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S. 122
STATUS INFORMATION
General Bill
Sponsors: Senators Short and Ford
Document Path: l:\council\bills\pt\2220sj05.doc
Companion/Similar bill(s): 4, 3155
Introduced in the Senate on January 11, 2005
Currently residing in the Senate Committee on Education
Summary: Education and Economic Development Act
HISTORY OF LEGISLATIVE ACTIONS
Date Body Action Description with journal page number ------------------------------------------------------------------------------- 12/15/2004 Senate Prefiled 12/15/2004 Senate Referred to Committee on Education 1/11/2005 Senate Introduced and read first time SJ-143 1/11/2005 Senate Referred to Committee on Education SJ-143
View the latest legislative information at the LPITS web site
VERSIONS OF THIS BILL
TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976, BY ADDING CHAPTER 59 TO TITLE 59 SO AS TO ENACT THE SOUTH CAROLINA EDUCATION AND ECONOMIC DEVELOPMENT ACT; TO AMEND SECTION 59-18-300, RELATING TO EDUCATIONAL STANDARDS AND CORE ACADEMIC AREAS, SO AS TO EXPAND THE EDUCATIONAL STANDARDS AND CORE ACADEMIC AREAS TO INCLUDE CERTAIN BASIC TASKS REQUIRED TO FUNCTION INDEPENDENTLY AS AN ADULT; TO AMEND SECTIONS 59-18-310, 59-18-320, 59-30-10, 59-48-35, AND 59-139-60, ALL RELATING TO THE HIGH SCHOOL EXIT EXAM, SO AS TO DELETE THE PORTIONS RELATING TO THE EXIT EXAM; TO REPEAL SECTIONS 59-30-11 AND 59-30-15 BOTH RELATING TO THE HIGH SCHOOL EXIT EXAM; AND TO REPEAL ACT 450 OF 1994 AND SECTION 59-52-95 RELATING TO THE SOUTH CAROLINA SCHOOL-TO-WORK TRANSITION ACT OF 1994.
Be it enacted by the General Assembly of the State of South Carolina:
SECTION 1. Title 59 of the 1976 Code is amended by adding:
Section 59-59-10. This chapter may be cited as the 'South Carolina Education and Economic Development Act'.
Section 59-59-20. (A) The Department of Education shall develop a curriculum, aligned with state content standards, organized around a career cluster system that must provide students with both strong academics and real-world problem solving skills. Students must be provided individualized educational, academic, and career-oriented choices and greater exposure to career information and opportunities. This system must promote the involvement and cooperative effort of parents, teachers, and counselors in assisting students in making these choices, in setting career goals, and in developing individual graduation plans to achieve these goals.
(B) School districts shall lay the foundation for the clusters of study system in elementary schools by providing career awareness activities. In the middle grades, programs must allow students to identify career interests and abilities and align them with clusters of study for the development of individual graduation plans. Finally, high school students must be provided guidance and curricula that will enable them to successfully complete their individual graduation plans, preparing them for a seamless transition to relevant employment, further training, or postsecondary study.
Section 59-59-30. The Department of Education's guidance and counseling model must provide standards and strategies for school districts to use and follow in developing and implementing a comprehensive guidance and counseling program in their districts. This model must assist school districts and communities with the planning, development, implementation, and assessment of a school guidance and counseling program to support the personal, social, educational, and career development of pre-kindergarten through twelfth grade students. The Department of Education shall submit this guidance and counseling program model during the 2006 legislative session to the General Assembly in the form of a regulation in accordance with the South Carolina Administrative Procedures Act.
Section 59-59-40. (A) By June 1, 2006, the Department of Education shall develop state models and prototypes for individual graduation plans and the curriculum framework for career clusters of study. Clusters of study may be based upon the national career clusters and may include, but are not limited to:
(1) agriculture, food, and natural resources;
(2) architecture and construction;
(3) arts, audio-video technology, and communications;
(4) business, management, and administration;
(5) education and training;
(6) finance;
(7) health science;
(8) hospitality and tourism;
(9) human services;
(10) information technology;
(11) law, public safety, and security;
(12) manufacturing;
(13) government and public administration;
(14) marketing, sales, and service;
(15) science, technology, engineering, and mathematics; and
(16) transportation, distribution, and logistics.
