08 LC
33 2202
House
Bill 905
By:
Representatives Millar of the
79th,
Richardson of the
19th,
Lindsey of the
54th,
Holmes of the
61st,
Everson of the
106th,
and others
A
BILL TO BE ENTITLED
AN ACT
AN ACT
To
amend Article 6 of Chapter 2 of Title 20 of the Official Code of Georgia
Annotated, relating to the "Quality Basic Education Act," so as to enact the
"Building Resourceful Individuals to Develop Georgia´s Economy Act" to
implement programs to improve graduation rates and to improve the preparedness
of students for postsecondary education and careers; to provide for definitions;
to provide for the development of focused programs of study in high schools; to
provide for model programs for students at risk of dropping out of high school;
to train guidance counselors and graduation coaches to provide for educational
counseling and career awareness programs for students; to require local school
systems to establish comprehensive high schools; to provide for teacher-adviser
systems; to provide for an individual graduation plan for each student; to
provide for high school completion rate goals in the state accountability
system; to provide for duties of guidance counselors and graduation coaches; to
provide for involvement of parents and guardians; to provide for extended day
funding; to provide for education and career guidance training in colleges of
education; to provide for rules and regulations; to provide for exemptions from
certain portions of the high school graduation test and end-of-course
assessments; to provide for related matters; to repeal conflicting laws; and for
other purposes.
BE
IT ENACTED BY THE GENERAL ASSEMBLY OF GEORGIA:
SECTION
1.
Article
6 of Chapter 2 of Title 20 of the Official Code of Georgia Annotated, relating
to the "Quality Basic Education Act," is amended by adding a new part to read as
follows:
"Part
16
20-2-325.
This
part shall be known and may be cited as the 'Building Resourceful Individuals to
Develop Georgia´s Economy Act.'
20-2-326.
For
purposes of this part, the term:
(1)
'Choice technical high school' means a high school, other than the high school
to which a student is assigned by virtue of his or her residence and attendance
zone, which is designed to prepare a high school student for postsecondary
education and for employment in a career field. A choice technical high school
may be operated by a local school system or a technical school or college. A
choice technical high school may also be operated as a charter school under a
governance board composed of parents, employers, and representatives from the
local board of education.
(2)
'Comprehensive high school' means a high school that offers at least six focused
programs of study, including at least two in academic areas and at least four in
high demand career fields, as determined by the State Board of Education.
Focused programs of study within a comprehensive high school may be provided
through one or more small learning communities or shared time career
academies.
(3)
'Focused program of study' means a rigorous academic core combined with either a
focus in mathematics and science; a focus in humanities, fine arts, and foreign
language; or a coherent sequence of career/technical courses that is aligned
with graduation requirements established by the State Board of Education and
curriculum requirements established pursuant to Part 2 of this article, that
prepares a student for postsecondary education or immediate employment after
high school graduation, and that is in accordance with the requirements of
paragraph (3) of subsection (a) of Code Section 20-2-328.
(4)
'Graduation plan' means a student specific plan developed in accordance with
Code Section 20-2-329.1 detailing the courses necessary for a high school
student to graduate from high school and to successfully transition to
postsecondary education and the work force.
(5)
'Shared time career academy' means a small learning community where a student
receives academic instruction at his or her assigned high school combined with
work-based learning opportunities at an industry center or technical school or
college.
(6)
'Small learning community' means an autonomous or semiautonomous small learning
environment within a large high school which is made up of a subset of students
and teachers for a two, three, or four-year period. The goal of a small
learning community is to achieve greater personalization of learning with each
community led by a principal or instructional leader. A small learning
community blends academic studies around a broad career or academic theme where
teachers have common planning time to connect teacher assignments and
assessments to college and career readiness standards. Students voluntarily
apply for enrollment in a small learning community but must be accepted and such
enrollment must be approved by the student´s parent or guardian. A small
learning community also includes a career academy organized around a specific
career theme which integrates academic and career instruction, provides
work-based learning opportunities, and prepares students for postsecondary
education and employment, with support through partnerships with local
employers, community organizations, and postsecondary institutions.
(7)
'Technical school or college' means a school, college, institution, or other
branch of the Department of Technical and Adult Education.
20-2-327.
