1.1.................... moves to amend H.F. No. 2431, the delete everything amendment
1.2(A10-2517), as follows:
1.3Page 16, line 1, strike "2013-2014" and insert "2014-2015"
1.4Page 18, after line 17, insert:

1.5    "Sec. 7. Minnesota Statutes 2009 Supplement, section 120B.30, is amended by adding
1.6a subdivision to read:
1.7    Subd. 1b. High school algebra end-of-course assessment. (a) Notwithstanding
1.8subdivision 1, the commissioner shall establish a statewide high school algebra
1.9end-of-course assessment for students entering grade 8 in the 2010-2011 school year
1.10and later that provides information on the college and career readiness of Minnesota
1.11students and fulfills federal accountability requirements, consistent with this subdivision
1.12and related rules. For purposes of this subdivision, "college and career readiness" means
1.13the knowledge and skills that a high school graduate needs to do either credit-bearing
1.14coursework at a two-year or four-year college or university or career-track employment
1.15that pays a living wage, provides employment benefits, and offers clear pathways for
1.16advancement through further education and training.
1.17(b) This statewide high school algebra end-of-course assessment must conform
1.18with the following:
1.19(1) align with the most recently revised academic content standards under section
1.20120B.023, subdivision 2;
1.21(2) include both multiple-choice and open-ended items that assess the appropriate
1.22algebra knowledge and skills contained in the state's academic content standards;
1.23(3) be designed for computer administration and scoring so that, beginning the
1.24second year a computerized test is administered and as soon as practicable during the
1.25first year a computerized test is administered, the exam results of students who take
1.26computerized tests are available to the school or district within three full school days after
1.27the exam is administered, among other design characteristics;
2.1(4) be administered at regular intervals that align with the most common high school
2.2schedules in Minnesota;
2.3(5) generate achievement levels established through a professionally recognized
2.4methodology;
2.5(6) use achievement level descriptors that define a student's college and career
2.6readiness;
2.7(7) comprise 25 percent of the student's overall course grade in the corresponding
2.8course;
2.9(8) require a student who does not pass a high school algebra course to (i)
2.10retake the course or complete a district-authorized credit recovery class, (ii) opt, at the
2.11student's election, to retake the end-of-course assessment within a regularly scheduled
2.12administration window, and (iii) have the student select the exam score on the initial test
2.13or the retest to count as the equivalent of 25 percent of the student's overall course grade;
2.14(9) allow an eligible student to meet this requirement through an alternative method
2.15that demonstrates the student's college and career readiness:
2.16(i) for high school students who transfer into Minnesota from another state where
2.17the algebra course content, as applicable, is of equal or greater rigor, pass that state's high
2.18school course and graduation requirements in algebra, as applicable;
2.19(ii) allow a student who has an active individualized education program to achieve a
2.20passing status at an individual level as prescribed by the commissioner;
2.21(iii) waive the required exam for a high school student who is an English language
2.22learner under section 124D.59 and who has been enrolled for four or fewer years in a
2.23school in which English is the primary language of instruction; or
2.24(iv) other alternative methods recommended by the Assessment Advisory
2.25Committee, if subsequently specifically authorized by law to allow other alternative
2.26methods;
2.27(10) use three consecutive school years of research and analysis through the
2.282014-2015 school year, as prescribed by the commissioner, to calculate and report an
2.29alignment index that compares students' final grades in this course with their end-of-course
2.30assessment score;
2.31(11) subsequent to calculating and reporting the alignment index under clause (10),
2.32require schools that are highly misaligned for two or more consecutive school years to
2.33transmit written notice of the misalignment to all parents of students enrolled in the school,
2.34as prescribed by the commissioner; and
3.1(12) when schools are highly misaligned for two or more consecutive years under
3.2clause (11), use school district funds under section 122A.60, subdivision 1a, paragraph
3.3(a), to correct the misalignment.
3.4(c) The requirements of this subdivision apply to students in public schools,
3.5including charter schools, who enter grade 8 in the 2010-2011 school year or later. The
3.6commissioner may establish a transition period where students who enter grade 8 in the
3.72010-2011 or 2011-2012 school year graduate either under the Graduation-Required
3.8Assessment for Diploma requirements under section 120B.30, subdivision 1, or this
3.9subdivision. The commissioner may seek authority from the legislature to adjust the
3.10time line under this paragraph if circumstances such as changes in federal law governing
3.11educational accountability and assessment warrant such an adjustment.
