 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Does Money Matter? |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--School Based Clinics or School Nurses |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Official English |
| |
| Instructional Approaches--Tracking/Ability Grouping |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
 | No Child Left Behind--Assessment |
| |
| AK | Adopted 12/2002 | P-12 | Requires every sophomore to take the high school graduation exam. Juniors who have failed must be retested at least once each school year on the portions of the exam that they have not yet passed. On their school reports, high schools must state the number and percentage of students who are "proficient" and "not proficient." Adds new subsection regarding the requirements for a student with a disability to retake a subtest of the examination. ALASKA REG 2754 (SN) http://www.eed.state.ak.us/regs/adopted/4AAC06.755_SophomoresTakeHSGQE.pdf
Title: 4 AAC 06.755
Source: Memorandum Number 2002-41 and State NEt
| |
| NE | Adopted 12/2002 | P-12 | Establishes major rules regarding regulations and procedures for the accreditation of schools. Repeals 94 NAC 3. NEBRASKA REG 895 (SN)
Title: 92 NAC 10 (Rule 10)
Source: StateNet
| |
| NM | Adopted 12/2002 | P-12 | Establishes rules annually measuring public schools on the five statewide indicators. All scores, rates, and other measures used in the Accountability Rating System are to be verified by the department. Assessment data is to be considered for accountability ratings only when a group represents 10 or more students. Utilizes results from the state- mandated norm referenced achievement test(s) ('NRT') in Spanish or English, and all accomodations or exemptions must comply with federal guidelines. Ratings of "probationary" may be appealed to the Educational Standards Commission. Schools have one full year from the time they're identified as in need of corrective action to meet the standards for improvement. NEW MEXICO REG 3643 (SN)
Title: NMAC 6.19.1.8, 6.19.1.9; 6.19.2.16
Source: StateNet
| |
| NM | Adopted 12/2002 | P-12 | Amends rules regarding the annual measurement of schools. http://www.nmcpr.state.nm.us/nmac/parts/title06/06.019.0001.pdf 6.19.1.9 Addresses school ratings: A. A school's rating will determine when intervention is appropriate. B. A school's rating is determined by the percentage of data points that are rated as exemplary, exceeds standards, meets standards, and probationary. C. The ratings shall be publicized each year and provided by the department to districts and to schools. D. New schools are not rated. E. A school that receives an overall rating of probationary for a first or second time and will enter either the performance warned or the first year of school improvement categories may appeal the rating to the Educational Standards Commission. The appeal must be made to the State Superintendent of Public Instruction ("State Superintendent") in writing within twenty days of the school's receipt of official notice of the school rating. Provides for use of dropout rates, annual performance measurement (of schools). Uses test results of students in attendance on or prior to the 40-day attendacne count. Considers LEP and IEP test results. Small schools use "rolling averages." Attendance is included as an indicator. Allows intervention at school and district level. 6.19.2.11 allows suspension of a local board until requirements of law, standards or rules have been met, compliance is assured, and the state board removes the suspension. The authority and responsibility of a local board may occur voluntarily -- as an agreement between the state superintendent and the board. Involuntary suspension of local boards may occur if a school within the district has been rated probationary for two out of three consecutive years and has failed to meet the criteria for the extension of school improvement rating for two out of three consecutive years. NEW MEXICO REG 3611 (SN)
Title: 6.19.1, 6.19.2 NMAC
Source: StateNet
| |
| PA | Adopted 12/2002 | P-12 | Promulgates rules relating to the No Child Left Behind Act of 2001. Ensures that all children have the opportunity to obtain a high-quality education and reach, at minimum, proficiency on challenging State achievement standards and academic assessments. Provides grants to State education agencies and sub- grants to local educational agencies. Provides for a single, statewide accountability system. http://www.pabulletin.com/secure/data/vol32/32-50/2219.html Effective Date: The standards will be effective upon publication in the Pennsylvania Bulletin PENNSYLVANIA REG 3742 (SN)
