 |
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 |
| |
| No Child Left Behind--Choice/Transfer |
| |
 | No Child Left Behind--Consequences for Schools |
| |
| 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 | Signed into law 12/2002 | P-12 | Authorizes the state superintendent to petition the court in the county to take over any district that has been declared "distressed." http://www.legis.state.pa.us/WU01/LI/BI/BT/2001/0/HB2644P4690.HTM
Title: H.B. 2644
Source: http://www.legis.state.pa.us
| |
| CA | Signed into law 09/2002 | P-12 | Requires the Department of Education to establish a statewide system of school support to provide intensive and sustained support and technical assistance for school districts and county offices of education with schools in need of improvement. Requires the department to allocate funding for purposes of corrective actions undertaken at schools in need of improvement. Establishes an advisory liaison team on the No Child Left Behind Act.
Title: A.B. 312
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 09/2002 | P-12 | Sets deadlines regarding sanctions applied to state-monitored schools, allows for the placement of a trustee at a low-performing school. Specifies the duties and obligations of a school district with regard to a state-monitored school. Subjects a school, with incomplete data and no available test results or any other data related issue, to sanctions to which a State-monitored school is subject or to contract with a school assistance and intervention team.
Title: S.B. 1310
Source: Lexis-Nexis/StateNet
| |
| CT | Signed into law 09/2002 | P-12 | Requires the Commissioner of Education to prepare a state-wide education accountability plan in conformance with the federal No Child Left Behind Act and provides for a transition from the state's program identifying schools in need of improvement to a program consistent with federal laws and regulations.Directs the Department of Education to create a state-wide public school information system.(Secs.6, and 7)
Title: H.B. 6004 (Special Session Act No. 02-7)
Source: www.state.ct.us/sde/commish
| |
| CT | Repealed 09/2002 | P-12 | In 1999, the State Board of Education prepared a list of elementary and middle schools, by school district, that are in need of improvement based on student performance and performance trends on the state-wide mastery examinations. A new list will be prepared on or before February 1, 2003, and every three years thereafter. On or before January 1, 2000, April 1, 2003, and every three years thereafter, the superintendent of schools in districts that have a school on the list must meet with the Commissioner of Education, or the commissioner's designee, to discuss the process for improving school performance. The schools on the list are required to develop a school improvement plan, and take the necessary steps to become accredited by the New England Association of Schools and Colleges. The improvement plan is to be developed in consultation with the school's principal, teachers and the parents of students attending the school and must include criteria for use in measuring progress. The department of education will provide assistance on the development of these plans. Once completed, the improvement plans must be submitted to the department for review and comments, and then to the local board of education for approval. The plan is to be implemented at the beginning of the school year following approval. Enabling Legislation:
C.G.S. 10-223 b-c
Title: C.G.S. 10-223 b-c
Source: http://www.state.ct.us/sde/dsi/accountability/AcctFactsheet2001.PDF
| |
| NC | Signed into law 09/2002 | P-12 | Requires the Joint Legislative Education Oversight Committee to report to the state board if a local board and school are not responsive to its recommendations. If the state board determines that the school and local board have failed to take appropriate steps to improve student performance, the state board is to assume all powers and duties previously conferred upon the local board and that school and will have general control and supervision of all matters pertaining to that school until student performance meets or exceeds the standards set for the school. The state board may delegate any powers and duties back to the local board before the school meets or exceeds the standards. http://www.ncga.state.nc.us/html2001/bills/AllVersions/Senate/S1275vr.html
Title: S.B. 1275
Source: http://www.ncga.state.nc.us
| |
| TN | Signed into law 07/2002 | P-12 | By September 1 of each year, the commissioner is required to recommend for approval to the state board a listing of all schools to be placed on notice or probation for failure to make adequate progress. If a school system is deemed by the commissioner as not carrying out its responsibilities to a school or schools on notice or probation for technical or other assistance, the system may be included in the recommendation to the state board to be placed on notice or probation. Schools or school systems on notice or probation must abide by guidelines established by the commissioner. During the year on notice, the state department and the office of education accountability are to jointly study any school and/or school system placed on notice. The study will include findings