Rep. Emanuel Chris Welch

Filed: 3/8/2017

 

 


 

 


 
10000HB2714ham001LRB100 11215 NHT 21758 a

1
AMENDMENT TO HOUSE BILL 2714

2    AMENDMENT NO. ______. Amend House Bill 2714 by replacing
3everything after the enacting clause with the following:
 
4    "Section 5. The School Code is amended by adding Section
527-22.03 as follows:
 
6    (105 ILCS 5/27-22.03 new)
7    Sec. 27-22.03. Measures of college math competencies.
8    (a) Every public high school shall provide a college math
9competency recognition at graduation to any student who meets
10one of the following criteria, in addition to meeting other
11graduation requirements established by this Code:
12        (1) A math competency score, as measured through a
13    research-based, effective, college math placement
14    assessment that strongly correlates placement with
15    positive outcomes in math courses, as well as retention and
16    graduation rates at institutions of higher education.

 

 

10000HB2714ham001- 2 -LRB100 11215 NHT 21758 a

1        (2) A qualifying Advanced Placement calculus or
2    statistics exam score, as determined by the school board.
3        (3) A grade of "C" or better or the equivalent in a
4    dual credit college math course established by an
5    institution of higher education and described in
6    subsection (c) of this Section.
7    (b) An assessment under subdivision (1) of subsection (a)
8of this Section must provide opportunities for students to
9reinforce and relearn lost skills with an individualized study
10plan to improve their competency score. An institution of
11higher education that receives the scores shall receive
12detailed information on students' strengths and weaknesses for
13curriculum planning and instruction. The State Board of
14Education and the Board of Higher Education shall conduct
15longitudinal efficacy research to support the assessment
16instrument's validity in consistently placing students and in
17positively impacting student achievement, retention, and
18graduation rates.
19    (c) A student who completes a required high school math
20course, designated by the school board, and who earns at least
21a "C" grade or its equivalent may enroll in a dual credit math
22course. The State Board of Education may allow high school
23teachers with certain qualifications designated by the State
24Board to teach entry-level higher education math courses. The
25Board of Higher Education and the Illinois Community College
26Board shall expedite the process of approving new dual credit

 

 

10000HB2714ham001- 3 -LRB100 11215 NHT 21758 a

1math courses for graduation credit and, if necessary, any
2agreements or partnerships between high schools and
3institutions of higher education. The State Board of Education
4and the Board of Higher Education shall work together to
5measure these students' success in subsequent college math
6courses at institutions of higher education and measure overall
7dual credit program efficacy.
 
8    Section 10. The Board of Higher Education Act is amended by
9adding Section 9.36 as follows:
 
10    (110 ILCS 205/9.36 new)
11    Sec. 9.36. Math success study.
12    (a) In this Section:
13    "Effective math placement assessment" means a
14research-based instrument that strongly correlates placement
15with positive outcomes in math courses, including grades,
16course completion, retention, and graduation rates. The
17instrument must accurately measure a student's math knowledge
18in each math topic area, determine what math topics the student
19is ready to learn next, and place the student into a specific
20math course or course of study. The term does not include an
21assessment of aptitude or a generic college readiness or
22admissions test.
23    "New student" means:
24        (1) an entering undergraduate student who seeks to take

 

 

10000HB2714ham001- 4 -LRB100 11215 NHT 21758 a

1    a college-level math course; or
2        (2) any person, including a dual credit student, who
3    seeks to take a college-level math course for the first
4    time.
5    (b) The Board shall publish a multi-year study on math
6success to evaluate the savings in cost and time and the
7benefits to students from use of effective math placement
8assessments and adaptive remediation. The Board shall seek the
9cooperation of public institutions of higher education and high
10schools in providing student achievement data. The Board may
11use gifts, grants, donations, and federal and local funds to
12implement this Section. The study shall report which
13institutions do and do not require an effective math placement
14assessment or adaptive remediation. The study shall analyze the
15total cost of placement choices, including the costs of
16effective math placement assessments and adaptive remediation
17versus the costs of other placement assessments and methods and
18traditional remediation or course failure and retakes. The
19study shall include institutions' rates for new students, by
20math course, of:
21        (1) course completion;
22        (2) course success (grade of "C" or better or the
23    equivalent);
24        (3) retention in the institution or in a science,
25    technology, engineering, or mathematics major for another
26    semester; and

 

 

10000HB2714ham001- 5 -LRB100 11215 NHT 21758 a

1        (4) cost of subsequent math remediation and math course
2    retakes.
 
