CA Educ Code Section 52052.3

(a)

As part of the alternative accountability system for schools developed pursuant to subdivision (h) of Section 52052, or any successor system, the Superintendent and the state board shall allow no more than 10 dropout recovery high schools, as defined in subdivision (b), to report, in lieu of other indicators, the results of an individual pupil growth model that is proposed by the school and certified by the Superintendent pursuant to subdivision (c).

(b)

For purposes of this section, “dropout recovery high school” means a school offering instruction in any of grades 9 to 12, inclusive, in which 50 percent or more of its pupils are either designated as dropouts pursuant to the exit and withdrawal codes developed by the department or left a school and were not otherwise enrolled in a school for a period of at least 180 days and the school provides instruction in partnership with any of the following:

(1)

The federal Workforce Investment Act of 1998 (29 U.S.C. Sec. 2801 et seq.).

(2)

Federally affiliated Youthbuild programs (42 U.S.C. Sec. 12899 et seq.).

(3)

Federal job corps training or instruction provided pursuant to a memorandum of understanding with the federal provider.

(4)

The California Conservation Corps or local conservation corps certified by the California Conservation Corps pursuant to Section 14406 or 14507.5 of the Public Resources Code.

(c)

A dropout recovery high school shall submit to the Superintendent a certification that the high school meets the criteria specified in subdivision (b) and provide a summary of data derived from the California Longitudinal Pupil Achievement Data System pursuant to Chapter 10 (commencing with Section 60900) of Part 33 to support that designation. A dropout recovery high school shall also submit a proposed individual pupil growth model, and the Superintendent shall review and certify that model if it meets all of the following criteria:

(1)

The model measures learning based on valid and reliable nationally normed or criterion-referenced reading and mathematics tests.

(2)

The model measures skills and knowledge aligned with state standards.

(3)

The model measures the extent to which a pupil scored above an expected amount of growth based on the individual pupil’s initial achievement score.

(4)

The model demonstrates the extent to which a school is able to accelerate learning on an annual basis.

(d)

This section shall remain in effect only until January 1, 2017, and as of that date is repealed, unless a later enacted statute, that is enacted before January 1, 2017, deletes or extends that date.