(a)
The Department of Education shall develop a curriculum, aligned with state
content standards, that provides students with both strong academics and real
world problem solving skills. Students shall be provided individualized
educational, academic, and career oriented choices and exposure to career and
educational information and opportunities. This shall include the involvement
and cooperative effort of parents or guardians, teachers, and guidance personnel
in assisting students in making these choices, in setting career and educational
goals, and in developing individual graduation plans to achieve such
goals.
(b)(1)
No later than July 1, 2009, the Department of Education shall develop and the
State Board of Education shall approve state models and prototypes for
individual graduation plans and curriculum frameworks for focused programs of
study.
(2)
Focused programs of study that are in high demand academic and career fields
shall be given priority and may include, but are not limited to:
(A)
Aerospace;
(B)
Health care and elderly care;
(C)
Agribusiness;
(D)
Life science;
(E)
Energy and environmental;
(F)
Logistics and transportation;
(G)
Information and technology;
(H)
Teacher education training;
(I)
Technology and engineering;
(J)
Science and mathematics; and
(K)
Humanities and fine arts.
(3)
The department shall include in the state models and prototypes for individual
graduation plans and curriculum frameworks the flexibility for a student to
develop a personalized individual graduation plan for a focused program of
study, utilizing courses offered within a career or academic focus area at the
school of attendance, at a technical school or college, at a public four-year
college, at a work site under an apprenticeship cooperative education program,
and at other settings approved by the State Board of Education, as
appropriate.
(4)
For each focused program of study identified pursuant to this subsection, the
department shall convene a panel which includes high school teachers;
representatives from the Board of Regents of the University System of Georgia,
the Department of Technical and Adult Education, and employers; and others as
deemed appropriate by the department. These panels shall develop and recommend
a curriculum framework for the focused program of study which blends academic
and technical content with real world problems and projects for students. At
least once every four years, the department shall convene such panels to review
and update the focused programs of study and the State Board of Education shall
approve updated state models and prototypes for individual graduation plans and
curriculum frameworks for focused programs of study.
(5)(A)
The department shall include in the state models developed pursuant to this
subsection an evidence based model program for addressing at-risk
students.
(B)
The at-risk model program shall include various programs and curricula proven to
be effective for at-risk students and shall focus on:
(i)
Identification of students at risk for being poorly prepared for the next grade
level or for dropping out of school;
(ii)
Strengthening retention of ninth grade students in school and reducing high
failure rates;
(iii)
Improving more student performance to grade level standards in reading and
mathematics by the end of ninth grade;
(iv)
Assisting students and their parents or guardians in setting an outcome career
and educational goal and identifying a focused program of study to achieve such
goal;
(v)
Assisting students in learning and applying study skills, coping skills, and
other habits that produce successful students and adults; and
(vi)
Assisting over-age students in earning a high school diploma and a recognized
credential that has value in the workplace.
The
model program shall include diagnostic assessments to identify strengths and
weaknesses in the core academic areas. The process for identifying these
students shall be closely monitored by the Department of Education in
collaboration with local school systems to ensure that students are being
properly identified and provided timely, appropriate guidance and assistance and
to ensure that no group is disproportionately represented. The model program
shall also include an evaluation component in each high school to ensure the
programs are providing students an opportunity to graduate with a high school
diploma.
(C)
The at-risk model program shall include various components designed to result in
more students facilitating a successful start in high school and passing the
ninth grade and shall include:
(i)
Utilizing a flexible schedule that increases students´ time in core
language arts/reading and mathematics studies designed to eliminate academic
deficiencies;
(ii)
Maintaining a student-teacher ratio in ninth grade that is no higher than any
other grade level ratio in high school;
(iii)
Utilizing the most experienced and effective teachers as leaders for teacher
teams in ninth grade to improve instructional planning, delivery, and
re-teaching strategies;
(iv)
Assigning students to a teacher mentor who will meet with them frequently to
provide planned lessons on study skills and other habits of success that help
students become independent learners and who will help them receive the
assistance they need to successfully pass the ninth grade; and
(v)
Including ninth grade career courses which incorporate a series of miniprojects
throughout the school year that require the application of ninth grade level
reading, mathematics, and science skills to complete while students learn to use
a range of technology. Such courses shall also help students explore a range of
educational and career options that will assist them in formulating post high
school goals that will give them a reason to stay in school and work toward
achieving their stated goals.
