Relates to the adoption of a new definition of student academic success and performance that includes a "character growth score" to supplement student grades and testing in kindergarten through twelfth grade.
STATE OF NEW YORK
________________________________________________________________________
3232
2021-2022 Regular Sessions
IN ASSEMBLY
January 22, 2021
___________
Introduced by M. of A. KIM -- read once and referred to the Committee on
Education
AN ACT to amend the education law, in relation to requiring the commis-
sioner of education to make recommendations to the board of regents
relating to the adoption of a new definition of student academic
success and performance that includes a "character growth score" to
supplement student grades and testing in kindergarten through twelfth
grade
The People of the State of New York, represented in Senate and Assem-bly, do enact as follows:
1 Section 1. The education law is amended by adding a new section 309-b
2 to read as follows:
3 § 309-b. New definition of student academic success. 1. The commis-
4 sioner shall make recommendations to the board of regents relating to
5 the adoption of a new definition of student academic success and
6 performance that includes a "character growth score" to supplement
7 student grades and testing in kindergarten through twelfth grade.
8 2. Prior to making the recommendations to the board of regents, the
9 commissioner shall:
10 a. seek the recommendations of teachers, school administrators, teach-
11 er educators and others with educational expertise in the proposed
12 "character growth score" of student performance and academic success;
13 b. consider using all non-cognitive and emotional intelligence traits
14 that include grit, zest, self-control in completing school work, inter-
15 personal self-control, optimism, gratitude, social intelligence and
16 curiosity as part of the "character growth score". For the purposes of
17 this section, these terms shall have the following meanings:
18 (i) Grit. The term "grit" means the student finishes whatever he or
19 she begins; tries very hard even after experiencing failure; and works
20 independently with focus.
EXPLANATION--Matter in italics (underscored) is new; matter in brackets
[] is old law to be omitted.
LBD05978-01-1
A. 3232 2
1 (ii) Zest. The term "zest" means the student actively participates;
2 shows enthusiasm; and invigorates others.
3 (iii) Self-control -- school work. The term "self-control -- school
4 work" means the student comes to class prepared; pays attention and
5 resists distractions; remembers and follows directions; and gets to work
6 right away rather than procrastinating.
7 (iv) Self-control -- interpersonal. The term "self-control -- inter-
8 personal" means the student remains calm even when criticized or other-
9 wise provoked; allows others to speak without interruption; is polite to
10 adults and peers; and keeps his or her temper in check.
11 (v) Optimism. The term "optimism" means the student gets over frus-
12 trations and setbacks quickly; and believes that effort will improve his
13 or her future.
14 (vi) Gratitude. The term "gratitude" means the student recognizes and
15 shows appreciation for others; and recognizes and shows appreciation for
16 his or her opportunities.
17 (vii) Social intelligence. The term "social intelligence" means the
18 student is able to find solutions during conflicts with others; demon-
19 strates respect for feelings of others; and knows when and how to
20 include others.
21 (viii) Curiosity. The term "curiosity" means the student is eager to
22 explore new things; asks and answers questions to deepen understanding;
23 and actively listens to others.
24 c. consider the amount of evaluation time such "character growth
25 score" will require and whether such time would distract from other
26 mandated academic measurements;
27 d. consider the fiscal impact, if any, on the state of New York and
28 individual school districts;
29 e. consider how the "character growth score" will be part of the annu-
30 al professional percentage review and the state of New York teacher
31 evaluation system; and
32 f. consider any additional factors the commissioner deems relevant.
33 3. No later than one hundred eighty days after the effective date of
34 this subdivision, the commissioner shall provide a recommendation to the
35 board of regents to adopt and promulgate appropriate rules and regu-
36 lations implementing such "character growth score". Upon receiving a
37 recommendation from the commissioner, pursuant to this subdivision, the
38 board of regents shall vote either to accept or reject the commission-
39 er's recommendation no later than sixty days after receiving such recom-
40 mendation.
41 4. If the board of regents adopts such measurement, the measurement
42 requirement shall take effect no later than the next school year after
43 such score has been adopted.
44 5. If the board of regents rejects such "character growth score", the
45 commissioner shall provide a report as to the determination of the board
46 to the governor, the temporary president of the senate, the speaker of
47 the assembly and the chairs of the senate and assembly committees on
48 education providing the reasons for such rejection no later than thirty
49 days after the board of regents rejects such measurement.
50 § 2. This act shall take effect immediately.
