 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
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| 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--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 |
| |
| CO | Emergency Rule Adoption 12/2003 | P-12 | Establishes rules regarding the administration of the School Improvement Plan. COLORADO REG 7620 (SN)
http://www.cde.state.co.us/cdeboard/download/bdregs_301-52%20feb04va.pdf
Title: 1 CCR 301-52
Source: Colorado State Web site
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| TX | Rule Adoption 12/2003 | P-12 | Repeals old rules and establishes rules relating to public school accountability. Each school district must be assigned an accountability rating by the Texas Education Agency (TEA). The accountability rating of a school district is based primarily on its overall performance by all student
populations, on the district's current special education compliance status with the TEA, and on the performance of each of its campuses as demonstrated on state-adopted academic excellence indicators. The academic excellence indicators stipulated in law and the district's current special education compliance with the Texas Education Agency (TEA) are to be the main consideration of the TEA in the annual rating of districts and campuses. Requires the commissioner of education will take any necessary action to comply with all requirements of the No
Child Left Behind Act and other federal statutes and regulations. The commissioner of education may impose sanctions as authorized under the No Child Left Behind Act and other federal statutes and regulations in addition to those imposed under Texas Education Code, Chapter
39, Subchapter G. TEXAS REG 89925 (SN)
Title: 19 TAC 2.97.A.97.1 thru 97.4
Source: StateNet
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| IL | Signed into law 08/2003 | P-12 | Makes changes concerning school recognition standards for student performance and school improvement, recognition levels, rewards and acknowledgements for schools and school districts, academic warning and watch statuses for schools and districts, school and district improvement panels, state interventions, mandate waivers, technical assistance from the state board of education, and an appeals process. http://www.legis.state.il.us/legislation/billstatus.asp?DocNum=878&GAID=3&DocTypeID=SB&LegID=3731&SessionID=3
Title: S.B. 878
Source: Legislative Web site
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| OH | Signed into law 08/2003 | P-12 | Spells out what constitutes school or district status of "excellent," "effective," "in need of continuous improvement," "academic watch" and "academic emergency." Sets out requirements for processes and consequences of failing to meet adequate yearly progress that include provisions for each additional year that AYP is not met. After five consecutive years, for example, these include reopening the school as a community school (charter); replacing personnel; contracting with a nonprofit or for-profit entity to operate the building; turning operation over to the department; otherwise restructuring the buiding's governance.
Title: H.B. 3--Section 3302.03
Source: www.legislature.state.oh.us
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| CA | Signed into law 07/2003 | P-12 | Encourages the governing board of a school district to discuss Standardized Testing and Reporting (STAR) test scores and to analyze the results of those assessments. Authorizes the governing board of a school district with a school not meeting a certain specified standard to conduct an assessment and adopt an improved performance plan.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0001-0050/ab_36_bill_20030714_chaptered.html
Title: A.B. 36
Source: California Legislative Web site
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| NY | Adopted 07/2003 | P-12 | Amends rules ensuring state and local educational agency compliance with the No Child Left Behind Act. NEW YORK REG 15972 (SN) http://www.regents.nysed.gov/July2003/0703brca2.htm From summary presented to board: Establishes accountability performance criteria and procedures for determining whether a public school, charter school or school district shall be deemed to have made "adequate yearly progress" under the NCLB. A school/district that fails to make adequate yearly progress will be designated as a "School/district Requiring Academic Progress" and will be required to undertake remedial measures while so designated, including school improvement plans, corrective action plans, restructuring plans, revised restructuring plans and other measures as required by the NCLB. Schools/districts that make adequate yearly progress for two consecutive years on all criteria and indicators for which they have been identified will be removed from such designation. A school/district that received funds under Title I for two consecutive years during which it failed to make adequate yearly progress shall be identified for school improvement under NCLB. A school/district that makes adequate yearly progress for two consecutive years shall no longer be subject to the requirements of the NCLB.
Commencing with the 2003-2004 school year, the Commissioner may identify schools/districts that meet certain specified criteria as "high performing." Commencing with the 2004-2005 school year, the Commissioner may identify other schools/districts as "rapidly improving."
For each school year during which a school remains under registration review, the board of education shall provide direct notification to parents, including a summary of the actions taken to improve performance and an explanation of available placement or program options, and the timeliness and process for parents exercising their rights to school choice.
