Pennsylvania HB 1752: An Act amending the act of March 10, 1949 (P.L.30, No.14), known as the Public School Code of 1949, in preliminary provisions, providing for Keystone Exam alternative feasibility study.

Bill Text

PRIOR PRINTER'S NO. 2159 PRINTER'S NO. 3064
THE GENERAL ASSEMBLY OF PENNSYLVANIA
HOUSE BILL
No. 1752
Session of
2025
INTRODUCED BY CURRY, ORTITAY, PROBST, CEPEDA-FREYTIZ, RIVERA,
HILL-EVANS, MAYES, SAMUELSON, K. HARRIS, BOROWSKI AND GREEN,
JULY 21, 2025
AS REPORTED FROM COMMITTEE ON EDUCATION, HOUSE OF
REPRESENTATIVES, AS AMENDED, MARCH 24, 2026
AN ACT
Amending the act of March 10, 1949 (P.L.30, No.14), entitled "An
act relating to the public school system, including certain
provisions applicable as well to private and parochial
schools; amending, revising, consolidating and changing the
laws relating thereto," in preliminary provisions, providing
for Keystone Exam alternative feasibility study.
The General Assembly of the Commonwealth of Pennsylvania
hereby enacts as follows:
Section 1. The act of March 10, 1949 (P.L.30, No.14), known
as the Public School Code of 1949, is amended by adding a
section to read:
Section 121.2. Keystone Exam Alternative Feasibility
Study.--(a) The secretary shall contract for an independent
study to determine whether the ACT and SAT may be administered
in lieu of ACT, SAT OR SMARTER BALANCED ASSESSMENTS MAY REPLACE
the current Statewide, standardized Keystone Exams in
literature, algebra I and biology for high school students
consistent with Federal requirements under 20 U.S.C. § 6311(b)
(2)(H) 6311(B) (relating to state plans).
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(b) The secretary shall submit, within one year after the
effective date of this subsection, a report containing the
results of the study and recommendations to the Governor, the
chairperson and minority chairperson of the Education Committee
of the Senate and , the chairperson and minority chairperson of
the Education Committee of the House of Representatives AND THE
STATE BOARD OF EDUCATION . The study shall include the following:
(1) An evaluation of the degree to which the ACT and SAT ,
SAT AND SMARTER BALANCED ASSESSMENTS align with Pennsylvania
core academic standards and are suitable for use in lieu of the
Statewide Keystone Exams in literature, algebra I and biology.
(2) Studies, research and analyses required to determine the
extent to which the ACT and SAT test results , SAT AND SMARTER
BALANCED ASSESSMENTS provide comparable, valid and reliable data
on student achievement as compared to the Keystone Exams for all
students and for each subgroup of students.
(3) A determination of whether the ACT and SAT , SAT AND
SMARTER BALANCED ASSESSMENTS provide testing accommodations that
permit students with disabilities and English learners the
opportunity to participate in each assessment and receive
comparable benefits.
(4) Analyses to determine whether the ACT and SAT , SAT AND
SMARTER BALANCED ASSESSMENTS provide unbiased, rational and
consistent differentiation among schools within the
Commonwealth's accountability system.
(5) An evaluation to determine whether the ACT and SAT , SAT
AND SMARTER BALANCED ASSESSMENTS meet the criteria for technical
quality that all Statewide assessments must meet for Federal
assessment peer review.
(6) AN ESTIMATE OF THE NUMBER OF ADDITIONAL STUDENTS WHO
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WOULD BE TAKING THE ACT, SAT AND SMARTER BALANCED ASSESSMENTS
COMPARED TO CURRENT KEYSTONE EXAM PARTICIPATION RATES.
(7) AN EXAMINATION OF THE POTENTIAL ANNUAL COST TO THE
COMMONWEALTH OF ADMINISTERING THE ACT, SAT AND SMARTER BALANCED
ASSESSMENTS FOR PURPOSES OF COMPLIANCE WITH THE TESTING AND
ACCOUNTABILITY REQUIREMENTS OF THE ELEMENTARY AND SECONDARY
EDUCATION ACT OF 1965 (PUBLIC LAW 89-10, 20 U.S.C. § 6301 ET
SEQ.), AS AMENDED BY THE EVERY STUDENT SUCCEEDS ACT (PUBLIC LAW
114-95, 129 STAT. 1802). THE EXAMINATION SHALL INCLUDE AN
ANALYSIS OF ANNUAL COSTS INCURRED BY STATES USING THE ACT OR SAT
AND HOW COSTS HAVE CHANGED OVER TIME.
(8) A SUMMARY OF HOW THE DEPARTMENT AND SCHOOL ENTITIES
WOULD TRANSITION TO THE USE OF NEW ASSESSMENTS FOR PURPOSES OF
COMPLIANCE WITH THE TESTING AND ACCOUNTABILITY REQUIREMENTS OF
THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965, AS AMENDED
BY THE EVERY STUDENT SUCCEEDS ACT, INCLUDING A PROPOSED TIMELINE
AND AN ESTIMATE OF TRANSITION COSTS.
(9) A SUMMARY AND COMPARISON OF TESTING PROCEDURES FOR THE
ACT, SAT AND SMARTER BALANCED ASSESSMENTS, INCLUDING WHEN TESTS
ARE PROCTORED AND TIMELINES FOR THE RELEASE OF RESULTS.
(10) A SUMMARY AND COMPARISON OF THE EXISTING RESEARCH ON
THE CORRELATION BETWEEN PERFORMANCE ON THE ACT, SAT AND SMARTER
BALANCED ASSESSMENTS AND PERFORMANCE ON THE KEYSTONE EXAMS.
(11) A LISTING OF THE LANGUAGES IN WHICH THE ACT, SAT AND
SMARTER BALANCED ASSESSMENTS ARE AVAILABLE.
(12) AN ANALYSIS AND COMPARISON OF THOSE ASSESSMENTS THAT
USE A COMPARATIVE-PERCENTILE MEASURE OF STUDENT PERFORMANCE AND
THOSE ASSESSMENTS THAT USE A PROFICIENCY DETERMINATION TO
MEASURE STUDENT PERFORMANCE.
(13) AN ANALYSIS OF THE EFFECTIVENE