on how the school and/or school system can meet the performance standards for adequate yearly progress. The commissioner has the authority to: (A) Approve the allocation of state discretionary grants; and/or (B) Provide technical assistance through an outside expert. The director of each local education agency serving schools placed on notice must promptly notify parents of students of such identification and revise school improvement plans. If a system or school does not meet the standards for adequate yearly progress by the end of the first year on notice, the system or school may be placed on probation. During the first year a system or school is on probation, the commissioner has the authority to: (A) Approve a school system's allocation of financial resources to a system or school on probation; and (B) Appoint a local community review committee to approve and monitor the school improvement plan. (2) The director of each local education agency serving schools placed on probation is responsible for the following actions: (A) Prompt notification to parents of students of such identification; (B) Implementation of performance contracts for the principal; (C) Provision for remediation services for students; (D) Notification to parents of their option to transfer their children to another public school within the system; and (E) Revision of school improvement plans to incorporate joint study findings. After two consecutive years of probation, if a school or system does not make progress to meet the standards for adequate yearly progress, the commissioner has the authority to: (1) Assume any or all powers of governance for the school or system, provided, however that in the case where the commissioner assumes governance of a school or system the district will continue to be accountable for the match required by the basic funding formula for students served; and/or (2) Recommend to the state board that the director of the local education agency be replaced; and/or (3) Recommend to the state board that some or all of the local board of education members be replaced. (4) If the state board concurs with the recommendation, the commissioner is required to order the removal of some or all of the board members and/or director of schools and shall declare a vacancy in the office or offices. Vacancies on the board are to be filled by the local legislative body until the next general election. If the entire board is removed, the commissioner appoints three citizens to serve the remainder of the term. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0860.pdf
Title: H.B. 3159
Source: Lexis-Nexis/StateNet
| |
| AK | Signed into law 06/2002 | P-12 | Requires school report cards to include performance designations and the department to monitor the progress of the implementation of school improvement plans starting in January 2005 rather than January 2003. Requires the department to begin assigning performance designations in September 2004 rather than August 2002. http://www.legis.state.ak.us/basis/get_bill_text.asp?hsid=HB0352C&session=22
Title: H.B. 352
Source: www.legis.state.ak.us
| |
| IL | Active 06/2002 | P-12 | In 1992 the Academic Watch List was enacted into law in Illinois; the Academic Early Warning List
(AEWL) became law in 1996. Schools with low or declining assessment results were identified as not
having met state standards and were placed on the state's Academic Early Warning List. Continued
declining assessment results could result in a school being placed on the Academic Watch List. Schools placed on the Academic Watch List are subject to having personnel replaced or the reassignment of students to another school. In 1995, a system was designed to inform the public of schools' financial status, thus extending accountability requirements to financial management. Using language similar to academic accountability, this financial management monitoring system is called the Financial Warning and Watch List.
Title: N/A
Source: NCLB Consolidated State Application June 2002
| |
| 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
| |
| MO | Signed into law 06/2002 | P-12 | Department is required to identify high-achieving schools as performance schools and specify the waivers of rule applicable to those schools. Schools or districts that are academically deficient, unaccredited or provisionally accredited, or that achieve none of the student performance standards established for accreditation: (1) will be identified as priority schools; (2) must submit an accountability compliance statement that identifies areas of deficiency and provides a strategy to address the deficiencies; and (3) must disclose the deficiencies on the school report card. Sets out a schedule for submission of compliance, and the department may withhold state aid from districts that do not meet the standards and timelines. Strategies for improvement must align curricula; develop individual student plans for any student not receiving special education services who scores at the lowest level of proficiency on the statewide assessments and require those students in grades 9-11 to retake the assessment; focus professional development funds on the ares of greatest academic need; improve teacher and administrator effectiveness; and reallocate resources.
