1.2relating to education; providing for a series of statewide assessments aligned
1.3with state academic standards and career and college readiness benchmarks;
1.4appropriating money;amending Minnesota Statutes 2012, sections 120B.125;
1.5120B.128; 120B.30, subdivisions 1, 1a; 120B.36, subdivision 1; 124D.52, by
1.6adding a subdivision; repealing Minnesota Rules, parts 3501.0010; 3501.0020;
1.73501.0030, subparts 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 16; 3501.0040;
1.83501.0050; 3501.0060; 3501.0090; 3501.0100; 3501.0110; 3501.0120;
1.93501.0130; 3501.0140; 3501.0150; 3501.0160; 3501.0170; 3501.0180;
1.103501.0200; 3501.0210; 3501.0220; 3501.0230; 3501.0240; 3501.0250;
1.113501.0270; 3501.0280, subparts 1, 2; 3501.0290; 3501.1000; 3501.1020;
1.123501.1030; 3501.1040; 3501.1050; 3501.1110; 3501.1120; 3501.1130;
1.133501.1140; 3501.1150; 3501.1160; 3501.1170; 3501.1180; 3501.1190.
1.14BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

1.15    Section 1. Minnesota Statutes 2012, section 120B.125, is amended to read:
1.16120B.125 PLANNING FOR STUDENTS' SUCCESSFUL TRANSITION
1.17TO POSTSECONDARY EDUCATION AND EMPLOYMENT; INVOLUNTARY
1.18CAREER TRACKING PROHIBITED.
1.19(a) Consistent with sections 120B.128, 120B.13, 120B.131, 120B.132, 120B.14,
1.20120B.15 , 120B.30, subdivision 1, paragraph (c), 125A.08, and other related sections,
1.21school districts are strongly encouraged to, beginning in the 2013-2014 school year, must
1.22 assist all students by no later than grade 9 to explore their college and career interests and
1.23aspirations and develop a plan for a smooth and successful transition to postsecondary
1.24education or employment. All students' plans must be designed to:
1.25(1) provide a comprehensive academic plan for completing a college and
1.26career-ready curriculum premised on meeting state and local academic standards and
1.27developing 21st century skills such as team work, collaboration, and good work habits;
2.1(2) emphasize academic rigor and high expectations;
2.2(3) help students identify personal learning styles that may affect their postsecondary
2.3education and employment choices;
2.4(4) help students succeed at gaining gain access to postsecondary education and
2.5career options;
2.6(5) integrate strong academic content into career-focused courses and integrate
2.7relevant career-focused courses into strong academic content;
2.8(6) help students and families identify and gain access to appropriate counseling
2.9and other supports and assistance that enable students to complete required coursework,
2.10prepare for postsecondary education and careers, and obtain information about
2.11postsecondary education costs and eligibility for financial aid and scholarship;
2.12(7) help students and families identify collaborative partnerships of kindergarten
2.13through grade 12 schools, postsecondary institutions, economic development agencies, and
2.14employers that support students' transition to postsecondary education and employment
2.15and provide students with experiential learning opportunities; and
2.16(8) be reviewed and revised at least annually by the student, the student's parent or
2.17guardian, and the school or district to ensure that the student's course-taking schedule
2.18keeps the student "on track" making adequate progress to meet state and local high school
2.19graduation requirements and with a reasonable chance to succeed with employment or
2.20postsecondary education without the need to first complete remedial course work.
2.21(b) A school district may develop grade-level curricula or provide instruction that
2.22introduces students to various careers, but must not require any curriculum, instruction,
2.23or employment-related activity that obligates an elementary or secondary student to
2.24involuntarily select a career, career interest, employment goals, or related job training.
2.25(c) School districts are encouraged to seek and use revenue and in-kind contributions
2.26from nonstate sources and to seek administrative cost savings through innovative local
2.27funding arrangements, such as the Collaboration Among Rochester Educators (CARE)
2.28model for funding postsecondary enrollment options, among other sources, for purposes
2.29of implementing this section.
2.30EFFECTIVE DATE.This section is effective the day following final enactment.

