SECTION 2.
2- 6 Said article is further amended by adding a new Part 12A to
2- 7 read as follows:
2- 8 20-2-285.
2- 9 As used in this part, the term:
2-10 (1) 'Advanced' means having demonstrated superior
2-11 performance.
2-12 (2) 'Chronic absenteeism' means the absence of a student
2-13 from school for ten days or more during the year,
2-14 regardless of the reason for the absence.
2-15 (3) 'Criterion-referenced instrument' means
2-16 criterion-referenced tests to measure the quality core
2-17 curriculum developed pursuant to subsection (a) of Code
2-18 Section 20-2-281.
2-19 (4) 'Elementary school' means any school whose
2-20 facilities house grades three, four, or five.
2-21 (5) 'High school' means any school whose facilities
2-22 house grade eleven.
2-23 (6) 'Middle school' means any school whose facilities
2-24 house grade eight.
2-25 (7) 'Paraprofessional' shall have the same meaning as
2-26 provided in Code Section 20-2-204.
2-27 (8) 'Proficient' means having the requisite knowledge
2-28 for mastery of the content area.
2-29 20-2-286.
2-30 (a) The State Board of Education shall establish annual
2-31 student performance goals for each elementary and
2-32 secondary school in this state. The goals set forth in
2-33 Code Sections 20-2-287, 20-2-287.1, and 20-2-287.2 are
2-34 goals to be achieved over a period of five years. In
2-35 setting annual goals for each school, the state board
2-36 shall measure the progress necessary for the school to
2-37 reach the goal and divide that increment into five equal
-2-
3- 1 parts to be achieved in each of five school years;
3- 2 provided, however, that the annual increment for each goal
3- 3 shall be no less than a two percentage point increase for
3- 4 each school year.
3- 5 (b) The state board shall establish goals for each school
3- 6 according to the following schedule:
3- 7 (1) No later than September 1, 1999, for the 1999-2000
3- 8 school year, using the goals set forth in subsection (a)
3- 9 of Code Section 20-2-287 for elementary school grades,
3-10 the goals set forth in subsection (a) of Code Section
3-11 20-2-287.1 for middle school grades, and the goals set
3-12 forth in subsection (a) of Code Section 20-2-287.2 for
3-13 high school grades;
3-14 (2) No later than August 1, 2000, for the 2000-2001
3-15 school year, using the goals set forth in subsection (b)
3-16 of Code Section 20-2-287 for elementary school grades,
3-17 the goals set forth in subsection (b) of Code Section
3-18 20-2-287.1 for middle school grades, and the goals set
3-19 forth in subsection (a) of Code Section 20-2-287.2 for
3-20 high school grades; and
3-21 (3) No later than August 1, 2001, for the school years
3-22 2001-2002 through 2005-2006, and every five years
3-23 thereafter, using the goals set forth in subsection (c)
3-24 of Code Section 20-2-287 for elementary school grades,
3-25 the goals set forth in subsection (c) of Code Section
3-26 20-2-287.1 for middle school grades, and the goals set
3-27 forth in subsection (b) of Code Section 20-2-287.2 for
3-28 high school grades.
3-29 (c) In establishing goals for a particular school, the
3-30 state board shall use the following criteria: if a school
3-31 fails to meet all of the goals for a basic school, then
3-32 its goals shall be those for basic schools; if a school
3-33 has achieved each of the goals for a basic school but not
3-34 all of the goals for a performing school, then its goals
3-35 shall be those for performing schools; and if a school has
3-36 achieved each of the goals for a performing school but not
3-37 all of the goals for an excelling school, then its goals
3-38 shall be those for excelling schools.
3-39 (d) The goals set forth in Code Section 20-2-287 for
3-40 students in grade six shall apply to schools whose
3-41 facilities house grade six, regardless of whether such
3-42 school is an elementary school or a middle school.
-3-
4- 1 20-2-287.