3.12(d) To fully implement this subdivision and enable school districts to provide
3.13intervention and support to struggling students and improve instruction for all students,
3.14the commissioner must provide districts with:
3.15(i) a benchmark assessment aligned with the high school algebra end-of-course
3.16assessment; and as finding allows, may provide districts with
3.17(ii) an item bank available to teachers for creating formative assessments to help
3.18students prepare for the high school algebra end-of-course assessment.
3.19(e) The commissioner shall expand the membership and purpose of the Assessment
3.20Advisory Committee established under section 120B.365 to include assessment experts
3.21and practitioners from both secondary and postsecondary education systems and other
3.22appropriate stakeholders to monitor the implementation of and student outcomes based
3.23on the algebra end-of-course assessment and policies and the state support available
3.24to districts, including small or rural districts, under this subdivision. This committee
3.25shall report annually by February 15 to the commissioner and the legislature on the
3.26implementation of and student outcomes based on the assessment and policies under this
3.27subdivision. Notwithstanding section 15.059, subdivision 3, committee members shall not
3.28receive compensation, per diem payments, or reimbursement for expenses.
3.29(f) Using a solicitation process that includes a "request for proposal" process and
3.30multiple responses, the commissioner shall contract for at least two independent studies
3.31at two-year intervals to evaluate (1) the implementation of the requirements and (2) the
3.32availability and efficacy of resources to support and improve student outcomes based on
3.33student achievement data under this subdivision. The commissioner must submit the
3.34results of the first study to the education policy and finance committees of the legislature
3.35by February 15, 2015. The commissioner must submit the results of the second study
3.36to the legislature by February 15, 2017.
4.1(g) The commissioner must not begin to develop additional statewide end-of-course
4.2exams in geometry, chemistry, or physics until specifically authorized in law to do so.
4.3(i) A district or charter school must indicate on a student's transcript the student's
4.4level of college and career readiness in algebra under this subdivision after the levels have
4.5been established through a professionally recognized methodology.
4.6EFFECTIVE DATE.This section is effective the day following final enactment.

4.7    Sec. 8. ASSESSMENT ADVISORY COMMITTEE; RECOMMENDATIONS.
4.8(a) The Assessment Advisory Committee must develop recommendations for
4.9alternative methods by which students satisfy the high school algebra end-of-course
4.10requirements under Minnesota Statutes, section 120B.30, subdivision 1b, paragraph (b),
4.11clause (9), and demonstrate their college and career readiness. The Assessment Advisory
4.12Committee, among other alternative methods and if consistent with federal educational
4.13accountability law, must consider allowing students to:
4.14(1) achieve the mathematics college readiness score on the American College Test
4.15(ACT) or Scholastic Aptitude Test (SAT) exam;
4.16(2) achieve a college-credit score on a College-Level Examination Program (CLEP)
4.17for algebra;
4.18(3) achieve a score on an equivalent Advanced Placement or International
4.19Baccalaureate exam that would earn credit at a four-year college or university; or
4.20(4) pass a credit-bearing course in college algebra or a more advanced course in that
4.21subject with a grade of C or better under Minnesota Statutes, section 124D.09, including
4.22Minnesota Statutes, section 124D.09, subdivision 10.
4.23(b) The Assessment Advisory Committee, in the context of the high school algebra
4.24end-of-course assessment under Minnesota Statutes, section 120B.30, subdivision 1b, may
4.25develop recommendations on integrating universal design principles to improve access
4.26to learning and assessments for all students, more accurately understand what students
4.27know and can do, provide Minnesota with more cost-effective assessments, and provide
4.28educators with more valid inferences about students' achievement levels.
4.29(c) The Assessment Advisory Committee, for purposes of fully implementing the
4.30high school algebra end-of-course assessment under Minnesota Statutes, section 120B.30,
4.31subdivision 1b, also must develop recommendations for:
4.32(1) calculating the alignment index, including how questions about validity and
4.33reliability are resolved; and
4.34(2) defining "misaligned" and "highly misaligned" and when and under what specific
4.35circumstances misalignments occur.
5.1(d) By February 15, 2011, the Assessment Advisory Committee must submit its
5.2recommendations under this section to the education commissioner and the education
5.3policy and finance committees of the legislature.
5.4(e) The commissioner must not implement any element of any recommendation
5.5under paragraphs (a) to (d) related to the high school algebra end-of-course assessment
5.6under Minnesota Statutes, section 120B.30, subdivision 1b, without first receiving specific
5.7legislative authority to do so.
5.8EFFECTIVE DATE.This section is effective the day following final enactment."
5.9Renumber the sections in sequence and correct the internal references
5.10Amend the title accordingly