(B) During the 2005-06 school year, the department shall begin implementing a career development plan for educational professionals in career guidance that provides awareness, training, release time, and preparatory instruction. The plan must include strategies for counselors to effectively involve parents in the career guidance process and in the development of the individual graduation plans. The plan also must include innovative approaches to recruit, train, and certify professionals needed to carry out the career development plan. The elements of the plan are to be available to career guidance professionals by the 2006-07 school year.
Section 59-59-50. By August 1, 2007, each school district shall:
(1) organize high school curricula around a minimum of three clusters of study and relevant cluster majors in accordance with a model or prototype developed or approved by the Department of Education. The curricula must ensure that each student's goals and course of study can be met and be designed to teach academic content, knowledge, and skills that students will use in the workplace, further education, and life; and
(2) promote increased awareness and career counseling by providing to schools access to the South Carolina Occupational Information System. However, a district may choose another occupational information system, if approved by the Department of Education.
Section 59-59-70. Parental participation is an integral component of the clusters of study system. Beginning with students in the sixth grade and continuing through high school, a school shall schedule annual parent counseling conferences to assist parents and their children in making career choices and creating individual graduation plans. These conferences must include, but are not limited to, assisting the student in identifying career interests and goals, selecting a cluster of study and an academic focus, and developing an individual graduation plan.
Section 59-59-80. (A) During the 2005-06 school year the department's guidance and counseling program model along with career awareness and exploration activities must be integrated into the curricula for students in the first through fifth grades.
(B) Beginning with the 2006-07 school year, counseling and career awareness programs on clusters of study must be provided to students in the sixth, seventh, and eighth grades, and they must receive career assessments and information to guide them in the career decision-making process. Before the end of the second semester of the eighth grade, eighth-grade students, in consultation with their parents, shall select a preferred cluster of study and develop an individual graduation plan as provided for in Section 59-59-100.
(C) During the 2007-08 school year, each public high school shall implement a career guidance program model or prototype as developed or approved by the State Department of Education. At least annually after that, counselors and career specialist shall counsel students during the ninth and tenth grades to further define their career cluster goals and individual graduation plans. Before the end of the second semester of the tenth grade each student shall declare an area of academic focus within a cluster of study. Throughout high school, a school shall provide each student guidance activities and career awareness programs that combine counseling on career options and experimental learning with academic planning to assist the student in fulfilling his individual graduation plans.
(D) In order to maximize the number of clusters offered, a school district is to ensure that each high school within the district offers a variety of clusters. A student may transfer to a high school offering that student's career cluster if not offered by the high school in his attendance zone.
Section 59-59-90. By the 2006-07 school year a middle school and by 2007-08 a high school shall provide students with the services of a career specialist who has obtained a bachelor's degree and who has successfully completed the national Career Development Facilitator (CDF) certification training. This career specialist shall work under the supervision of a certified guidance professional. The student to guidance counselor ratio must be three hundred to one by school year 2006-07 for each middle school and 2007-08 for each high school. Guidance personnel include certified guidance counselors and career specialists.
Section 59-59-100. An individual graduation plan is a student specific educational plan detailing the curriculum necessary for the student to prepare for graduation and to successfully transition into the workforce or other post-secondary educational experiences. An individual graduation plan must:
(1) align career goals and a student's course of study;
(2) be based on the student's selected cluster of study and an academic focus within that cluster;
(3) ensure that requirements for graduation will be met;
(4) include career-oriented learning experiences including, but not limited to, internships, apprenticeships, mentoring, co-op education, and service learning;
(5) be flexible to allow change in the course of study but be sufficiently structured to meet graduation requirements and admission to postsecondary education;
(6) incorporate provisions of a student's individual education plan, when appropriate; and
(7) be approved by a certified guidance professional and the student's parent or guardian.
Section 59-59-110. (A) The South Carolina Employment Security Commission, in collaboration with the State Board for Technical and Comprehensive Education and the Commission on Higher Education, shall assist the Department of Education, in planning and promoting the career information and employment options and preparation programs provided for in this chapter and in the establishment of regional education service centers by:
(1) identifying potential employers to participate in the career-oriented learning programs;
(2) serving as a contact point for employees seeking career information and training;
(3) providing labor market information including, but not limited to, supply and demand and nontraditional jobs for men and women;
(4) promoting increased career awareness and career counseling through the management and promotion of the South Carolina Occupational Information System;
(5) collaborating with local agencies and businesses to stimulate funds; and
(6) cooperating in the creation and coordination of workforce education programs.
(B) The South Carolina Employment Security Commission shall assist in providing a link between employers in South Carolina and youth seeking employment.
