Bill Text: MN SF1103 | 2013-2014 | 88th Legislature | Engrossed

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Bill Title: Education statewide assessments alignment with state academic standards and career and college readiness benchmarks and appropriations

Spectrum: Partisan Bill (Democrat 5-0)

Status: (Introduced - Dead) 2013-03-14 - Comm report: To pass as amended and re-refer to Finance [SF1103 Detail]

Download: Minnesota-2013-SF1103-Engrossed.html

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A bill for an act

relating to education; providing for a series of statewide assessments aligned
with state academic standards and career and college readiness benchmarks;
appropriating money;amending Minnesota Statutes 2012, sections 120B.125;
120B.128; 120B.30, subdivisions 1, 1a; 120B.36, subdivision 1; 124D.52, by
adding a subdivision; repealing Minnesota Rules, parts 3501.0010; 3501.0020;
3501.0030, subparts 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 16; 3501.0040;
3501.0050; 3501.0060; 3501.0090; 3501.0100; 3501.0110; 3501.0120;
3501.0130; 3501.0140; 3501.0150; 3501.0160; 3501.0170; 3501.0180;
3501.0200; 3501.0210; 3501.0220; 3501.0230; 3501.0240; 3501.0250;
3501.0270; 3501.0280, subparts 1, 2; 3501.0290; 3501.1000; 3501.1020;
3501.1030; 3501.1040; 3501.1050; 3501.1110; 3501.1120; 3501.1130;
3501.1140; 3501.1150; 3501.1160; 3501.1170; 3501.1180; 3501.1190.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

    Section 1. Minnesota Statutes 2012, section 120B.125, is amended to read:
120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION
TO POSTSECONDARY EDUCATION AND EMPLOYMENT; INVOLUNTARY
CAREER TRACKING PROHIBITED.
(a) Consistent with sections 120B.128, 120B.13, 120B.131, 120B.132, 120B.14,
120B.15 , 120B.30, subdivision 1, paragraph (c), 125A.08, and other related sections,
school districts are strongly encouraged to, beginning in the 2013-2014 school year, must
assist all students by no later than grade 9 to explore their college and career interests and
aspirations and develop a plan for a smooth and successful transition to postsecondary
education or employment. All students' plans must be designed to:
(1) provide a comprehensive academic plan for completing a college and
career-ready curriculum premised on meeting state and local academic standards and
developing 21st century skills such as team work, collaboration, and good work habits;
(2) emphasize academic rigor and high expectations;
(3) help students identify personal learning styles that may affect their postsecondary
education and employment choices;
(4) help students succeed at gaining gain access to postsecondary education and
career options;
(5) integrate strong academic content into career-focused courses and integrate
relevant career-focused courses into strong academic content;
(6) help students and families identify and gain access to appropriate counseling
and other supports and assistance that enable students to complete required coursework,
prepare for postsecondary education and careers, and obtain information about
postsecondary education costs and eligibility for financial aid and scholarship;
(7) help students and families identify collaborative partnerships of kindergarten
through grade 12 schools, postsecondary institutions, economic development agencies, and
employers that support students' transition to postsecondary education and employment
and provide students with experiential learning opportunities; and
(8) be reviewed and revised at least annually by the student, the student's parent or
guardian, and the school or district to ensure that the student's course-taking schedule
keeps the student "on track" making adequate progress to meet state and local high school
graduation requirements and with a reasonable chance to succeed with employment or
postsecondary education without the need to first complete remedial course work.
(b) A school district may develop grade-level curricula or provide instruction that
introduces students to various careers, but must not require any curriculum, instruction,
or employment-related activity that obligates an elementary or secondary student to
involuntarily select a career, career interest, employment goals, or related job training.
(c) School districts are encouraged to seek and use revenue and in-kind contributions
from nonstate sources and to seek administrative cost savings through innovative local
funding arrangements, such as the Collaboration Among Rochester Educators (CARE)
model for funding postsecondary enrollment options, among other sources, for purposes
of implementing this section.
EFFECTIVE DATE.This section is effective the day following final enactment.