4- 2 (a)(1) For the 1999-2000 school year, the goals for
4- 3 basic elementary schools shall be that:
4- 4 (A) Fifty percent or more of students in grade three
4- 5 score above the national median on a nationally
4- 6 norm-referenced instrument in reading;
4- 7 (B) Fifty percent or more of students in grade five
4- 8 score above the national median on a nationally
4- 9 norm-referenced instrument in reading;
4-10 (C) Fifty percent or more of students in grade three
4-11 score above the national median on a nationally
4-12 norm-referenced instrument in mathematics;
4-13 (D) Fifty percent or more of students in grade five
4-14 score above the national median on a nationally
4-15 norm-referenced instrument in mathematics; and
4-16 (E) The rate of chronic absenteeism is below the state
4-17 median for the prior school year.
4-18 (2) For the 1999-2000 school year, the goals for
4-19 performing elementary schools shall be:
4-20 (A) Those goals set forth for basic elementary schools
4-21 under paragraph (1) of this subsection;
4-22 (B) That 75 percent or more of students in grade three
4-23 score above the national twenty-fifth percentile on a
4-24 nationally norm-referenced instrument in reading;
4-25 (C) That 75 percent or more of students in grade five
4-26 score above the national twenty-fifth percentile on a
4-27 nationally norm-referenced instrument in reading;
4-28 (D) That 75 percent or more of students in grade three
4-29 score above the national twenty-fifth percentile on a
4-30 nationally norm-referenced instrument in mathematics;
4-31 (E) That 75 percent or more of students in grade five
4-32 score above the national twenty-fifth percentile on a
4-33 nationally norm-referenced instrument in mathematics;
4-34 (F) That 50 percent or more of students in grade three
4-35 score above the national median on a nationally
4-36 norm-referenced instrument in science;
4-37 (G) That 50 percent or more of students in grade five
4-38 score above the national median on a nationally
4-39 norm-referenced instrument in science;
-4-
5- 1 (H) That 50 percent or more of students in grade three
5- 2 score above the national median on a nationally
5- 3 norm-referenced instrument in social studies; and
5- 4 (I) That 50 percent or more of students in grade five
5- 5 score above the national median on a nationally
5- 6 norm-referenced instrument in social studies.
5- 7 (3) For the 1999-2000 school year, the goals for
5- 8 excelling elementary schools shall be:
5- 9 (A) Those goals set forth for performing elementary
5-10 schools under paragraph (2) of this subsection;
5-11 (B) That 25 percent or more of students in grade three
5-12 score above the national seventy-fifth percentile on a
5-13 nationally norm-referenced instrument in reading;
5-14 (C) That 25 percent or more of students in grade five
5-15 score above the national seventy-fifth percentile on a
5-16 nationally norm-referenced instrument in reading;
5-17 (D) That 25 percent or more of students in grade three
5-18 score above the national seventy-fifth percentile on a
5-19 nationally norm-referenced instrument in mathematics;
5-20 (E) That 25 percent or more of students in grade five
5-21 score above the national seventy-fifth percentile on a
5-22 nationally norm-referenced instrument in mathematics;
5-23 (F) That 25 percent or more of students in grade three
5-24 score above the national seventy-fifth percentile on a
5-25 nationally norm-referenced instrument in science;
5-26 (G) That 25 percent or more of students in grade five
5-27 score above the national seventy-fifth percentile on a
5-28 nationally norm-referenced instrument in science;
5-29 (H) That 25 percent or more of students in grade three
5-30 score above the national seventy-fifth percentile on a
5-31 nationally norm-referenced instrument in social
5-32 studies; and
5-33 (I) That 25 percent or more of students in grade five
5-34 score above the national seventy-fifth percentile on a
5-35 nationally norm-referenced instrument in social
5-36 studies.
5-37 (b)(1) For the 2000-2001 school year, the goals for
5-38 basic elementary schools shall be that:
-5-
6- 1 (A) Fifty percent or more of students in grade four
6- 2 score as proficient on a criterion-referenced
6- 3 instrument in reading;
6- 4 (B) Fifty percent or more of students in grade four
6- 5 score as proficient on a criterion-referenced
6- 6 instrument in language arts;
6- 7 (C) Fifty percent or more of students in grade four
6- 8 score as proficient on a criterion-referenced
6- 9 instrument in mathematics; and
6-10 (D) The rate of chronic absenteeism is below the state
6-11 median for the prior school year.