2.31    Sec. 2. Minnesota Statutes 2012, section 120B.128, is amended to read:
2.32120B.128 EDUCATIONAL PLANNING AND ASSESSMENT SYSTEM
2.33(EPAS) PROGRAM.
3.1(a) School districts and charter schools may elect to participate in the Educational
3.2Planning and Assessment System (EPAS) program offered by ACT, Inc. to provide a
3.3longitudinal, systematic approach to student educational and career planning, assessment,
3.4instructional support, and evaluation. The EPAS achievement tests include English,
3.5reading, mathematics, science, and components on planning for high school and
3.6postsecondary education, interest inventory, needs assessments, and student education
3.7plans. These tests are linked to the ACT assessment for college admission and allow
3.8students, parents, teachers, and schools to determine the student's college readiness before
3.9grades 11 and 12.
3.10(b) The commissioner of education shall provide ACT Explore tests for students
3.11in grade 8 or grade 9 but not in grade 8 and grade 9 and the ACT Plan test for students
3.12in grade 10 to assess individual student academic strengths and weaknesses, academic
3.13achievement and progress, higher order thinking skills, and college readiness.
3.14(c) Students entering grade 9 before the 2013-2014 school year who have not
3.15yet demonstrated proficiency on the Minnesota comprehensive assessments, the
3.16graduation-required assessments for diploma, or the basic skills testing requirements
3.17may satisfy state high school graduation requirements for assessments in reading, math,
3.18and writing by taking the ACT assessment for college admission in their senior year
3.19of high school.
3.20(d) The state shall pay the test costs for school districts and charter schools that
3.21choose to participate in the EPAS program to participate in the assessments under this
3.22section. The commissioner shall establish an application procedure and a process for
3.23state payment of costs.
3.24EFFECTIVE DATE.This section is effective the day following final enactment
3.25and applies through the 2015-2016 school year.

