 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--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 |
| |
| MI | Signed into law 08/2003 | P-12 | Sec. 19. (1) A district shall comply with any requirements of sections 1204a, 1277, 1278, and 1280 of the revised school code, MCL 380.1204a, 380.1277, 380.1278, and 380.1280, commonly referred to as "public act 25 of 1990" that are not also
required by the no child left behind act of 2001, Public Law 107-110, 115 Stat. 1425, as determined by the department.
(2) Each district and intermediate district shall provide to the department, in a form and manner prescribed by the
department, information necessary for the development of an annual progress report on the required implementation
of sections 1204a, 1277, 1278, and 1280 of the revised school code, MCL 380.1204a, 380.1277, 380.1278, and 380.1280,
commonly referred to as "public act 25 of 1990".
[1204a: Annual education report for district, prerequisite for accreditation; enrollment of high school students in postsecondary courses
1277: School improvement plan; criteria for evaluation; intermediate school district plan; review and report
1278: Core academic curriculum content standards; recommended model; curriculum for special education students; special assistance in reading; nonessential elective courses
1280: Accreditation of public schools; full building-level evaluation standards; summary accreditation standards; interim status; review of school performances; technical assistance; failure to meet standards; report to legislature]
(3) A district or intermediate district shall comply with all applicable reporting requirements specified in state and
federal law. Data provided to the center, in a form and manner prescribed by the center, shall be aggregated and
disaggregated as required by state and federal law.
(4) Each district shall furnish to the center not later than 7 weeks after the pupil membership count day, in a manner
prescribed by the center, the information necessary for the preparation of the district and high school graduation report. The center shall calculate an annual graduation and pupil dropout rate for each high school, each district, and
this state, in compliance with nationally recognized standards for these calculations. The center shall report all
graduation and dropout rates to the senate and house education committees and appropriations committees, the state
budget director, and the department not later than June 1 of each year.
(5) A district shall furnish to the center, in a manner prescribed by the center, information related to educational
personnel as necessary for reporting required by state and federal law.
(6) If a district or intermediate district fails to meet the requirements of subsection (2), (3), (4), or (5), the
department shall withhold 5% of the total funds for which the district or intermediate district qualifies under this act
until the district or intermediate district complies with all of those subsections. If the district or intermediate district
does not comply with all of those subsections by the end of the fiscal year, the department shall place the amount
withheld in an escrow account until the district or intermediate district complies with all of those subsections.
(7) If a school in a district is not accredited under section 1280 of the revised school code, MCL 380.1280, or is not
making satisfactory progress toward meeting the standards for that accreditation, the department shall withhold 5% of
the total funds for which the district qualifies under this act that are attributable to pupils attending that school. The
department shall place the amount withheld from a district under this subsection in an escrow account and shall not
release the funds to the district until the district submits to the department a plan for achieving accreditation for each
of the district's schools that are not accredited under section 1280 of the revised school code, MCL 380.1280, or are not
making satisfactory progress toward meeting the standards for that accreditation.
(8) Before publishing a list of schools or districts determined to have failed to make adequate yearly progress as
required by the federal no child left behind act of 2001, Public Law 107-110, 115 Stat. 1425, the department shall allow
a school or district to appeal that determination. The department shall consider and act upon the appeal within 30 days
after it is submitted and shall not publish the list until after all appeals have been considered and decided.
http://www.michiganlegislature.org/documents/2003-2004/billenrolled/house/pdf/2003-HNB-4401.pdf
Title: H.B. 4401 (multiple provisions)
Source: www.michiganlegislature.org
| |
| OH | Signed into law 08/2003 | P-12 | Requires, by July 1, 2005 and not later than July 1, 2007, the implementation of a value-added progress dimension for districts and buildings, and the integration of that dimension into the report cards and performance ratings. Requires the state board to adopt rules. Requires assessment data to be disaggregated by age group, race/ethnicity, gender, performance of those who have been enrolled in a district or school for 3 or more years, performance of those enrolled in a district or school for one year or less, economically disadvantaged, those enrolled in a conversion community school (charter school), limited proficient, disabilities and migrant. Reports must include information pertaining to any change from the previous year on any performance indicator and a list of additional iformation collected by the department that is available for the district or building for which the report card is issued. When available, this must include mobility data disaggregated by race and socioeconomic status, college enrollment data, and data from other required reports. The minimum number for reporting subgroup information is 10. Annual reports must include the performance index score of the district or building, whether it has made adequate yearly progress, and whether it is excellent, effective, needs continuous improvement, is under academic watch, or is in a state of academic emergency. In calculating the rates of achievement on the performance indicators and the performance index scores for each a school performance report, the department must exclude all students with disabilities. Requires the inclusion of the percentage of "highly qualified" teachers on the report cards. Reports may include additional education and fiscal data.
