State Representative Andy Thompson (R-Marietta) introduced HB 176, a bill that would repeal Common Core in Ohio, earlier this month. Download the text of the bill (as introduced) here. The bill currently has 26 co-sponsors in the Ohio House.
The bill analysis of HB 176 summarizes the legislation, as it relates to academic standards and assessments, this way:
Academic content standards and model curricula
- Prohibits the State Board of Education from adopting, and the Department of Education from implementing, the Common Core State Standards, or any standards developed by any similar initiative process or program, as the state’s academic content standards for English language arts mathematics, science, or social studies and voids any prior actions taken to adopt or implement the Common Core State Standards
- Requires the State Board, to replace the academic content standards in English language arts, mathematics, science, and social studies with new standards that are consistent with the standards adopted by Massachusetts prior to that state’s adoption of the Common Core State Standards, so that Ohio’s standards are as identical as possible to those adopted by Massachusetts, except where an Ohio context requires otherwise.
- States that a school district is not required to utilize all or any part of the academic content standards adopted by the State Board.
- Prohibits the State Board from adopting or revising any academic content standards in English language arts, mathematics, science, or social studies until the new or revised standards are approved by the appropriate subject area subcommittee created under the bill, and approved by the General Assembly by a concurrent resolution.
- Creates the 13-member Academic Content Standards Steering Committee to do the following: (1) determine a chair and co-chair of the committee, (2) appoint four individuals to oversee the development of the standards documents, (3) contract, if necessary, with an individual who has a “national reputation” in the areas of academic content standards and assessments to facilitate the committee’s work, (4) establish a subcommittee each in the areas of English language arts, mathematics, science, and social studies to review and approve any new or revised standards, and (5) select, by majority vote of all members, a chair for each subcommittee.
- Prohibits the State Board from adopting any model curricula.
Achievement assessments and diagnostic assessments
- Eliminates the fourth-grade and sixth-grade social studies assessments and the fall administration of the third-grade English language arts assessment.
- Specifies that the elementary-level assessments must be the assessments administered before 2010 in Iowa.
- Specifies that the administration of the elementary-level assessments must occur at the discretion of each discretion or school.
- Eliminates the retention provision for students who fail to attain a passing score on the third-grade English arts assessment.
- Replaces the current seven high school end-of-course examinations in English language arts I, English language arts II, Science, Algebra I, geometry, American history, and American government with examinations in English language arts, mathematics, and science.
- Specifies that the high school exams must be the assessments administered before 2010 in Iowa.
- Eliminates an exemption under current law that allows students in public and chartered nonpublic high schools to forego taking a nationally standardized assessment that measures college and career readiness if that student has attained a “remediation-free” score on the assessment and has presented evidence of that fact to the student’s district or school.
- Prohibits the State Board of Education from using the assessments developed by the Partnership for Assessment of Readiness for College and Careers (PARCC), the Smarter Balanced assessments, or any other assessment related to or based on the Common Core State Standards for use as state achievement assessments.
- Eliminates the requirement to administer any diagnostic assessment to students in grades kindergarten through three, and instead authorizes districts and schools to administer such assessments.