Section 59-59-120. (A) There is created the Education and Economic Development Coordinating Council to implement the statewide performance, accountability, and enforcement requirements of this chapter. The council is comprised of:
(1) State Superintendent of Education or designee;
(2) Executive Director of the South Carolina Employment Security Commission;
(3) Executive Director of the State Board for Technical and Comprehensive Education;
(4) Executive Director of the Department of Commerce;
(5) Executive Director of the South Carolina Chamber of Commerce;
(6) Executive Director of the South Carolina Commission on Higher Education;
(7) the following members who must be appointed by the State Superintendent of Education:
(a) a school district superintendent;
(b) a principal;
(c) a school guidance counselor;
(d) a teacher;
(e) the director of a career and technology center;
(8) the following members who must be appointed by the chairman of the Commission on Higher Education:
(a) the president of a four-year college or university;
(b) the president of a technical college;
(9) four representatives of business and industry appointed by the South Carolina Chamber of Commerce;
(10) four representatives of business and industry appointed by the Governor, who shall select a chairman from the members appointed from business and industry;
(11) Chairman of the Education Oversight Committee or his designee;
(12) a member from the House of Representatives appointed by the Speaker of the House; and
(13) a member from the Senate appointed by the President Pro Tempore.
Initial appointments must be made by October 1, 2005, at which time the Governor shall call the first meeting. Appointments made by the Superintendent of Education, the Chamber of Commerce, and the Governor are to ensure that the demographics and diversity of this State are represented.
(B) The council shall:
(1) report annually to the General Assembly concerning the implementation of each component and phase of this chapter;
(2) provide technical assistance to the Department of Education and the Commission on Higher Education to facilitate the implementation of this chapter;
(3) designate and oversee the coordination and establishment of the regional service centers established pursuant to Section 59-59-130;
(4) report annually to the Governor, the General Assembly, the State Board of Education, and other appropriate governing boards on the progress, results, and compliance with the provisions of this chapter;
(5) assist the Department of Education with the development and implementation of a communication and marketing plan to promote statewide awareness of the provisions of this chapter;
(6) provide input to the State Board of Education and other appropriate governing boards for the promulgation of regulations to carry out the provisions of this chapter including, but not limited to, recommended changes to high school graduation requirements, enforcement procedures, which may include monitoring and auditing functions, and penalties for noncompliance.
(C) July 1, 2011, the council shall cease to exist.
Section 59-59-130. (A) Before July 1, 2007, the Education and Economic Development Council shall organize twelve regional educational service centers to support school districts, businesses, technical colleges, parents, and students including high school, technical college, four-year college or university and adult students. These centers must become the resource needed to support the development of the educational infrastructure of each school district and each school in order to meet the learning needs and goals of each student.
(B) The basic requirements of regional centers are to:
(1) provide strategic planning to correlate career planning and programs with economic development, to develop strategies for workforce programs, and post-secondary educational needs, and improve high school graduation, and post-secondary attendance;
(2) be a school resource center for districts and schools as it pertains to occupational data, census data, enrollment trends, and educational performance;
(3) facilitate the implementation of strategic plans by providing distance instruction, providing technical support, and assisting in the formulation of articulation agreements between the sectors of education;
(4) serve as an educator service center by providing workshops, mentoring, and assistance with curriculum materials;
(5) coordinate workforce programs by providing materials, ensuring internship opportunities by building cooperation between businesses and schools;
(6) operate as a community resource to assist with job training, parent and family education, and other support services;
(7) ensure accountability of services provided by the centers by providing quarterly reports that include recommendations for program improvement to the Governor's Education Workforce Council, boards of participating programs, local school boards, and appropriate college and university boards.
(C)(1) The regional service centers are to assume the geographic configuration of the twelve Local Workforce Invest Areas (LWIA) of the South Carolina Workforce Investment Act. Each regional center shall have an advisory board of nineteen members comprised of one school district superintendent, one high school principal, one local workforce investment board chairperson, one technical college president, one four-year college or university representative, one career center director or school district career and technology education coordinator, one parent-teacher organization representative, and twelve business and civic leaders. Appointees must reside or do business in the geographic area of the center. Appropriate local legislative delegations shall make the appointments to the regional service center boards.
(2) The regional centers shall replace existing centers and shall include, but not be limited to, the one-stop shops, workforce investment boards, tech prep consortia, regional instructional technology centers, and math and science hubs.
(3) A career development facilitator should manage day-to-day activities of the service center and must be certified and recognized by the National Career Development Association.
