 |
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 |
| |
| AR | Rule Adoption 11/2003 | P-12 | Establishes rules governing the Arkansas Comprehensive Testing, Assessment and Accountability Program and the Academic Distress Program (ACTAAP). http://arkedu.state.ar.us/pdf/ade%20162%20actaap.pdf
Title: ADE 162
Source: Arkansas State Web site
| |
| OK | Emergency Rule Adoption 11/2003 | P-12 | Establishes emergency rules regarding school administration and instructional services. Concerns School Testing Program scope and general administration. OKLAHOMA REG 12999 (SN)
Title: OAC 210:10-13-2 thru -18 (non seq.)
Source: StateNet
| |
| CA | Signed into law 10/2003 | P-12 | Amends the existing Leroy F. Greene California Assessment of Academic Achievement Act that provides a system of individual assessment of pupils. The existing act establishes the Standardized Testing and Reporting (STAR) Program and requires each school district, charter
school, and county office of education to administer to each of its pupils in grades 2 to 11, inclusive, an achievement test and a
standards-based achievement test. Requires, commencing on July 1, 2004, the achievement test to be administered to pupils in grades 3 and 8, and the standards-aligned achievement test to be administered to pupils in grades 2 to 11. http://www.leginfo.ca.gov/pub/bill/asm/ab_1451-1500/ab_1485_bill_20031011_chaptered.html
Title: A.B. 1485 §§ 4 - 7
Source: California Legislative Web site
| |
| OH | Signed into law 08/2003 | P-12 | Requires the state board to develop tests to revise the system of statewide achievement testing to include annual achievement tests in reading and math in grades three through eight. Requires the state board to designate five ranges of scores on the tests (advanced, accelerated, proficient, basic and limited). States that any committee established by the department for making recommendations regarding the state board's designation of scores on the tests must inform the board of the probable percentage of students who would score in each of the ranges. To the extent possible, these percentages must be disaggregated by the subgroups designated under No Child Left Behind. Also deletes language that allowed English language learners to be temporarily exempted from testing and coforms the definition of ELL to federal law. Section 0714 concerns the administration of diagnostic assessments. Requires districts to annually assess the progress of LEP students in learning English. http://www.legislature.state.oh.us/bills.cfm?ID=125_HB_3
Title: H.B. 3--Section 3301.0710
Source: http://www.legislature.state.oh.us
| |
| OH | Signed into law 08/2003 | P-12 | This section defines "performance index score;" defines subgroups as major racial and ethic groups, students with disabilities, economically disadvantaged, and limited English proficient students. Defines "other academic indicators" as attendance rate for elementary and middle schools and the graduation rate for high schools. Defines "Annual measurable objective"and requires 95% of the student population and each subgroup to be tested, except for any subgroup that contains less than 40 students. In calculating AYP, subgroups of 30 or more are counted, except students with disabilities is not used in the calculation unless it contains 45 or more students.
Title: H.B. 3--3302.01
Source: www.legislature.state.oh.us
| |
| DE | Signed into law 07/2003 | P-12 | Allows the use of indicators other than assessments prior to mandatory summer school; permits other indicators to be used to determine if a student has demonstrated proficient performance relative to the state content standards prior to summer school; provides other indicators cannot be used to waiver participation in summer school on more than two occasions.