3.26    Sec. 3. Minnesota Statutes 2012, section 120B.30, subdivision 1, is amended to read:
3.27    Subdivision 1. Statewide testing. (a) The commissioner, with advice from experts
3.28with appropriate technical qualifications and experience and stakeholders, consistent
3.29with subdivision 1a, shall include in the comprehensive assessment system, for each
3.30grade level to be tested, state-constructed tests developed from and as computer-adaptive
3.31reading and mathematics assessments for students that are aligned with the state's required
3.32academic standards under section 120B.021, include multiple choice questions, and be
3.33 are administered annually to all students in grades 3 through 8. State-developed high
3.34school tests aligned with the state's required academic standards under section 120B.021
3.35and administered to all high school students in a subject other than writing must include
4.1multiple choice questions. The commissioner shall establish one or more months during
4.2which schools shall administer the tests to students each school year. For students enrolled
4.3in grade 8 before the 2005-2006 school year, Minnesota basic skills tests in reading,
4.4mathematics, and writing shall fulfill students' basic skills testing requirements for a
4.5passing state notation. The passing scores of basic skills tests in reading and mathematics
4.6are the equivalent of 75 percent correct for students entering grade 9 based on the first
4.7uniform test administered in February 1998. Students who have not successfully passed a
4.8Minnesota basic skills test by the end of the 2011-2012 school year must pass and students
4.9in their senior year who have not yet demonstrated proficiency on the graduation-required
4.10assessments for diploma under paragraph (c), except that for the 2012-2013 and 2013-2014
4.11school years only, these students may satisfy the state's graduation test requirement for math
4.12by complying with paragraph (d), clauses (1) and (3) by the end of the 2012-2013 school
4.13year must take a college admission assessment under paragraph (c) and consistent with
4.14section 120B.128, paragraph (c), that supports career and college readiness for all students.
4.15(b) The state assessment system must be aligned to the most recent revision of
4.16academic standards as described in section 120B.023 in the following manner:
4.17(1) mathematics;
4.18(i) grades 3 through 8 beginning in the 2010-2011 school year; and
4.19(ii) high school level beginning in the 2013-2014 school year;
4.20(2) science; grades 5 and 8 and at the high school level beginning in the 2011-2012
4.21school year; and
4.22(3) language arts and reading; grades 3 through 8 and high school level beginning in
4.23the 2012-2013 school year.
4.24    (c) For students enrolled in grade 8 in the 2005-2006 2012-2013 school year and
4.25later, only the following options shall fulfill students' state graduation test requirements,
4.26based on a longitudinal, systematic approach to student education and career planning,
4.27assessment, instructional support, and evaluation, include the following:
4.28    (1) for reading and mathematics:
4.29    (i) obtaining an achievement level equivalent to or greater than proficient as
4.30determined through a standard setting process on the Minnesota comprehensive
4.31assessments in grade 10 for reading and grade 11 for mathematics or achieving a passing
4.32score as determined through a standard setting process on the graduation-required
4.33assessment for diploma in grade 10 for reading and grade 11 for mathematics or
4.34subsequent retests;
4.35    (ii) achieving a passing score as determined through a standard setting process
4.36on the state-identified language proficiency test in reading and the mathematics test for
5.1English learners or the graduation-required assessment for diploma equivalent of those
5.2assessments for students designated as English learners;
5.3    (iii) achieving an individual passing score on the graduation-required assessment for
5.4diploma as determined by appropriate state guidelines for students with an individualized
5.5education program or 504 plan;
5.6    (iv) obtaining achievement level equivalent to or greater than proficient as
5.7determined through a standard setting process on the state-identified alternate assessment
5.8or assessments in grade 10 for reading and grade 11 for mathematics for students with
5.9an individualized education program; or
5.10    (v) achieving an individual passing score on the state-identified alternate assessment
5.11or assessments as determined by appropriate state guidelines for students with an
5.12individualized education program; and
5.13    (2) for writing:
5.14    (i) achieving a passing score on the graduation-required assessment for diploma;
5.15    (ii) achieving a passing score as determined through a standard setting process on
5.16the state-identified language proficiency test in writing for students designated as English
5.17learners;
5.18    (iii) achieving an individual passing score on the graduation-required assessment for
5.19diploma as determined by appropriate state guidelines for students with an individualized
5.20education program or 504 plan; or
5.21    (iv) achieving an individual passing score on the state-identified alternate assessment
5.22or assessments as determined by appropriate state guidelines for students with an
5.23individualized education program.
5.24    (1) attainment of required academic standards and career and college readiness
5.25benchmarks under section 120B.023 as demonstrated on a nationally normed college
5.26entrance exam;
5.27    (2) achievement and career and college readiness tests in mathematics, reading, and
5.28writing, consistent with paragraph (e), to monitor students' continuous development of
5.29and growth in requisite knowledge and skills; analyze students' progress and performance
5.30levels, identifying students' academic strengths and diagnosing areas where students
5.31require curriculum or instructional adjustments, targeted interventions, or remediation;
5.32and based on analysis of students' progress and performance data, determine students'
5.33learning and instructional needs and the instructional tools and best practices that support
5.34academic rigor for the student; and
5.35    (3) consistent with this paragraph and section 120B.125, age-appropriate exploration
5.36and planning activities and career assessments to encourage students to identify personally
6.1relevant career interests and aptitudes and help students and their families develop a
6.2regularly reexamined transition plan for postsecondary education or employment without
6.3need for postsecondary remediation.
6.4Expectations of schools, districts, and the state for career or college readiness under
6.5this subdivision must be comparable in rigor, clarity of purpose, and rates of student
6.6completion. A student under clause (2) must receive targeted, relevant, academically
6.7rigorous, and resourced instruction, which may include a targeted instruction and
6.8intervention plan focused on improving the student's knowledge and skills in core subjects
6.9so that the student has a reasonable chance to succeed in a career or college without need
6.10for postsecondary remediation. Consistent with sections 120B.13, 124D.09, 124D.091,
6.11124D.49, and related sections, an enrolling school or district must actively encourage a
6.12student in grade 11 or 12 who is identified as academically ready for a career or college
6.13to participate in courses and programs awarding college credit to high school students.
6.14Students are not required to achieve a specified score or level of proficiency on an
6.15assessment under this subdivision to graduate from high school.
6.16    (d) Students enrolled in grade 8 in any school year from the 2005-2006 school
6.17year to the 2009-2010 school year who do not pass the mathematics graduation-required
6.18assessment for diploma under paragraph (c) are eligible to receive a high school diploma
6.19if they:
6.20(1) complete with a passing score or grade all state and local coursework and credits
6.21required for graduation by the school board granting the students their diploma;
6.22(2) participate in district-prescribed academic remediation in mathematics; and
6.23    (3) fully participate in at least two retests of the mathematics GRAD test or until
6.24they pass the mathematics GRAD test, whichever comes first. To improve the secondary
6.25and postsecondary outcomes of all students, the alignment between secondary and
6.26postsecondary education programs and Minnesota's workforce needs, and the efficiency
6.27and cost-effectiveness of secondary and postsecondary programs, the commissioner,