(c)
No later than July 1, 2009, the State Board of Education shall promulgate rules
and regulations for high schools that are chronically low-performing with
graduation rates below the state average as determined in accordance with the
methodology established by the National Center for Educational Statistics, to
make the high schools more relevant to and effective for all students. Such
rules shall encourage high schools to implement a comprehensive school reform
research based model, such as the
High Schools That
Work organizational model, that focuses
on:
(1)
Setting high expectations for all students;
(2)
Personalizing graduation plans for students;
(3)
Developing small learning communities or career academies with a rigorous
academic foundation and emphasis in broad career fields of study;
(4)
Using project based instruction embedded with strong academics to improve
relevancy in learning;
(5)
Fostering collaboration among academic and career/technical
teachers;
(6)
Implementing nontraditional scheduling in ninth grade for students behind in
their grade level;
(7)
Promoting parental involvement; and
(8)
Training teachers to work with low-performing students and their parents or
guardians.
(d)
No later than July 1, 2009, the Department of Education shall begin implementing
a plan for training guidance counselors and graduation coaches about high demand
and high wage opportunities for bachelor´s degrees, associate degrees, and
certificates, how a combination of rigorous academic and technical courses can
prepare students for these fields, and how to organize a teacher adviser system
that engages teachers in working with a core group of students and their parents
or guardians in setting goals, identifying individual programs of study, and
establishing individual graduation plans to achieve those goals. The plan shall
include strategies for guidance counselors, graduation coaches, and teacher
advisers to effectively involve parents or guardians in the educational and
career guidance process and in the development of individual graduation
plans.
(e)
No later than July 1, 2010, the State Board of Education, in consultation with
the Board of Regents of the University System of Georgia and the State Board of
Technical and Adult Education with regard to their respective admissions
requirements and remedial education course work standards, shall determine
minimum college and career readiness standards in reading, writing, and
mathematics with the goal of reducing the number of remedial classes taken by
college freshmen. This shall include a method on assessing the college and
career readiness of eleventh grade students planning on pursuing postsecondary
studies. The State Board of Education shall create an English course and a
mathematics course to offer students in the twelfth grade who have been
identified in the eleventh grade assessment as not meeting college and career
readiness standards, to be taken in lieu of the regular twelfth grade English
and mathematics courses. The State Board of Education shall provide for the
training of teachers in the administration of the eleventh grade readiness
assessment and shall annually evaluate the results of the assessments and
twelfth grade remediation courses with a focus on continuous
improvement.
(f)
No later than July 1, 2010, the State Board of Education, in collaboration with
the State Board of Technical and Adult Education, shall establish a process for
certifying all career/technical programs of study receiving state funds by using
national certifying agencies where they exist and developing state
industry-certifying panels in career/technical fields where no national
certifying agency exists. The certification process shall, at a minimum,
validate that a program of study´s curriculum meets industry standards,
that its teachers hold current industry certification, and that its facilities,
equipment, and software are adequate to teach the curriculum. The certification
process shall require evidence that the career/technical program of study is
preparing high school graduates who can meet industry standards for employment.
By the 2012-2013 school year, at least one-half of career/technical programs of
study offered to high school students by local school systems and through
technical schools and colleges shall hold certification from either national
certifying agencies or state industry-certifying panels. By the 2014-2015
school year, all career/technical programs of study receiving state funds shall
be industry certified in accordance with the established process. The State
Board of Education shall also establish a schedule and process for
recertification for all career/technical programs of study serving high school
students.
20-2-328.
(a)(1)
Beginning in the 2009-2010 school year, each local school system shall provide
that each of its high schools is established or reconfigured as a comprehensive
high school selecting and implementing, with technical assistance from the
Department of Education, one of the following options:
(A)
Adopting and implementing high-quality national programs of career study with
well-developed and proven course materials, training for teachers, and
end-of-course assessments. Such national programs may include, but are not
limited to, the National Academy Foundation´s Academy of Finance and
Academy of Information Technology and Project Lead The Way´s high school
pre-engineering and biomedical sciences programs;
(B)
Jointly developing with a technical school or college focused programs of study
or choice technical high schools which offer high school students access to a
coherent and structured system of high quality academic and career/technical
studies in high demand career fields. The Department of Education shall provide
incentives for local school systems that form agreements with technical schools
and colleges, employers, and other entities to create programs of academic and
career/technical studies aimed at preparing students for employment and for
postsecondary studies; or
(C)
Where local technical schools and colleges lack the capacity to provide
preparation for high school students in high demand and high wage career fields,
local school systems shall establish comprehensive high schools with high
quality focused programs of study for high demand fields through creating small
learning communities or shared time career academies with a career focus or
through developing choice technical high school programs of study with a career
focus.