    Sec. 2. Minnesota Statutes 2012, section 120B.128, is amended to read:
120B.128 EDUCATIONAL PLANNING AND ASSESSMENT SYSTEM
(EPAS) PROGRAM.
(a) School districts and charter schools may elect to participate in the Educational
Planning and Assessment System (EPAS) program offered by ACT, Inc. to provide a
longitudinal, systematic approach to student educational and career planning, assessment,
instructional support, and evaluation. The EPAS achievement tests include English,
reading, mathematics, science, and components on planning for high school and
postsecondary education, interest inventory, needs assessments, and student education
plans. These tests are linked to the ACT assessment for college admission and allow
students, parents, teachers, and schools to determine the student's college readiness before
grades 11 and 12.
(b) The commissioner of education shall provide ACT Explore tests for students
in grade 8 or grade 9 but not in grade 8 and grade 9 and the ACT Plan test for students
in grade 10 to assess individual student academic strengths and weaknesses, academic
achievement and progress, higher order thinking skills, and college readiness.
(c) Students entering grade 9 before the 2013-2014 school year who have not
yet demonstrated proficiency on the Minnesota comprehensive assessments, the
graduation-required assessments for diploma, or the basic skills testing requirements
may satisfy state high school graduation requirements for assessments in reading, math,
and writing by taking the ACT assessment for college admission in their senior year
of high school.
(d) The state shall pay the test costs for school districts and charter schools that
choose to participate in the EPAS program to participate in the assessments under this
section. The commissioner shall establish an application procedure and a process for
state payment of costs.
EFFECTIVE DATE.This section is effective the day following final enactment
and applies through the 2015-2016 school year.