http://www.legis.state.de.us/Legislature.nsf/fsLIS?openframeset&Frame=Main&Src=/LIS/LIS142.NSF/Home!Openform
Title: S.B. 141
Source: Delaware Legislative Web site
| |
| TX | Emergency Rule Adoption 07/2003 | P-12 | Establishes rules to implement the Success Initiative. Provides purpose, authority, and definitions. Specifies exemptions and exceptions. Concerns assessment instruments, minimum passing standards, advisement and plan for academic success, and determination of readiness to perform freshman-level academic coursework. TEXAS REG 86368 (SN)
Title: 19 TAC 4.51 thru .60
Source: StateNet
| |
| AR | Rule Adoption 06/2003 | P-12 | Requires the development of a single Arkansas comprehensive testing, assessment and accountability program (ACTAAP); ensures all public school students have an equal opportunity to demonstrate grade-level academic proficiency; improves student learning and classroom instruction, and supports high academic standards for all students; requires intervention for students not performing at grade-level; establishes a program for schools districts in academic distress. http://arkedu.state.ar.us/pdf/ade%20188%20actaap.pdf
Title: ADE 188
Source: Arkansas State Web site
| |
| CT | Signed into law 06/2003 | P-12 | Requires testing in compliance with the No Child Left Behind Act; states an elementary teaching endorsement is valid for kindergarten to grade 6 and a comprehensive special education teaching endorsement is valid for kindergarten to grade 12; requires the state board of education to establish requirements for subject area endorsements; requires teacher certification to include teaching experience in birth-to three programs approved by the Department of Mental Retardation. http://www.cga.state.ct.us/2003/act/Pa/2003PA-00168-R00SB-01155-PA.htm
Title: S.B. 1155
Source: Connecticut Legislative Web site
| |
| DE | Rule Adoption 06/2003 | P-12 | Amended regulation to conform to state and federal statutes that address school, district and state accountability for student performance; added five levels of performance for students in grades 2, 4, 6, 7 and 9 in reading, writing and mathematics beginning in 2006; defined Adequate Yearly Process (AYP) as it affects student achievement and discusses how AYP is determined and calculated; addressed other academic indicators, assessment criteria and the school and district review process. http://www.state.de.us/research/AdminCode/Education/Education%20Administrative%20Code%20-%20100%20Accountability.htm#P4_57
Title: 14 DAC 101, 103
Source: Delware State Web site
| |
| NV | Signed into law 06/2003 | P-12 | The measure revises the public school accountability provisions of the Nevada Education Reform Act and related sections of the law to conform to requirements of the federal No Child Left Behind Act of 2001. The bill requires the state board to define the measurement for determining whether this state, each school district, and each public school has made adequate yearly progress (AYP) in accordance with the federal law. The primary method of measuring AYP will be standards-based test scores in grades 3 through 8, along with the high school proficiency examination. Secondary indicators will include graduation rates for high schools and attendance rates for all other schools. In addition, the state board is required to prepare an annual report of accountability. Further, the measure requires the state board, each school district, and each public school to develop a plan to improve the achievement of pupils. The bill also revises existing provisions concerning the accountability designations of public schools, and for the first time, requires the Department of Education to designate school districts based upon the achievement of pupils enrolled within the school district as a whole, using categories and criteria similar to the school-level accountability categories. As required under federal law, all students must now be tested, including disabled students and English Language Learners. (114 page bill) http://www.leg.state.nv.us/19thSpecial/bills/SB/SB1_EN.pdf
Title: S.B. 1 (Omnibus Bill)
Source: Research Division, Legislative Counsel Bureau
| |
| OK | Vetoed 06/2003 | P-12 | The performance standard and cut points are to be determined by a standard of what the average student in the applicable grade level should know relative to the content of the state academic standards set in the Priority Academic Student Skills. The performance standard and cut points are to remain consistent from year to year within the context of the Priority Academic Student Skills. Student performance levels shall be labeled: advanced, satisfactory, limited knowledge, and unsatisfactory. In addition to the information provided on test results, test scores shall be reported for each student on each test as number correct and as number incorrect. http://www2.lsb.state.ok.us/2003-04HB/hb1476_enr.rtf
Title: H.B. 1476
Source: http://www2.lsb.state.ok.us
| |
| SC | Rule Adoption 06/2003 | P-12 | Establishes that the standards for student achievement be a matter of public record through information and policy rather than through regulation. Relates to the Basic Skills Assessment Program, Writing Test which sets the minimum standards of student achievement and scoring criteria. SOUTH CAROLINA REG 2484 (SN)
Title: R. 43-262.6
Source: StateNet
| |
| TX | to governor 06/2003 | P-12
