(1)As used in this section, "qualifying score" means a score established as described in Subsection (4), that, if met by a student, qualifies the student to receive college credit for a mathematics course that satisfies the state system of higher education quantitative literacy requirement.
(2)In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the state board shall make rules that:
(2)(a) (2)(a)(i) establish the mathematics competency standards described in Subsection (3) as a graduation requirement beginning with the 2016-17 school year; and
(2)(a)(ii) include the qualifying scores described in Subsection (4); and
(2)(b) establish systematic reporting of college and career ready mathematics achievement.
(3)In addition to other graduation requirements establis
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(1) As used in this section, "qualifying score" means a score established as described in Subsection (4), that, if met by a student, qualifies the student to receive college credit for a mathematics course that satisfies the state system of higher education quantitative literacy requirement.
(2) In accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the state board shall make rules that:
(2)(a) (2)(a)(i) establish the mathematics competency standards described in Subsection (3) as a graduation requirement beginning with the 2016-17 school year; and
(2)(a)(ii) include the qualifying scores described in Subsection (4); and
(2)(b) establish systematic reporting of college and career ready mathematics achievement.
(3) In addition to other graduation requirements established by the state board, a student shall fulfill one of the following requirements to demonstrate mathematics competency that supports the student's future college and career goals as outlined in the student's college and career plan:
(3)(a) for a student pursuing a college degree after graduation:
(3)(a)(i) receive a score that at least meets the qualifying score for:
(3)(a)(i)(A) an Advanced Placement calculus or statistics exam;
(3)(a)(i)(B) an International Baccalaureate higher level mathematics exam;
(3)(a)(i)(C) a college-level math placement test described in Subsection (5);
(3)(a)(i)(D) a College Level Examination Program precalculus or calculus exam; or
(3)(a)(i)(E) the ACT Mathematics Test; or
(3)(a)(ii) receive at least a "C" grade in a concurrent enrollment mathematics course that satisfies the state system of higher education quantitative literacy requirement;
(3)(b) for a non college degree-seeking student, the student shall complete appropriate math competencies for the student's career goals as described in the student's college and career plan;
(3)(c) for a student with an individualized education program prepared in accordance with the Individuals with Disabilities Education Act, 20 U.S.C. Sec. 1400 et seq., the student shall meet the mathematics standards described in the student's individualized education program; or
(3)(d) for a senior student with special circumstances as described in state board rule made in accordance with Title 63G, Chapter 3, Utah Administrative Rulemaking Act, the student shall fulfill a requirement associated with the student's special circumstances, as established in state board rule.
(4) The Utah Board of Higher Education shall, in consultation with the state board, determine qualifying scores for the tests and exams described in Subsection (3)(a)(i).
(5) The Utah Board of Higher Education shall make a policy to select at least two tests for college-level math placement.
(6) The Utah Board of Higher Education shall, in consultation with the state board, make policies to:
(6)(a) develop mechanisms for a student who completes a math competency requirement described in Subsection (3)(a) to:
(6)(a)(i) receive college credit; and
(6)(a)(ii) satisfy the state system of higher education quantitative literacy requirement;
(6)(b) allow a student, upon completion of required high school mathematics courses with at least a "C" grade, entry into a mathematics concurrent enrollment course;
(6)(c) increase access to a range of mathematics concurrent enrollment courses;
(6)(d) establish a consistent concurrent enrollment course approval process; and
(6)(e) establish a consistent process to qualify high school teachers with an upper level mathematics endorsement to teach entry level mathematics concurrent enrollment courses.