    Sec. 3. Minnesota Statutes 2012, section 120B.30, subdivision 1, is amended to read:
    Subdivision 1. Statewide testing. (a) The commissioner, with advice from experts
with appropriate technical qualifications and experience and stakeholders, consistent
with subdivision 1a, shall include in the comprehensive assessment system, for each
grade level to be tested, state-constructed tests developed from and as computer-adaptive
reading and mathematics assessments for students that are aligned with the state's required
academic standards under section 120B.021, include multiple choice questions, and be
are administered annually to all students in grades 3 through 8. State-developed high
school tests aligned with the state's required academic standards under section 120B.021
and administered to all high school students in a subject other than writing must include
multiple choice questions. The commissioner shall establish one or more months during
which schools shall administer the tests to students each school year. For students enrolled
in grade 8 before the 2005-2006 school year, Minnesota basic skills tests in reading,
mathematics, and writing shall fulfill students' basic skills testing requirements for a
passing state notation. The passing scores of basic skills tests in reading and mathematics
are the equivalent of 75 percent correct for students entering grade 9 based on the first
uniform test administered in February 1998. Students who have not successfully passed a
Minnesota basic skills test by the end of the 2011-2012 school year must pass and students
in their senior year who have not yet demonstrated proficiency on the graduation-required
assessments for diploma under paragraph (c), except that for the 2012-2013 and 2013-2014
school years only, these students may satisfy the state's graduation test requirement for math
by complying with paragraph (d), clauses (1) and (3) by the end of the 2012-2013 school
year must take a college admission assessment under paragraph (c) and consistent with
section 120B.128, paragraph (c), that supports career and college readiness for all students.
(b) The state assessment system must be aligned to the most recent revision of
academic standards as described in section 120B.023 in the following manner:
(1) mathematics;
(i) grades 3 through 8 beginning in the 2010-2011 school year; and
(ii) high school level beginning in the 2013-2014 school year;
(2) science; grades 5 and 8 and at the high school level beginning in the 2011-2012
school year; and
(3) language arts and reading; grades 3 through 8 and high school level beginning in
the 2012-2013 school year.
    (c) For students enrolled in grade 8 in the 2005-2006 2012-2013 school year and
later, only the following options shall fulfill students' state graduation test requirements,
based on a longitudinal, systematic approach to student education and career planning,
assessment, instructional support, and evaluation, include the following:
    (1) for reading and mathematics:
    (i) obtaining an achievement level equivalent to or greater than proficient as
determined through a standard setting process on the Minnesota comprehensive
assessments in grade 10 for reading and grade 11 for mathematics or achieving a passing
score as determined through a standard setting process on the graduation-required
assessment for diploma in grade 10 for reading and grade 11 for mathematics or
subsequent retests;
    (ii) achieving a passing score as determined through a standard setting process
on the state-identified language proficiency test in reading and the mathematics test for
English learners or the graduation-required assessment for diploma equivalent of those
assessments for students designated as English learners;
    (iii) achieving an individual passing score on the graduation-required assessment for
diploma as determined by appropriate state guidelines for students with an individualized
education program or 504 plan;
    (iv) obtaining achievement level equivalent to or greater than proficient as
determined through a standard setting process on the state-identified alternate assessment
or assessments in grade 10 for reading and grade 11 for mathematics for students with
an individualized education program; or
    (v) achieving an individual passing score on the state-identified alternate assessment
or assessments as determined by appropriate state guidelines for students with an
individualized education program; and
    (2) for writing:
    (i) achieving a passing score on the graduation-required assessment for diploma;
    (ii) achieving a passing score as determined through a standard setting process on
the state-identified language proficiency test in writing for students designated as English
learners;
    (iii) achieving an individual passing score on the graduation-required assessment for
diploma as determined by appropriate state guidelines for students with an individualized
education program or 504 plan; or
    (iv) achieving an individual passing score on the state-identified alternate assessment
or assessments as determined by appropriate state guidelines for students with an
individualized education program.
    (1) attainment of required academic standards and career and college readiness
benchmarks under section 120B.023 as demonstrated on a nationally normed college
entrance exam;
    (2) achievement and career and college readiness tests in mathematics, reading, and
writing, consistent with paragraph (e), to monitor students' continuous development of
and growth in requisite knowledge and skills; analyze students' progress and performance
levels, identifying students' academic strengths and diagnosing areas where students
require curriculum or instructional adjustments, targeted interventions, or remediation;
and based on analysis of students' progress and performance data, determine students'
learning and instructional needs and the instructional tools and best practices that support
academic rigor for the student; and
    (3) consistent with this paragraph and section 120B.125, age-appropriate exploration
and planning activities and career assessments to encourage students to identify personally
relevant career interests and aptitudes and help students and their families develop a
regularly reexamined transition plan for postsecondary education or employment without
need for postsecondary remediation.
Expectations of schools, districts, and the state for career or college readiness under
this subdivision must be comparable in rigor, clarity of purpose, and rates of student
completion. A student under clause (2) must receive targeted, relevant, academically
rigorous, and resourced instruction, which may include a targeted instruction and
intervention plan focused on improving the student's knowledge and skills in core subjects
so that the student has a reasonable chance to succeed in a career or college without need
for postsecondary remediation. Consistent with sections 120B.13, 124D.09, 124D.091,
124D.49, and related sections, an enrolling school or district must actively encourage a
student in grade 11 or 12 who is identified as academically ready for a career or college
to participate in courses and programs awarding college credit to high school students.
Students are not required to achieve a specified score or level of proficiency on an
assessment under this subdivision to graduate from high school.
    (d) Students enrolled in grade 8 in any school year from the 2005-2006 school
year to the 2009-2010 school year who do not pass the mathematics graduation-required
assessment for diploma under paragraph (c) are eligible to receive a high school diploma
if they:
(1) complete with a passing score or grade all state and local coursework and credits
required for graduation by the school board granting the students their diploma;
(2) participate in district-prescribed academic remediation in mathematics; and
    (3) fully participate in at least two retests of the mathematics GRAD test or until
they pass the mathematics GRAD test, whichever comes first. To improve the secondary
and postsecondary outcomes of all students, the alignment between secondary and
postsecondary education programs and Minnesota's workforce needs, and the efficiency
and cost-effectiveness of secondary and postsecondary programs, the commissioner,
