(1) On or before July 1, 2011, or as soon thereafter as fiscally practicable, the state board shall adopt criteria that a local school board, BOCES, or institute charter high school may apply if the local school board, BOCES, or institute charter high school chooses to endorse high school diplomas to indicate that students have achieved postsecondary and workforce readiness. The criteria shall include, but need not be limited to, the required minimum level of postsecondary and workforce readiness that a student must achieve to receive a readiness endorsement on his or her diploma from the local school board, BOCES, or institute charter high school. In identifying the required minimum level of postsecondary and workforce readiness, the state board shall ensure that the minimum level of postsecondary and workforce readiness reflects the expectations for postsecondary and workforce readiness that are applied nationally and internationally.
(2) The state board shall also adopt criteria for an endorsement that a local school board, BOCES, or institute charter high school may choose to grant to graduating students that would indicate extraordinary academic achievement or exemplary demonstration by a student of postsecondary and workforce readiness.
(3) Following adoption of the criteria for diploma endorsements pursuant to subsections (1) and (2) of this section, the state board shall consult with the commission and the governing boards of the state institutions of higher education. The provisions of section 22-7-1017 (2) shall take effect only if the commission and the governing boards approve the criteria.
(4) The state board shall also consider and may adopt criteria for a range of additional endorsements that a school district, BOCES, or institute charter high school may choose to grant to graduating students to recognize concentrated focus and outstanding achievement in a variety of subject areas, including but not limited to visual arts, performing arts, career and technical education, history and civics, mathematics, and science.
(5) In adopting endorsement criteria pursuant to this section, the state board shall take into consideration any career and technical education standards that are adopted by the state board for community colleges and occupational education, created in section 23-60-104, C.R.S.
(6) Every six years after the adoption of criteria for endorsements pursuant to subsection (1) of this section, the state board shall revise and adopt any appropriate revisions to such criteria for endorsements.
Source: L. 2008: Entire part added, p. 754, � 1, effective May 14. L. 2010: (4) amended, (HB 10-1273), ch. 233, p. 1022, � 7, effective May 18; (1) and (6) amended, (HB 10-1013), ch. 399, p. 1909, � 27, effective June 10. L. 2012: (1) amended, (HB 12-1345), ch. 188, p. 729, � 18, effective May 19. L. 2013: (1) amended, (HB 13-1219), ch. 104, p. 362, � 7, effective August 7.
Cross references: For the legislative declaration in the 2010 act amending subsection (4), see section 1 of chapter 233, Session Laws of Colorado 2010. For the legislative declaration in the 2012 act amending subsection (1), see section 11 of chapter 188, Session Laws of Colorado 2012.
22-7-1009.3. Diploma endorsement - science, technology, engineering, and mathematics - definitions. (1) As used in this section, unless the context otherwise requires:
(a) Granting local education provider means a local school board, BOCES, district charter high school, or institute charter high school that chooses to grant a STEM diploma endorsement to a student who demonstrates mastery in the STEM disciplines as described in this section.
(b) STEM means the combination of the disciplines of science, technology, engineering, and mathematics.
(2) A local education provider may grant a diploma endorsement in STEM to a graduating high school student who demonstrates mastery in the STEM disciplines. To obtain an endorsement in STEM, a graduating student must:
(a) Meet the minimum high school graduation requirements at a high level of proficiency as specified by the granting local education provider;
(b) Successfully complete, with a grade point average of at least 3.5 on a 4.0 scale or the equivalent for a higher scale, a coherent sequence of at least four courses in the areas of science, technology, engineering, and mathematics as determined by the granting local education provider, which courses are in addition to the minimum graduation requirements in these areas;
(c) Demonstrate proficiency in mathematics by:
(I) Achieving a score of twenty-eight or higher on the mathematics portion of the ACT college readiness assessment;
(II) Achieving a score of six hundred or higher on the mathematics portion of the college readiness assessment provided by the College Board, commonly known as the SAT;
(III) Achieving a score of five or higher on the mathematics portion of the international baccalaureate test;
(IV) Achieving a score of four or higher on the advanced placement mathematics assessment;
(V) Achieving a score of one hundred or higher on the suite of tests that assesses reading, writing, mathematics, and computer skills provided by the College Board for college placement purposes, commonly known as the Accuplacer; or
(VI) Achieving a score of eighty-five or higher on the armed services vocational aptitude battery test used for military enlistment; and
(d) Successfully complete a final capstone project, which is a culminating exhibition of the student's project or experience that demonstrates academic and intellectual learning. To successfully complete a final capstone project, the student must achieve a high proficiency level of mastery, as set by the granting local education provider, for each of the following competencies:
(I) Inquiry-based learning, which is demonstrated through the capstone project by asking questions and defining problems;
(II) Creative problem-solving, which is demonstrated through the capstone project by developing and applying scientific and mathematical models to explain complex ideas and solutions;
(III) Experimentation, which is demonstrated through the capstone project by planning and carrying out investigations;
(IV) Critical thinking, which is demonstrated through the capstone project by analyzing and interpreting data and communicating conclusions;
(V) Deductive and inductive reasoning, which is demonstrated through the capstone project by using mathematics and computational thinking;
(VI) Understanding of engineering principles, which is demonstrated through the capstone project by constructing explanations and designing solutions; and
(VII) Effective communication skills, which are demonstrated through the capstone project by engaging in argument from evidence.
(3) Each granting local education provider shall work with STEM-related business and industrial leaders identified by the local education provider within the surrounding communities and with appropriate institutions of higher education to establish the high proficiency levels of mastery that a student must demonstrate in each of the competencies described in subsection (2)(d) of this section.
(4) Each granting local education provider shall annually provide to students enrolled in grades six through twelve and their parents information concerning the requirements for obtaining the STEM diploma endorsement.
Source: L. 2017: Entire section added, (HB 17-1201), ch. 211, p. 823, � 1, effective May 18.