(D) The Education and Economic Development Coordinating Council, in consultation with the Department of Education, shall provide oversight to the regional centers, and the centers shall provide data and reports that the council may request.
Section 59-59-140. Beginning with the 2006-07 academic year, colleges of education shall include in their training of teachers and administrators: career guidance, the use of the cluster of study curriculum framework and individual graduation plans, learning styles, the elements of the Career Guidance Model of the South Carolina Comprehensive Guidance and Counseling Program Model, contextual teaching, cooperative learning, and character education. The State Board of Education shall develop performance-based standards in these areas and include them as criteria for teacher program approval. By the 2009-10 school year, the teacher evaluation system established in Chapter 26, Title 59, and the principals evaluation system established in Section 59-24-40 must include a review of performance in career exploration and guidance. The department also shall develop programs to train educators in contextual teaching.
Section 59-59-150. (A) The Commission on Higher Education shall convene a committee to address articulation agreements between school districts and public institutions of higher education in South Carolina to provide seamless pathways for adequately prepared students to move from high school directly into institutions of higher education. The committee shall consist of:
(1) two representatives from each of the following types of public institutions of higher education:
(a) research universities;
(b) four-year colleges and universities;
(c) state technical and comprehensive education systems;
(2) one representative from the two-year branches of the University of South Carolina;
(3) two representatives from the State Department of Education;
(4) one school district administrator; and
(5) the Executive Director of Commission on Higher Education.
(B) Statewide articulation agreements involving coursework that is transferable among public institutions of higher education must be established by the Commission on Higher Education. In developing these agreements the Commission on Higher Education shall consult with representatives of each type of public institution of higher education. The Commission on Higher Education shall inform the Education and Economic Development Coordinating Council of the progress of the articulation committee on an annual basis.
Section 59-59-160. The State Board of Education, with input from the Education and Economic Development Council, shall promulgate regulations necessary to carry out the provisions of this chapter.
Section 59-59-170. The requirements of this chapter do not apply to private schools or to home schools.
Section 59-59-180. Each phase of implementation of this chapter is contingent upon the appropriation of adequate funding as documented by the fiscal impact statement provided by the Office of State Budget of the State Budget and Control Board."
SECTION 2. Section 59-18-300 of the 1976 Code is amended to read:
"Section 59-18-300. The State Board of Education is directed to adopt grade specific performance-oriented educational standards in the core academic areas of mathematics, English/language arts, social studies (history, government, economics, and geography), and science for kindergarten through twelfth grade and for grades nine through twelve adopt specific academic standards for benchmark courses in mathematics, English/language arts, social studies, and science. The standards are to promote the goals of providing each student with the competencies to:
(1) read, view, and listen to complex information in the English language;
(2) write and speak effectively in the English language;
(3) solve problems by applying mathematics;
(4) conduct research and communicate findings;
(5) understand and apply scientific concepts;
(6) obtain a working knowledge of world, United States, and South Carolina history, government, economics, and geography; and
(7) use information to make decisions. ; and
(8) apply concepts required to function independently as an adult, a competent employee, and good citizen including, but not limited to, counting money and making change, understanding and applying percentages and interest rates, and balancing a checkbook.
The standards must be reflective of the highest level of academic skills with the rigor necessary to improve the curriculum and instruction in South Carolina's schools so that students are encouraged to learn at unprecedented levels and must be reflective of the highest level of academic skills at each grade level."
SECTION 3. Section 59-18-310(B) of the 1976 Code is amended to read:
"(B) The statewide assessment program in the four academic areas shall must include grades three through eight, an exit examination which is to be first administered in grade ten, and end of course tests for gateway courses in English/language arts, mathematics, science, and social studies for grades nine through twelve."
SECTION 4. Section 59-18-320(B) of the 1976 Code is amended to read:
"(B) After review and approval by the Education Oversight Committee, the standards based assessment of mathematics, English/language arts, social studies, and science will must be administered to all public school students to include those students as required by the 1997 reauthorization of the Federal Individuals with Disabilities Education Act and by Title 1 at the end of grades three through eight. The exit examination in these four academic areas will be administered for the first time at the end of grade ten. For students with documented disabilities, the assessments developed by the Department of Education shall must include the appropriate modifications and accommodations with necessary supplemental devices as outlined in a student's Individualized Education Program and as stated in the Administrative Guidelines and Procedures for Testing Students with Documented Disabilities."
