Bill > S257

This bill aims to empower local school districts to determine how students demonstrate educational competency, particularly for high school graduation, by allowing for multiple forms of academic assessment rather than relying on a single test. Specifically, it amends existing law to state that a student's proficiency in tenth-grade mathematics and English, which is a common core of skills and knowledge, should be measured by a variety of assessment instruments chosen by the local school district after input from the state's education department. Crucially, the bill prohibits the use of results from any single assessment or test as the sole condition for graduating high school. Additionally, it clarifies that students whose performance might be challenging to assess, such as those with special needs, in vocational programs, or with limited English proficiency, should be considered in these assessment processes.