Student Support and Remediation: State Policy Requires District or State to Evaluate Student Remediation Program
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Student Support and Remediation: State Policy Requires District or State to Evaluate Student Remediation Program

Why does it matter?
  • Students benefit when districts (or states) are held accountable for providing high-quality remediation programs.
  • Policymakers and practitioners – not to mention parents and taxpayers – need to know if resources and time are being put to good use.

    Policies in 10 states explicitly require districts to evaluate their remediation programs - Kentucky, Louisiana, New York, North Carolina, Ohio, Rhode Island, Texas, Virginia, Washington and Wisconsin. Georgia's department of education is required to annually evaluate the state's remedial education program

    Sources for all data points are accessible through this link.

    This information was collected primarily from state statutes, rules and regulations, and will be updated as new policies and programs are enacted. Additions or corrections to listed policies are welcome.

    Last updated: June 7, 2007

    Research conducted by Kyle Zinth. Please contact Jennifer Dounay Zinth at 303.299.3689 or with comments or questions about this database.

State policy requires district or state to evaluate student remediation program
Alabama No
Arkansas No
California No
Colorado No
Connecticut No
Delaware No
Florida Does not specify, although schools are required to provide for frequent monitoring and evaluation of student achievement.
Georgia Yes, the department of education annually evaluates the remedial education program (REP). The department is required to report the achievement results of all students who received instructional services through the REP. At a minimum, the evaluation must include: (1) for students in 9th and 10th grades, "a report of the number and percentage of students who passed a system-made test in reading, writing or mathematics where all test items came from the 8th grade Criterion-Referenced Competency Test Item Bank in the appropriate subject area(s) or any grade-level appropriate End-of-Course Test." (2) for students in 11th and 12th grades, "a report of the percentage of REP students passing the Georgia High School Graduation Test in the content area(s) in which they are served, in addition to any grade-level appropriate End-of-Course Test."
Illinois No
Indiana No
Kentucky Yes, districts must submit to the department of education: (1) student data through the School Management System software at the end of the regular school term and any summer term in which funds are expended for extended school services; (2) a separate written evaluation and evaluative data as approved in the waiver application, if the school district receives approval to implement extended school services during the regular school day; and (3) comparative data relative to the regular extended school service program and the daytime extended school service program including: (a) Pre- and post-student qualitative and quantitative performance data; (b) Student attendance at extended school services; and (c) Promotion and graduation data resulting from participation in extended school services.
Louisiana Yes, districts are required to annually submit an evaluation to the state board.
Maryland No
Michigan No
Minnesota No
Mississippi No
Nevada No
New Hampshire No.
New Jersey No
New York Yes, each school district is required to review and revise its description of academic intervention services every two years based on student performance results.
North Carolina Yes, districts are required to annually report to the department of education their progress in increasing the number of students who meet the standard for grade-level promotion.
Ohio Yes, local boards are required to determine procedures for using student performance data to evaluate the effectiveness of intervention services and, if necessary, to modify such services.
Oklahoma No
Oregon No
Pennsylvania No
Rhode Island Yes, based on student performance, districts are required to evaluate the effectiveness of their literacy programs every two years.
South Carolina No
Tennessee No
Texas Yes, districts are required to evaluate and document the effectiveness of the accelerated instruction provided to students who have not performed satisfactorily on the high school exit exam or who are at-risk of dropping out.
Utah No
Virginia Yes, districts are required to annually evaluate and modify their remediation plan based on an analysis of the percentage of students meeting their remediation goals. The pass rate on the Standards of Learning assessments is also a measure of the effectiveness of the remedial program.
Washington Yes, districts receiving funds through the Learning Assistance Program are required to indicate how the program will be evaluated to determine direction for the next school year. Additionally, districts are required to inform parents of students receiving a learning plan of their child's progress and any necessary adjustments for the learning plan.
West Virginia No
Wisconsin Yes, districts eligible for state aid for children at risk programs are required to annually report on the number of students:
  • By grade level, who were identified as at risk, who requested enrollment in the program and who were enrolled in the program.
  • Who met or exceeded the attendance rate of 70%.
  • Who remained enrolled through the end of the school year.
  • Who, if seniors, received a high school diploma.
  • Who earned at least 4.5 academic credits.
  • Who demonstrated, on standardized tests or other appropriate measures, a gain in reading and mathematics commensurate with the duration of enrollment in the program.
  • Who achieved at least three of the above objectives.

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