Postsec. | Requires state commissioner to develop, in coordination with appropriate representatives of institutions of higher education and school districts: (1) a diagnostic and assistance program for each subject assessed by an assessment instrument; and (2) other academic programs of mutual benefit to school districts and institutions of higher education. Requires the commissioner to seek private funding to make available and maintain on the Internet each diagnostic and assistance program. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM
Title: S.B. 1108 (Section 29.910)
Source: http://www.capitol.state.tx.us
| |
| AZ | Signed into law 05/2003 | P-12 | Requires pupils enrolled in the Technology Assisted Project Based Instruction Program (TAPBI) to be subject to testing requirements, and students who fail to meet testing requirements may not be able to participate in the Program the following year, unless more than 95% of the pupils have been tested. Ensures that pupils in the Program were previously enrolled in a public school in the state, and allows kindergartners who have a sibling already enrolled in the Program to be eligible to participate. Requires the Superintendent of Public Instruction to evaluate all nationally standardized norm-reference achievement tests offered in kindergarten and grade one, and may make a recommendation for a K-1 test for the Program, which schools may choose to administer. Creates the Joint Select Committee on Technology Assisted Learning, which is repealed December 31, 2003, and adds an Emergency Clause. http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=HB2093
Title: H.B. 2093
Source: Arizona Legislative Web site
| |
| CO | Vetoed 05/2003 | P-12 | Suspends the administration of the reading and mathematics assessments for students in the ninth grade and the curriculum based, achievement college entrance exam to students in the eleventh grade. http://www.state.co.us/gov_dir/leg_dir/olls/sl2003a/2003SLSEN.htm; http://www.leg.state.co.us/2003a/pubhome.nsf
Title: S.B. 292
Source: Colorado State Web site
| |
| CO | Vetoed 05/2003 | P-12 | Concerns a suspension of the administration of statewide assessments in writing. http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/C2AD9B7F773A7D3287256CCB00775965?Open&file=309_enr.pdf
Title: S.B. 309
Source: Colorado Legislative Web site
| |
| GA | Signed into law 05/2003 | P-12 | Revises provisions relating to payment of fees for advanced placement tests; revises provision relating to the release of certain test questions; deletes provision that students with alternate assessments shall not count for accountability purposes; changes provisions regarding expenditure controls for the 2003-2004 school year; changes provisions regarding maximum class size for the 2003-2004 school year and provides for automatic repeal; changes provisions regarding funding for additional days of instruction; provides that when certain sales taxes for educational purposes are imposed, each board of education expending proceeds of the tax undergo a performance audit or performance review of the expenditures and provides for performance audit or review contracts. http://www.legis.state.ga.us/legis/2003_04/sum/sb249.htm
Title: S.B. 249
Source: Georgia Legislative Web site
| |
| IA | Signed into law 05/2003 | P-12 | Changes repeal date from 2003 to 2004 on chapter establishing statewide early intervention block grant program. Components of this program include K-3 class size reduction and K-3 diagnostic reading assessments. Chapter requires districts to annually report to the department their current class sizes for grades K-3. Chapter also requires districts to annually report to public the percentage of fourth-graders who are proficient in reading, and encourages districts to report to public on K-3 student reading proficiency. http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html
Title: H.B. 549 (omnibus bill)
Source: www.legis.state.ia.us
| |
| MN | Signed into law 05/2003 | P-12 | Language is effective immediately and applies to 2005-06 school year and later. Establishes assessment advisory committee of up to 11 members, all of whom are chosen by the state commissioner of education. Specifies required membership of commission. Requires commission to review all state assessments, submit its recommendations to the commissioner and legislative committees that have jurisdiction over K-12 education policy and budget issues. Requires the commissioner to consider the committee's recommendations before finalizing a statewide assessment. Committee expires on June 30, 2014.
See Section 11: http://www.revisor.leg.state.mn.us/cgi-bin/getbill.pl?session=ls83&version=latest&number=HF302&session_number=0&session_year=2003
Title: H.F. 302 (multiple provisions)
Source: www.revisor.leg.state.mn.us
| |
| NY | Proposed Rule 05/2003 | P-12 | Establishes criteria for the identification and assessment of students with limited English proficiency through use of the Language Assessment Battery-Revised test and the New York State English as a Second Language Test. Establishes curriculum and reporting requirements for such students. NEW YORK REG 15847 (SN)
Title: 8 NYCRR 154
Source: StateNet
| |
| OK | Signed into law 05/2003 | P-12 | Brings the state testing program in compliance with the No Child Left Behind Act. The measure institutes the testing configuration:
3rd: Reading, Math
4th: Reading, Math
5th: Reading, Math, Science, Social Studies, Writing
6th: Reading, Math
7th: Reading, Math, Geography
8th: Reading, Math, Science, Social Studies
3rd - 8th: Arts Assessment
Secondary Level: End of Course Tests in English II, Algebra I, Biology I, U.S. History
All tests are criterion-referenced based on state academic standards adopted by the state board in the Priority Academic Student Skills.