6.28after consulting with the Minnesota State Colleges and Universities chancellor and using
6.29a request for proposal process, shall contract with a nationally recognized vendor for a
6.30series of assessments that are consistent with this subdivision, aligned with state academic
6.31standards, and include career and college readiness benchmarks. These assessments
6.32in mathematics, reading, and writing for students in grades 8 or 9, 10, and 11 or 12,
6.33must be predictive of and nationally normed for career and college readiness, nationally
6.34recognized as a college entrance exam, include a college placement diagnostic exam, and
6.35contain career exploration elements. The commissioner and the Minnesota State Colleges
6.36and Universities chancellor must collaborate in aligning instruction and assessments for
7.1adult basic education students to provide the students with diagnostic information about
7.2any targeted interventions they need so that they may seek postsecondary education or
7.3employment without need for postsecondary remediation.
7.4    (1) Districts and schools, on an annual basis, must use the career exploration
7.5elements in these assessments to help students, beginning no later than grade 9, and their
7.6families explore and plan for postsecondary education or careers based on the students'
7.7interests, aptitudes, and aspirations. Districts and schools must use timely regional labor
7.8market information and partnerships, among other resources, to help students and their
7.9families successfully develop, pursue, review, and revise an individualized plan for
7.10postsecondary education or a career. This process must help increase students' engagement
7.11in and connection to school, improve students' knowledge and skills, and deepen students'
7.12understanding of career pathways as a sequence of academic and career courses that lead
7.13to an industry-recognized credential, an associate's degree, or a bachelor's degree and are
7.14available to all students, whatever their interests and career goals.
7.15    (2) Students who, based on their growth in academic achievement between grades 8
7.16and 10, show adequate progress toward meeting state career and college readiness must be
7.17given the college entrance exam part of these assessments in grade 11. A student under
7.18this clause who demonstrates attainment of required state academic standards, which
7.19include career and college readiness benchmarks, on these assessments is academically
7.20ready for a career or college and is encouraged to participate in courses and programs
7.21awarding college credit to high school students. Such courses and programs may include
7.22sequential courses of study within broad career areas and technical skill assessments
7.23that extend beyond course grades.
7.24    (3) All students in grade 11 not subject to clause (2) must be given the college
7.25placement diagnostic exam so that the students, their families, the school, and the district
7.26can use the results to diagnose areas for targeted instruction, intervention, or remediation
7.27and improve students' knowledge and skills in core subjects sufficient for the student
7.28to graduate and have a reasonable chance to succeed in a career or college without
7.29remediation. These students must be given the college entrance exam part of these
7.30assessments in grade 12.
7.31    (4) A student in clause (3) who demonstrates (i) attainment of required state
7.32academic standards, which include career and college readiness benchmarks, on these
7.33assessments, (ii) attainment of career and college readiness benchmarks on the college
7.34placement diagnostic part of these assessments, and, where applicable, (iii) successfully
7.35completes targeted instruction, intervention, or remediation approved by the commissioner
7.36and the Minnesota State Colleges and Universities chancellor after consulting with local
8.1school officials and educators, is academically ready for a career or college and is
8.2encouraged to participate in courses and programs awarding college credit to high school
8.3students. Such courses and programs may include sequential courses of study within
8.4broad career areas and technical skill assessments that extend beyond course grades.
8.5    (5) The commissioner and the assessments vendor must conduct a study to determine
8.6the alignment between these assessments and state academic standards under this chapter.
8.7Where alignment exists, the commissioner must seek federal approval to, and immediately
8.8upon receiving approval replace the federally required assessments referenced under
8.9subdivision 1a and section 120B.35, subdivision 2, with assessments under this paragraph.
8.10The commissioner shall require the assessment vendor to provide an individual student
8.11item analysis of exam results and a summary of specific diagnostic strand areas targeted
8.12for instruction, intervention, and remediation.
8.13    (e) In developing, supporting, and improving students' academic readiness for a
8.14career or college, schools, districts, and the state must have a continuum of empirically
8.15derived, clearly defined benchmarks focused on students' attainment of knowledge and
8.16skills so that students, their parents, and teachers know how well students must perform to
8.17have a reasonable chance to succeed in a career or college without need for postsecondary
8.18remediation. The commissioner and Minnesota's public postsecondary institutions must
8.19ensure that the foundational knowledge and skills for students' successful performance
8.20in postsecondary employment or education and an articulated series of possible targeted
8.21interventions are clearly identified and satisfy Minnesota's postsecondary admissions
8.22requirements.
8.23    (f) A school, district, or charter school must place record on the high school
8.24transcript a student's current pass status for each subject that has a required graduation
8.25assessment progress toward career and college readiness.
8.26    In addition, (g) The school board granting the students their diplomas may formally
8.27decide to include a notation of high achievement on the high school diplomas of those
8.28graduating seniors who, according to established school board criteria, demonstrate
8.29exemplary academic achievement during high school.
8.30(e) (h) The 3rd through 8th grade computer-adaptive assessment results and
8.31high school test results shall be available to districts for diagnostic purposes affecting
8.32student learning and district instruction and curriculum, and for establishing educational
8.33accountability. The commissioner must establish empirically derived benchmarks on
8.34adaptive assessments in grades 3 through 8 that reveal a trajectory toward career and
8.35college readiness. The commissioner must disseminate to the public the computer-adaptive
8.36assessments and high school test results upon receiving those results.
9.1    (f) (i) The 3rd through 8th grade computer-adaptive assessments and high school
9.2tests must be aligned with state academic standards. The commissioner shall determine the
9.3testing process and the order of administration. The statewide results shall be aggregated
9.4at the site and district level, consistent with subdivision 1a.
9.5    (g) In addition to the testing and reporting requirements under this section, (j) The
9.6commissioner shall include the following components in the statewide public reporting
9.7system:
9.8    (1) uniform statewide testing computer-adaptive assessments of all students
9.9in grades 3 through 8 and testing at the high school level that provides appropriate,
9.10technically sound accommodations or alternate assessments;
9.11    (2) educational indicators that can be aggregated and compared across school
9.12districts and across time on a statewide basis, including average daily attendance, high
9.13school graduation rates, and high school drop-out rates by age and grade level;
9.14    (3) state results on the American College Test; and
9.15    (4) state results from participation in the National Assessment of Educational
9.16Progress so that the state can benchmark its performance against the nation and other
9.17states, and, where possible, against other countries, and contribute to the national effort
9.18to monitor achievement.
9.19EFFECTIVE DATE.This section is effective the day following final enactment
9.20and applies to the 2013-2014 school year and later except that paragraph (a) applies
9.21the day following final enactment and the requirements for using computer-adaptive
9.22mathematics and reading assessments for grades 3 through 8 apply in the 2015-2016
9.23school year and later.

