DIRECTING THE DELAWARE DEPARTMENT OF EDUCATION TO REEVALUATE THE USE OF THE SAT IN DELAWARE, ENGAGE EDUCATORS IN MODERNIZING THE STATE ACCOUNTABILITY FRAMEWORK, INCLUDING DEVELOPMENT OF A COHERENT HIGH SCHOOL ASSESSMENT SYSTEM, AND DEVELOP ADDITIONAL MEASURES OF STUDENT ACHIEVEMENT AND READINESS.

Legislation Document

SPONSOR:

Sen. Buckson & Sen. Sturgeon & Rep. K. Williams

Sens. Lawson, Lockman, Pettyjohn, Sokola, Walsh; Reps. Harris, K. Johnson

DELAWARE STATE SENATE

153rd GENERAL ASSEMBLY

SENATE JOINT RESOLUTION NO. 15

DIRECTING THE DELAWARE DEPARTMENT OF EDUCATION TO REEVALUATE THE USE OF THE SAT IN DELAWARE, ENGAGE EDUCATORS IN MODERNIZING THE STATE ACCOUNTABILITY FRAMEWORK, INCLUDING DEVELOPMENT OF A COHERENT HIGH SCHOOL ASSESSMENT SYSTEM, AND DEVELOP ADDITIONAL MEASURES OF STUDENT ACHIEVEMENT AND READINESS.

WHEREAS, the SAT has historically been used as a college entrance exam rather than a high school proficiency metric; and

WHEREAS, under Delaware’s current School Success Framework, Grade 11 SAT ELA and Math proficiency are academic achievement indicators for high schools, creating a disconnect between instruction and accountability; and

WHEREAS, standardized testing, including the SAT, has been used in Delaware as a tool to measure whether students meet criterion-based state standards proficiency, and as a metric for such considerations as college entry and specific scholarship awards; and

WHEREAS, historical data from Delaware’s 2015-2016 transition to the SAT showed that school proficiency rankings varied significantly, reflecting patterns consistent with broader instructional and access disparities observed across multiple assessments; and

WHEREAS, students’ family income, parental education, and access to test preparation services strongly correlate with higher SAT scores, raising concerns about fairness and equity for Delaware students; and

WHEREAS, the majority of postsecondary institutions have now adopted test-optional or test-flexible admissions models, treating standardized scores as only one supplemental data point alongside grades, portfolios, and demonstrated skills; and

WHEREAS, Delaware’s economy depends on graduates prepared for high-demand sectors such as healthcare, advanced manufacturing, and information technology, yet the SAT fails to capture the technical competencies and industry credentials earned in these pathways; and

WHEREAS, Delaware already tracks and reports on College and Career Readiness, a measurable outcome reflecting real-world skills and knowledge; and

WHEREAS, the Every Student Succeeds Act (ESSA) explicitly permits states to utilize multiple-measure accountability models and innovative assessment pilots to more accurately reflect the diversity of student pathways; and

WHEREAS, continued reliance on the SAT as the primary measure of proficiency may limit recognition of students’ diverse skills and achievements, while a balanced approach that includes multiple academic and non-test indicators would provide a fairer, more accurate picture of student potential; and

WHEREAS, Delaware seeks to ensure its high school assessment system is aligned to state standards, provides timely and actionable information to educators, and meets federal requirements under the Every Student Succeeds Act (ESSA).

NOW, THEREFORE:

BE IT RESOLVED that the Senate and House of Representatives of the 153

rd

General Assembly of the State of Delaware, with approval of the Governor, directs the Delaware Department of Education to reevaluate the use of the SAT as the statewide high school academic achievement measure for accountability purposes while continuing to offer the SAT during the school day for students who choose to use it for college access, scholarships, and postsecondary planning, and to explore the inclusion of additional measures of student achievement.

BE IT FURTHER RESOLVED that the Delaware Department of Education shall meaningfully engage Local Education Agency (LEA) educators, including teachers, curriculum directors, and practitioners from traditional school districts, vocational-technical districts, and charter schools, in the design and development of a modernized accountability framework to ensure instructional alignment, feasibility, and equity.

BE IT FURTHER RESOLVED that this engagement process be geographically representative and serve as a professional learning opportunity for Delaware educators to provide direct knowledge of how assessments impact frontline instruction; and

BE IT FURTHER RESOLVED that the Department shall explore and incorporate additional ESSA-permitted measures, such as College and Career Readiness metrics, into state accountability determinations.

BE IT FURTHER RESOLVED that the Department shall develop recommendations for a coherent high school assessment system and related accountability framework that distinguishes between federally required academic achievement measures and additional readiness, engagement, and school quality indicators.

BE IT FURTHER RESOLVED that the state shall develop a framework to formally recognize industry-recognized credentials, dual enrollment credits, and work-based learning experiences, such as apprenticeships, internships, and cooperative work experiences as valid indicators of college readiness, career readiness, and student achievement, while maintaining a federally compliant statewide academic achievement measure.

BE IT FURTHER RESOLVED that the Department will maintain a clear, comparable statewide academic measure of student performance, while advancing an assessment system that provides earlier, more actionable information to improve student outcomes.

SYNOPSIS

This Senate Joint Resolution directs the Delaware Department of Education to reevaluate the use of the SAT within Delaware’s accountability system while continuing to offer the SAT during the school day for students who wish to take it. The Resolution further directs the Department to engage educators statewide in developing a modernized accountability framework, explore additional measures permitted under federal law, recognize career readiness indicators such as industry credentials, dual enrollment, and work-based learning, and clarify that proficiency results are one indicator of postsecondary readiness rather than a sole measure of school quality. The Department will explore and develop a coherent high school assessment system, including a standards-aligned high school summative assessment and learning progress assessments, designed to provide timely, instructionally useful data while maintaining full compliance with federal accountability requirements.

Author: Senator Buckson