Testing window dates will be set as near to the end of the course as possible, with testing results to be delivered to the school districts before the beginning of the next school year. Per federal requirements, the test results will be disaggregated by gender, race, ethnicity, disability status, migrant status, English proficiency, and status as economically disadvantaged. HB 1414 also requires the state board to implement an
accountability system based on the state Academic Performance Index with a system of recognition, rewards, sanctions and technical assistance and abolishes the connotations of low-performing and high challenge schools. http://www2.lsb.state.ok.us/2003-04HB/hb1414_enr.rtf
Title: H.B. 1414 (Assessment Component)
Source: http://www2.lsb.state.ok.us
| |
| AR | Signed into law 04/2003 | P-12 | Amends §§ 6-15-420 - 6-15-429. Requires the state board to establish a clear concise system of reporting the academic performance of each school on the state mandated criterion reference exam which conforms with the requirements of the No Child Left Behind Act of 2001. Requires the state board to develop policy requiring the Department of Education to implement a program for identifying, evaluation, assisting and addressing school district failing to meet established levels of achievement mandated states as required in the Arkansas Comprehensive Testing, Assessment, and Accountability Program (§§ 6-15-402 - 6-15-406). http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2697.pdf
Title: H.B. 2697 (Omnibus Bill)
Source: Arkansas Legislative Web site
| |
| AR | Signed into law 04/2003 | P-12 | Amends §§ 6-15-402 - 6-15-406. Creates the Arkansas Comprehensive Testing, Assessment, and Accountability Program Act; including requiring the State Board of Education to establish standards defining what students should know in content areas and a system for reporting schools' performance on state mandated exams to comply with No Child Left Behind; requires the State Board to develop a mandatory school readiness screening system for kindergarten students; requires a school improvement system. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2697.pdf
Title: H.B. 2697 (Omnibus Bill)
Source: Arkansas Legislative Web site
| |
| ND | Signed into law 04/2003 | P-12 | Relates to assessment of public school students in reading, mathematics and science. From the Fiscal Note: SB 2065 requires the state to develop and implement state assessments in reading/English language arts, mathematics, and science in identified grades as established by a specified schedule. The fiscal impact from SB 2065 falls entirely on the state. School districts are responsible for the administration of the state assessments within their proscribed instructional periods; therefore, there are no additional costs that impact local schools.
Costs associated with the development and implementation of the state assessments include: the development of state content standards, the development of state achievement standards, the alignment of state content standards with test items; the development of future test items, the administration of the actual assessments to students; the scoring of student tests; the establishment of achievement cut scores related to the state achievement standards; the printing and dissemination of reports to students, schools, districts, and the state; the development of school and district Report Cards and Profiles; the use of student data analysis and reporting applications, and associated professional development and technical assistance to schools. A state advisory committee has concurred with the Department of Public Instruction's identification of these development and administration activities. Listed below is an outline of the projected costs associated with the state assessment program.