Title: H.B. 3--Sec. 3302-021
Source: www.legislature.state.oh.us
| |
| NH | Became law without governor's signature 07/2003 | P-12 | States that a comprehensive, statewide educational accountability system should include reporting on pupil performance at the school, school district, and state levels. Not later than December 1, 2003, and annually thereafter, the department must issue a public report on the condition of education statewide and on a district-by-district and school-by-school basis. This report shall be entitled "New Hampshire School District Profiles" and shall be made available at every school administrative unit for public review. It must include demographic and pupil performance data on (a) Attendance rates. (b) Annual and cumulative drop-out rates of high school pupils and annual drop-out rates for pupils in grades 7 and 8. (c) School environment indicators, such as safe-schools data. (d) Number and percentage of graduating pupils going on to post-secondary education, military service, and advanced placement participation. (e) Performance on state tests administered pursuant to RSA 193-C and other standardized tests administered at local option. (f) Expulsion and suspension rates, including in-school and out-of-school suspensions, which shall be reported for each school year. (g) Number and percentage of classes taught by highly qualified teachers. (h) Teacher and administrative turnover rates at the school and district levels. and other relevant statistics as determined by the department of education. Comparisons with state averages are to be provided for all data reported. Comparisons of each district and school to itself based on its own statewide improvement and assessment performance for the prior school year and its most recent 3-year rolling averages are to be provided. Statewide rankings of each district and school are to be provided, including a statewide ranking of each school and school district based on the percentage increase of improvement as compared with the same school district's performance in the previous year. The report must be organized and presented in a manner that is easily understood by the public and that assists each school district with the identification of trends, strengths, and weaknesses and the development of its local school education improvement plan. http://gencourt.state.nh.us/legislation/2003/hb0139.html
Title: H.B. 139 (193-E:3, III)
Source: http://gencourt.state.nh.us
| |
| NY | Adopted 07/2003 | P-12 | Establishes rules to establish criteria and procedures to ensure State and local educational agency compliance with the provisions of the Federal No Child Left Behind Act of 2001 relating to public reporting requirements. NEW YORK REG 15899 (SN) The proposed amendment to section 100.2(m) establishes criteria and procedures to ensure compliance with the public reporting requirements of the NCLB, including the issuance of the New York State Report Card and local report card requirements. Each board of education shall make its report card available by appending it to copies of the proposed budget, making it available for distribution at the annual meeting, transmitting it to local newspapers of general circulation and making it available to parents. In accordance with the district's plan for school-based management and shared decision making, each board of education shall initiate measures designed to improve student achievement on the State learning standards. In a district in which a school performs below the benchmark established by the Commissioner, a local assistance plan shall be developed that specifies the actions to be taken to raise student results above such benchmark. A district may incorporate the elements of such plan into a comprehensive district education plan in lieu of a separate local assistance plan. The local assistance plan shall annually be made widely available through public means according to a timeline established by the Commissioner.
The proposed amendment to section 100.2(bb) establishes criteria and procedures relating to school district data reporting to ensure compliance with the NCLB. Each school district shall submit electronic records to the Department for each student enrolled in a public school in the district or placed out of the district for educational services by the district Committee on Special Education, including information relating to student demographic data, services provided, performance on State assessments, credentials awarded, and documentation of transfers and dropouts for secondary level students, and such other information as the Commissioner may require. The district files on record in the Department will be used for public reporting and for determining school/district accountability. The proposed amendment to section 119.3 establishes criteria and procedures relating to data and reporting requirements for charter schools to ensure compliance with the NCLB. The charter school files on record in the Department will be used for public reporting and for determining school accountability. http://www.regents.nysed.gov/July2003/0703brca2.htm
Title: Section 100.2(m) of Title 8 NYCRR
Source: http://www.regents.nysed.gov
| |
| NY | Adopted 07/2003 | P-12 | Establishes rules to establish criteria and procedures relating to school district data reporting to ensure State and local educational agency compliance with the provisions of the Federal No Child Left Behind Act of 2001 relating to public reporting requirements. NEW YORK REG 15900 (SN) http://www.regents.nysed.gov/July2003/0703brca2.htm
Title: 8 NYCRR Section 100.2(bb)
Source: http://www.regents.nysed.gov
| |
| UT | Rule Adoption 07/2003 | P-12 | Amends rules to provide specific standards, deadlines, and procedures for school districts and the State Office of Education to fulfill their respective responsibilities for the collection and reporting of nonassessment data essential to both school accountability and allocation of state funds to districts. UTAH REG 26189 (SN)
Title: R277-484
Source: StateNet
| |
| DE | Rule Adoption 06/2003 | P-12 | Establishes rules due to changes in state and federal statutes concerning school, district and state accountability for student performance; continues the mandates for the development of profiles for schools districts and the state; includes the information that must appear in each type of profile; defines when and how the profiles will be published. http://www.state.de.us/research/AdminCode/Education/Education%20Administrative%20Code%20-%20100%20Accountability.htm#P4_57
Title: 14 DAC 104
Source: Delaware State Web site
| |
| MD | Rule Adoption 06/2003 | P-12 | A. The State Board and the State Superintendent of Schools shall annually review the progress of each local school system to determine if the school system is making AYP in reading and in mathematics and shall publicize the results of the review to each local school system, teachers, staff, and the community and include statistically sound disaggregated results.