Title: NYCRR 8 100.2 (bb)
Source: http://www.regents.nysed.gov
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| 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
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| AR | Rule Adoption 06/2003 | P-12 | Establishes rules regarding standards for accreditation of Arkansas public schools; describes the process for how public schools or districts will be cited or placed in probationary status for failure to meet standards of accreditation; establishes enforcement actions that may be applied to public schools or school districts that fail to meet standards of accreditation.
http://arkedu.state.ar.us/pdf/standards%20regs.pdf
Title: Uncodified
Source: Arkansas State Web site
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| MD | Rule Adoption 06/2003 | P-12 | A. School Identified for Improvement.
(1) Before the beginning of school year 2003-04 and annually by July 1 thereafter, each local school system shall identify for school improvement each elementary or secondary school that has not made AYP in reading, in mathematics, or as applicable, in the attendance rate or in the graduation rate for 2 consecutive years.
(2) To insure that all students reach the State's proficient level in reading, mathematics, and science by 2013 -14, within 3 months or sooner after identification, each identified school shall develop a 2-year school improvement plan that:
(a) Focuses on strengthening core academic subjects;
(b) Incorporates strategies based on scientifically based research that will strengthen core academic subjects;
(c) Includes funds for high quality professional development; and
(d) Has specific measurable objectives for each student subgroup.
(3) Each local school system within 45 days of receiving a plan shall:
(a) Establish a peer review process to assist with review of the plan;
(b) Promptly review the plan;
(c) Work with the schools as necessary; and
(d) Approve the school plan if the plan meets the requirements of all applicable federal and State laws and regulations.
(4) The school improvement plan shall be implemented the school year following identification except for school year 2003-04 when the plan shall be implemented as soon as practicable during the 2003-04 school year.
(5) Each local school system shall provide a school identified for improvement with technical assistance grounded in scientifically based research that includes the following:
(a) Assistance in analyzing data from the State assessment system, and other examples of student work, to:
(i) Identify and develop solutions to problems in instruction;
(ii) Increase parental involvement;
(iii) Improve professional development; and
(iv) Implement the school plan;
(b) Assistance in identifying and implementing professional development and instructional strategies and methods that have proved effective, through scientifically based research, in addressing the specific instructional issues that caused the local school system to identify the school for improvement; and
(c) Assistance in analyzing and revising the school's budget so that the school allocates its resources more effectively to the activities most likely to increase student academic achievement and remove the school from school improvement status.
B. School Identified for Corrective Action.
(1) Before the beginning of school year 2003-04 and annually by July 1 thereafter, each local school system shall place a school in corrective action if a school has not made AYP in reading, in mathematics, or as applicable, in the attendance rate or in the graduation rate after 2 years or more under local reconstitution or after 2 years in school improvement.
(2) For a school under corrective action, each local school system shall continue to provide technical assistance as required under §A(5) of this regulation and shall take at least one of the following corrective actions:
(a) Replace the school staff who are relevant to the failure to make adequate yearly progress;
(b) Institute and fully implement a new curriculum, including providing high qualify professional development for all staff who are relevant to the failure to make AYP, that is based on scientifically based research and offers substantial promise of improving educational achievement for low- achieving students and enabling the school to make AYP;
(c) Significantly decrease management authority at the school level;
(d) Appoint an outside expert to advise the school on its progress toward making AYP based on its school plan;
(e) Extend the length of the school year or school day for the school; or
(f) Restructure the internal organizational structure of the school.
C. School Identified for Restructuring.
(1) Before the beginning of school year 2003-04 and annually by July 1 thereafter, a local school system shall identify a school for restructuring if after 1 full year of corrective action the school does not make AYP in reading, in mathematics, or as applicable, in the attendance rate or in the graduation rate.
(2) The local school system shall prepare a plan for alternative governance and implement the alternative governance arrangement not later than the beginning of the next school year.
(3) One of the following alternative governance arrangements shall be implemented consistent with State law and as approved by the State Superintendent of Schools and the State Board:
(a) Reopening the school as a public charter school consistent with the requirements of State law and regulation;
(b) Replacing all or most of the school staff including the principal who are relevant to the failure to make AYP;
(c) Entering into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness, to operate the public school; or
(d) Any other major restructuring of the school's governance arrangement that makes fundamental reform such as significant changes in the school's staffing and governance to improve academic achievement in the school and that has substantial promise of enabling the school to make AYP.