(2)
Local school systems, particularly those that have only one high school, may
meet the requirements of this subsection by establishing regional comprehensive
high schools with neighboring school systems. Where one or more facilities are
made available by the Department of Technical and Adult Education or one of its
institutions, local school systems shall utilize such facility or facilities to
meet the requirements of this subsection where practicable and cost effective,
particularly for local school systems that have only one high school. A
comprehensive high school shall not be required to offer every focused program
of study in high demand academic and career fields as identified by the State
Board of Education pursuant to subsection (b) of Code Section 20-2-327. To the
largest extent practicable, local school systems shall align the focused
programs of study offered in its high schools with the work force development
needs of the region in which it is located and the state.
(3)
The comprehensive high schools established pursuant to this subsection shall be
designed to provide a well-rounded education for students by fostering artistic
creativity, critical thinking, and self-discipline through the teaching of
academic content, knowledge, and skills that students will use in the workplace,
further education, and life. The focused programs of study within the schools
shall be aligned with graduation requirements established by the State Board of
Education and curriculum requirements established pursuant to Part 2 of this
article and shall:
(A)
Include a sequence of rigorous academic core studies, including at a
minimum:
(i)
Four years of mathematics, Algebra I and higher;
(ii)
Four years of English, with an emphasis on developing reading and writing skills
to meet college and career readiness standards;
(iii)
Four college-preparatory level science courses, with one science credit for
successful completion of a sequence of career/technical courses with embedded
science content and skills that meet guidelines established by the State Board
of Education;
(iv)
Three college-preparatory level social studies courses; and
(v)
One computer course; and
(B)
Include completion of:
(i)
Focused course work in mathematics and science or in humanities, fine arts, and
foreign language;
(ii)
Four sequenced career/technical courses that contain embedded academic content,
at a minimum, leading to an employer certification and other postsecondary
credentials; or
(iii)
Both.
A
focused program of study shall include opportunities for academic and
career/technical teachers to collaboratively plan integrated lessons to advance
academic and technical achievement. All career/technical courses shall lead to
industry certification or postsecondary credit linked directly to the career
theme of the course. At least 50 percent of the students enrolled in a
combined sequence of at least four career/technical courses must achieve
industry certification or postsecondary credit during the third year such
sequence of courses is offered in order for the sequence to be offered a fourth
year. At least 66 percent of students enrolled in such a sequence of courses
must achieve industry certification or postsecondary credit during the fourth
year such sequence of courses is offered in order for it to be offered a fifth
year and thereafter.
(b)
Beginning in the 2009-2010 school year, high schools shall implement a teacher
adviser system where an individual professional educator in the school assists a
small group of students and their parents or guardians throughout the
students´ high school careers to set postsecondary goals and help them
prepare programs of study, utilizing assessments and other data to track
academic progress on a regular basis; communicates frequently with parents or
guardians; and provides extensive counseling, support, and encouragement as
needed.
(c)
Beginning in the 2009-2010 school year, all career/technical teachers teaching
high school students shall receive training, in accordance with State Board of
Education guidelines, from local school systems or from the Department of
Technical and Adult Education to teach the embedded reading, mathematics, and
science knowledge and skills contained in the projects, problems, and tasks
students are assigned and to use project and problem based instruction to
improve high school students´ reading, mathematics, and science knowledge
and skills. All career/technical teachers teaching high school students shall,
by the 2013-2014 school year, provide evidence that through their courses,
students´ academic achievement is enhanced, as defined by guidelines
established by the State Board of Education developed in collaboration with the
State Board of Technical and Adult Education, and shall receive an endorsement
for teaching embedded reading, mathematics, and science knowledge and skills in
career/technical courses by the Professional Standards Commission.
(d)
Beginning in the 2009-2010 school year, local school systems shall provide
students in the eighth through twelfth grades information on educational
programs offered in high school, in technical and community colleges, in
colleges and universities, and through apprenticeship programs and how these
programs can lead to a variety of career fields. Local school systems shall
provide opportunities for field trips, speakers, educational and career
information centers, job shadowing, and classroom centers to assist students and
their parents or guardians, with guidance from school counselors and teacher
advisers, in developing a tentative individual high school graduation plan as
provided for in Code Section 20-2-329.1 by the end of the student´s eighth
grade school year. Such individual graduation plan shall be reviewed annually,
and revised, if appropriate, upon approval by the student, the student´s
guidance counselor or teacher adviser, and the student´s parent or
guardian.