after consulting with the Minnesota State Colleges and Universities chancellor and using
a request for proposal process, shall contract with a nationally recognized vendor for a
series of assessments that are consistent with this subdivision, aligned with state academic
standards, and include career and college readiness benchmarks. These assessments
in mathematics, reading, and writing for students in grades 8 or 9, 10, and 11 or 12,
must be predictive of and nationally normed for career and college readiness, nationally
recognized as a college entrance exam, include a college placement diagnostic exam, and
contain career exploration elements. The commissioner and the Minnesota State Colleges
and Universities chancellor must collaborate in aligning instruction and assessments for
adult basic education students to provide the students with diagnostic information about
any targeted interventions they need so that they may seek postsecondary education or
employment without need for postsecondary remediation.
    (1) Districts and schools, on an annual basis, must use the career exploration
elements in these assessments to help students, beginning no later than grade 9, and their
families explore and plan for postsecondary education or careers based on the students'
interests, aptitudes, and aspirations. Districts and schools must use timely regional labor
market information and partnerships, among other resources, to help students and their
families successfully develop, pursue, review, and revise an individualized plan for
postsecondary education or a career. This process must help increase students' engagement
in and connection to school, improve students' knowledge and skills, and deepen students'
understanding of career pathways as a sequence of academic and career courses that lead
to an industry-recognized credential, an associate's degree, or a bachelor's degree and are
available to all students, whatever their interests and career goals.
    (2) Students who, based on their growth in academic achievement between grades 8
and 10, show adequate progress toward meeting state career and college readiness must be
given the college entrance exam part of these assessments in grade 11. A student under
this clause who demonstrates attainment of required state academic standards, which
include career and college readiness benchmarks, on these assessments is academically
ready for a career or college and is encouraged to participate in courses and programs
awarding college credit to high school students. Such courses and programs may include
sequential courses of study within broad career areas and technical skill assessments
that extend beyond course grades.
    (3) All students in grade 11 not subject to clause (2) must be given the college
placement diagnostic exam so that the students, their families, the school, and the district
can use the results to diagnose areas for targeted instruction, intervention, or remediation
and improve students' knowledge and skills in core subjects sufficient for the student
to graduate and have a reasonable chance to succeed in a career or college without
remediation. These students must be given the college entrance exam part of these
assessments in grade 12.
    (4) A student in clause (3) who demonstrates (i) attainment of required state
academic standards, which include career and college readiness benchmarks, on these
assessments, (ii) attainment of career and college readiness benchmarks on the college
placement diagnostic part of these assessments, and, where applicable, (iii) successfully
completes targeted instruction, intervention, or remediation approved by the commissioner
and the Minnesota State Colleges and Universities chancellor after consulting with local
school officials and educators, is academically ready for a career or college and is
encouraged to participate in courses and programs awarding college credit to high school
students. Such courses and programs may include sequential courses of study within
broad career areas and technical skill assessments that extend beyond course grades.
    (5) The commissioner and the assessments vendor must conduct a study to determine
the alignment between these assessments and state academic standards under this chapter.
Where alignment exists, the commissioner must seek federal approval to, and immediately
upon receiving approval replace the federally required assessments referenced under
subdivision 1a and section 120B.35, subdivision 2, with assessments under this paragraph.
The commissioner shall require the assessment vendor to provide an individual student
item analysis of exam results and a summary of specific diagnostic strand areas targeted
for instruction, intervention, and remediation.
    (e) In developing, supporting, and improving students' academic readiness for a
career or college, schools, districts, and the state must have a continuum of empirically
derived, clearly defined benchmarks focused on students' attainment of knowledge and
skills so that students, their parents, and teachers know how well students must perform to
have a reasonable chance to succeed in a career or college without need for postsecondary
remediation. The commissioner and Minnesota's public postsecondary institutions must
ensure that the foundational knowledge and skills for students' successful performance
in postsecondary employment or education and an articulated series of possible targeted
interventions are clearly identified and satisfy Minnesota's postsecondary admissions
requirements.
    (f) A school, district, or charter school must place record on the high school
transcript a student's current pass status for each subject that has a required graduation
assessment progress toward career and college readiness.
    In addition, (g) The school board granting the students their diplomas may formally
decide to include a notation of high achievement on the high school diplomas of those
graduating seniors who, according to established school board criteria, demonstrate
exemplary academic achievement during high school.
(e) (h) The 3rd through 8th grade computer-adaptive assessment results and
high school test results shall be available to districts for diagnostic purposes affecting
student learning and district instruction and curriculum, and for establishing educational
accountability. The commissioner must establish empirically derived benchmarks on
adaptive assessments in grades 3 through 8 that reveal a trajectory toward career and
college readiness. The commissioner must disseminate to the public the computer-adaptive
assessments and high school test results upon receiving those results.
    (f) (i) The 3rd through 8th grade computer-adaptive assessments and high school
tests must be aligned with state academic standards. The commissioner shall determine the
testing process and the order of administration. The statewide results shall be aggregated
at the site and district level, consistent with subdivision 1a.
    (g) In addition to the testing and reporting requirements under this section, (j) The
commissioner shall include the following components in the statewide public reporting
system:
    (1) uniform statewide testing computer-adaptive assessments of all students
in grades 3 through 8 and testing at the high school level that provides appropriate,
technically sound accommodations or alternate assessments;
    (2) educational indicators that can be aggregated and compared across school
districts and across time on a statewide basis, including average daily attendance, high
school graduation rates, and high school drop-out rates by age and grade level;
    (3) state results on the American College Test; and
    (4) state results from participation in the National Assessment of Educational
Progress so that the state can benchmark its performance against the nation and other
states, and, where possible, against other countries, and contribute to the national effort
to monitor achievement.
EFFECTIVE DATE.This section is effective the day following final enactment
and applies to the 2013-2014 school year and later except that paragraph (a) applies
the day following final enactment and the requirements for using computer-adaptive
mathematics and reading assessments for grades 3 through 8 apply in the 2015-2016
school year and later.