D. General Requirements for School Improvement, Corrective Action, or Restructuring.
(1) Before identifying a school for school improvement, corrective action, or restructuring, a local school system shall provide the school with an opportunity to review the school-level data, including academic assessment data, on which the proposed identification is based.
(2) Supporting Evidence.
(a) If the principal of a school that a local school system proposes to identify for school improvement, corrective action, or restructuring believes, or a majority of the parents of the students enrolled in the school believe, that the proposed identification is in error for statistically significant reasons, the principal may provide supporting evidence to the local school system.
(b) The local school system shall consider the evidence referred to in §D(2)(a) of this regulation before making a final determination.
(c) The local school system shall submit its final determination to the Department for its review and approval.
(3) The local school system shall make public a final determination of the status of the school with respect to identification not later than 30 days after it provides the school with the opportunity to review the data on which the proposed identification is based.
(4) Each local school system shall provide to parents of each student enrolled in a school identified for improvement, corrective action, or restructuring, notice and an explanation of what the identification means, the reasons for the identification, what the school is doing to address the problem of low achievement, how parents can become involved in addressing the academic issues, and any other information required by applicable federal or State law or regulation.
(5) If a school makes AYP for 1 year or has extenuating circumstances beyond its control, such as an act of nature or an extraordinary fiscal constraint beyond its control, a local school system may delay for 1 year identification of a school for school improvement, corrective action, or restructuring; but no such period of delay shall be taken into account in determining the number of consecutive years of failure to make AYP .
(6) If any school identified for school improvement, corrective action, or restructuring makes AYP for 2 consecutive years, the local school system may not subject the school to the requirements of school improvement, corrective action, restructuring or identify the school for school improvement for the succeeding year.
(7) A school receiving funds under Title I of the No Child Left Behind Act must comply with all applicable State and federal requirements for schools identified for improvement, corrective action, and restructuring.
(8) If the State Board determines that a local school system has failed to fulfill its responsibilities as set forth in this regulation, the State Board shall take appropriate corrective action, including withholding or redirection of State and federal funding.
E. Schools Previously Identified for Improvement, Corrective Action, or Reconstitution.
(1) A school in the first or second year of school improvement under Title I on January 8, 2002, shall be treated by the local school system as a school in the first or second year of school improvement for the 2002-03 school year.
(2) A school in the first or second year under local reconstitution on January 8, 2002, that is not also a school under Title I, shall be treated as a school in the first or second year of school improvement for the 2002-03 school year.
(3) A school in school improvement under Title I for 3 or more consecutive school years preceding January 8, 2002, shall be treated by the local school system as a school under corrective action for the 2002-03 school year.
(4) A school under local reconstitution for 3 or more consecutive school years preceding January 8, 2002, that is not also a school under Title I, shall be treated by the local school system as a school under corrective action for the 2002-03 school year.
(5) Any school that was in corrective action on January 8, 2002 shall be treated by the local school system as a school requiring restructuring for the 2003-04 school year.
Title: COMAR 13A.01.04.07
Source: Westlaw
| |
| MD | Rule Adoption 06/2003 | P-12 | A. If the State Board of Education rejects a local board of education reconstitution proposal, school improvement plan, or annual update, or approves the recommendation of the State Superintendent of Schools for State reconstitution of a school, the State Board of Education shall reconstitute the school.
B. Contract With Third Party.
(1) The State Board of Education may order the school to be operated under contract with a third party pursuant to conditions established by the State Board of Education.
(2) The State Board of Education, the local board of education, and the third-party contractor shall be parties to the contract.
(3) The contract may be for an initial term not to exceed 5 years, and may be subject to renewal upon review and approval by the State Board of Education.
(4) The contract shall include specific benchmarks by which the third-party contractor shall be measured. The State Board of Education shall monitor the contractor's performance.