3    Section 15. The University of Illinois Act is amended by
4adding Section 100 as follows:
 
5    (110 ILCS 305/100 new)
6    Sec. 100. Effective college math placement.
7    (a) In this Section:
8    "Effective math placement assessment" means a
9research-based instrument that strongly correlates placement
10with positive outcomes in math courses, including grades,
11course completion, retention, and graduation rates. The
12instrument must accurately measure a student's math knowledge
13in each math topic area, determine what math topics the student
14is ready to learn next, and place the student into a specific
15math course or course of study. The term does not include an
16assessment of aptitude or a generic college readiness or
17admissions test.
18    "New student" means:
19        (1) an entering undergraduate student who seeks to take
20    a college-level math course; or
21        (2) any person, including a dual credit student, who
22    seeks to take a college-level math course for the first
23    time.
24    (b) To ensure an efficient use of student time and tuition,

 

 

10000HB2714ham001- 6 -LRB100 11215 NHT 21758 a

1as well as taxpayer dollars, the Board of Trustees may adopt a
2requirement to enroll a new student in an effective math
3placement assessment. The Board is encouraged to develop a
4consistent set of indicators of effective demonstrations of
5student improvements in outcome.
6    (c) If the Board adopts a requirement under subsection (b)
7of this Section, the University may use the effective math
8placement assessment in lieu of any other State-required
9measure or assessment for math course entry or placement,
10including for entry or placement into a dual credit math
11course.
12    (d) To encourage efficiency and time to completion, the
13University is encouraged to place a student who fails a math
14course into a math course or course of study, including
15adaptive remediation, most clearly tied to the student's areas
16of identified weakness rather than to require a student to
17retake the course.
18    (e) The University shall notify each high school with which
19it has an agreement for dual credit math courses of its
20requirement for an effective math placement assessment for
21entry into a math course that will count for college credit at
22the University. The University shall notify the high school of
23the cost of the assessment and the manner in which it is
24offered. The University may help fund the assessment for the
25high school or the high school's students and may help the high
26school offer the assessment on the high school campus.
 

 

 

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1    Section 20. The Southern Illinois University Management
2Act is amended by adding Section 85 as follows:
 
3    (110 ILCS 520/85 new)
4    Sec. 85. Effective college math placement.
5    (a) In this Section:
6    "Effective math placement assessment" means a
7research-based instrument that strongly correlates placement
8with positive outcomes in math courses, including grades,
9course completion, retention, and graduation rates. The
10instrument must accurately measure a student's math knowledge
11in each math topic area, determine what math topics the student
12is ready to learn next, and place the student into a specific
13math course or course of study. The term does not include an
14assessment of aptitude or a generic college readiness or
15admissions test.
16    "New student" means:
17        (1) an entering undergraduate student who seeks to take
18    a college-level math course; or
19        (2) any person, including a dual credit student, who
20    seeks to take a college-level math course for the first
21    time.
22    (b) To ensure an efficient use of student time and tuition,
23as well as taxpayer dollars, the Board may adopt a requirement
24to enroll a new student in an effective math placement

 

 

10000HB2714ham001- 8 -LRB100 11215 NHT 21758 a

1assessment. The Board is encouraged to develop a consistent set
2of indicators of effective demonstrations of student
3improvements in outcome.
4    (c) If the Board adopts a requirement under subsection (b)
5of this Section, the University may use the effective math
6placement assessment in lieu of any other State-required
7measure or assessment for math course entry or placement,
8including for entry or placement into a dual credit math
9course.
10    (d) To encourage efficiency and time to completion, the
11University is encouraged to place a student who fails a math
12course into a math course or course of study, including
13adaptive remediation, most clearly tied to the student's areas
14of identified weakness rather than to require a student to
15retake the course.
16    (e) The University shall notify each high school with which
17it has an agreement for dual credit math courses of its
18requirement for an effective math placement assessment for
19entry into a math course that will count for college credit at
20the University. The University shall notify the high school of
21the cost of the assessment and the manner in which it is
22offered. The University may help fund the assessment for the
23high school or the high school's students and may help the high
24school offer the assessment on the high school campus.
 