(e)
Beginning in the 2010-2011 school year, each public high school shall implement
a career guidance program model or prototype as developed or approved by the
Department of Education. At least annually after that, guidance personnel and
teacher advisers shall counsel students during the ninth and tenth grades to
further define their educational and career goals and individual graduation
plans, and before the end of the second semester of the tenth grade, tenth grade
students with their parents or guardians shall have adopted a detailed
individual graduation plan. Throughout high school, students shall be provided
guidance activities and educational and career awareness programs that combine
counseling on educational and career options and experiential learning with
academic planning to assist students in fulfilling their individual graduation
plans. A student may transfer to another high school within the local school
system offering that student´s career/technical concentration if not
offered by the high school in his or her attendance zone.
(f)
Beginning in the 2010-2011 school year, local school systems shall enroll
students in tenth grade into one of the following options for earning a high
school diploma and preparing students for postsecondary education and a
career:
(1)
A structured program of academic study with in-depth studies in mathematics and
science or in humanities, fine arts, and foreign language;
(2)
A structured program of academic study with in-depth studies in a
career/technical focused area that leads to passing an employer certification
exam in a high demand career field; or
(3)
For over-age students, a program of study that leads to earning a general
educational development (GED) diploma and passing an employer certification exam
in a high demand career field.
(g)
Beginning in the 2011-2012 school year, each public high school shall have a
guidance personnel-student ratio of 1 to 300. Guidance personnel shall include
guidance counselors and graduation coaches.
20-2-329.
No
later than July 1, 2009, the Office of Student Achievement shall include in the
accountability system provided for in Part 3 of Article 2 of Chapter 14 of this
title emphasis on improving student achievement and increasing high school
graduation rates, with the goal of having all public high schools in Georgia
reach at least a 90 percent high school completion rate by July 1, 2019, with
annual incremental targets. The state accountability system shall encourage
local school systems to develop proven programs for eighth and ninth graders who
have failed one or more grades and who are failing to meet state standards in
reading and mathematics. The intent of the accountability system shall be to
develop programs that:
(1)
Accelerate, at a minimum, language arts/reading, mathematics, and science
achievement in one year so that more students can successfully complete tenth
grade level work in high school;
(2)
Assist students in developing study skills and other skills and habits of
success that help students become independent learners and successful
adults;
(3)
Engage students in exploring the options with regard to educational programs
offered in high school, in technical and community colleges, in colleges and
universities, and through apprenticeship programs;
(4)
Include training for teachers and other school personnel on how to create a
positive learning situation for at-risk students, on how to work together as a
professional team, and on how to work and support parents of low-income
students;
(5)
Include parents and guardians as partners in the effort to improve student
achievement and high school graduation rates; and
(6)
Provide continuing support to help students successfully complete high
school.
20-2-329.1.
(a)
An individual graduation plan shall:
(1)
Include a focused program of study composed of:
(A)
A sequence of rigorous academic core subjects in accordance with paragraph (3)
of subsection (a) of Code Section 20-2-328; and
(B)(i)
Focused course work in mathematics and science or in humanities, fine arts, and
foreign language; or
(ii)
Sequenced career/technical courses leading to an employer certification and
other postsecondary credentials;
(2)
Incorporate provisions of a student´s Individualized Education Program
(IEP), when appropriate;
(3)
Align educational and broad career goals and a student´s course of
study;
(4)
Be based on the student´s selected academic and career focus area as
approved by the student´s parent or guardian;
(5)
Include experience based, career oriented learning experiences which may
include, but not be limited to, internships, apprenticeships, mentoring, co-op
education, and service learning;
(6)
Be flexible to allow change in the course of study but be sufficiently
structured to meet graduation requirements and qualify the student for admission
to postsecondary education; and
(7)
Be approved by the student, the student´s guidance counselor or teacher
adviser, and the student´s parent or guardian.
(b)
An individual graduation plan shall be reviewed annually, and revised, if
appropriate, upon approval by the student, the student´s guidance counselor
or teacher adviser, and the student´s parent or guardian.
(c)
An individual graduation plan may be changed at any time throughout a
student´s high school career upon approval by the student, the
student´s guidance counselor or teacher adviser, and the student´s
parent or guardian.