B. The State Board, upon the recommendation of the State Superintendent of Schools, may make monetary or nonmonetary rewards to schools, school systems, or both, that significantly close the achievement gap between subgroups or exceed their AYP in reading or in mathematics for 2 or more consecutive years and designate certain schools as distinguished schools that have made the greatest gains in closing the achievement gap or exceeding AYP.
Title: COMAR 13A.01.04.09
Source: Westlaw
| |
| MD | Rule Adoption 06/2003 | P-12 | A. Maryland School Performance Report.
(1) Annually before the beginning of the school year, the Department shall publish the Maryland School Performance Report for the State, school systems, and schools.
(2) Annually, each local school system shall publish the Maryland School Performance Report for the school system, schools, and students.
B. Contents of Report.
(1) Each report shall include student performance data, school performance data, and supporting information, and shall be available in multiple formats.
(2) Student performance data shall be reported with percentages in both summary form and disaggregated by race, ethnicity, gender, disability status, migrant status, English proficiency, and status as economically disadvantaged.
(3) Data from a public school student attending for less than a full academic year an alternative education program or school operated by a local school system, a juvenile institution, a public charter school, a nonpublic school, the Maryland School for the Deaf, or the Maryland School for the Blind shall be included in the performance report of the local school system in which the student was last enrolled.
(4) Data from a public school student attending for a full academic year an alternative education program or school operated by a local school system, a juvenile institution, a public charter school, a nonpublic school, the Maryland School for the Deaf, or the Maryland School for the Blind shall be included in the performance report of the alternative school attended by the student and in the performance report of the local school system in which the student was last enrolled.
Title: COMAR 13A.01.04.06
Source: Westlaw
| |
| MD | Rule Adoption 06/2003 | P-12 | A. Student Performance Areas. The following data-based areas shall be measured by the standards in Regulation .05 of this chapter and reported annually as provided in Regulation .06 of this chapter to assess school and student performance:
(1) Maryland School Assessment results in reading and mathematics and Maryland High School Assessment results in geometry;
(2) Average daily attendance rate of students in grades 1-12; and
(3) Yearly high school graduation rate.
B. Supporting Information. The following data-based areas shall be reported to provide contextual information, but may not be measured by standards:
(1) Students enrolled in grades Prekindergarten-2, including ungraded and preschool special education;
(2) Student mobility-entrants and withdrawals;
(3) Yearly dropout rate of students in grades 9-12;
(4) Norm-referenced test scores in reading and mathematics in grades 3-10;
(5) Maryland High School Assessment test scores in English I, algebra/data analysis, biology, and government;
(6) Maryland Functional Test Scores in reading, mathematics, and writing;
(7) Students participating in highly rigorous courses such as advanced placement, International Baccalaureate, and honors courses;
(8) The rate of students receiving services in special education, limited- English proficiency, Title 1, and free and reduced price meals;
(9) Wealth per pupil;
(10) Per pupil expenditure;
(11) Instructional staff, professional support staff, and instructional assistants per 1,000 students;
(12) Length of the school year;
(13) Length of the school day;
(14) The number of documented decisions of grade 12 students:
(a) Expecting acceptance at a 4-year college, a 2-year college, or a specialized school; or
(b) Planning to accept employment related to preparation, employment unrelated to preparation, or the military;
(15) A description of opportunities for gifted and talented students;
(16) High school completion of University System of Maryland course requirements for admission, career and technology education program requirements, or four of the following six performance indicators:
(a) Two or more credits in foreign language with a grade of B or better;
(b) Two or more credits of approved advanced technology with a grade of B or better;
(c) Mathematics courses beyond algebra II and geometry with a grade of B or better;
(d) Four credits of science with a grade of B or better;
(e) Score of 1,000 or higher on SAT-1, or 20 or higher on ACT, or both; and
(f) A cumulative grade point average of 3.0 or higher on a 4.0 scale;
(17) The number of students with disabilities who receive the Maryland High School Certificate;
(18) The number of candidates who successfully complete the General Educational Development (GED) Tests;
(19) The percentage of :
(a) Teachers holding professional certificates;
(b) Highly qualified teachers;
(c) Teachers with conditional credentials; and
(d) Classes in the State not taught by highly qualified teachers, in the aggregate and disaggregated by high-poverty compared to low-poverty schools; and
(20) The number of teachers participating in high quality professional development.