25    Section 25. The Chicago State University Law is amended by

 

 

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1adding Section 5-195 as follows:
 
2    (110 ILCS 660/5-195 new)
3    Sec. 5-195. Effective college math placement.
4    (a) In this Section:
5    "Effective math placement assessment" means a
6research-based instrument that strongly correlates placement
7with positive outcomes in math courses, including grades,
8course completion, retention, and graduation rates. The
9instrument must accurately measure a student's math knowledge
10in each math topic area, determine what math topics the student
11is ready to learn next, and place the student into a specific
12math course or course of study. The term does not include an
13assessment of aptitude or a generic college readiness or
14admissions test.
15    "New student" means:
16        (1) an entering undergraduate student who seeks to take
17    a college-level math course; or
18        (2) any person, including a dual credit student, who
19    seeks to take a college-level math course for the first
20    time.
21    (b) To ensure an efficient use of student time and tuition,
22as well as taxpayer dollars, the Board may adopt a requirement
23to enroll a new student in an effective math placement
24assessment. The Board is encouraged to develop a consistent set
25of indicators of effective demonstrations of student

 

 

10000HB2714ham001- 10 -LRB100 11215 NHT 21758 a

1improvements in outcome.
2    (c) If the Board adopts a requirement under subsection (b)
3of this Section, the University may use the effective math
4placement assessment in lieu of any other State-required
5measure or assessment for math course entry or placement,
6including for entry or placement into a dual credit math
7course.
8    (d) To encourage efficiency and time to completion, the
9University is encouraged to place a student who fails a math
10course into a math course or course of study, including
11adaptive remediation, most clearly tied to the student's areas
12of identified weakness rather than to require a student to
13retake the course.
14    (e) The University shall notify each high school with which
15it has an agreement for dual credit math courses of its
16requirement for an effective math placement assessment for
17entry into a math course that will count for college credit at
18the University. The University shall notify the high school of
19the cost of the assessment and the manner in which it is
20offered. The University may help fund the assessment for the
21high school or the high school's students and may help the high
22school offer the assessment on the high school campus.
 
23    Section 30. The Eastern Illinois University Law is amended
24by adding Section 10-195 as follows:
 

 

 

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1    (110 ILCS 665/10-195 new)
2    Sec. 10-195. Effective college math placement.
3    (a) In this Section:
4    "Effective math placement assessment" means a
5research-based instrument that strongly correlates placement
6with positive outcomes in math courses, including grades,
7course completion, retention, and graduation rates. The
8instrument must accurately measure a student's math knowledge
9in each math topic area, determine what math topics the student
10is ready to learn next, and place the student into a specific
11math course or course of study. The term does not include an
12assessment of aptitude or a generic college readiness or
13admissions test.
14    "New student" means:
15        (1) an entering undergraduate student who seeks to take
16    a college-level math course; or
17        (2) any person, including a dual credit student, who
18    seeks to take a college-level math course for the first
19    time.
20    (b) To ensure an efficient use of student time and tuition,
21as well as taxpayer dollars, the Board may adopt a requirement
22to enroll a new student in an effective math placement
23assessment. The Board is encouraged to develop a consistent set
24of indicators of effective demonstrations of student
25improvements in outcome.
26    (c) If the Board adopts a requirement under subsection (b)

 

 

10000HB2714ham001- 12 -LRB100 11215 NHT 21758 a

1of this Section, the University may use the effective math
2placement assessment in lieu of any other State-required
3measure or assessment for math course entry or placement,
4including for entry or placement into a dual credit math
5course.
6    (d) To encourage efficiency and time to completion, the
7University is encouraged to place a student who fails a math
8course into a math course or course of study, including
9adaptive remediation, most clearly tied to the student's areas
10of identified weakness rather than to require a student to
11retake the course.
12    (e) The University shall notify each high school with which
13it has an agreement for dual credit math courses of its
14requirement for an effective math placement assessment for
15entry into a math course that will count for college credit at
16the University. The University shall notify the high school of
17the cost of the assessment and the manner in which it is
18offered. The University may help fund the assessment for the
19high school or the high school's students and may help the high
20school offer the assessment on the high school campus.
 