(5) The local school system shall pay to the third-party contractor for the term of the contract the higher of an amount equal to the average system-wide per pupil expenditure times the full time equivalent enrollment for kindergarten and higher grades in the State reconstituted school as of September 30, or the total actual cost of operating the school for the previous school year. Adjustments in the average per pupil expenditure calculation may be made for certain targeted funding programs in accordance with the legal requirements for those programs. In addition the contractor will receive funds equal to the amount of support the school system received in the previous school year for pre-kindergarten services at the identified school.
C. Penalty Procedure. If a local school system fails to comply with any of the provisions of this chapter, the State Superintendent of Schools may require the State Comptroller to withhold from that school system, pursuant to Education Article, §2-303(b), Annotated Code of Maryland, all or any part of:
(1) An appropriation made by the General Assembly; and
(2) Any other payment from funds budgeted by the State.
D. The State Board of Education may, for good cause shown, shorten or extend the procedural time limitations set forth in this chapter.
Title: COMAR 13A.01.04.10
Source: Westlaw
| |
| MD | Rule Adoption 06/2003 | P-12 | A. Local School System Improvement.
(1) The State Board, upon the recommendation of the State Superintendent of Schools or upon its own motion, shall identify for improvement any local school system that for 2 consecutive years fails to make AYP in reading, in mathematics, or as applicable, in the attendance rate or in the graduation rate.
(2) Before identifying a local school system for improvement, the State Board shall:
(a) Provide the local school system with an opportunity to review the data on which the proposed identification is based;
(b) Give the local school system an opportunity to provide supporting evidence if the system believes that the proposed identification is in error for statistically significant reasons; and
(c) Make a final determination of the status of the local school system with respect to identification not later than 30 days after it provides the system with the opportunity to review the data on which the identification is based.
(3) The State Board shall promptly provide parents of each student enrolled in the schools served by the local school system identified for improvement notice, the results of the review, the reasons for identification of the school system for improvement, and how parents can participate in upgrading the quality of the local school system.
(4) Within 3 months of identification, the local school system shall revise applicable components of the school system master plan to:
(a) Incorporate scientifically based research strategies that strengthen the core academic program in the schools in the system;
(b) Identify actions that have the likelihood of improving student achievement to meet the State's proficiency standards;
(c) Address professional development needs of staff in schools not making AYP;
(d) Include specific measurable achievement goals and targets for each of the subgroups of students;
(e) Address the fundamental teaching and learning needs in schools and specific academic problems of low-achieving schools;
(f) Incorporate as appropriate activities before school, after school, during the summer, and during an extended school year;
(g) Specify the responsibilities of the local school system under the plan; and
(h) Include strategies to promote effective parental involvement in the school.
(5) The local school system shall implement the plan not later than the school year following the year in which the school system was identified for improvement.
(6) Technical Assistance.
(a) The Department shall, if requested, provide technical assistance grounded in scientifically based research that better enables the local school system to develop and implement its plan and work with schools needing improvement.
(b) The Department may use an entity to provide the technical assistance.
B. Local School System Corrective Action.
(1) The State Board, upon the recommendation of the State Superintendent of Schools or upon its own motion, shall identify a local school system for corrective action if a local school system does not make AYP in reading, in mathematics, or as applicable, in the attendance rate or in the graduation rate for 2 consecutive years after identification of the school system for school improvement.
(2) Before identifying a local school system for corrective action, the State Board shall:
(a) Provide the local school system with an opportunity to review the data on which the proposed identification is based;
(b) Give the local school system an opportunity to provide supporting evidence if the system believes that the proposed identification is in error for statistically significant reasons; and
(c) Make a final determination of the status of the local school system with respect to identification not later than 30 days after it provides the system with the opportunity to review the data on which the identification is based.
(3) For a local school system identified for corrective action, the State Board and the State Superintendent of Schools shall continue to make available technical assistance and shall take at least one of the following corrective actions:
(a) Defer, reduce, or redirect State and federal programmatic and administrative funds including per pupil funding;
(b) Order the local school system to institute and fully implement a new curriculum aligned with the voluntary State curriculum that is based on State and local academic content and achievement standards, including high quality professional development based on scientifically based research;
(c) Order the local school system to replace school principals and executive officers who are relevant to the failure to make AYP with qualified personnel approved by the State Board and the State Superintendent of Schools;
(d) Remove particular schools from the direct control of the local school board and establish alternative arrangements for public governance and supervision of such schools;
(e) Order a reorganization of the local school system as approved by the State Board and the State Superintendent of Schools that groups specified schools under the direct supervision of an executive officer approved by the State Superintendent of Schools who reports directly to the local school superintendent or chief executive officer;
(f) Through court proceeding, appoint a receiver or trustee to administer the affairs of the local school system in place of the superintendent and school board; or
(g) With legislative authorization, abolish or restructure the local school system.