Title: H.B. 1711
Source: Summaries of Truly Agreed to and Finally Passed Bills - 2002
| |
| NY | Signed into law 06/2002 | P-12 | Reforms the governance structure of New York City schools. The new law gives the mayor control over city schools, including the power to appoint the chancellor. The law also eliminates the city's existing 32 community school boards in June 2003 and sets up a task force to devise an alternative mechanism for community input. http://www.state.ny.us/governor/press/year02/june12_4_02.htm
Title: A.B. 11627
Source: http://www.state.ny.us/governor/press/year02/june12_4_02.htm
| |
| AZ | Signed into law 05/2002 | P-12 | Requires that the academic achievement profile report for schools serving students grades K-8 include as indicators the Arizona Measure of Academic Progress and the Arizona Instrument to Measure Standards (AIMS) test. Academic achievement profile reports for schools serving students grades 9-12 must include as indicators the AIMS test, annual dropout and graduation rates. Establishes school classification system; requires department to determine criteria for each school's classification using specified methodology; requires each school's classification and criteria to appear on school report cards. Requires department to develop parallel achievement profile for accommodation schools, alternative schools, and schools serving fewer than 100 pupils. Addresses required actions of first-year and second-year underperforming schools, including underperforming charter schools. Creates consequences for failing schools that do not submit improvement plans and failing schools that do not make adequate improvement during two consecutive years of designation as such. Permits state board to allow governmental, nonprofit or or private organizations to submit applications to the state board to partially or fully manage the school. Sets out state board duties to periodically review performance of school operated by alternative providers as mentioned above. http://www.azleg.state.az.us/legtext/45leg/2r/laws/0284.htm
Title: H.B. 2658
Source: www.azleg.state.az.us
| |
| CA | Signed into law 05/2002 | P-12 | Modifies 1999 Immediate Intervention/Underperforming Schools Program (IIUSP), which formerly required that every participating school district contract with an external evaluator for assistance in development of the school's action plan. Bill allows district to alternatively contract with an entity that has proven, successful expertise specific to the challenges inherent in low-performing schools, including institutions of higher education, county offices of education or school district personnel. Modifies High Priority Schools Grant Program for Low-Performing Schools to automatically approve school for participation upon school's completion of an action plan for participation in the federal program meeting certain requirements that plan for IIUSP participation must meet, and changes deadlines for submission and approval of school action plan during FY 01-02. Increases to $400 the amount of per-pupil money provided under the High Priority Schools Grant Program for Low Performing Schools. Specifies that High Priority Program school must assess pupils' progress with curriculum-based tests proven to be "valid and reliable." Mandates that already-required department study on sustainability of funding for low-performing schools include "(1) An objective rather than a comparative view of the necessity of sustaining supplemental funding over time to address the ongoing needs of low-performing pupils, and the impact of policies that only provide funding over a specified period of time. (2) A description of the ongoing needs of low-performing schools, as identified in needs assessments submitted pursuant to paragraph (3) of subdivision (a) of 52055.620 and the sources of funding schools used to meet these needs. (3) An analysis of the use of funds provided pursuant to this article and the effectiveness of that use in meeting the continued or changing needs of communities served by low-performing schools. This analysis shall include an evaluation of the growth in academic achievement realized by participating schools and the ability of those schools to sustain growth in academic achievement if funding is continued. (4) An assessment of whether local, state, and federal resources are likely to be sufficient to sustain all or some of the academic improvements made in low-performing schools after this state subsidy expires, taking into account prospects for the subsequent pupil population's incidence of poverty and low socioeconomic status." Requires every school district with any schools participating in High Priority Schools Grant Program to submit to state superintendent an analysis of the impact, costs and benefits of the program to the district and local participating schools. Requires the state superintendent to develop and the state board to approve guidelines for an RFP for an independent evaluator to create a multiyear comprehensive evaluation of the implementation, impact, costs and benefits of the program and to release the results of the report to the General Assembly, the Governor and other interested parties. Also specifies that average daily attendance funds are to be allocated to local education agencies and that child care and preschool programs whose average daily enrollment helps determine the allocation must be operated by local education agencies under contract with the Child Development Division of the State Department of Education. Bill modifies means of determining the average daily enrollment of children in preschool and child care programs.
