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SJR 15

DIRECTING THE DELAWARE DEPARTMENT OF EDUCATION TO REEVALUATE THE USE OF THE SAT IN DELAWARE, ENGAGE EDUCATORS IN MODERNIZING THE STATE ACCOUNTABILITY FRAMEWORK, INCLUDING DEVELOPMENT OF A COHERENT HIGH SCHOOL ASSESSMENT SYSTEM, AND DEVELOP ADDITIONAL MEASURES OF STUDENT ACHIEVEMENT AND READINESS.

153rd General Assembly (2025-2026) Introduced by Eric Buckson and 8 co-sponsors

Delaware would reevaluate the SAT’s role, modernize accountability with educator input, and create a unified high school assessment system plus additional readiness metrics.

Passed By House. Votes: 40 YES 1 ABSENT
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Bill Summary · SJR 15

Overview

SJR 15 (Session 153, Delaware) directs the Delaware Department of Education (DOE) to reevaluate the use of the SAT in the state, engages educators in modernizing the state accountability framework, and develops a coherent high school assessment system along with additional measures of student achievement and readiness. The measure is a joint resolution (SJR) and is currently introduced and assigned to the Education Committee in the Senate. It carries multiple sponsors from both parties, indicating broad legislative interest in reforming high school assessment and accountability approaches.

Purpose and intent

  • Direct the DOE to reassess how the SAT is used within Delaware’s educational accountability and college-preparatory processes.
  • Engage educators in a collaborative process to modernize the state’s accountability framework.
  • Develop a cohesive high school assessment system that extends beyond the SAT to measure student readiness and achievement.
  • Create additional metrics to capture student achievement and readiness, aiming to provide a more comprehensive view of student outcomes.

Key provisions and changes (as contemplated by the bill)

  • DOE Reevaluation of SAT Use:
    • Analyze the role of the SAT in state accountability, admissions, and district-level decision-making.
    • Consider alternatives or complementary measures that may better align with Delaware’s academic standards and equity goals.
  • Educator Engagement:
    • Involve teachers and other education stakeholders in revising the state accountability framework.
    • Leverage educator expertise to ensure proposed changes are practical, rigorous, and scalable.
  • Coherent High School Assessment System:
    • Move toward a unified set of high school assessments that provide a clear, consistent measure of mastery across districts.
    • Align assessments with state standards and long-term readiness indicators.
  • Additional Measures of Achievement and Readiness:
    • Develop and integrate supplementary metrics beyond standardized tests (e.g., coursework, mastery of standards, College and Career Readiness indicators, graduation outcomes, or other locally relevant measures).
    • Aim to provide a more holistic understanding of student progress and preparedness for postsecondary success.

Who would be affected

  • Delaware Department of Education: Primary lead on reevaluation, framework modernization, and development of new assessment measures.
  • K-12 Students: Potentially affected by changes to testing requirements, assessment formats, and accountability metrics.
  • Educators (teachers, school leaders, and other stakeholders): Key participants in the collaborative process to shape the updated framework and assessments.
  • School Districts and Schools: Will implement revised accountability indicators and any new assessment requirements if enacted.

Procedural and timeline aspects

  • Introduction and referral: The bill was introduced and assigned to the Education Committee in the Senate on 2026-05-14.
  • Next steps: The Education Committee would consider testimony, amendments, and potential committee vote before moving to the full Senate for consideration.
  • Potential implementation timeline: Not specified in the text provided; typically depends on committee action, legislative calendar, and any required state education department rulemaking or policy development.

Potential impact and considerations

  • Policy direction: Signals a shift toward reducing overreliance on a single college-entrance exam (SAT) in state accountability and broadening measures of student success.
  • Equity and access: By engaging educators and developing diverse indicators, the bill aims to address varied student experiences and postsecondary pathways.
  • Implementation risk: Successful modernization requires clear standards, adequate funding, training for educators, and alignment with state and federal requirements.
  • Data and transparency: New measures would necessitate robust data collection, reporting, and stakeholder communication to ensure accountability remains meaningful.

If you’d like, I can tailor this summary to focus on specific stakeholders (e.g., policymakers, educators, or community members) or add a comparison to current Delaware assessment practices.

Compiled from official sources — confirm details with the bill’s official record.

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