6-12 (2) For the 2000-2001 school year, the goals for
6-13 performing elementary schools shall be:
6-14 (A) Those goals set forth for basic elementary schools
6-15 under paragraph (1) of this subsection;
6-16 (B) That 75 percent or more of students in grade four
6-17 score as proficient on a criterion-referenced
6-18 instrument in reading;
6-19 (C) That 75 percent or more of students in grade four
6-20 score as proficient on a criterion-referenced
6-21 instrument in language arts; and
6-22 (D) That 75 percent or more of students in grade four
6-23 score as proficient on a criterion-referenced
6-24 instrument in mathematics.
6-25 (3) For the 2000-2001 school year, the goals for
6-26 excelling elementary schools shall be:
6-27 (A) Those goals set forth for performing elementary
6-28 schools under paragraph (2) of this subsection;
6-29 (B) That 50 percent or more of students in grade four
6-30 score as advanced on a criterion-referenced instrument
6-31 in reading;
6-32 (C) That 50 percent or more of students in grade four
6-33 score as advanced on a criterion-referenced instrument
6-34 in language arts; and
6-35 (D) That 50 percent or more of students in grade four
6-36 score as advanced on a criterion-referenced instrument
6-37 in mathematics.
6-38 (c)(1) For the 2001-2002 school year and thereafter, the
6-39 goals for basic elementary schools shall be that:
-6-
7- 1 (A) Fifty percent or more of students in grade four
7- 2 score as proficient on a criterion-referenced
7- 3 instrument in reading;
7- 4 (B) Fifty percent or more of students in grade four
7- 5 score as proficient on a criterion-referenced
7- 6 instrument in language arts;
7- 7 (C) Fifty percent or more of students in grade four
7- 8 score as proficient on a criterion-referenced
7- 9 instrument in mathematics; and
7-10 (D) The rate of chronic absenteeism is below the state
7-11 median for the prior school year.
7-12 (2) For the 2001-2002 school year and thereafter, the
7-13 goals for performing elementary schools shall be:
7-14 (A) Those goals set forth for basic elementary schools
7-15 under paragraph (1) of this subsection;
7-16 (B) That 75 percent or more of students in grade four
7-17 score as proficient on a criterion-referenced
7-18 instrument in reading;
7-19 (C) That 75 percent or more of students in grade four
7-20 score as proficient on a criterion-referenced
7-21 instrument in language arts;
7-22 (D) That 75 percent or more of students in grade four
7-23 score as proficient on a criterion-referenced
7-24 instrument in mathematics;
7-25 (E) That 50 percent or more of students in grade four
7-26 score as proficient on a criterion-referenced
7-27 instrument in science; and
7-28 (F) That 50 percent or more of students in grade four
7-29 score as proficient on a criterion-referenced
7-30 instrument in social studies.
7-31 (3) For the 2001-2002 school year and thereafter, the
7-32 goals for excelling elementary schools shall be:
7-33 (A) Those goals set forth for performing elementary
7-34 schools under paragraph (2) of this subsection;
7-35 (B) That 50 percent or more of students in grade four
7-36 score as advanced on a criterion-referenced instrument
7-37 in reading;
-7-
8- 1 (C) That 50 percent or more of students in grade four
8- 2 score as advanced on a criterion-referenced instrument
8- 3 in language arts; and
8- 4 (D) That 50 percent or more of students in grade four
8- 5 score as advanced on a criterion-referenced instrument
8- 6 in mathematics.
8- 7 20-2-287.1.
8- 8 (a)(1) For the 1999-2000 school year, the goals for
8- 9 basic middle schools shall be that:
8-10 (A) Fifty percent or more of students in grade eight
8-11 score above the national median on a nationally
8-12 norm-referenced instrument in reading;
8-13 (B) Fifty percent or more of students in grade eight
8-14 score above the national median on a nationally
8-15 norm-referenced instrument in mathematics;
8-16 (C) Fifty percent or more of students in grade eight
8-17 score as proficient on the writing assessment
8-18 administered pursuant to subsection (a) of Code
8-19 Section 20-2-281;
8-20 (D) The rate of chronic absenteeism is below the state
8-21 median for the prior school year; and
8-22 (E) The percentage of students who drop out of school
8-23 is below the state median for the prior school year.