http://info.sen.ca.gov/pub/bill/sen/sb_0501-0550/sb_508_bill_20020516_chaptered.html
Title: S.B. 508
Source: info.sen.ca.gov
| |
| MD | Signed into law 05/2002 | P-12 | Establishes the Principal Training Pilot Program; requires that the State Board of Education award incentive funding under the program to provide school principals with instruction and training in specified and optional areas; establishes eligibility requirements for applicants. Limits participation to 100 principals; requires every county superintendent to choose three principals to participate; requires state superintendent to select remaining 28 principals, giving highest priority to principals in local reconstitution schools. Requires state board to report on specified aspects of program to various legislative committees on or before June 30, 2004. Pilot program to end June 30, 2005. http://mlis.state.md.us/2002rs/bills/hb/hb0007e.rtf
Title: H.B. 7
Source: mlis.state.md.us
| |
| MD | Signed into law 05/2002 | P-12 | Requires each county board to develop and implement comprehensive master plan that states the goals and strategies to be used to raise student achievement and meet state and local performance standards in each segment of the student population. Plans must be submitted to the department by October 1, 2003 and must include goals and strategies for specified objectives, including for special education, limited-English proficient, prekindergarten, kindergarten, gifted and talented, low-performing, and career- and technology students. State superintendent must review each plan and may require revisions to be made. Permits state board to withhold state funds from any board whose school system fails to make adequate yearly progress towards improving student achievement and meeting state performance standards for each segment of student population or fails to create plan that meets the specified state requirements or take action required by state superintendent. Requires state superintendent to review academic intervention programs and behavior modification programs to identify best practices. http://mlis.state.md.us/2002rs/bills/sb/sb0856e.rtf
Title: S.B. 856
Source: mlis.state.md.us
| |
| LA | Signed into law 04/2002 | P-12 | Reestablishes a dedicated fund to set aside funds for providing rewards to schools earning rewards pursuant to the accountability system. http://www.legis.state.la.us/bills/byinst.asp?sessionid=021ES&billtype=SB&billno=14
Title: S.B. 14A
Source: www.legis.state.la.us
| |
| NY | Signed into law 04/2002 | P-12 | Authorizes the removal of the Board of Education of the Roosevelt Union Free School District and the appointment of an interim board of education; provides for special academic improvement grants; grants the Commissioner of Education and the Education Department additional authority over such school district; expands the authorization of such school district to issue serial bonds to finance deficits.
Title: S.B. 6617
Source: Lexis-Nexis/StateNet
| |
| NY | Signed into law 03/2002 | P-12 | Extends from April 9,2002 to July 1, 2005, the expiration and repeal of provisions of law which authorizes the chancellor of the city school district of the City of New York to order the supersession of a community school board, or the suspension or removal of such a board or any members thereof. http://assembly.state.ny.us/leg/?bn=A09916
Title: A.B. 9916
Source: http://assembly.state.ny.us/leg/?bn=A09916
| |
| WV | Signed into law 03/2002 | P-12 | Calls for development and implementation of a system to hold schools accountable for student performance and progress toward obtaining a high quality education. Creates a "Process for Improving Education Council" comprised of the Legislative Oversight Commission on Education Accountability, the Governor and Chancellor of the Higher Education Policy Commission. Council has the authority to meet and consult with the state board and to make recommendations on issues related to student, schools and school system performance. To ensure high quality education continues to be delivered, the statute grants the state board the authority to intervene again in county systems where they had once intervened within the past five years. If a second intervention is necessary, the bill provides the state board the authority to delegate additional authority to the state superintendent to conduct hearings or to make personnel changes.
Title: H.B. 4319
Source: West Virginina Department of Education News
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Postsecondary |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Minority |
| |
| Private Schools |
| |
| Privatization |
| |
| Promotion/Retention |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| Scheduling/School Calendar--Year Round |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| 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 |
| |
| Service-Learning |
| |
| Special Education |
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| 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 |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Technology |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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