(4) The State Board shall publish and disseminate to parents and the public information on any corrective action the State Board takes.
(5) The State Board may delay implementation of corrective action if a local school system makes AYP for 1 year or its failure to make AYP is due to exceptional circumstances such as acts of nature or an unforeseen decline in financial resources beyond the control of the local school system. A period of delay under this subsection may not be taken into account in determining the number of consecutive years of failure to make AYP.
(6) If a local school system makes AYP for 2 consecutive years beginning after the date of identification, the State Board shall not identify the local school system for improvement or for corrective action for the succeeding school year.
C. Hearings.
(1) If the State Superintendent of Schools recommends that a local school system be placed under corrective action, the State Superintendent of Schools shall provide a written explanation of the basis for the recommendation.
(2) Within 10 days of the date of the recommendation by the State Superintendent of Schools, the local board of education may file a written request for a hearing before the State Board. If a hearing is requested, the hearing shall be scheduled promptly.
(3) The hearing shall proceed in the following manner:
(a) The State Superintendent of Schools or designee shall describe the rationale for the recommendation and submit supporting documentation;
(b) The local board of education through a designee shall present the board's position with respect to the recommendation and submit supporting documentation;
(c) Members of the school community and parents of students in the school may file written comments regarding the recommendations;
(d) The State Board may ask questions during each presentation; and
(e) Counsel may be present and assist each board, but staff members shall make the presentations.
(4) The State Board shall determine by a preponderance of the evidence if the State Superintendent of Schools has provided a sufficient and reasonable basis to support the State Superintendent's recommendation.
D. Transition.
(1) For the 2003-04 school year, the State Board shall identify for corrective action any local school system that as of January 8, 2002, has had 25 percent or more of its schools under local or State reconstitution for more than 3 school years.
(2) For the 2003-04 school year, the State Board shall identify for improvement any local school system that as of September 1, 2003, has 25 percent or more of its schools newly identified for school improvement or corrective action.
Title: COMAR 13A.01.04.08
Source: Westlaw
| |
| NH | Became law without governor's signature 06/2003 | P-12 | Requires state commissioner to make public a list of schools not meeting performance targets. Establishes strategic responses for local education improvement plans. Requires state department to work cooperatively with the school or district(s). Establishes corrective action plans and sets minimum requirements, including: (a) Identify the area in which the school failed to meet the annual statewide performance targets established under RSA 193-H:2. (b) Identify and describe the strategy the school intends to implement to improve its performance.
(c) Establish and explain a strategy designed to promote family and community involvement. (d) Detail how the school district budget reflects the goals of the local education improvement plan. Allows other elements, including: (a) The school's curriculum including curricular priorities and instructional materials. (b) Instructional models that incorporate research-based practices that have been proven to be effective in improving student achievement. (c) Formal and informal opportunities to assess and monitor each child's progress. (d) Evidence of data-based decisions. (e) Structural reform strategies that may include schedule, organization, support mechanisms, and resources. (f) Shared leadership structure to support school improvement. (g) Professional development that is aligned with school improvement goals. (h) External support and resources based on their effectiveness and alignment with the school improvement plan. (i) Extended learning activities for students. Repeals and reenacts the duties of the Legislative Oversight Committee to include: I. Review the development and implementation of the school performance and accountability program II. Review the provisions of RSA 193-H and submit a report of such review annually to the speaker of the house of representatives, the president of the senate, the governor, and the chairpersons of the house and senate education committees.