8-24 (2) For the 1999-2000 school year, the goals for
8-25 performing middle schools shall be:
8-26 (A) Those goals set forth for basic middle schools
8-27 under paragraph (1) of this subsection;
8-28 (B) That 75 percent or more of students in grade eight
8-29 score above the national twenty-fifth percentile on a
8-30 nationally norm-referenced instrument in reading;
8-31 (C) That 75 percent or more of students in grade eight
8-32 score above the national twenty-fifth percentile on a
8-33 nationally norm-referenced instrument in mathematics;
8-34 (D) That 75 percent or more of students in grade eight
8-35 score as proficient on the writing assessment
8-36 administered pursuant to subsection (a) of Code
8-37 Section 20-2-281;
-8-
9- 1 (E) That 50 percent or more of students in grade eight
9- 2 score above the national median on a nationally
9- 3 norm-referenced instrument in science; and
9- 4 (F) That 50 percent or more of students in grade eight
9- 5 score about the national median on a nationally
9- 6 norm-referenced instrument in social studies.
9- 7 (3) For the 1999-2000 school year, the goals for
9- 8 excelling middle schools shall be:
9- 9 (A) Those goals set forth for performing middle
9-10 schools under paragraph (2) of this subsection;
9-11 (B) That 25 percent or more of students in grade eight
9-12 score above the national seventy-fifth percentile on a
9-13 nationally norm-referenced instrument in reading;
9-14 (C) That 25 percent or more of students in grade eight
9-15 score above the national seventy-fifth percentile on a
9-16 nationally norm-referenced instrument in mathematics;
9-17 (D) That 25 percent or more of students in grade eight
9-18 score above the national seventy-fifth percentile on a
9-19 nationally norm-referenced instrument in science; and
9-20 (E) That 25 percent or more of students in grade eight
9-21 score above the national seventy-fifth percentile on a
9-22 nationally norm-referenced instrument in social
9-23 studies.
9-24 (b)(1) For the 2000-2001 school year, the goals for
9-25 basic middle schools shall be that:
9-26 (A) Fifty percent or more of students in grade six
9-27 score as proficient on a criterion-referenced
9-28 instrument in reading;
9-29 (B) Fifty percent or more of students in grade eight
9-30 score as proficient on a criterion-referenced
9-31 instrument in reading;
9-32 (C) Fifty percent or more of students in grade six
9-33 score as proficient on a criterion-referenced
9-34 instrument in language arts;
9-35 (D) Fifty percent or more of students in grade eight
9-36 score as proficient on a criterion-referenced
9-37 instrument in language arts;
-9-
10- 1 (E) Fifty percent or more of students in grade six
10- 2 score as proficient on a criterion-referenced
10- 3 instrument in mathematics;
10- 4 (F) Fifty percent or more of students in grade eight
10- 5 score as proficient on a criterion-referenced
10- 6 instrument in mathematics;
10- 7 (G) Fifty percent or more of students in grade eight
10- 8 score as proficient on the writing assessment
10- 9 administered pursuant to subsection (a) of Code
10-10 Section 20-2-281;
10-11 (H) The rate of chronic absenteeism is below the state
10-12 median for the prior school year; and
10-13 (I) The percentage of students who drop out of school
10-14 is below the state median for the prior school year.
10-15 (2) For the 2000-2001 school year, the goals for
10-16 performing middle schools shall be:
10-17 (A) Those goals set forth for basic middle schools
10-18 under paragraph (1) of this subsection;
10-19 (B) That 75 percent or more of students in grade six
10-20 score as proficient on a criterion-referenced
10-21 instrument in reading;
10-22 (C) That 75 percent or more of students in grade eight
10-23 score as proficient on a criterion-referenced
10-24 instrument in reading;
10-25 (D) That 75 percent or more of students in grade six
10-26 score as proficient on a criterion-referenced
10-27 instrument in language arts;
10-28 (E) That 75 percent or more of students in grade eight
10-29 score as proficient on a criterion-referenced
10-30 instrument in language arts;
10-31 (F) That 75 percent or more of students in grade six
10-32 score as proficient on a criterion-referenced
10-33 instrument in mathematics;
10-34 (G) That 75 percent or more of students in grade eight
10-35 score as proficient on a criterion-referenced
10-36 instrument in mathematics; and
10-37 (H) That 75 percent or more of students in grade eight
10-38 score as proficient on the writing assessment
-10-
11- 1 administered pursuant to subsection (a) of Code
11- 2 Section 20-2-281.