9.24    Sec. 4. Minnesota Statutes 2012, section 120B.30, subdivision 1a, is amended to read:
9.25    Subd. 1a. Statewide and local assessments; results. (a) For purposes of this
9.26section, the following definitions have the meanings given them.
9.27(1) "Computer-adaptive assessments" means fully adaptive assessments.
9.28(2) "Fully adaptive assessments" include test items that are on-grade level and items
9.29that may be above or below a student's grade level.
9.30(3) "On-grade level" test items contain subject area content that is aligned to state
9.31academic standards for the grade level of the student taking the assessment.
9.32(4) "Above-grade level" test items contain subject area content that is above the
9.33grade level of the student taking the assessment and is considered aligned with state
9.34academic standards to the extent it is aligned with content represented in state academic
9.35standards above the grade level of the student taking the assessment. Notwithstanding
10.1the student's grade level, administering above-grade level test items to a student does not
10.2violate the requirement that state assessments must be aligned with state standards.
10.3(5) "Below-grade level" test items contain subject area content that is below the
10.4grade level of the student taking the test and is considered aligned with state academic
10.5standards to the extent it is aligned with content represented in state academic standards
10.6below the student's current grade level. Notwithstanding the student's grade level,
10.7administering below-grade level test items to a student does not violate the requirement
10.8that state assessments must be aligned with state standards.
10.9(b) The commissioner must use fully adaptive mathematics and reading assessments
10.10for grades 3 through 8 beginning in the 2015-2016 school year and later.
10.11 (c) For purposes of conforming with existing federal educational accountability
10.12requirements, the commissioner must develop and implement computer-adaptive reading
10.13and mathematics assessments for grades 3 through 8, state-developed high school reading
10.14and mathematics tests aligned with state academic standards, and science assessments
10.15under clause (2) that districts and sites must use to monitor student growth toward
10.16achieving those standards. The commissioner must not develop statewide assessments
10.17for academic standards in social studies, health and physical education, and the arts.
10.18The commissioner must require:
10.19    (1) annual computer-adaptive reading and mathematics assessments in grades 3
10.20through 8, and high school reading and mathematics tests; and
10.21    (2) annual science assessments in one grade in the grades 3 through 5 span, the
10.22grades 6 through 8 span, and a life sciences assessment in the grades 9 through 12 span,
10.23and the commissioner must not require students to achieve a passing score on high school
10.24science assessments as a condition of receiving a high school diploma.
10.25(d) The commissioner must ensure that for annual computer-adaptive assessments:
10.26(1) individual student performance data and achievement reports are available within
10.27three school days of when students take an assessment;
10.28(2) growth information is available for each student from the student's first
10.29assessment to each proximate assessment using a constant measurement scale;
10.30(3) parents, teachers, and school administrators are able to use elementary and
10.31middle school student performance data to project students' secondary and postsecondary
10.32achievement; and
10.33(4) useful diagnostic information about areas of students' academic strengths and
10.34weaknesses is available to teachers and school administrators for improving student
10.35instruction and indicating the specific skills and concepts that should be introduced and
11.1developed for students at given performance levels, organized by strands within subject
11.2areas, and aligned to state academic standards.
11.3    (b) (e) The commissioner must ensure that all statewide tests administered to
11.4elementary and secondary students measure students' academic knowledge and skills and
11.5not students' values, attitudes, and beliefs.
11.6    (c) (f) Reporting of assessment results must:
11.7    (1) provide timely, useful, and understandable information on the performance of
11.8individual students, schools, school districts, and the state;
11.9    (2) include a value-added growth indicator of student achievement under section
11.10120B.35, subdivision 3 , paragraph (b); and
11.11    (3)(i) for students enrolled in grade 8 before the 2005-2006 school year, determine
11.12whether students have met the state's basic skills requirements; and
11.13    (ii) for students enrolled in grade 8 in the 2005-2006 school year and later, determine
11.14whether students have met the state's academic standards.
11.15    (d) (g) Consistent with applicable federal law and subdivision 1, paragraph (d),
11.16clause (1), the commissioner must include appropriate, technically sound accommodations
11.17or alternative assessments for the very few students with disabilities for whom statewide
11.18assessments are inappropriate and for English learners.
11.19    (e) (h) A school, school district, and charter school must administer statewide
11.20assessments under this section, as the assessments become available, to evaluate student
11.21proficiency progress toward career and college readiness in the context of the state's grade
11.22level academic standards. If a state assessment is not available, a school, school district,
11.23and charter school must determine locally if a student has met the required academic
11.24standards. A school, school district, or charter school may use a student's performance
11.25on a statewide assessment as one of multiple criteria to determine grade promotion or
11.26retention. A school, school district, or charter school may use a high school student's
11.27performance on a statewide assessment as a percentage of the student's final grade in a
11.28course, or place a student's assessment score on the student's transcript.
11.29EFFECTIVE DATE.This section is effective for the 2013-2014 school year and
11.30later except the requirements for using computer-adaptive mathematics and reading
11.31assessments for grades 3 through 8 apply in the 2015-2016 school year and later.

