This document includes House Floor Amendments incorporated into the bill on Mon, Mar 9, 2015 at 7:00 PM by lerror.
1     
HOUSE RESOLUTION REGARDING MATHEMATICS

2     
PROFICIENCY AMONG HIGH SCHOOL STUDENTS

3     
2015 GENERAL SESSION

4     
STATE OF UTAH

5     
Chief Sponsor: Steve Eliason

6     

7     LONG TITLE
8     General Description:
9          This resolution of the House of Representatives expresses support for a requirement
10     that a Utah high school student be enrolled in, and pass, a mathematics course all four
11     years of high school unless the student demonstrates mathematics proficiency.
12     Highlighted Provisions:
13          This resolution:
14          ▸     recognizes the need for a highly educated workforce;
15          ▸     recognizes the importance of attaining proficiency in mathematics while in high
16     school; and
17          ▸     urges the State Board of Education to consider a requirement that a high school
18     student be enrolled in, and pass, a mathematics course all four years of high school
19     unless the student demonstrates mathematics proficiency through completing certain
20     high-level mathematics courses or through testing.
21     Special Clauses:
22          None
23     

24     Be it resolved by the House of Representatives of the state of Utah:
25          WHEREAS, the state of Utah, Governor Gary Herbert, and the business community
26     have indicated that future economic success requires a significant, continued, and focused
27     effort to create a highly educated workforce with the necessary skills for employment;

28          WHEREAS, the Governor has set a goal to have 66% of the state's population between
29     the ages of 25 and 35 achieve a post-secondary degree or certificate by 2020;
30          WHEREAS, a central component of Utah's statewide strategy is to increase degree and
31     certification production in economic areas identified as high-demand and high-wage earning,
32     with an emphasis on science, engineering, and health professions;
33          WHEREAS, this strategy requires significant focus on core academics, primarily
34     mathematics, which prepares students for high-demand, high-wage occupations;
35          WHEREAS, many Utah industries, including technology, manufacturing, healthcare,
36     and engineering are facing a significant shortage of the appropriately skilled, talented workers
37     necessary to meet current industry employment needs;
38          WHEREAS, significant progress toward preparing individuals to meet industry needs in
39     high-demand, high-wage employment sectors requires increasing focus and rigor in critical
40     core academic areas, such as mathematics;
41          WHEREAS, increased focus and rigor in mathematics will provide economic
42     opportunities for Utah's citizens and accelerate Utah's continued economic growth;
43          WHEREAS, the increased rigor of four years of required mathematics for high school
44     students has been identified as a best practice in education;
45          WHEREAS, the states with the top performing schools, such as Massachusetts,
46     Maryland, and Washington, have this requirement;
47          WHEREAS, requiring Utah high school students to demonstrate mathematics
48     proficiency or complete four years of mathematics during high school would not change the net
49     number of hours that students are required to spend in the classroom or the net number of hours
50     that teachers would be required to spend teaching;
51          WHEREAS, given the Utah Constitution's charge that the State Board of Education
52     exercise "general control and supervision," it is appropriate for this issue to be addressed by the
53     board;
54          WHEREAS, exceptions for special education students and other circumstances may be
55     considered when setting such a policy;
56          WHEREAS, Dr. Ruth V. Watkins, PhD, the Senior Vice President for Academic
57     Affairs at the University of Utah, recently said, "One of the most influential actions we can take
58     to strengthen academic preparation and increase college success -- through baccalaureate

59     degree completion -- is to require four years of mathematics during high school. This ensures
60     that students are academically prepared to enter college and successfully complete math course
61     work in their freshman year.";
62          WHEREAS, more than 50% of Utah students entering the higher education system
63     require mathematics remediation and developmental courses at significant cost to both students
64     and taxpayers;
65          WHEREAS, students entering college who require remediation or developmental
66     courses are significantly less likely to graduate;
67          WHEREAS, requiring high school students to demonstrate mathematics proficiency or
68     complete four years of mathematics during high school is one of the most influential policy
69     levers available to strengthen academic preparation and increase college success; and
70          WHEREAS, the House of Representatives of the state of Utah recognizes that there
71     may be a need to address future increased resources necessary for successful implementation:
72          NOW, THEREFORE, BE IT RESOLVED that the House of Representatives of the
73     state of Utah urges the Utah State Board of Education to consider a requirement that a
73a      Ĥ→ college-bound ←Ĥ high
74     school student be enrolled in, and pass, a mathematics course all four years of high school
75     unless the student demonstrates mathematics proficiency through completing certain high-level
76     mathematics courses or through testing.
77          BE IT FURTHER RESOLVED that a copy of this resolution be sent to the State Board
78     of Education.






Legislative Review Note
     as of 2-16-15 5:04 PM


Office of Legislative Research and General Counsel