11- 3 (3) For the 2000-2001 school year, the goals for
11- 4 excelling middle schools shall be:
11- 5 (A) Those goals set forth for performing middle
11- 6 schools under paragraph (2) of this subsection;
11- 7 (B) That 50 percent or more of students in grade six
11- 8 score as advanced on a criterion-referenced instrument
11- 9 in reading;
11-10 (C) That 50 percent or more of students in grade eight
11-11 score as advanced on a criterion-referenced instrument
11-12 in reading;
11-13 (D) That 50 percent or more of students in grade six
11-14 score as advanced on a criterion-referenced instrument
11-15 in language arts;
11-16 (E) That 50 percent or more of students in grade eight
11-17 score as advanced on a criterion-referenced instrument
11-18 in language arts;
11-19 (F) That 50 percent or more of students in grade six
11-20 score as advanced on a criterion-referenced instrument
11-21 in mathematics; and
11-22 (G) That 50 percent or more of students in grade eight
11-23 score as advanced on a criterion-referenced instrument
11-24 in mathematics.
11-25 (c)(1) For the 2001-2002 school year and thereafter, the
11-26 goals for basic middle schools shall be that:
11-27 (A) Fifty percent or more of students in grade six
11-28 score as proficient on a criterion-referenced
11-29 instrument in reading;
11-30 (B) Fifty percent or more of students in grade eight
11-31 score as proficient on a criterion-referenced
11-32 instrument in reading;
11-33 (C) Fifty percent or more of students in grade six
11-34 score as proficient on a criterion-referenced
11-35 instrument in language arts;
11-36 (D) Fifty percent or more of students in grade eight
11-37 score as proficient on a criterion-referenced
11-38 instrument in language arts;
-11-
12- 1 (E) Fifty percent or more of students in grade six
12- 2 score as proficient on a criterion-referenced
12- 3 instrument in mathematics;
12- 4 (F) Fifty percent or more of students in grade eight
12- 5 score as proficient on a criterion-referenced
12- 6 instrument in mathematics;
12- 7 (G) Fifty percent or more of students in grade eight
12- 8 score as proficient on the writing assessment
12- 9 administered pursuant to subsection (a) of Code
12-10 Section 20-2-281;
12-11 (H) The rate of chronic absenteeism is below the state
12-12 median for the prior school year; and
12-13 (I) The percentage of students who drop out of school
12-14 is below the state median for the prior school year.
12-15 (2) For the 2001-2002 school year and thereafter, the
12-16 goals for performing middle schools shall be:
12-17 (A) Those goals set forth for basic middle schools
12-18 under paragraph (1) of this subsection;
12-19 (B) That 75 percent or more of students in grade six
12-20 score as proficient on a criterion-referenced
12-21 instrument in reading;
12-22 (C) That 75 percent or more of students in grade eight
12-23 score as proficient on a criterion-referenced
12-24 instrument in reading;
12-25 (D) That 75 percent or more of students in grade six
12-26 score as proficient on a criterion-referenced
12-27 instrument in language arts;
12-28 (E) That 75 percent or more of students in grade eight
12-29 score as proficient on a criterion-referenced
12-30 instrument in language arts;
12-31 (F) That 75 percent or more of students in grade six
12-32 score as proficient on a criterion-referenced
12-33 instrument in mathematics;
12-34 (G) That 75 percent or more of students in grade eight
12-35 score as proficient on a criterion-referenced
12-36 instrument in mathematics;
12-37 (H) That 50 percent or more of students in grade six
12-38 score as proficient on a criterion-referenced
12-39 instrument in science;
-12-
13- 1 (I) That 50 percent or more of students in grade eight
13- 2 score as proficient on a criterion-referenced
13- 3 instrument in science;
13- 4 (J) That 50 percent or more of students in grade six
13- 5 score as proficient on a criterion-referenced
13- 6 instrument in social studies;
13- 7 (K) That 50 percent or more of students in grade eight
13- 8 score as proficient on a criterion-referenced
13- 9 instrument in social studies; and
13-10 (L) That 75 percent or more of students in grade eight
13-11 score as proficient on the writing assessment
13-12 administered pursuant to subsection (a) of Code
13-13 Section 20-2-281.