Title: 22 PA. CODE CH. 403
Source: Dec. 2002 The Pennsylvania Bulletin, Volume 32, Number 50
| |
| UT | Adopted 11/2002 | P-12 | Amends rules to provide additional definitions, terminology changes and new testing windows. Sets turnaround time for certain assessments. http://www.rules.utah.gov/publicat/bull_pdf/2002/b20021001.pdf and http://www.rules.utah.gov/publicat/code/r277/r277-473.htm UTAH REG 25321 (SN)
Title: R277-473
Source: StateNet
| |
| NJ | Adopted 10/2002 | P-12 | Establishes rules relating to standards and assessment for student achievement. Specifies: inclusion of all students in the school and district assessment and accountability system, mobility, the Alternate Proficiency Assessment (APA), updates cross-references and implementation dates. Clarifies the purpose of the Statewide assessment system that is designed to measure student progress in the attainment of the Core Curriculum Content Standards. NEW JERSEY REG 15251 (SN)
Title: NJAC 6A:8
Source: StateNet
| |
| AL | Adopted 09/2002 | P-12 | During the summer of 2003, the state board will review the data on the reading and language subject-area tests of the AHSGE and determine if the passing scores should be revised to a higher level; during the 2002-2003 school year Alabama will administer a new norm-referenced test in Grades 3-8; pilot new kindergarten, Grade 1, and Grade 2 reading assessments; pilot a new writing assessment for Grade 10; and during the 2003-2004 school year Alabama will implement a new criterion-referenced test in reading/language arts and mathematics in Grades 4, 6, and 8; implement a new writing assessment in Grade 10; implement new kindergarten, Grade 1, and Grade 2 reading assessments; and review the data on the mathematics and science subject-area tests of the AHSGE and determine if the passing scores should be raised to a higher level.
Title: N/A
Source: http://www.alsde.edu/html/boe_resolutions2.asp?id=736
| |
| MA | Signed into law 08/2002 | P-12 | Creates within department the office of language acquisition to aid the commissioner in overseeing creation of district English language learners programs, and to gather and disseminate to districts best practices in terms of programs and techniques for bringing limited English proficient students to English proficiency. Replaces references to "programs of transitional bilingual education" with those to "English language learners programs. Requires every district to annually file specified data with the state, such as the type(s) of English language learners program provided and the the number of students formerly enrolled as English language learners who enroll in postsecondary institutions. Requires state commissioner to annually publish both statewide and district-level data on English language learner programs and limited English proficient students. Requires candidates for provisional or standard teacher certification or recertification to have completed state board-required courses in second language acquisition. Districts are required to provide teachers with development in second language acquisition techniques, and professional development plans are to be filed annually with the state commissioner. Also requires state commissioner's annual plan for providing assistance to indicate both statewide and by district the types of development provided educators who work with limited English proficient students. Requires student performance plans to describe opportunities given by the school to ensure limited English proficient students' progress in meeting reading, writing, speaking and listening skills in English as well as opportunities given these students to meet academic standards and curriculum frameworks. Requires every district to determine annually by March 1 the number of limited English proficient K-12 students served by the district. Establishes requirements to be met by programs for English language learners as well as annual assessment of these students' proficiency in English oral comprehension, speaking, reading and writing. Requires that limited English proficient students be taught to the same academic standards and curriculum frameworks as all students and allows assessment of attainment of these standards and frameworks in a language other than English as long as the student is enrolled in an English language learners program.