    Sec. 4. Minnesota Statutes 2012, section 120B.30, subdivision 1a, is amended to read:
    Subd. 1a. Statewide and local assessments; results. (a) For purposes of this
section, the following definitions have the meanings given them.
(1) "Computer-adaptive assessments" means fully adaptive assessments.
(2) "Fully adaptive assessments" include test items that are on-grade level and items
that may be above or below a student's grade level.
(3) "On-grade level" test items contain subject area content that is aligned to state
academic standards for the grade level of the student taking the assessment.
(4) "Above-grade level" test items contain subject area content that is above the
grade level of the student taking the assessment and is considered aligned with state
academic standards to the extent it is aligned with content represented in state academic
standards above the grade level of the student taking the assessment. Notwithstanding
the student's grade level, administering above-grade level test items to a student does not
violate the requirement that state assessments must be aligned with state standards.
(5) "Below-grade level" test items contain subject area content that is below the
grade level of the student taking the test and is considered aligned with state academic
standards to the extent it is aligned with content represented in state academic standards
below the student's current grade level. Notwithstanding the student's grade level,
administering below-grade level test items to a student does not violate the requirement
that state assessments must be aligned with state standards.
(b) The commissioner must use fully adaptive mathematics and reading assessments
for grades 3 through 8 beginning in the 2015-2016 school year and later.
(c) For purposes of conforming with existing federal educational accountability
requirements, the commissioner must develop and implement computer-adaptive reading
and mathematics assessments for grades 3 through 8, state-developed high school reading
and mathematics tests aligned with state academic standards, and science assessments
under clause (2) that districts and sites must use to monitor student growth toward
achieving those standards. The commissioner must not develop statewide assessments
for academic standards in social studies, health and physical education, and the arts.
The commissioner must require:
    (1) annual computer-adaptive reading and mathematics assessments in grades 3
through 8, and high school reading and mathematics tests; and
    (2) annual science assessments in one grade in the grades 3 through 5 span, the
grades 6 through 8 span, and a life sciences assessment in the grades 9 through 12 span,
and the commissioner must not require students to achieve a passing score on high school
science assessments as a condition of receiving a high school diploma.
(d) The commissioner must ensure that for annual computer-adaptive assessments:
(1) individual student performance data and achievement reports are available within
three school days of when students take an assessment;
(2) growth information is available for each student from the student's first
assessment to each proximate assessment using a constant measurement scale;
(3) parents, teachers, and school administrators are able to use elementary and
middle school student performance data to project students' secondary and postsecondary
achievement; and
(4) useful diagnostic information about areas of students' academic strengths and
weaknesses is available to teachers and school administrators for improving student
instruction and indicating the specific skills and concepts that should be introduced and
developed for students at given performance levels, organized by strands within subject
areas, and aligned to state academic standards.
    (b) (e) The commissioner must ensure that all statewide tests administered to
elementary and secondary students measure students' academic knowledge and skills and
not students' values, attitudes, and beliefs.
    (c) (f) Reporting of assessment results must:
    (1) provide timely, useful, and understandable information on the performance of
individual students, schools, school districts, and the state;
    (2) include a value-added growth indicator of student achievement under section
120B.35, subdivision 3 , paragraph (b); and
    (3)(i) for students enrolled in grade 8 before the 2005-2006 school year, determine
whether students have met the state's basic skills requirements; and
    (ii) for students enrolled in grade 8 in the 2005-2006 school year and later, determine
whether students have met the state's academic standards.
    (d) (g) Consistent with applicable federal law and subdivision 1, paragraph (d),
clause (1), the commissioner must include appropriate, technically sound accommodations
or alternative assessments for the very few students with disabilities for whom statewide
assessments are inappropriate and for English learners.
    (e) (h) A school, school district, and charter school must administer statewide
assessments under this section, as the assessments become available, to evaluate student
proficiency progress toward career and college readiness in the context of the state's grade
level academic standards. If a state assessment is not available, a school, school district,
and charter school must determine locally if a student has met the required academic
standards. A school, school district, or charter school may use a student's performance
on a statewide assessment as one of multiple criteria to determine grade promotion or
retention. A school, school district, or charter school may use a high school student's
performance on a statewide assessment as a percentage of the student's final grade in a
course, or place a student's assessment score on the student's transcript.
EFFECTIVE DATE.This section is effective for the 2013-2014 school year and
later except the requirements for using computer-adaptive mathematics and reading
assessments for grades 3 through 8 apply in the 2015-2016 school year and later.

