Sec. 10015. Duties of the Commission
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/bill/113/s/1094/rs/section-10015A research copy — for the controlling text, always check the official state or federal source. Not legal advice.
The Commission shall take such actions as it determines necessary to gain a full understanding of the issues of effective regulation and assessment systems for public schools. The Commission shall focus— in examining the over-regulation of public schools, on— examining Federal, State, and local regulations governing public schools; differentiating between financial, programmatic, general education, special education, and civil rights requirements; identifying which government entity requires each regulation; measuring the cost of compliance in terms of funds spent on compliance and time in hours and personnel; identifying duplicative, redundant, or unnecessary regulations at each governmental level; and investigating how Federal, State, and local interpretations of laws and regulations create an additional or unnecessary burden and are used as a rationale for imposing requirements that are not actually mandated by law; and in examining the effective testing of public schools, on— examining Federal, State, and local testing and standardized assessment requirements for public elementary schools, middle schools, and high schools; determining the purpose and intent of each such test or assessment, including whether it is intended to measure student achievement and growth, teacher and principal effectiveness, or system accountability; determining the frequency, length, and scheduling of such tests and assessments, and measuring, in hours and days, the student and teacher time spent on testing; examining standardized assessments required by Federal, State, or local requirements, excluding teacher-created tests and quizzes and formative assessments; reporting on the quality of standardized assessments; examining reporting practices of test results and the degree to which such results are returned in a timely manner with sufficient quality to be useful to parents, teachers and principals, and students to inform and improve their work, including targeting instruction to student needs, grading student work, and evaluating teacher and principal effectiveness; analyzing the ability of quality assessments to measure whether a student is prepared to graduate from high school and pursue college or a career without the need for academic remediation; examining what factors most contribute to quality assessments and the extent to which high-quality assessments can advance student learning; determining the technology infrastructure required for next generation assessments; and identifying opportunities to improve assessment practices to better promote parent, teacher and principal, and student understanding of progress toward college and career readiness and public understanding of school performance and educational productivity.
In conducting its work under this title, the Commission may rely on samples of States and local educational agencies for examples of regulations and testing requirements. Subject to paragraph (2), the Commission shall provide regular reports in a manner and form of the Commission's choosing to— the Secretary; and the members of the authorizing committees. Not later than 1 year after the date of the first meeting of the Commission, and annually thereafter, the Commission shall issue a report to— the Secretary; and the members of the authorizing committees.
The Commission shall— prepare a report— analyzing findings of the Commission; and making recommendations for Federal, State, and local policy makers; and broadly disseminate such report to the general public. The Chairperson shall annually provide testimony to the authorizing committees.