Permits students to remain in English language learners program for maximum of three years. Requires district development, with cooperation of student's parents, of English learning success plan for any limited English proficient student who does not make sufficient progress in attaining English proficiency after second year of enrollment in English language learners program. Requires that parents of limited English proficient student be notified in writing, both in English and the parents' primary language, of the English language learners program(s) in the district and of the existence of the district parent advisory council, with a recommendation of a specific program for the student and notification of their right to remove student from program, visit program, etc. Establishes in each district serving at least 50 students in English language learners program a parent advisory council comprised of parents of children enrolled in English language learners program in district. Each council must include at least one representative of every language group in which a program is conducted in the district. Establishes rights and duties of parent advisory councils, including right to meet at least once annually with the local school council. Permits nonresident students to attend a district's English language learners program(s.) Requires "limited English proficient students [to] participate fully with their English-speaking peers in those regular education classrooms, subjects, or activities in which verbalization in English is not essential to understanding" (i.e., physical education, art, music, etc.), and requires districts to ensure that limited English proficient students have the opportunity to participate fully in district's extracurricular offerings. Establishes requirements relating to certificates for teachers of bilingual education or English as a Second Language. Permits districts to establish full-time or part-time preschool, after-school or summer school programs English language learners programs, although these programs may not substitute for English language learners programs provided during the regular school year. Requires department to carry out an on-site visit at least once every three years to every school district with approved district English language learner plans, both to evaluate programs and to offer assistance in improving programs. Requires that any limited English proficient student who was unable to attain English proficiency prior to leaving high school be given access to English language and literacy skill instruction courses offered through the state adult basic education program. "[W]ithin five years of the effective date of this act, any foreign language classes required by the department [...] or by a school district shall be required for students in elementary schools and optional for students in high schools." http://www.state.ma.us/legis/bills/house/ht05010.htm
Title: H.B. 5010
Source: www.state.ma.us
| |
| AK | Adopted 06/2002 | P-12 | Amends the number of students that must be tested in order to publicly report test results from 3 to 10. http://www.eed.state.ak.us/regs/adopted/4AAC06.170_schoolreport.pdf
Title: Regulations Change - 4 AAC 06.170
Source: State of Alaska Dept. of Education & Early Development
| |
| CO | Signed into law 06/2002 | P-12 | Requires department to develop single test for districts to identify students eligible to participate in K-12 English language proficiency programs; establish statewide proficiency levels and accomodations on test; and disaggregate testing data to track the academic progress of ESL students who have been in a Colorado public school for three years or more or have subsequently been assessed as having attained proficiency in English. Also mandates creation of advisory commission within department and membership thereof to assist in implementing the above changes. Beginning July 1, 2005, requires districts to use single test developed by department to identify students eligible to participate in K-12 English language proficiency programs. Requires districts to annually report to the department the number of non-English languages which are the primary language of students served, as well as the number of students who speak each non-English language as their primary language. Requires as an accreditation indicator the results of the assessments of students whose dominant language is other than English but who have been enrolled in a Colorado public school for at least three years or have been assessed as proficient in English, and are consequently required to take the state assessment in English. Authorizes the state board to recommend to the general assembly any format or content changes to the school accountability reports, as well as to reconfigure and rearrange the data due to space limitations. Beginning in the 2005-06 academic year, provided there are sufficient funds from "No Child Left Behind," school accountability reports must provide a chart indicating the progress of students on the test to determine if the student's dominant language is one other than English. Requires scores of students whose dominant language is not English and who have attained a proficient score in English in each component of the test to identify students eligible to participate in K-12 English language proficiency programs to be included in the calculation of school academic performance ratings and accreditation. Requires the department to administer reading assessments in Spanish for 3rd- and 4th-graders whose dominant language is Spanish and a writing assessment in Spanish to such 4th-graders. Provided there are sufficient funds provided by the "No Child Left Behind Act of 2001," the board must develop and, starting spring 2003 the department must administer a writing assessment in Spanish for 3rd-graders whose dominant language is Spanish http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/5FC3C9C533C2716287256B3C0059EE95?Open&file=109_enr.pdf.