    Sec. 5. Minnesota Statutes 2012, section 120B.36, subdivision 1, is amended to read:
    Subdivision 1. School performance report cards reports. (a) The commissioner
shall report student academic performance under section 120B.35, subdivision 2; the
percentages of students showing low, medium, and high growth under section 120B.35,
subdivision 3 , paragraph (b); school safety and student engagement and connection
under section 120B.35, subdivision 3, paragraph (d); rigorous coursework under section
120B.35, subdivision 3 , paragraph (c), the percentage of students whose progress and
performance levels are meeting career and college readiness benchmarks under section
120B.30, subdivision 1; two separate student-to-teacher ratios that clearly indicate the
definition of teacher consistent with sections 122A.06 and 122A.15 for purposes of
determining these ratios; staff characteristics excluding salaries; student enrollment
demographics; district mobility; and extracurricular activities. The report also must
indicate a school's adequate yearly progress status under applicable federal law, and must
not set any designations applicable to high- and low-performing schools due solely to
adequate yearly progress status.
    (b) The commissioner shall develop, annually update, and post on the department
Web site school performance report cards reports.
    (c) The commissioner must make available performance report cards reports by the
beginning of each school year.
    (d) A school or district may appeal its adequate yearly progress status in writing to
the commissioner within 30 days of receiving the notice of its status. The commissioner's
decision to uphold or deny an appeal is final.
    (e) School performance report card reports data are nonpublic data under section
13.02, subdivision 9 , until the commissioner publicly releases the data. The commissioner
shall annually post school performance report cards reports to the department's public Web
site no later than September 1, except that in years when the report card reflects reports
reflect new performance standards, the commissioner shall post the school performance
report cards reports no later than October 1.
EFFECTIVE DATE.This section is effective for the 2013-2014 school year and
later.