SECTION 5. Section 59-30-10 of the 1976 Code is amended to read:
"Section 59-30-10. The State Board of Education, through the State Department of Education, shall:
(a)(1) Establish statewide educational objectives in the basic skills for kindergarten through grade twelve and establish minimum standards of student achievement for readiness and Grades 1, 2, 3, 6, 8 and 11 grades one, two, three, six, eight, and eleven. The term 'basic skills' shall include includes mathematics and the communication skills of reading and writing. The minimum standards for readiness and Grades 1, 2, 3, 6, 8 and 11 grades one, two, three, six, eight, and eleven shall must be designed to reflect the level of skill mastery, as determined by the State Board of Education, each student is expected to have attained at the various grades.
(b)(1)(2)(a) Establish a state basic skills assessment program that shall include includes the administration to all public school students at the beginning of grade one a readiness test that will be designed to measure a student's readiness to begin the formal school curriculum. The results of the readiness test shall must be used to provide appropriate developmental activities in the first grade.
(2)(b) Provide for the administration of the readiness test at the beginning of the school year in grade one. Based on the results of the test, the school district shall advise the parents of any a student not indicating readiness for first grade work to secure a complete physical examination for that child. Such This advice by the school district shall contain information about local governmental health services that are available.
(c)(1)(3)(a) As a part of the basic skills assessment program, develop or select criterion-referenced tests that can measure student achievement in reading and mathematics in grades one, two, and three against the standard established for each of those respective grades.
(2)(b) Cause to be administered the tests provided for herein in this section to all public school students at the end of grades one, two, and three. The purpose of the tests shall be is that of diagnosis of student deficiencies and that of an aid in determining instruction needed by the student in achieving the minimum statewide standard established for each respective grade.
(d)(1)(4)(a) As a part of the basic skills assessment program, develop or select criterion-referenced tests that can measure student achievement in reading, writing, and mathematics in grades six and eight against the standard established for each of those respective grades.
(2)(b) Cause to be administered the test provided for grade six to all public school students at the end of grade six and shall cause to be administered the test provided for grade eight to all public school students at the end of grade eight. The purpose of the tests shall be is that of diagnosis of student deficiencies and that of an aid in determining instruction needed by the student in achieving the minimum statewide standard established for each respective grade.
(e) Develop or select, and field test, tests that will measure student achievement in the basic skills areas of reading, writing, and mathematics at the end of grade 11 which shall include items requiring the application of school skills to life situations. The field test shall be conducted for the purpose of establishing the reliability and validity of the test.
(f) Beginning in the school year 1981-82 and continuing through the school year 1984-85, administer the test specified in item (e) of this section to all students in grade eleven for the purpose of collecting baseline data. The Department of Education shall use the baseline data for the purpose of program assessment and shall provide assistance to those schools or districts in which the data indicate that program adjustment or modification is most needed due to inordinate numbers of children not passing the test. The State Board of Education shall use the baseline data for the purpose of determining the high school credentials to be awarded students not meeting the minimum achievement scores. Beginning with the school year 1985-86, the eleventh grade examination may be no longer administered and the board shall cause to be administered an exit examination to all tenth grade students. Local school districts shall establish remedial programs to assist those students who do not pass the examination. Passage of this exit examination is a condition for the receipt of a state high school diploma for those students who otherwise meet the requirements for the diploma during the school year 1989-90 and thereafter. Additionally, during the school year 1989-90 and thereafter individuals participating in adult education programs must pass the exit examination as an additional requirement for the receipt of a state high school diploma. Failure to pass the examination obligates the student to enroll in a remedial program. Students who do not pass the examination in the tenth grade must retake the test in the eleventh grade and may retake the test twice in the twelfth grade, thereby providing students with four opportunities to pass the exit examination. If an individual exits the school system at the end of the twelfth grade without having passed the exit examination, he shall be awarded an appropriate State certificate indicating the number of credits earned and grades completed or may be offered the opportunity to:
(1) accept a certificate indicating the number of credits earned and grades completed instead of a diploma;
(2) return in the fall as a senior if he is under the maximum age for attending high school, fully enroll in school, and retake the exit examination twice if necessary in the same manner it is offered to other seniors;
(3) enroll in the summer school exit exam program established below; or
(4) enroll in adult education.
For a student who has failed to pass the exit examination after four chances and who certifies that his military, educational, or other career goals must be placed on hold as a result of his failure to pass the exit exam, a summer testing of the exit exam following a remediation program in summer school after the student's twelfth grade year may be offered to allow these students to move forward with their career in a timely manner. If the student fails the exit exam following this summer program, he must then be offered the options (1), (2), or (4) referred to above. All costs related to the summer school program and summer testing of the exit exam must be paid by the student.