III. Propose legislation that is needed. IV. Confer with the commissioner and the state board to identify operational principles which should guide the work of the department of education in supporting improved school performance and accountability. V. Analyze existing department of education programs and initiatives which support improved school performance and accountability. VI. Receive reports from the commissioner regarding the status of public education in New Hampshire, updates on the improvement made by local school districts toward achieving satisfactory progress in statewide student performance under RSA 193-H:2 and status reports on the on-going issues and implications of school accountability at the state and federal level. VII. Review and approve statewide performance targets developed by the department of education and recommended to the legislative oversight committee by the state board of education. VIII. Receive reports from the state board relative to statewide performance targets. Propose legislation to be submitted to establish such statewide performance targets in state statute during the legislative session following the approval of any recommendations which the state board of education is required to make. http://gencourt.state.nh.us/legislation/2003/hb0139.html
Title: H.B. 139 (193-G:1)
Source: http://gencourt.state.nh.us
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| NV | Signed into law 06/2003 | P-12 | The act sets forth the consequences for public schools and school districts that are designated as demonstrating need for improvement. Schools and school districts must be designated as "in need of improvement" on the basis of two consecutive years of data, and only data for pupils who have attended the school or the district for a full academic year may be included in the computations. District level technical assistance partnerships provide technical assistance for schools in need of improvement in the first two years, and the Nevada Department of Education must form state level support teams for the third and subsequent years of needing improvement. Under federal requirements, if schools receiving Title I funds continue to be classified as in need of improvement for five or more years, certain consequences are imposed that can include specified corrective actions and significant restructuring of the school. For non-Title I schools, the consequences of replacing the curriculum, decreasing management authority, or extending the school day or school year are optional, at the recommendation of the state school support teams. School districts that receive Title I funds and are classified as "in need of improvement" face similar sanctions. (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 Summary
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| TX | Signed into law 06/2003 | P-12 | Requires the commissioner of education to reconstitute any campus rated as low performing for two consecutive years, removing closure
of the school program as one of the possible penalties. Provides that a special campus intervention team would decide which
educators to retain. Also requires the Texas Education Agency to report campus performance by August 1 each year and includes as a prerequisite to receive a public education grant or authorization to change schools within the district that the student is assigned to a public school campus that has been considered at any time to be low performing. The bill also provides for a board of managers, appointed by the commissioner of education, to take over the powers of the board of trustees of the district for a period of time. (Bill Analysis, House Committee) http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=00618&VERSION=5&TYPE=B
Title: S.B. 618
Source: http://www.capitol.state.tx.us
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| TX | to governor 06/2003 | P-12 | Amends Sec. 21.005. HIGH-QUALITY TEACHERS. Allows the commissioner to establish by rule a statewide standard to be used to certify each school district that is preparing, training, and recruiting high-quality teachers in a manner consistent with the No Child Left Behind Act of 2001. Requires the commissioner to develop and make available training materials and other teacher training resources to assist teachers in developing the expertise required to enable students of limited English proficiency to meet state performance expectations. Requires the state agency to develop and make available teacher training materials and other teacher training resources to assist teachers in enabling students of limited English proficiency to meet state performance expectations. The teacher training resources shall be designed to support intensive, individualized, and accelerated instructional programs developed by school districts for students of limited English proficiency. Requires the commissioner, in coordination with representatives of institutions of higher education and school districts, to develop an on-line diagnostic and assistance program for each assessed (TAKS) subject to help students prepare for the 11th grade exit-level test. Also requires the commission (with higher education representatives) to develop other academic programs of mutual benefit to school districts and institutions of higher education. The bill requires the commissioner to seek private funding to make available on the Internet each diagnostic and assistance program developed. The bill authorizes the commissioner to permit a low-performing campus to participate in an innovative redesign of the campus to improve campus performance. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM
Title: S.B. 1108 (Section 21.005)
Source: http://www.capitol.state.tx.us