    Sec. 6. Minnesota Statutes 2012, section 124D.52, is amended by adding a subdivision
to read:
    Subd. 8. Standard high school diploma for adults. (a) The commissioner shall
adopt rules for providing a standard high school diploma to adults who:
(1) are not eligible for kindergarten through grade 12 services;
(2) do not have a high school diploma; and
(3) successfully complete an adult basic education program of instruction approved
by the commissioner necessary to earn an adult high school diploma.
(b) Persons participating in an approved adult basic education program of instruction
must demonstrate proficiency in a standard set of competencies that reflect the knowledge
and skills sufficient to ensure that postsecondary programs and institutions and potential
employers regard persons with a standard high school diploma and persons with a
standard high school diploma for adults as equally well prepared and qualified graduates.
Approved adult basic education programs of instruction under this subdivision must issue
a standard high school diploma for adults who successfully demonstrate the competencies,
knowledge, and skills required by the program.
EFFECTIVE DATE.This section is effective the day following final enactment.

    Sec. 7. STATEWIDE ASSESSMENT AND ACCOUNTABILITY; TRANSITION.
Notwithstanding other law to the contrary, students enrolled in grade 8 before the
2012-2013 school year are eligible to be assessed under the amended provisions of
Minnesota Statutes 2012, section 120B.30, subdivision 1, to the extent such assessments
are available, or under section 120B.128. Other measures of statewide accountability,
including student performance, preparation, rigorous course taking, engagement and
connection, and transition into postsecondary education or the workforce remain in effect.
EFFECTIVE DATE.This section is effective the day following final enactment.

    Sec. 8. APPROPRIATIONS.
    Subdivision 1. Minnesota Department of Education. The sums indicated in this
section are appropriated from the general fund to the Department of Education for the
fiscal years designated.
    Subd. 2. College and career ready assessments. For the costs necessary for
school district and charter school students to participate in the required assessments under
section 2:

		$	.......	.....	2014
		$	.......	.....	2015

Any balance in the first year does not cancel but is available in the second year.
    Subd. 3. Computer-adapted tests. For the development costs associated with
state-developed, computer-adapted tests under section 3:

		$	.......	.....	2014
		$	.......	.....	2015

Any balance in the first year does not cancel but is available in the second year.
    Subd. 4. Request for proposals. For the costs associated with developing the
request for proposals for the assessments required under section 3, paragraph (d):

		$	.......	.....	2014
		$	.......	.....	2015

Any balance in the first year does not cancel but is available in the second year.
    Subd. 5. Career Pathways Advisory Task Force. For the costs of the Career
Pathways Advisory Task Force:

$

.......

.....

2014

Any balance in the first year does not cancel but is available in the second year.

    Sec. 9. REPEALER.
Minnesota Rules, parts 3501.0010; 3501.0020; 3501.0030, subparts 1, 2, 3, 4, 5,
6, 7, 9, 10, 11, 12, 13, 14, 15, and 16; 3501.0040; 3501.0050; 3501.0060; 3501.0090;
3501.0100; 3501.0110; 3501.0120; 3501.0130; 3501.0140; 3501.0150; 3501.0160;
3501.0170; 3501.0180; 3501.0200; 3501.0210; 3501.0220; 3501.0230; 3501.0240;
3501.0250; 3501.0270; 3501.0280, subparts 1 and 2; 3501.0290; 3501.1000; 3501.1020;
3501.1030; 3501.1040; 3501.1050; 3501.1110; 3501.1120; 3501.1130; 3501.1140;
3501.1150; 3501.1160; 3501.1170; 3501.1180; and 3501.1190, are repealed.
EFFECTIVE DATE.This section is effective the day following final enactment.