(g)(5) Use utmost care to insure ensure that to the maximum extent feasible, within existing knowledge and technology cultural bias is eliminated in the tests administered as a part of the basic skills assessment program.
(h)(6) Purchase and distribute necessary materials for the assessment program and train state and local staff and teachers to administer the tests in the assessment program and to interpret the results of those tests.
(i)(7) Provide for the security and integrity of the tests that are administered under pursuant to the assessment program.
(j)(8) Revise and update the tests administered under pursuant to the assessment program as deemed considered appropriate by the department.
(k)(9) Render advice and aid to school districts concerning their curricula and the assessment program.
(l)(10) Report the results of the program annually to the Governor, the General Assembly, the school districts, and to the general public, together with any recommendations of the South Carolina Basic Skills Advisory Commission created pursuant to Section 59-30-20.
(m)(11) Consult with such this commission concerning the implementation of, or major changes to, the provisions of this chapter.
(n)(12) Provide school districts with information concerning basic instructional programs which that have been demonstrated to be effective in developing readiness skills or in the teaching of reading, writing, and mathematics. The Department of Education shall encourage school districts to adopt programs that are determined to be appropriate to the needs of their students.
(o)(13) Provide appropriate office space, staff, equipment, and supplies to the Basic Skills Advisory Commission.
(14) Establish statewide educational objectives in science for grades one through eight and establish minimum standards of student achievement for grades three, six, and eight. The State Board of Education, through the Department of Education, also shall develop and field-test, as part of the Basic Skills Assessment Program, criterion-referenced tests that will measure student achievement in science in grades three, six, and eight against the standards established for each of these respective grades and cause to be administered the tests provided for herein in this section to all public school students at the end of grades three, six, and eight. The purpose of the test is that of diagnosis of student deficiencies and that of an aid in determining instruction needed by the student in achieving the minimum statewide standard established for each respective grade."
SECTION 6. Section 59-48-35 of the 1976 Code is amended to read:
"Section 59-48-35. The students enrolled in the Special School of Science and Mathematics who earn a total of twenty units of credit distributed as specified in the Defined Minimum Program for South Carolina school districts, who pass the exit examination described in Section 59-30-10(f), and who meet the school's requirements for graduation are eligible to receive a state high school diploma. The board of the Special School, in its discretion, may issue its own high school diploma."
SECTION 7. Section 59-139-60 of the 1976 Code is amended to read:
"Section 59-139-60. The State Board of Education, through the State Department of Education and in consultation with the Education Oversight Committee, shall establish an assessment system to evaluate the degree to which the purposes of this chapter are met. To that end, the State Board of Education, through the Department of Education shall:
(1) develop or adapt a developmentally appropriate assessment program to be administered to all public school students by the end of grade three that is designed to measure a student's strengths and weaknesses in skills required to perform academic work considered to be at the fourth grade level. Information on each student's progress and on areas in need of improvement must be provided to the student's parent or guardian and fourth grade teacher. Aggregated information on student progress must be given to the students' kindergarten through third grade schools so that deficiencies in the schools' academic programs can be addressed;
(2) review the performance of students on the eighth grade basic skills assessment test and performance on the exit examination pursuant to Section 59-30-10, or their its equivalent, for progress in meeting the skill levels required by these examinations this examination. Student data must be aggregated by the schools the students attended so that programs' deficiencies can be addressed;
(3) review the data on students overage for grade in each school at grades four and nine;
(4) monitor the performance of schools and districts so that continuing weaknesses in the programs preparing students for the fourth grade, and ninth grade, and exit examination tests shall receive special assistance from the Department of Education; and
(5) propose other methods or measures for assessing how well the purposes of this chapter are met."
SECTION 8. Sections 59-30-11 and 59-30-15 of the 1976 Code are repealed.
SECTION 9. Act 450 of 1994 and Section 59-52-95 of the 1976 Code are repealed.
SECTION 10. The State Budget and Control Board, Office of State Budget shall certify the funds saved by the elimination of the high school exit exam, and the members of the General Assembly shall appropriate the monies saved to help hire guidance counselors and career specialists pursuant to the South Carolina Education and Economic Development Act of Chapter 59, Title 59, Code of Laws of South Carolina, 1976, as they see fit.
SECTION 11. This act takes effect upon approval by the Governor.
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