State education accountability and assessment.
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Official record
Summary for LSO115 Bill No.: SF0008 Effective : 3/9/2015 LSO No.: 15LSO-0141 Enrolled Act No.: SEA 87 Chapter No.: 179 Prime Sponsor: Select Committee on Statewide Education Accountability Catch Title: State education accountability and assessment. Subject: Revision of the Wyoming Accountability in Education Act. Summary/Major Elements: This bill modifies the Wyoming Accountability in Education Act (WAEA) in the following manner: Refines P hase I (School Accountability) and requires a separate school accountability model for alternative schools ; Specif ies additional details for Phase II (Teache r and Leader Accountability) and delays implementation, requiring leader evaluation begin in school year 2018-2019 and teacher evaluation begin in school year 2019-2020 . This bill modifies the administration of the school district assessment system by requiring the State Board of Education to review each district’ s assessment system once every five (5) years on a staggered basis. Th e bill modifies the requirements for conferring a high school diploma by eliminating the endorsed diploma concept and utilizing course completion as the measure for issuing a high school diploma. Th e bill requires the State Board of Education to establish a taskforce to conduct a review and evaluation of the statewide assessment system and report recommendations to the Select Committee and Joint Education Interim Committee . Th e bill modifies administration of the job skills assessment, allowing it to be administered as an optional assessment in grades 11 and 12. This bill also modifies administration of the mandatory college entrance examination by allowing the State Superintendent to choose a date in a manner that best meets the needs of the students and school districts. Th e bill requires the Department of Education to immediately contract for services to provide a statewide system of support as required under the WAEA. Th e bill continues the operation of the Select Committee on Education Accountability and the Advisory Committee and requires the reports submitted to the Select Committee to also be submitted to the Joint Education Interim Committee. A joint meeting of the committees is also required to receive information related to Phase II , a recommendation for a school accountability model for alternative schools and the statewide student assessment recommendations. Comments: Amends a major program: Wyoming Accountability in Education Act. Requires reports: Report to the Select Committee and the Joint Education Interim Committee by the State Board of Education on statewide assessment, report by the Department of Education on a recommendation for a school level performance model for alternative schools and requires a report on activities related to Phase II. Appropriates funds to LSO: $35,000 for the expenses of the Select and Advisory Committees. Continues a Select Committee: Select Committee for Educational Accountability. The above summary is not an official publication of the Wyoming Legislature and is not an official statement of legislative intent. While the Legislative Service Office endeavored to provide accurate information in this summary, it should not be relied upon as a comprehensive abstract of the bill.
Public statements
Last checked Aug 7, 4:46 AM
Why they voted this way
The lawmaker opposes the bill because it eliminates Phase 2 teacher accountability and modifies continuing contract status laws, which contradicts four years of work on tying student achievement to teacher performance.
Why they voted this way
The lawmaker opposes the amendment because reducing the timeline to one year creates a restrictive environment that forces immediate resource reallocation without sufficient time for adjustment.
Why they voted this way
The lawmaker supports the amendment because prioritizing student well-being requires immediate action rather than waiting years for improvement plans when teachers can identify issues quickly.
Why they voted this way
The lawmaker opposes the amendment because one year is too short and three years is too long, preferring that rules be set later to allow for negotiation in conference committee.
Why they voted this way
The lawmaker supports the amendment because it clarifies that local school boards and superintendents retain control over employment decisions rather than the state.
S03
Why they voted this way
The lawmaker supports the amendment after being convinced by a constituent with advanced math credentials that his previous opposition was incorrect and this version offers a necessary compromise.
D · S09
Why they voted this way
The lawmaker supports the amendment as a hybrid approach that provides flexibility for local boards while ensuring students gain necessary math skills to succeed in jobs or military service.
R · S30
Why they voted this way
The lawmaker supports the amendment because business leaders testified that students entering the workforce need a fourth year of math to retain skills and succeed in high-tech jobs.
Why they voted this way
The lawmaker supports the amendment as a strong compromise that promotes integrated, relevant math programs for students entering the workforce rather than just college-bound tracks.
R · S16
Why they voted this way
The lawmaker opposes the amendment because it removes local control by mandating a uniform requirement for all students, regardless of their individual abilities or learning disabilities.
Why they voted this way
The lawmaker opposes the amendment because constituents have emphasized the importance of local control and he believes most states do not require four years of math.
Why they voted this way
The lawmaker opposes the amendment because it prioritizes a math requirement over electives and ignores practical problems in small schools, such as teachers being pulled away from classrooms for other duties.
S18
Why they voted this way
The lawmaker supports the amendment as a way to raise standards for student achievement while providing flexibility through local board approval of courses, noting that small schools can adapt.
Why they voted this way
The lawmaker supports the amendment because constituents requested local control over school districts, and reducing math requirements allows more time for career technical education electives.
R · S16
Why they voted this way
The lawmaker opposes the fourth year math requirement because educators in his district stated it is unnecessary given current rigorous programs and requested local control for parents.
Why they voted this way
The lawmaker opposes the amendment because he believes reducing math requirements is a simplistic solution that avoids addressing deeper issues of rigor, equity, and resource allocation for schools.
Why they voted this way
The lawmaker opposes the amendment because employers report graduates lack math skills, and forcing continuous learning prevents costly remediation later in life or college.
Why they voted this way
The lawmaker opposes the amendment based on personal experience that high school math preparation is essential for passing college algebra and calculus classes without remediation.
Why they voted this way
The lawmaker supports the amendment because he believes mandating a fourth year of math for all students, regardless of interest or career path, is wrong and removes elective choices.
R · S30
Why they voted this way
The lawmaker opposes the amendment because he believes reducing math requirements hurts young people in a modern high-tech world where many jobs depend on math skills.
R · S11
Why they voted this way
The lawmaker supports the amendment because he argues that requiring four years of math does not guarantee rigor or success and unfairly denies students who excel early from taking other electives.
D · S09
Why they voted this way
The lawmaker opposes the amendment because data shows students taking four years of math achieve significantly higher ACT scores and are better prepared for careers than those who take only three.
R · S01
Why they voted this way
The lawmaker supports the amendment because forcing all students into four years of math may prevent some from graduating and ignores the needs of those entering the workforce directly.
Why they voted this way
The lawmaker supports the amendment because he believes current graduates lack basic financial literacy skills that were previously taught in business math classes, which are now ignored.
Why they voted this way
The lawmaker supports the amendment to delay implementation of the four-year mandate, allowing time for school districts and educators to regroup and discuss funding and accommodations.
Wyoming roll calls
11 roll calls
Official activity
Changes
13 stored
Adopted 2nd reading by Freeman
Adopted 2nd reading by Berger
Corrected, Adopted 3rd reading by Stubson
Adopted 3rd reading by Lindholm
Adopted Committee of the Whole by Sommers
Failed Committee of the Whole by Sommers
Adopted Standing Committee by HEducation
Adopted Standing Committee by HAC
Adopted 2nd reading by Wasserburger
Adopted 2nd reading by Coe
Adopted 3rd reading by Coe
S Adopted, H Adopted Conference Committee
Adopted Standing Committee by SEducation