21    Section 35. The Governors State University Law is amended
22by adding Section 15-195 as follows:
 
23    (110 ILCS 670/15-195 new)
24    Sec. 15-195. Effective college math placement.

 

 

10000HB2714ham001- 13 -LRB100 11215 NHT 21758 a

1    (a) In this Section:
2    "Effective math placement assessment" means a
3research-based instrument that strongly correlates placement
4with positive outcomes in math courses, including grades,
5course completion, retention, and graduation rates. The
6instrument must accurately measure a student's math knowledge
7in each math topic area, determine what math topics the student
8is ready to learn next, and place the student into a specific
9math course or course of study. The term does not include an
10assessment of aptitude or a generic college readiness or
11admissions test.
12    "New student" means:
13        (1) an entering undergraduate student who seeks to take
14    a college-level math course; or
15        (2) any person, including a dual credit student, who
16    seeks to take a college-level math course for the first
17    time.
18    (b) To ensure an efficient use of student time and tuition,
19as well as taxpayer dollars, the Board may adopt a requirement
20to enroll a new student in an effective math placement
21assessment. The Board is encouraged to develop a consistent set
22of indicators of effective demonstrations of student
23improvements in outcome.
24    (c) If the Board adopts a requirement under subsection (b)
25of this Section, the University may use the effective math
26placement assessment in lieu of any other State-required

 

 

10000HB2714ham001- 14 -LRB100 11215 NHT 21758 a

1measure or assessment for math course entry or placement,
2including for entry or placement into a dual credit math
3course.
4    (d) To encourage efficiency and time to completion, the
5University is encouraged to place a student who fails a math
6course into a math course or course of study, including
7adaptive remediation, most clearly tied to the student's areas
8of identified weakness rather than to require a student to
9retake the course.
10    (e) The University shall notify each high school with which
11it has an agreement for dual credit math courses of its
12requirement for an effective math placement assessment for
13entry into a math course that will count for college credit at
14the University. The University shall notify the high school of
15the cost of the assessment and the manner in which it is
16offered. The University may help fund the assessment for the
17high school or the high school's students and may help the high
18school offer the assessment on the high school campus.
 
19    Section 40. The Illinois State University Law is amended by
20adding Section 20-200 as follows:
 
21    (110 ILCS 675/20-200 new)
22    Sec. 20-200. Effective college math placement.
23    (a) In this Section:
24    "Effective math placement assessment" means a

 

 

10000HB2714ham001- 15 -LRB100 11215 NHT 21758 a

1research-based instrument that strongly correlates placement
2with positive outcomes in math courses, including grades,
3course completion, retention, and graduation rates. The
4instrument must accurately measure a student's math knowledge
5in each math topic area, determine what math topics the student
6is ready to learn next, and place the student into a specific
7math course or course of study. The term does not include an
8assessment of aptitude or a generic college readiness or
9admissions test.
10    "New student" means:
11        (1) an entering undergraduate student who seeks to take
12    a college-level math course; or
13        (2) any person, including a dual credit student, who
14    seeks to take a college-level math course for the first
15    time.
16    (b) To ensure an efficient use of student time and tuition,
17as well as taxpayer dollars, the Board may adopt a requirement
18to enroll a new student in an effective math placement
19assessment. The Board is encouraged to develop a consistent set
20of indicators of effective demonstrations of student
21improvements in outcome.
22    (c) If the Board adopts a requirement under subsection (b)
23of this Section, the University may use the effective math
24placement assessment in lieu of any other State-required
25measure or assessment for math course entry or placement,
26including for entry or placement into a dual credit math

 

 

10000HB2714ham001- 16 -LRB100 11215 NHT 21758 a

1course.
2    (d) To encourage efficiency and time to completion, the
3University is encouraged to place a student who fails a math
4course into a math course or course of study, including
5adaptive remediation, most clearly tied to the student's areas
6of identified weakness rather than to require a student to
7retake the course.
8    (e) The University shall notify each high school with which
9it has an agreement for dual credit math courses of its
10requirement for an effective math placement assessment for
11entry into a math course that will count for college credit at
12the University. The University shall notify the high school of
13the cost of the assessment and the manner in which it is
14offered. The University may help fund the assessment for the
15high school or the high school's students and may help the high
16school offer the assessment on the high school campus.
 