11.32    Sec. 5. Minnesota Statutes 2012, section 120B.36, subdivision 1, is amended to read:
11.33    Subdivision 1. School performance report cards reports. (a) The commissioner
11.34shall report student academic performance under section 120B.35, subdivision 2; the
11.35percentages of students showing low, medium, and high growth under section 120B.35,
12.1subdivision 3 , paragraph (b); school safety and student engagement and connection
12.2under section 120B.35, subdivision 3, paragraph (d); rigorous coursework under section
12.3120B.35, subdivision 3 , paragraph (c), the percentage of students whose progress and
12.4performance levels are meeting career and college readiness benchmarks under section
12.5120B.30, subdivision 1; two separate student-to-teacher ratios that clearly indicate the
12.6definition of teacher consistent with sections 122A.06 and 122A.15 for purposes of
12.7determining these ratios; staff characteristics excluding salaries; student enrollment
12.8demographics; district mobility; and extracurricular activities. The report also must
12.9indicate a school's adequate yearly progress status under applicable federal law, and must
12.10not set any designations applicable to high- and low-performing schools due solely to
12.11adequate yearly progress status.
12.12    (b) The commissioner shall develop, annually update, and post on the department
12.13Web site school performance report cards reports.
12.14    (c) The commissioner must make available performance report cards reports by the
12.15beginning of each school year.
12.16    (d) A school or district may appeal its adequate yearly progress status in writing to
12.17the commissioner within 30 days of receiving the notice of its status. The commissioner's
12.18decision to uphold or deny an appeal is final.
12.19    (e) School performance report card reports data are nonpublic data under section
12.2013.02, subdivision 9 , until the commissioner publicly releases the data. The commissioner
12.21shall annually post school performance report cards reports to the department's public Web
12.22site no later than September 1, except that in years when the report card reflects reports
12.23reflect new performance standards, the commissioner shall post the school performance
12.24report cards reports no later than October 1.
12.25EFFECTIVE DATE.This section is effective for the 2013-2014 school year and
12.26later.