13-14 (3) For the 2001-2002 school year and thereafter, the
13-15 goals for excelling middle schools shall be:
13-16 (A) Those goals set forth for performing middle
13-17 schools under paragraph (2) of this subsection;
13-18 (B) That 50 percent or more of students in grade six
13-19 score as advanced on a criterion-referenced instrument
13-20 in reading;
13-21 (C) That 50 percent or more of students in grade eight
13-22 score as advanced on a criterion-referenced instrument
13-23 in reading;
13-24 (D) That 50 percent or more of students in grade six
13-25 score as advanced on a criterion-referenced instrument
13-26 in language arts;
13-27 (E) That 50 percent or more of students in grade eight
13-28 score as advanced on a criterion-referenced instrument
13-29 in language arts;
13-30 (F) That 50 percent or more of students in grade six
13-31 score as advanced on a criterion-referenced instrument
13-32 in mathematics; and
13-33 (G) That 50 percent or more of students in grade eight
13-34 score as advanced on a criterion-referenced instrument
13-35 in mathematics.
13-36 20-2-287.2.
13-37 (a)(1) For the 1999-2000 through 2000-2001 school years,
13-38 the goals for basic high schools shall be that:
-13-
14- 1 (A) Fifty percent or more of students score above the
14- 2 national median on the verbal portion of the
14- 3 Scholastic Assessment Test;
14- 4 (B) Fifty percent or more of students score above the
14- 5 national median on the mathematics portion of the
14- 6 Scholastic Assessment Test;
14- 7 (C) Fifty percent or more of students in grade eleven
14- 8 score as proficient on the writing assessment
14- 9 administered pursuant to subsection (a) of Code
14-10 Section 20-2-281;
14-11 (D) Ninety percent or more of students in grade eleven
14-12 achieve a satisfactory score on the curriculum-based
14-13 assessment administered for graduation purposes
14-14 pursuant to subsection (a) of Code Section 20-2-281;
14-15 (E) The rate of chronic absenteeism is below the state
14-16 median for the prior school year; and
14-17 (F) The percentage of students who drop out of school
14-18 is below the state median for the prior school year.
14-19 (2) For the 1999-2000 through 2000-2001 school years,
14-20 the goals for performing high schools shall be:
14-21 (A) Those goals set forth for basic high schools under
14-22 paragraph (1) of this subsection;
14-23 (B) That 75 percent or more of students score above
14-24 the national twenty-fifth percentile on the verbal
14-25 portion of the Scholastic Assessment Test;
14-26 (C) That 75 percent or more of students score above
14-27 the national twenty-fifth percentile on the
14-28 mathematics portion of the Scholastic Assessment Test;
14-29 (D) That 75 percent or more of students in grade
14-30 eleven score as proficient on the writing assessment
14-31 administered pursuant to subsection (a) of Code
14-32 Section 20-2-281; and
14-33 (E) That 95 percent or more of students in grade
14-34 eleven achieve a satisfactory score on the
14-35 curriculum-based assessment administered for
14-36 graduation purposes pursuant to subsection (a) of Code
14-37 Section 20-2-281.
14-38 (3) For the 1999-2000 through 2000-2001 school years,
14-39 the goals for excelling high schools shall be:
-14-
15- 1 (A) Those goals set forth for performing high schools
15- 2 under paragraph (2) of this subsection;
15- 3 (B) That 25 percent or more of students score above
15- 4 the national seventy-fifth percentile on the verbal
15- 5 portion of the Scholastic Assessment Test;
15- 6 (C) That 25 percent or more of students score above
15- 7 the national seventy-fifth percentile on the
15- 8 mathematics portion of the Scholastic Assessment Test;
15- 9 (D) That 100 percent of students in grade eleven
15-10 achieve a satisfactory score on the curriculum-based
15-11 assessment administered for graduation purposes
15-12 pursuant to subsection (a) of Code Section 20-2-281;
15-13 (E) That the percentage of students enrolled in
15-14 Advanced Placement courses is above the state median
15-15 for the prior school year; and
15-16 (F) That the percentage of students receiving passing
15-17 grades in Advanced Placement courses is above the
15-18 state median for the prior school year.