Title: S.B. 109
Source: www.leg.state.co.us
| |
| CT | Passed 06/2002 | P-12 | The Board, pursuant to Section 10-17f of the Connecticut General Statutes and the requirements of the No Child Left Behind
legislation, approved the LAS as the instrument to annually assess the acquisition of English of all limited-English-proficient
students and the following proficiency standards: . Kindergarten, a score of 5 on a scale of 1-5 on the Pre-LAS, Oral;
. Grades 1-12, a score of 5 on a scale of 1-5 on the LAS, Oral; and Grades 2-12, a score of 3 on a scale of 1-3 on the LAS, Reading and Writing. While these scores represent the maximum score on the tests, they only represent an English proficiency level sufficient to exit
LEP services. The No Child Left Behind Act requires, in part, an annual linguistic assessment for all LEP students in Grades
K-12. The law also requires the Department to collect and monitor the results of the linguistic assessments for each school and
to report the results to the U.S. Department of Education biennially.
Title: N/A
Source: http://www.state.ct.us/sde/board/June02.pdf
| |
| FL | Signed into law 06/2002 | P-12 | Grandfathers in the scores of 10th-graders who took the Florida Comprehensive Assessment Test (FCAT) in spring 2001. Requires that when state board sets higher cutoff scores for 10th-grade FCAT, higher cutoff scores affect only those students who have not yet taken the 10th-grade FCAT. Forbids state board from establishing any accommodation that "negates the validity of a statewide assessment." Requires district to inform parent of student with disability when classroom accommodations may not be made on FCAT. Parent must give consent for student to be given classroom accommodations or modifications not allowable in the statewide assessment program, and must give parent information on the impact on student's capacity to attain benchmarks in reading, writing and math. http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: www.leg.state.fl.us
| |
| IL | Signed into law 06/2002 | P-12 | Requires schools that are part of the sample drawn by the National Center for Education Statistics to administer the biennial State academic assessments of 4th and 8th grade reading and mathematics under the National Assessment of Educational Progress. Provides that the school report card must be posted on the schools website rather than automatically mailed to parents, and a written notice sent home to parents with the Web site address. Printed copies are available on request. Requires districts to adopt policies for the transfer of students within the district. Requires requests for transfer in relation to ESEA to be made within 30 days of notification of right to transfer. Establishes criteria under which local board may refuse request to transfer. Requires the notifice of parents of child's placement in bilingual education program to include more specific information, including reasons why child was placed in program, child's level of English proficiency, how this level was assessed, and the child's current level of academic achievement. Permits parents to immediately withdraw child from bilingual program rather than at time of notice or end of semester. Increases supplemental aid to low income school districts. http://www.legis.state.il.us/publicacts/pubact92/acts/92-0604.html
Title: S.B. 1983
Source: www.legis.state.il.us
| |
| IL | Active 06/2002 | P-12 | Illinois' content standards and assessment system were reviewed by the USDE. They were approved as of
September 2001, with a waiver on the assessment system which runs until December 2002, allowing
certain components to be completed as agreed. Standards adopted by ISBE were approved by USDE in
September 1999. Illinois has already developed and implemented a state assessment in reading and
mathematics in grades 3, 5, 8 and 11, and in science in grades 4, 7 and 11. Illinois will need to complete the process for state assessment for grades 4, 6, and 7, the grades not currently included in the ISAT in reading and mathematics, in order to be in compliance with NCLB in 2006, and plans to do so. Illinois has developed and implemented state assessment in reading and mathematics in grades 3, 5, 8 and
11, and in science in grades 4, 7 and 11 (plus other areas as defined in state law such as social sciences).
The assessments will have final approval by USDE in December 2002, upon the completion of the waiver
process. As part of ISBE's process of continuous improvement, plans are to involve key stakeholders in
the new development and improvements to the assessment system. The schedule for major milestones in
the development of reading and mathematics for grades 4, 6, and 7, the grades currently not included in
the state assessment, is as follows:
2002 -- Key stakeholder input into assessment system
2002 -- Determination of type of tests
2002 -- Completion of test blueprint
2002 -- RFP published for assessment development
2003 -- Development and pilot test
2004 -- Development, tryouts, and pilot tests
2005 -- Development, tryouts, and pilot tests
2006 -- Completion of administration manual
2006 -- Administer assessments
2007 -- Completion of technical manual
Title: N/A
Source: No Child Left Behind Consolidated State Application June 12, 2002
| |
| MO | Signed into law 06/2002 | P-12 | For students who receive special education services, the state board must, through a teacher panel, determine if appropriate alternate assessments exist or, if not, create such an assessment. When it is determined by the student's individualized education plan team that the alternative assessment is more appropriate for the student, the student will take the alternative assessment, which will address independent living skills, detailed in the bill.