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| VT | Signed into law 06/2003 | P-12 | This act clarifies that the state board of education is authorized to administer federal education funds available under the No Child Left Behind Act; for the next two years, authorizes the commissioner of education to make an annual, instead of biennial, determination as to whether each Vermont school is meeting quality standards and to implement certain consequences for low performing schools after two years instead of four years; stipulates that for the next school year, a homeless child may be educated in the school of origin despite Vermont law that stipulates that a homeless child shall be educated where the child is living; and establishes a committee to oversee implementation of the federal No Child Left Behind Act. http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2004/acts/ACT064.HTM The general assembly finds that: the No Child Left Behind Act of 2001(NCLB), has the potential to dramatically change the way education services are provided in Vermont; (2) Implementation of NCLB could have a major impact on the revenues of the state and the cost of education to Vermont taxpayers. NCLB provides the state of Vermont with over $50 million in federal funds for fiscal year 2004, most of which is the consolidation of past federal aid programs. It is unclear whether federal funds will be enough to implement the provisions of the Act with some estimates indicating the potential for large unfunded mandates at both the state and local levels; and (3) Without legislative oversight, virtually all decisions regarding how the act will be implemented could be made by the state board of education as it is the agency charged with working with the federal government to align Vermont's education system with provisions of federal law. Therefore, it is the intent of the general assembly to establish a no child left behind oversight committee for the purpose of:
(1) reviewing any NCLB–related request for proposal process. It is the intent of the general assembly that the department of education shall consider approaching other states prior to issuing an NCLB–related request for proposal to determine if a joint contract would be more cost effective; (2) receiving notification of any NCLB–related contract, grant agreement, amended contract, or amended grant agreement of greater than $10,000.00 prior to awarding any funds under the contract or grant agreement; (3) developing a process for reviewing significant state board or commissioner of education decisions regarding implementation of NCLB; (4) reviewing information about technical assistance that the department of education is providing to Vermont schools and school districts regarding implementation of NCLB; (5) proposing recommendations to the state board and commissioner of education and the legislature about any future decisions regarding implementation of NCLB; (6) by December 15, 2003, proposing recommendations to the senate and house committees on education and appropriations to ensure that neither the state nor local school districts will incur costs to implement NCLB other than those funded by the federal government; and (7) receiving reports from the commissioner of education on his or her best estimate of the costs of implementing NCLB at the state level in January of 2004 and 2005.
Title: S.B. 185
Source: http://www.leg.state.vt.us/docs
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| DE | Signed into law 05/2003 | P-12 | Requires the State Department of Education to issue Delaware Public Education Profiles for all public schools, including charter schools and vocational-technical school districts, on or before August 1 of each year. The purpose of the profiles is to report on the state of the public education system and the progress toward achieving educational goals established by the State Legislature, the State and the federal ESEA Act of 2001. The Department is to develop a performance-based system of rewards and sanctions for schools and school districts. http://www.legis.state.de.us/Legislature.nsf/fsLIS?openframeset&Frame=Main&Src=/LIS/LIS142.NSF/Home!Openform
Title: S.B. 76
Source: Delaware Legislative Web site
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| OK | Signed into law 05/2003 | P-12 | Requires the state board to develop and implement in accordance with the Elementary and Secondary Education Act of 2001 (ESEA), P.L. No. 107-110, also known as the No Child Left Behind Act of 2001, an accountability system as provided for in 20 U.S.C., 6311 and any related federal regulations. The accountability system shall be implemented beginning with the 2002-2003 school year and shall be based on the Academic Performance Index data as established pursuant to Section 3-150 of this title and as modified to meet the mandates of the ESEA. 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 (Accountability Component)
Source: http://www.lsb.state.ok.us
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| 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
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| CO | Signed into law 04/2003 | P-12 | Concerns requirements related to student transfers; districts should consider adopting policies that give transfer enrollment priority to a student with unsatisfactory proficiency ratings attending a school rated unsatisfactory. http://www.leg.state.co.us/2003a/pubhome.nsf
Title: H.B. 1087
Source: State legislative web site
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| OK | Signed into law 04/2003 | P-12 | Exempts certain schools maintained in state reformatories from certain provisions relating to class size limitations; prohibits state board from assessing certain penalties or sanctions on certain schools that could result in denial of accrediation. http://www2.lsb.state.ok.us/2003-04SB/sb495_enr.rtf
Title: S.B. 495
Source: StateNet
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| WA | Rule Adoption 04/2003 | P-12 | Establishes rules concerning performance improvement goals, specifying providing school districts and schools with minimum performance improvement goals and aligning these goals with goals required under the federal No Child Left Behind Act. WASHINGTON REG 21328 (SN)
Title: WAC 3-20-100, -200, -300
Source: StateNet
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| CO | Signed into law 03/2003 | P-12 | Concerns modifications for notifying schools districts of unsatisfactory schools. Concerns deadlines for charter school proposals. http://www.leg.state.co.us/2003a/pubhome.nsf
Title: S.B. 137
Source: State legislative web site