15-19 (b)(1) For the 2001-2002 school year and thereafter, the
15-20 goals for basic high schools shall be that:
15-21 (A) Fifty percent or more of students achieve a
15-22 passing score on each of the end-of-course assessments
15-23 administered pursuant to subsection (c.1) of Code
15-24 Section 20-2-281;
15-25 (B) The rate of chronic absenteeism is below the state
15-26 median for the prior school year; and
15-27 (C) The percentage of students who drop out of school
15-28 is below the state median for the prior school year.
15-29 (2) For the 2001-2002 school year and thereafter, the
15-30 goals for performing high schools shall be:
15-31 (A) Those goals set forth for basic high schools under
15-32 paragraph (1) of this subsection; and
15-33 (B) That 75 percent or more of students achieve a
15-34 passing score on each of the end-of-course assessments
15-35 administered pursuant to subsection (c.1) of Code
15-36 Section 20-2-281.
15-37 (3) For the 2001-2002 school year and thereafter, the
15-38 goals for excelling high schools shall be:
-15-
16- 1 (A) Those goals set forth for performing high schools
16- 2 under paragraph (2) of this subsection;
16- 3 (B) That 100 percent of students achieve a passing
16- 4 score on each of the end-of-course assessments
16- 5 administered pursuant to subsection (c.1) of Code
16- 6 Section 20-2-281;
16- 7 (C) That the percentage of students enrolled in
16- 8 Advanced Placement courses is above the state median
16- 9 for the prior school year; and
16-10 (D) That the percentage of students receiving passing
16-11 grades in Advanced Placement courses is above the
16-12 state median for the prior school year.
16-13 20-2-288.
16-14 The state board is authorized and directed to provide
16-15 annual grants to elementary and secondary schools that
16-16 meet or exceed each of the annual goals established for
16-17 the school pursuant to Code Section 20-2-286. The amount
16-18 of the annual grant shall be sufficient to pay each of the
16-19 qualifying school's certificated professional personnel a
16-20 bonus of $400.00 and each of the qualifying school's
16-21 paraprofessionals a bonus of $100.00. The state board
16-22 shall pay the grants to local school systems for
16-23 distribution to certificated professional personnel and
16-24 paraprofessionals as provided in this Code section.
16-25 20-2-289.
16-26 (a) The state board shall appoint a progress support team
16-27 for each elementary, middle, and high school that fails to
16-28 achieve each of the goals set forth in Code Section
16-29 20-2-287, 20-2-287.1, or 20-2-287.2, as applicable, for
16-30 the basic category for three consecutive school years.
16-31 Upon the request of a local board of education, the state
16-32 board shall appoint a progress support team for any school
16-33 that fails to achieve each of the goals set forth in Code
16-34 Section 20-2-287, 20-2-287.1, or 20-2-287.2, as
16-35 applicable, for the basic category for one school year.
16-36 (b) A progress support team shall be composed of one
16-37 certificated professional employee of the affected school,
16-38 one certificated professional employee from another school
16-39 system who has achieved success in a school similar to the
16-40 affected school, one faculty member of a college or
16-41 university, and two other persons with qualifications
16-42 satisfactory to the state board. The state board is
-16-
17- 1 authorized to reimburse employers for the services of
17- 2 members of progress support teams.
17- 3 (c) A progress support team shall have the following
17- 4 powers and duties:
17- 5 (1) Identify barriers to progress in achieving the
17- 6 academic goals set forth in Code Section 20-2-287,
17- 7 20-2-287.1, or 20-2-287.2, as applicable, including,
17- 8 without limitation, barriers relating to resources,
17- 9 personnel, instruction, and operations;
17-10 (2) Develop a strategic improvement plan for the
17-11 affected school in conjunction with a committee selected
17-12 by the team from the existing personnel of the school;
17-13 and
17-14 (3) Provide advice and assistance in the implementation
17-15 of the strategic improvement plan.
17-16 Within 90 days of the date that the members are appointed,
17-17 a progress support team shall complete the duties
17-18 described in paragraphs (1) and (2) of this subsection and
17-19 file a copy of the strategic improvement plan with the
17-20 state board."
17-21 SECTION 3.
17-22 This Act shall become effective on July 1, 1999.
17-23 SECTION 4.
17-24 All laws and parts of laws in conflict with this Act are
17-25 repealed.
-17-
Clerk of the House
Robert E. Rivers, Jr., Clerk
Last Updated on 02/24/99