Title: H.B. 1711
Source: House Research Staff Summaries
| |
| CO | Signed into law 05/2002 | P-12 | Requires the department to ensure that assessments administered through the Colorado Student Assessment Program (CSAP) are designed to generate results that may be used as diagnostic tools for improving student performance. Department must implement the recommendations of the governor-appointed task force that reviewed the assessment reporting format and use of assessment results. Requires the department to offer districts, schools and the public a list of resources and programs that said may access to help students correct learning issues identified by assessment results. Requires local boards to approve policies that ensure appropriate personnel inform each student's parents of assessment results and diagnostic reporting. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/7D827B7EBE51F7C987256B10004F233E?Open&file=059_enr.pdf
Title: S.B. 59
Source: www.leg.state.co.us
| |
| CO | Signed into law 05/2002 | P-12 | Provides that if sufficient funding from the federal No Child Left Behind Act of 2001 is obtained, directs the Department of Education to administer, starting at the latest in spring 2006, a statewide assessment in mathematics to public school students grades 3 and 4 and in science to public school students grades 5 and 10. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/C731057D04EC44DF87256B26004ECCDF?Open&file=1306_enr.pdf
Title: H.B. 1306
Source: www.leg.state.co.us
| |
| CO | Signed into law 05/2002 | P-12 | Requires state board to establish criteria and application process for a school to be designated an alternative education campus. Mandates that criteria and application process include specified components. Permits charter school meeting criteria to be designated an alternative education campus. Mandates that Colorado Student Assessment Program (CSAP) results for all part-time students at an alternative education campus be included in the school's academic performance and academic improvement ratings. However, any school designated an alternative education campus is exempt from receiving an academic performance or improvement rating unless the state board approves receipt of such ratings. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/631277866E3CECB087256B0300718AF9?Open&file=094_enr.pdf
Title: S.B. 94
Source: www.leg.state.co.us
| |
| DE | Signed into law 05/2002 | P-12 | Before enactment of this legislation, this subparagraph banned any 3rd-, 5th- or 8th-grader scoring Well Below the Standard on the state reading assessment from being promoted to the next grade unless the student participated in a summer school program and attained a proficient-level score on the state reading assessment before the start of the new school year. The subparagraph now states that a 3rd-, 5th- or 8th-grader scoring Well Below the Standard on the state reading assessment may not be promoted to the next grade unless he/she attends a summer school program and scores at Below the Standard or above on the state reading assessment before the start of the next school year and, if the student at the end of summer school scores at Below the Standard, the student's parents/guardian and the district agree upon an individual improvement plan. In addition, a separate subparagraph barred any 8th-grader performing Well Below the Standard on the state math assessment from being promoted to the next grade unless he/she attended summer school and attained a proficient score on the state math assessment before the beginning of the new school year. The new legislation changes this such that now no 8th-grader scoring Well Below the Standard on the state math assessment can be promoted unless he/she attends summer school and scores at Below the Standard or above on the state math assessment before the start of the new school year and, if the student performs at Below the Standard, the student's parents/guardian and the district agree on an individual improvement plan. http://www.legis.state.de.us/LIS/LIS141.NSF/vwLegislation/
Title: S.B. 322
Source: www.legis.state.de.us
| |
| HI | Signed into law 05/2002 | P-12 | Provides for expansion of the statewide educational assessment program to include norm-referenced testing in the same grades as required by the federal No Child Left Behind Act of 2001 standards- based assessments in reading and math. http://www.capitol.hawaii.gov/sessioncurrent/bills/hb2353_.htm
Title: H.B. 2353
Source: Lexis-Nexis/StateNet
| |
| AZ | Signed into law 04/2002 | P-12 | Requires any nationally standardized test that is administered to pupils in multiple states and any questions, answers or scoring keys from any such test that appear in any bid, proposal, contract, documentation or other materials to be exempt from inspection of public records; requires the Board to adopt rules allowing parents of pupils and the general public to view the nationally standardized norm-referenced achievement test.
