ARIZONA STATE SENATE
Fifty-Fifth Legislature, First Regular Session
AMENDED
schools; state board; rules; modularization
(NOW: education board; rules; learning outcomes)
Purpose
Requires the State Board of Education (SBE) to consult with education experts regarding outcomes for student promotion and credit. Directs the SBE to develop subject competencies and modify rules defining competency-based educational pathways for college and career readiness.
Background
Statute directs the SBE to adopt rules defining competency-based educational pathways for college and career readiness that can be used by schools. The rules include the following components: 1) learning outcomes for students in a particular subject; 2) a process and criteria by which assessments are established to determine whether students have the desired competencies in a particular subject; and 3) a mechanism allowing students in grades 7 through 12 demonstrating competency in a subject to immediately obtain credit for the mastery of that subject (A.R.S. 15-203).
Students who are eligible for a high school diploma through a defined competency-based college-ready educational pathway can: 1) enroll the following fall semester in an Arizona community college that must admit students obtaining a high school diploma through the defined competency-based educational pathway and meet admission requirements; 2) remain in high school and participate in programs of study available through the school district or charter school; 3) enroll in a full-time career and technical education program on a high school campus or a career technical education district campus; or 4) enroll if accepted for admission to an Arizona public university after completing additional coursework to prepare students for admission to selective postsecondary institutions (A.R.S. 15-795.01).
Statute allows a school district governing board to adopt a policy for the application of transfer credits to determine whether a credit earned by a pupil, previously enrolled in a school district or charter school, will be assigned as an elective or core credit (A.R.S. 15-701.01).
There is no anticipated fiscal impact to the state General Fund associated with this legislation.
Provisions
SBE Requirements
1. Directs the SBE, before adopting rules defining competency-based educational pathways, to:
a) review research and examples from across the country;
b) consult with education experts to examine and provide examples of how learning outcomes can be assessed and used to satisfy requirements for student promotion and credit; and
c) create subject competencies, by December 1, 2022, for algebra 1, algebra 2 and geometry.
2. Repeals the SBE review on January 1, 2023.
Competency-Based Rules
3. Specifies the SBE-adopted rules defining competency-based educational pathways for college and career readiness, include:
a) learning outcomes for students in a particular subject, beginning with math; and
b) a mechanism, by December 31, 2022, allowing pupils in grades 7 through 12 with demonstrated competency to immediately obtain credit for the mastery of that subject.
4. Removes the required rules outlining a process and criteria to identify assessments to determine whether students have the desired competencies in a particular subject.
5. Allows a school district or charter school to note the learning outcomes mastered by a student to provide a record of the demonstrated competencies and award partial credit.
Miscellaneous
6. Makes technical and conforming changes.
7. Becomes effective on the general effective date.
Amendments Adopted by Committee of the Whole
Adopted the strike-everything amendment.
Senate Action
ED 3/16/21 DPA/SE 7-1-0
Prepared by Senate Research
April 19, 2021
JO/gs