Activity 2002-03 2003-04 2004-05 2005-06 2006-07
Standards Development: 350,000 275,000 50,000 50,000 350,000
Assessment Development: 800,000 2,480,000 3,310,000 4,150,000 3,950,000
State Accountability Initiatives: 1,500,000 1,050,000 950,000 300,000 300,000
Total 2,650,000 3,805,000 4,310,000 4,500,000 4,600,000
These projections may vary depending on the final determination of contract negotiations, unanticipated costs or
savings, schedule delays or postponements, or other associated project activities. Fiscal Note: http://www.state.nd.us/lr/assembly/58-2003/fiscal_notes/DQVU0500.pdf; bill text: http://www.state.nd.us/lr/assembly/58-2003/bill_actions/BA2065.html
Title: S.B. 2065
Source: http://www.state.nd.us
| |
| NM | Signed into law 03/2003 | P-12 | Adds Section 22-2A-3 and Section 22-2A-4. Requires the state board to adopt content and performance standards in mathematics, reading and language arts, science and social studies. Section 22-2A-4 requries the state board to establish a statewide assessment and performance standards and that measures adequate yearly progress for each student, public school and district. Testing requirements: (1) for grades kindergarten through two, diagnostic and standards-based tests on reading that include phonemic awareness, phonics and comprehension by the 2003-2004 school year; (2) for grades three through nine and for grade eleven, standards-based academic performance tests in mathematics, reading and language arts and social studies by the 2005-2006 school year; provided that testing in ninth grade and testing in social studies shall not occur until the legislature has provided funding for test development and implementation; (3) for grades four, six, eight and eleven, standards-based academic performance writing tests by the 2005-2006 school year and (4) for one of grades three through five and six through nine and for grade eleven, standards-based academic performance tests in science by the 2007-2008 school year. C. The department shall involve appropriate licensed school employees in the development of the standardsbased academic performance tests. D. All students shall participate in the academic assessment program. The state board shall adopt standards for reasonable accommodations in academic testing for students with disabilities and limited English proficiency, including when and how accommodations may be applied. The legislative education study committee shall review the standards prior to adoption by the state board. E. Students who have been determined to be limited English proficient may be allowed to take the standards-based academic performance test in their primary language. A student who has attended school for three consecutive years in the United States shall participate in the English language reading test unless granted a waiver by the department based on criteria set by the state board. New section 22-13-1 itemizes minimum instructional areas for accreditation, including graduation requirements.
http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico State Legislature
| |
| UT | Signed into law 03/2003 | P-12 | Section 53A-3-402 requires local boards to implement the core curriculum using instructional materials that best correlate to the core curriculum and graduation requirements; administer required tests and create plans to improve student progress; use progress-based assessments as part of a plan to identify schools, teachers and students that need remediation and determine the type and amount of resources to implement that remediation; develop early warning systems for students or classes failing to make progress; work with the state office of education to establish a library of documented best practices; implement training programs for school administrators, including basic management training, best practices in instruction, budget training, staff management, managing for learning results and continuous improvement, and how to help every child achieve optimal learning in core academics. http://www.le.state.ut.us/~2003/bills/sbillenr/sb0154.pdf
Title: S.B. 154 (Omnibus Bill)
Source: http://www.le.state.ut.us
| |
| SD | Signed into law 02/2003 | P-12 | Revises the achievement assessments required in public schools, and the grades to be assessed.
Title: S.B. 39
Source: StateNet
| |
| TX | Adopted 01/2003 | P-12 | Establishes rules relating to assessment. Implements certain requirements for the new testing program, called the Texas Assessment of Knowledge and Skills (TAKS). Clarifies transitional issues related to this new testing program. TEXAS REG 84616 (SN)
Title: 19 TAC 101.3001, 101.3003
Source: StateNet
| |
| UT | Became law without GOVERNOR'S signature. 01/2003 | P-12 | Relates to education testing amendments. Eliminates the requirement to include constructed response test times in certain achievement tests. Directs that the savings resulting from this change be used to pay for online test administration.
Title: H.B. 6005
Source: StateNet
| |
| 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--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Demographics |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Homework/Study Skills |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| 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 |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| 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 |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| 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 |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| 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--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
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| Privatization |
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| Promotion/Retention |
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| Public Attitudes |
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| Public Involvement |
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| Reading/Literacy |
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| Religion |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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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--Week |
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| Scheduling/School Calendar--Year |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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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--Special Education |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Inclusion (Mainstreaming) |
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| Special Education--Placement |
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| Special Education--Transition |
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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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| Special Populations--Immigrant 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--Ballot Questions |
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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 Achievement--Closing the Achievement Gap |
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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--Mobility |
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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--Assignment |
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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--Pay-for-Performance |
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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--Recruitment and Retention--At-Risk Schools |
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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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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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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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| Textbooks and Open Source |
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| Urban--Governance |
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