SB 172 – AS AMENDED BY THE HOUSE
03/09/11 0529s
1June2011… 1594h
2011 SESSION
04/01
SENATE BILL 172
AN ACT relative to performance-based school accountability criteria and relative to requiring legislative approval for the adoption of the common core state standards in New Hampshire.
SPONSORS: Sen. Kelly, Dist 10; Sen. Merrill, Dist 21; Sen. Stiles, Dist 24
This bill identifies new criteria for evaluating school accountability and requires prior approval by the general court for the inclusion or implementation of the common core state standards in the definition of an adequate education or as part of the New Hampshire curriculum frameworks.
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Explanation: Matter added to current law appears in bold italics.
Matter removed from current law appears [in brackets and struckthrough.]
Matter which is either (a) all new or (b) repealed and reenacted appears in regular type.
03/09/11 0529s
1June2011… 1594h
11-1009
04/01
STATE OF NEW HAMPSHIRE
In the Year of Our Lord Two Thousand Eleven
AN ACT relative to performance-based school accountability criteria and relative to requiring legislative approval for the adoption of the common core state standards in New Hampshire.
Be it Enacted by the Senate and House of Representatives in General Court convened:
1 New Section; Adequate Public Education; Criteria for Performance-Based School Accountability. Amend RSA 193-E by inserting after section 3-c the following new section:
193-E:3-cc Criteria for Performance-Based School Accountability System.
I. The criteria for measuring performance in each elementary and middle school shall be:
(a) Pupil performance and growth in reading and mathematics.
(b) Pupil performance in writing and science.
(c) Rate of pupil participation in state assessments.
(d) Attendance.
(e) Growth toward proficiency in English for pupils classified as English language learners.
II. The criteria for measuring performance in each high school shall be:
(a) Pupil performance in reading, mathematics, science, and writing.
(b) Pupil participation in state assessments.
(c) Attendance.
(d) Graduation rate.
(e) Dropout rate.
(f) Growth toward proficiency in English for pupils classified as English language learners.
III. In addition to paragraphs I-II, all schools shall be measured by the performance of the following 5 groups:
(a) The whole school.
(b) English language learners.
(c) Students with disabilities as defined in RSA 186-C:2, I.
(d) Students from low income households.
(e) Students not in a group represented in subparagraphs (b)-(d).
IV. Existing state assessment instruments shall be used to measure academic areas and pupil participation. Other available data shall be used to measure areas including attendance, graduation rate, and dropout rate.
V. The commissioner of the department of education shall evaluate each school based on each of the criteria established in this section and shall assign a score to each school using a numerical scale for each of the required criteria ranging from one (the lowest possible score) to 4 (the highest possible score). The commissioner shall develop a list of all elementary and middle schools and a list of all high schools including each school’s score.
VI. Locally defined criteria and data may be used by schools to demonstrate that the school provides the opportunity for an adequate education using multiple measures of performance that are locally selected and assessed. Criteria, specifications, and guidance for locally defined indicators, goals, and measures shall be prepared by the commissioner’s task force. School submissions shall be reviewed by a team made up of educators from the department of education and the field. The commissioner’s task force shall continue to review the criteria that would be appropriate for kindergarten, kindergarten and grade 1, and kindergarten through grade 2 schools in order to make a recommendation at a later date about how to appropriately measure that such schools are providing the opportunity for an adequate education.
VII. The task force established in RSA 193-E:3-c may suggest new criteria or propose changes to the performance-based evaluation system to the legislative oversight committee established in RSA 193-C:7.
2 Substantive Educational Content of an Adequate Education. Amend RSA 193-E:2-a, IV to read as follows:
IV.(a) The school approval standards for the areas identified in paragraph I shall constitute the opportunity for the delivery of an adequate education. The general court shall periodically, but not less frequently than every 10 years, review, revise, and update, as necessary, the standards identified in paragraph I and shall ensure that the high quality of the standards is maintained. Changes made by the board of education to the school approval standards through rulemaking after the effective date of this section shall not be included within the standards that constitute the opportunity for the delivery of an adequate education without prior adoption by the general court. The board of education shall provide written notice to the speaker of the house of representatives, the president of the senate, and the chairs of the house and senate education committees of any changes to the school approval standards adopted pursuant to RSA 541-A.
(b) The “common core state standards” developed jointly by the National Governors Association Center for Best Practices and the Council of Chief State School Officers shall not be adopted by rule pursuant to RSA 541-A, or included or implemented in any way in the New Hampshire curriculum frameworks, or used as a measure of an adequate public education, without prior approval of the general court.
3 Effective Date. This act shall take effect 60 days after its passage.
LBAO
11-1009
Amended 06/22/11
SB 172 FISCAL NOTE
AN ACT relative to performance-based school accountability criteria and relative to requiring legislative approval for the adoption of the common core state standards in New Hampshire.
FISCAL IMPACT:
The Department of Education states this bill, as amended by the House (Amendment #2011-1594h), may increase state expenditures by $173,804 in FY 2013, by $791,184 in FY 2014, and by $1,210,302 in FY 2015. This bill will have no fiscal impact on state, county, and local revenue or county and local expenditures.
METHODOLOGY:
The Department of Education states this bill identifies new criteria for evaluating school accountability and requires prior approval of the general court for the inclusion or implementation of the common core state standards in the definition of an adequate education or as part of the New Hampshire curriculum framework. The Department notes all other New England Common Assessment Program (NECAP) states have adopted the common core state standards and are working to develop new assessments based on the common core. Consequently, the Department states if New Hampshire does not adopt the common core standards and include them as a part of the New Hampshire Curriculum framework, it will force New Hampshire to develop and administer its own assessment.
The Department states the development and administration of its own assessment will increase state expenditures to the extent the economies of scale currently realized through membership in the consortium are lost. The Department notes this will include the current ability to rely on content specialists from other states which would subsequently result in the need to reinstate the positions of mathematics specialist and reading/writing specialist. The Department estimates the addition of the two content specialists to the Department’s personnel would increase state expenditures by $173,804 in FY 2013. In FY 2014, the Department estimates increased personnel costs of $191,184 as a result of the additional content specialists. In FY 2014, the Department would also need to begin development of the state’s individual state assessment tests. The Department estimates this would increase state expenditures by an additional $600,000 in FY 2014 thereby increasing state expenditures in total by $791,184 ($600,000 + $191,184) in FY 2014. The Department states in FY 2015, the Department would need to begin administration and scoring of the individual state assessments as well as individual reporting of assessment results. In conjunction with continued development for future tests and the continued employment of content specialists, the Department estimates the proposed legislation will increase state by $1,210,302 in FY 2015 ($1,000,000 for test development and administration and $210,302 for additional personnel costs).