20-2-329.2.
An
individual employed as a guidance counselor or graduation coach pursuant to Code
Section 20-2-328 by a local school system to provide educational and career
services shall work to ensure the coordination, accountability, and delivery of
educational and career awareness, development, and exploration to students in
ninth through twelfth grade and shall:
(1)
Coordinate and present professional development workshops in educational and
career development and guidance for teachers, guidance counselors, and work
based constituents;
(2)
Assist schools in promoting the goals of quality career guidance to students and
parents in ninth through twelfth grade;
(3)
Assist guidance counselors and students in identifying and accessing educational
and career information and resource material;
(4)
Provide educators, parents or guardians, and students with information on
educational programs offered in high school, in technical and community
colleges, in colleges and universities, and through apprenticeship
programs;
(5)
Support students in the exploration of educational and career options in the
selection of an area of academic or career focus;
(6)
Learn and become familiar with ways to improve and promote educational and
career opportunities within the local school system;
(7)
Attend continuing education programs on education and career development in high
demand and high wage fields;
(8)
Assist with the selection, administration, and evaluation of education and
career interest inventories;
(9)
Assist with the implementation of students´ individual graduation
plans;
(10)
Assist schools in planning and developing parent and student conferences and
provide information on educational and career opportunities;
(11)
Coordinate with guidance counselors and administration educational and career
events, career exploration classes and units, and creation of a career and
educational information center within the school;
(12)
Coordinate community resources and citizens representing diverse occupations in
activities for parents and students;
(13)
Assist with the usage of computer assisted career guidance systems;
and
(14)
Perform other related functions.
20-2-329.3.
Involvement
of parents and guardians shall be an integral component of the focused programs
of study system. Beginning with students in the ninth grade and continuing
through high school, schools shall schedule annual conferences to assist parents
or guardians and their children in setting educational and career goals and
creating individual graduation plans. These conferences shall include, but are
not limited to, assisting the student in identifying educational and career
interests and goals, selecting a career and academic focus area, and developing
an individual graduation plan. In order to protect the interests of every
student, a mediation process that includes advocates for parents and guardians
shall be developed, explained, and made available for conferences upon request
of the student or the student´s parent or guardian.
20-2-329.4.
(a)
In addition to the extended day program provided for in Code Section 20-2-259,
the State Board of Education shall establish an extended day program for
students in grades seven and eight. Subject to appropriation by the General
Assembly, funding for extended day services shall be provided to local school
systems for extended day, extended week, and summer instruction for purposes
of:
(1)
Ensuring that seventh and eighth grade students are ready for high school in
reading and mathematics;
(2)
Reducing failure rates in ninth grade and preparing more students to meet
grade-level standards in reading and mathematics; and
(3)
Providing re-teaching opportunities throughout high school to keep students on
track to graduate with their peers.
(b)
The state board shall annually request appropriations sufficient to provide for
implementation of the program under this Code section.
(c)
The state board shall develop guidelines for the program provided for in this
Code section and shall annually evaluate program results and continue refining
the use of funds toward proven practices.
20-2-329.5.
Beginning
with the 2009-2010 academic year, colleges of education of the University System
of Georgia shall include in their training of teachers, guidance counselors, and
administrators the following: educational and career guidance, the planning of a
rigorous program of academic studies coupled with a focus in an academic area,
career/technical area, or combination of the two and individual graduation
plans, learning styles, career guidance model elements, cooperative learning,
and character education. The Board of Regents of the University System of
Georgia, in collaboration with the State Board of Education, shall develop
performance based standards in these areas and include them as criteria for
teacher program approval.
20-2-329.6.
The
State Board of Education shall promulgate rules and regulations necessary to
carry out the provisions of this part."
SECTION
2.
Said
article is further amended in Code Section 20-2-281, relating to assessment of
effectiveness of educational programs, by adding a new subsection to read as
follows:
"(q)
The State Board of Education shall provide that a student who passes an employer
or industry certification examination or a state licensure examination, which
are approved by the State Board of Education, shall be exempt from the high
school graduation test provided for in subsection (a) of this Code section
except for the reading, writing, and mathematics portions and from end-of-course
assessments as provided for in subsection (f) of this Code section except for
tests in the areas of mathematics, English, reading, and
writing."
SECTION
3.
All
laws and parts of laws in conflict with this Act are repealed.