17    Section 45. The Northeastern Illinois University Law is
18amended by adding Section 25-195 as follows:
 
19    (110 ILCS 680/25-195 new)
20    Sec. 25-195. Effective college math placement.
21    (a) In this Section:
22    "Effective math placement assessment" means a
23research-based instrument that strongly correlates placement
24with positive outcomes in math courses, including grades,

 

 

10000HB2714ham001- 17 -LRB100 11215 NHT 21758 a

1course completion, retention, and graduation rates. The
2instrument must accurately measure a student's math knowledge
3in each math topic area, determine what math topics the student
4is ready to learn next, and place the student into a specific
5math course or course of study. The term does not include an
6assessment of aptitude or a generic college readiness or
7admissions test.
8    "New student" means:
9        (1) an entering undergraduate student who seeks to take
10    a college-level math course; or
11        (2) any person, including a dual credit student, who
12    seeks to take a college-level math course for the first
13    time.
14    (b) To ensure an efficient use of student time and tuition,
15as well as taxpayer dollars, the Board may adopt a requirement
16to enroll a new student in an effective math placement
17assessment. The Board is encouraged to develop a consistent set
18of indicators of effective demonstrations of student
19improvements in outcome.
20    (c) If the Board adopts a requirement under subsection (b)
21of this Section, the University may use the effective math
22placement assessment in lieu of any other State-required
23measure or assessment for math course entry or placement,
24including for entry or placement into a dual credit math
25course.
26    (d) To encourage efficiency and time to completion, the

 

 

10000HB2714ham001- 18 -LRB100 11215 NHT 21758 a

1University is encouraged to place a student who fails a math
2course into a math course or course of study, including
3adaptive remediation, most clearly tied to the student's areas
4of identified weakness rather than to require a student to
5retake the course.
6    (e) The University shall notify each high school with which
7it has an agreement for dual credit math courses of its
8requirement for an effective math placement assessment for
9entry into a math course that will count for college credit at
10the University. The University shall notify the high school of
11the cost of the assessment and the manner in which it is
12offered. The University may help fund the assessment for the
13high school or the high school's students and may help the high
14school offer the assessment on the high school campus.
 
15    Section 50. The Northern Illinois University Law is amended
16by adding Section 30-205 as follows:
 
17    (110 ILCS 685/30-205 new)
18    Sec. 30-205. Effective college math placement.
19    (a) In this Section:
20    "Effective math placement assessment" means a
21research-based instrument that strongly correlates placement
22with positive outcomes in math courses, including grades,
23course completion, retention, and graduation rates. The
24instrument must accurately measure a student's math knowledge

 

 

10000HB2714ham001- 19 -LRB100 11215 NHT 21758 a

1in each math topic area, determine what math topics the student
2is ready to learn next, and place the student into a specific
3math course or course of study. The term does not include an
4assessment of aptitude or a generic college readiness or
5admissions test.
6    "New student" means:
7        (1) an entering undergraduate student who seeks to take
8    a college-level math course; or
9        (2) any person, including a dual credit student, who
10    seeks to take a college-level math course for the first
11    time.
12    (b) To ensure an efficient use of student time and tuition,
13as well as taxpayer dollars, the Board may adopt a requirement
14to enroll a new student in an effective math placement
15assessment. The Board is encouraged to develop a consistent set
16of indicators of effective demonstrations of student
17improvements in outcome.
18    (c) If the Board adopts a requirement under subsection (b)
19of this Section, the University may use the effective math
20placement assessment in lieu of any other State-required
21measure or assessment for math course entry or placement,
22including for entry or placement into a dual credit math
23course.
24    (d) To encourage efficiency and time to completion, the
25University is encouraged to place a student who fails a math
26course into a math course or course of study, including

 

 

10000HB2714ham001- 20 -LRB100 11215 NHT 21758 a

1adaptive remediation, most clearly tied to the student's areas
2of identified weakness rather than to require a student to
3retake the course.
4    (e) The University shall notify each high school with which
5it has an agreement for dual credit math courses of its
6requirement for an effective math placement assessment for
7entry into a math course that will count for college credit at
8the University. The University shall notify the high school of
9the cost of the assessment and the manner in which it is
10offered. The University may help fund the assessment for the
11high school or the high school's students and may help the high
12school offer the assessment on the high school campus.
 