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| NM | Signed into law 03/2003 | P-12 | Amends Sections 22-2-6 and Section 22-2-14 to allow the state department to take over the control and management of a public schools or district that has failed to meet requirements of law or state board rules and standards. The state board may suspend a board, local superintendent or principal that has notice of disapproval and fails to comply with procedures. Sets other conditions of suspension and appeal, etc. Also allows the department to issue a state identification number for each public school student for use in the accountability data system. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico State Legislature
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| NM | Signed into law 03/2003 | P-12 | Outlines procedures and timelines for schools that have failed to make adequate yearly progress for two consecutive years (ranked as a school that needs improvement). These schools must develop an improvement plan with documentation of performance measures in which it failed to make AYP; (2) measurable objectives to indicate the action that will be taken to address failed measures; (3) benchmarks to be used to indicate progress in meeting academic content and performance standards; (4) an estimate of the time and the resources needed to achieve each objective in the improvement plan; (5) the support services that shall be provided to students and applications for federal and state funds; and (6) any other information the public school that needs improvement, the local superintendent, the local school board or the department deems necessary. May apply to the department for financial assistance. Must provide transportation or pay the cost of transportation for students who choose to enroll in a higher ranked school. After 3 consecutive years, the school must provide supplemental services, including after-school programs, tutoring and summer services, within available funds. Requires the state board to adopt rules that govern the priority for studnets for who supplemental services are provided and for whom transportation costs are paid. After 4 consecutive years, the school is subject to corrective action and the district must do one of the following (1) replace staff as allowed by law; (2) implement a new curriculum; (3) decrease management authority of the public school; (4) appoint an outside expert to advise the
public school; (5) extend the school day or year; or (6) change the public school's internal organizational structure. If a public school fails to make adequate yearly progress for 5 consecutive years, the district must take one or more of the following actions: (1) reopen as a charter school; 2) replace all or most of the staff as allowed by law; (3) turn over the management of the public school to the department; or
(4) make other governance changes. Prohibits entering into management contracts with private entities.Section 22-2A-10 establishes a "Schools in Need of Improvement Fund" in the state treasury. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico State Legislature
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| SD | Signed into law 03/2003 | P-12 | Establishes a single, statewide state accountability system. The system is required to hold public schools and public school districts accountable for the academic achievement of their students and must ensure that all public schools and all public school districts make adequate yearly progress in continuously and substantially improving the academic achievement of their students. The system is to be based on reading and math standards, set the additional academic indicator for the public K-8 elementary schools as the annual rate of student attendance and the additional academic indicator for public 9-12 high schools shall be the annual rate of graduation. The timeline for adequate yearly progress must ensure that no later than the 2013-2014 school year, all students meet or exceed the state's proficient level of academic achievement as measured by the state's assessments. Sets annual measurable objectives in both reading and mathematics. Requires annual progress of sub-groups of students, using annual assessment data and data from one additional academic indicator. The school's progress in mathematics and reading shall be compared separately to the state's annual objectives for adequate yearly progress in mathematics and reading. Requires the system to include consequences for schools and districts in the form of sanctions, rewards, and recognition. Delegates details to the state board. http://legis.state.sd.us/sessions/2003/bills/SB40enr.pdf
Title: S.B. 40
Source: http://legis.state.sd.us
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| OH | Adopted 01/2003 | P-12 | Board adopted the design for a statewide school building and school district accountability system, which is officially entitled "Ohio's Proposal for a Unitary Accountability System." The measure puts the board on track to fulfill the requirements of the "No Child Left Behind Act of 2001," which requires states to have "a single statewide State accountability system that will be effective in ensuring that all local educational agencies, public elementary schools, and public secondary schools make adequate yearly progress…" A copy of the accountability plan as adopted by the state board is available on the Ohio Department of Education's web page at the following address: www.ode.state.oh.us/Accountability/default.asp
Title: Resolution
Source: http://www.ode.state.oh.us/board/meetings/january03/minutes.asp
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| No Child Left Behind--Finance |
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| No Child Left Behind--Parent Involvement |
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| 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 |
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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 Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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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--Compensation |
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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 Online Instruction |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Students--Disabled |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Transfer/Articulation |
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| 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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