practice test items for federally required tests;
(4) the amount of time devoted to test-taking skills and
practice test items for State required tests;
(5) the amount of time devoted to test-taking skills and
practice test items for locally elected tests;
(6) the source of State standardized tests (State-
specific, Smarter Balanced, Partnership for Assessment of
Readiness for College and Careers, Scholastic Aptitude Test
and American College Testing) used by all states for Federal
accountability and the states' rationale for each test's use
in a State plan, using plans submitted under the Every
Student Succeeds Act (Public Law 114-95, 129 Stat. 1802);
(7) a comparison between Pennsylvania and all other
states in the use of standardized tests in teacher
evaluations, including, but not limited to, current trends
and the research basis for the inclusion of standardized test
results in the evaluation systems;
(8) whether a realignment of State academic standards,
Pennsylvania's voluntary model curriculum and individual
public school entities' curriculum would be necessary if
Pennsylvania required each student to take the Scholastic
Aptitude Test instead of the Keystone Exams, along with
associated costs of new curricular materials, new benchmarks,
Statewide instructional supports, redesign of Statewide
instructional supports and staff realigning local curriculum
plans;
(9) whether Pennsylvania can obtain a continuous
longitudinal growth measure for public school entities and
teachers in math, science and English language arts based on
student performance on the Scholastic Aptitude Test compared
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