13    Section 55. The Western Illinois University Law is amended
14by adding Section 35-200 as follows:
 
15    (110 ILCS 690/35-200 new)
16    Sec. 35-200. Effective college math placement.
17    (a) In this Section:
18    "Effective math placement assessment" means a
19research-based instrument that strongly correlates placement
20with positive outcomes in math courses, including grades,
21course completion, retention, and graduation rates. The
22instrument must accurately measure a student's math knowledge
23in each math topic area, determine what math topics the student
24is ready to learn next, and place the student into a specific

 

 

10000HB2714ham001- 21 -LRB100 11215 NHT 21758 a

1math course or course of study. The term does not include an
2assessment of aptitude or a generic college readiness or
3admissions test.
4    "New student" means:
5        (1) an entering undergraduate student who seeks to take
6    a college-level math course; or
7        (2) any person, including a dual credit student, who
8    seeks to take a college-level math course for the first
9    time.
10    (b) To ensure an efficient use of student time and tuition,
11as well as taxpayer dollars, the Board may adopt a requirement
12to enroll a new student in an effective math placement
13assessment. The Board is encouraged to develop a consistent set
14of indicators of effective demonstrations of student
15improvements in outcome.
16    (c) If the Board adopts a requirement under subsection (b)
17of this Section, the University may use the effective math
18placement assessment in lieu of any other State-required
19measure or assessment for math course entry or placement,
20including for entry or placement into a dual credit math
21course.
22    (d) To encourage efficiency and time to completion, the
23University is encouraged to place a student who fails a math
24course into a math course or course of study, including
25adaptive remediation, most clearly tied to the student's areas
26of identified weakness rather than to require a student to

 

 

10000HB2714ham001- 22 -LRB100 11215 NHT 21758 a

1retake the course.
2    (e) The University shall notify each high school with which
3it has an agreement for dual credit math courses of its
4requirement for an effective math placement assessment for
5entry into a math course that will count for college credit at
6the University. The University shall notify the high school of
7the cost of the assessment and the manner in which it is
8offered. The University may help fund the assessment for the
9high school or the high school's students and may help the high
10school offer the assessment on the high school campus.
 
11    Section 60. The Public Community College Act is amended by
12adding Section 3-29.11 as follows:
 
13    (110 ILCS 805/3-29.11 new)
14    Sec. 3-29.11. Effective college math placement.
15    (a) In this Section:
16    "Effective math placement assessment" means a
17research-based instrument that strongly correlates placement
18with positive outcomes in math courses, including grades,
19course completion, retention, and graduation rates. The
20instrument must accurately measure a student's math knowledge
21in each math topic area, determine what math topics the student
22is ready to learn next, and place the student into a specific
23math course or course of study. The term does not include an
24assessment of aptitude or a generic college readiness or

 

 

10000HB2714ham001- 23 -LRB100 11215 NHT 21758 a

1admissions test.
2    "New student" means:
3        (1) an entering undergraduate student who seeks to take
4    a college-level math course; or
5        (2) any person, including a dual credit student, who
6    seeks to take a college-level math course for the first
7    time.
8    (b) To ensure an efficient use of student time and tuition,
9as well as taxpayer dollars, a board may adopt a requirement to
10enroll a new student in an effective math placement assessment.
11The board is encouraged to develop a consistent set of
12indicators of effective demonstrations of student improvements
13in outcome.
14    (c) If the board adopts a requirement under subsection (b)
15of this Section, the community college may use the effective
16math placement assessment in lieu of any other State-required
17measure or assessment for math course entry or placement,
18including for entry or placement into a dual credit math
19course.
20    (d) To encourage efficiency and time to completion, the
21community college is encouraged to place a student who fails a
22math course into a math course or course of study, including
23adaptive remediation, most clearly tied to the student's areas
24of identified weakness rather than to require a student to
25retake the course.
26    (e) The community college shall notify each high school

 

 

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1with which it has an agreement for dual credit math courses of
2its requirement for an effective math placement assessment for
3entry into a math course that will count for college credit at
4the community college. The community college shall notify the
5high school of the cost of the assessment and the manner in
6which it is offered. The community college may help fund the
7assessment for the high school or the high school's students
8and may help the high school offer the assessment on the high
9school campus.
 
10    Section 99. Effective date. This Act takes effect July 1,
112017.".