Title: COMAR 13A.01.04.04
Source: Westlaw
| |
| NV | Signed into law 06/2003 | P-12 | The Legislative Committee on Education is authorized to review state board regulations adopted pursuant to the bill. School districts are required to develop plans by which parents will receive student test scores in a timely manner; and the Nevada Department of Education is required to prepare information to help parents, educators, and others understand various provisions of the federal No Child Left Behind Act. (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
| |
| NV | Signed into law 06/2003 | P-12 | Senate Bill 1 also revises provisions governing accountability and reporting requirements, in accordance with implementing spring testing for all statewide achievement tests in grades 3 through 8. Until the 2005-2006 school year, the state will use the combination of standards-based criterion referenced tests (CRTs) and norm referenced tests (NRTs) that are currently in place. Beginning in the 2005-2006 school year, grades 3 through 8 will utilize CRTs, and the NRTs will be permanently shifted to spring administrations in grades 4, 7, and 10. Reporting dates and related accountability deadlines also are changed to accommodate spring administrations. Additional accountability reporting elements for all schools and districts will include the percentage of paraprofessionals who are not qualified as defined within the federal law. (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
| |
| CO | Vetoed 05/2003 | P-12 | Eliminates the requirement that the department of education print and provide to each public school a specified number of school accountability reports; eliminates the requirement that a public school distribute copies of its school accountability report to every parent or legal guardian of a student at the school.
http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/EBCBEFA2DAA42A9987256CE600679E28?Open&file=275_enr.pdf
Title: S.B. 275
Source: Colorado Legislative Web site
| |
| 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
| |
| MN | Signed into law 05/2003 | P-12 | Requires the state commissioner of education to use objective criteria based on student performance levels to identify four to six designations for high- to low-performing schools. Performance criteria must take into account at least student academic performance, school safety, and staff characteristics, with a value-added growth component added by the 2006-07 school year. Requires the commissioner to develop, annually update and post on the department Web site school performance report cards. Requires a school's designation to be clearly stated on each school performance report card. Requires the commissioner to make available the first school designations and school performance report cards by November 2003, and during the beginning of each school year thereafter. Allows a school or district to appeal in writing a designation under this section to the commissioner within 30 days of receiving the designation. The commissioner's decision to uphold or deny an appeal is final. Specifies that these provisions apply to the 2005-2006 school year and later.
See Section 9: 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.u
| |
| 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
| |
| CO | Signed into law 04/2003 | P-12 | Concerns the schedule by which the Department of Education releases school accountability reports; deletes the requirement that the department wait to update its website to include reports until after the department transmits the reports for printing. http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/B43F5B5F6581B53187256CA2006BBA60?Open&file=117_enr.pdf
Title: S.B. 117
Source: Colorado Legislative Web site
| |
| IN | Signed into law 04/2003 | P-12 | Changes the required publication date and some components of school corporation annual performance reports. Provides for reports to be made available on the Internet. Requires school corporations to provide free copies of reports upon request. Removes language concerning the performance based accreditation program. Provides a method for calculating the graduation rate for high school students. http://www.in.gov/serv/lsa_billinfo?year=2003&session=1&request=getBill&docno=1120#latest_info
Title: H.B. 1120
Source: StateNet
| |
| NM | Signed into law 03/2003 | P-12 | Requires school districts to track graduation rates for high school in the district.
Title: S.B. 394
Source: StateNet
| |
| NM | Signed into law 03/2003 | P-12 | Adds a new section (22-2A-11). Requires state board to adopt the format for reporting student scores to parents. If the state board has adopted a state improving schools program, the annual report must include the results of that program for each public school. Local boards may establish additional indicators, but each report must include results of a parent survey and be publicly disseminated. Stipulates questions that must be included. District reports must be published no later than November 15 and must include names of local board members who failed to attend annual mandatory training. Also must include expenditures information. Requires the state department to create an accountability data system, provide resources to train district personnel and annually report to the legislature on districts using performance-based budgeting. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico Legislature
| |
| 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 |
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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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