in-20251015-IR-511250370RAA: Regulatory Analysis — 511 IAC (LSA #250370)

TITLE 511 INDIANA STATE BOARD OF EDUCATION Regulatory Analysis LSA Document # 25-370 I. Description of Rule  II. Fiscal Impact Analysis  III. Impacted Parties (numbers are approx. based on best available data) IV. Changes in Proposed Rule  V. Benefit Analysis  Indicator Supporting Research Academic Growth https://dataqualitycampaign.org/wp-content/uploads/2019/04/DQC-Growth-Data-Resources.pdf Student Attendance https://nces.ed.gov/pubs2009/attendancedata/chapter1a.asp#:~:text=Students%20who%20attend%20school%20regularly,do%20not%20have%20regular%20attendance. Science Achievement https://www.edweek.org/teaching-learning/social-studies-and-science-get-short-shrift-in-elementary-schools-why-that-matters/2024/02 https://www.datiak12.io/leadership/oped/article/15711309/the-importance-of-starting-stem-early-insights-from-research-and-actionable-steps-for-district-leaders Social Studies Achievement https://www.edweek.org/teaching-learning/social-studies-and-science-get-short-shrift-in-elementary-schools-why-that-matters/2024/02 Primary Literacy https://www.chapinhall.org/research/third-grade-reading-level-predictive-of-later-life-outcomes/ Advanced Middle School Coursework See 9th grade on track and Science Research. Credential Completion Work-Based Learning College Coursework PSAT 9th Grade on Track https://credentialsmatter.org/credentials-101/about-this-project/ https://cteresearchnetwork.org/research/work-based-learning-evidence-review-and-synthesis https://files.eric.ed.gov/fulltext/ED555671.pdf https://consortium.uchicago.edu/publications/track-indicator-predictor-high-school-graduation The focus of the checkpoints in the earlier grades are reading and math and the emphasis in high school is work-based learning and credentials.  At each checkpoint, in addition to academic mastery, there are a variety of knowledge, skills and experiences that a student may complete to gain points in the accountability model.  The proposed model does not value some knowledge, skills, or experiences over the others.  Rather, all knowledge, skills and experiences have the same opportunity for points in the model. As such, the model is a shift in emphasis to capture the whole student, without imposing any additional regulatory or cost factors on schools. This is a fundamental shift from the prior accountability model that was entirely assessment based in the younger grades and only provided for one non-assessment indicator in high school. VI. Cost Analysis  VII. Sources of Information VIII. Regulatory Analysis IX. Contact Information of Staff to Answer Substantive Questions Notice of Second Public Comment Period: 20251015-IR-511250370SNA Notice of Determination Received: October 3, 2025