Title: S.B. 1135
Source: Lexis-Nexis/StateNet
| |
| IA | Signed into law 04/2002 | P-12 | Adds one nonvoting student member to state board, making total board membership 10, provides for application process and appointment of student member. Also requires school districts and nonpublic schools to report number of ninth graders who do not graduate from the school or school district, as well as the number of students who are tested on multiple assessment measures to determine student achievement levels, and the percentage of students who are so tested annually. Requires the board to develop and adopt uniform definitions consistent with the federal No Child Left Behind Act of 2001 and any federal regulations adopted pursuant to the federal Act. Permits department to conduct school site visits of accredited schools and districts on as-needed basis. Addresses conditions of employment of Superintendent staff. Addresses procedures in open enrollment law. Renders provision of school breakfast programs optional rather than mandatory. Modifies section addressing parental reimbursement for nonpublic school pupil transportation. Regulates the provision of textbooks to students in accredited nonpublic schools. Modifies requirements for school bus drivers' licenses. Establishes a conservation education program board and the duties of said board. http://www.legis.state.ia.us/GA/79GA/Legislation/HF/02500/HF02515/Current.html
Title: H.B. 2515
Source: www.legis.state.ia.us
| |
| KY | Signed into law 04/2002 | P-12 | Changes the time frame for reporting state assessment results from September 15 to 150 days following the first day the assessment can be administered. http://www.lrc.state.ky.us/record/02rs/HB621/bill.doc
Title: H.B. 621
Source: www.lrc.state.ky.us
| |
| ID | Signed into law 03/2002 | P-12 | Amends existing law to define the students who shall be included in calculations relating to the reading assessment. Students counted must have attended at least 90% of school days between the fall and spring test administrations.
Title: S.B. 1412
Source: Lexis-Nexis/StateNet
| |
| WY | Signed into law 03/2002 | P-12 | Requires state board to set proficiency standards. Modifies requirements for graduation; imposes different types of student proficiency with respect to performance standards; imposes assessment duties upon school districts; conforms statutory provisions accordingly; provides an effective date. As measured by each district's body of evidence assessment system, a high school diploma must provide for one of the following endorsements which shall be stated on the transcript of each student: Advanced endorsement requires a student to demonstrate advanced performance in a majority of the areas of the common core of knowledge and skills and proficient performance in the remaining areas of the specified common core of knowledge and skills. Comprehensive endorsement requires a student to demonstrate proficient performance in all areas of the common core of knowledge and skills and general endorsement requires a student to demonstrate proficient performance in a majority of the areas of the common core of knowledge and skills. http://legisweb.state.wy.us/2002/engross/sf0056.pdf
Title: S.B. 56
Source: http://legisweb.state.wy.us
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Supplemental Services |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Child Care |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Kindergarten--Full-Day Kindergarten |
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| P-3 Preschool |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Postsecondary |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty |
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| Postsecondary Faculty--Intellectual Property |
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| Postsecondary Faculty--Tenure |
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| Postsecondary Finance |
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| Postsecondary Governance and Structures |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Minority |
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| Private Schools |
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| Privatization |
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| Promotion/Retention |
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| Public Involvement |
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| Reading/Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Year |
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| Scheduling/School Calendar--Year Round |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Transportation |
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| Service-Learning |
| |
| Special Education |
| |
| Special Education--Finance |
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| Special Education--Placement |
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| Special Populations--Corrections Education |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Standards |
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| Standards--Implementation |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Politics |
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| State Policymaking--Task Forces/Commissions |
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| Student Achievement |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
| |
| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
| |
| Students--Records/Rights |
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| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Technology |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
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