12.27    Sec. 6. Minnesota Statutes 2012, section 124D.52, is amended by adding a subdivision
12.28to read:
12.29    Subd. 8. Standard high school diploma for adults. (a) The commissioner shall
12.30adopt rules for providing a standard high school diploma to adults who:
12.31(1) are not eligible for kindergarten through grade 12 services;
12.32(2) do not have a high school diploma; and
12.33(3) successfully complete an adult basic education program of instruction approved
12.34by the commissioner necessary to earn an adult high school diploma.
13.1(b) Persons participating in an approved adult basic education program of instruction
13.2must demonstrate proficiency in a standard set of competencies that reflect the knowledge
13.3and skills sufficient to ensure that postsecondary programs and institutions and potential
13.4employers regard persons with a standard high school diploma and persons with a
13.5standard high school diploma for adults as equally well prepared and qualified graduates.
13.6Approved adult basic education programs of instruction under this subdivision must issue
13.7a standard high school diploma for adults who successfully demonstrate the competencies,
13.8knowledge, and skills required by the program.
13.9EFFECTIVE DATE.This section is effective the day following final enactment.

13.10    Sec. 7. STATEWIDE ASSESSMENT AND ACCOUNTABILITY; TRANSITION.
13.11Notwithstanding other law to the contrary, students enrolled in grade 8 before the
13.122012-2013 school year are eligible to be assessed under the amended provisions of
13.13Minnesota Statutes 2012, section 120B.30, subdivision 1, to the extent such assessments
13.14are available, or under section 120B.128. Other measures of statewide accountability,
13.15including student performance, preparation, rigorous course taking, engagement and
13.16connection, and transition into postsecondary education or the workforce remain in effect.
13.17EFFECTIVE DATE.This section is effective the day following final enactment.

