SCS/SB 400 - This act repeals provisions requiring the State Board of Education's statewide assessment system to afford maximum flexibility to school districts and limiting such system to permitting academic performance of students to be tracked against prior academic performance in the same school. (Section 160.518) This act applies certain existing duties of the Board to both school districts and attendance centers, as defined in the act.
This act requires, in addition to a statement of the sex of students taught at public schools, a statement of the race and ethnicity of students and teachers at attendance centers in the state to be included in a report by the Board.
This act requires the Board's suggestions for the improvement of public schools to be research-based and cited.
The Board shall classify and accredit both attendance centers and school districts. Attendance centers shall include any individual public elementary or secondary school, including any charter school.
Such classifications shall include only the categories of unaccredited, provisionally accredited, accredited, and accredited with distinction.
Attendance centers performing in the bottom 10% based on total accreditation scores shall be classified as unaccredited unless the school has at least 50% proficiency in composite scores in math and reading.
Attendance centers performing in the bottom 25% based on total accreditation scores shall be classified as provisionally accredited or unaccredited unless the school has at least 60% proficiency in composite scores in math and reading.
This act expands on the Board's rulemaking authority for academic achievement and academic performances by requiring that academic growth account for no less than 40% of the total accreditation score, and providing further instruction for the calculation of performance. The act provides the Board guidance on new rulemaking authority for local education agencies that have attendance centers that become unaccredited and provisionally accredited.
Attendance centers must develop and submit to the school board or governing agency a school improvement plan. The plan must be submitted to the school district or governing board within 60 days of receiving the designation and must include three-year goals for math and reading proficiency as outlined in the bill.
Attendance centers are encouraged to develop innovation zones and partner with nonprofit organizations with expertise in school redesign and improvement.
The Department of Elementary and Secondary Education shall recognize and publish attendance centers that are accredited with distinction and demonstrate significant academic growth. (Section 161.092)
This act establishes the School Accountability Board, composed of members as described in the act. (Section 161.890)
Any attendance center, school district, or charter school that is classified as provisionally accredited or unaccredited shall inform all parents of students of the classification, along with details on student options and future school improvement plans. (Section 162.084)
This act is substantially similar to HB 942 (2021).
MATT KIMMINAU