13.18    Sec. 8. APPROPRIATIONS.
13.19    Subdivision 1. Minnesota Department of Education. The sums indicated in this
13.20section are appropriated from the general fund to the Department of Education for the
13.21fiscal years designated.
13.22    Subd. 2. College and career ready assessments. For the costs necessary for
13.23school district and charter school students to participate in the required assessments under
13.24section 2:

13.25		$	.......	.....	2014
13.26		$	.......	.....	2015

13.27Any balance in the first year does not cancel but is available in the second year.
13.28    Subd. 3. Computer-adapted tests. For the development costs associated with
13.29state-developed, computer-adapted tests under section 3:

13.30		$	.......	.....	2014
13.31		$	.......	.....	2015

13.32Any balance in the first year does not cancel but is available in the second year.
14.1    Subd. 4. Request for proposals. For the costs associated with developing the
14.2request for proposals for the assessments required under section 3, paragraph (d):

14.3		$	.......	.....	2014
14.4		$	.......	.....	2015

14.5Any balance in the first year does not cancel but is available in the second year.
14.6    Subd. 5. Career Pathways Advisory Task Force. For the costs of the Career
14.7Pathways Advisory Task Force:

14.8

$

.......

.....

2014

14.9Any balance in the first year does not cancel but is available in the second year.

14.10    Sec. 9. REPEALER.
14.11Minnesota Rules, parts 3501.0010; 3501.0020; 3501.0030, subparts 1, 2, 3, 4, 5,
14.126, 7, 9, 10, 11, 12, 13, 14, 15, and 16; 3501.0040; 3501.0050; 3501.0060; 3501.0090;
14.133501.0100; 3501.0110; 3501.0120; 3501.0130; 3501.0140; 3501.0150; 3501.0160;
14.143501.0170; 3501.0180; 3501.0200; 3501.0210; 3501.0220; 3501.0230; 3501.0240;
14.153501.0250; 3501.0270; 3501.0280, subparts 1 and 2; 3501.0290; 3501.1000; 3501.1020;
14.163501.1030; 3501.1040; 3501.1050; 3501.1110; 3501.1120; 3501.1130; 3501.1140;
14.173501.1150; 3501.1160; 3501.1170; 3501.1180; and 3501.1190, are repealed.
14.18EFFECTIVE DATE.This section is effective the day following final enactment.