 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
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| Accountability--Sanctions/Interventions--Takeovers |
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| Accountability--School Improvement |
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| Adult Basic Education |
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| Assessment |
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| Assessment--Accommodations |
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| Assessment--End-of-Course |
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| Assessment--Formative/Interim |
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| Assessment--High Stakes/Competency |
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| Assessment--NAEP (NAEP Results and NAEP Organization) |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Business Involvement |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Choice of Schools--Charter Schools |
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| 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 |
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| 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 |
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| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--International Education |
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| Curriculum--Language Arts--Writing/Spelling |
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| Curriculum--Mathematics |
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| Curriculum--Multicultural |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
| |
| Demographics |
| |
| Demographics--Enrollments |
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| Desegregation |
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| Economic/Workforce Development |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Equity |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Litigation |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Performance Funding |
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| Finance--Private Giving |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| Health--Teen Pregnancy |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Dual/Concurrent Enrollment |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Instructional Approaches--Homework/Study Skills |
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| Integrated Services/Full-Service Schools |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Recruitment and Retention |
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| Leadership--Principal/School Leadership--Tenure |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--African American |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| Minority/Diversity Issues--Hispanic |
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| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| No Child Left Behind--Report Cards |
| |
 | No Child Left Behind--School Support |
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| IL | Amendatory veto by Governor - Bill Dead 11/2003 | P-12 | Amends the School Code. Requires the State Board of Education to implement and administer a student achievement improvement grant program to provide 2- year grants to school districts on the academic watch list and other school districts that have the lowest achieving students. Requires a school district to establish an accountability program in order to receive a grant. Requires a grant to be automatically renewed when achievement goals are met. http://www.legis.state.il.us/legislation/fulltext.asp?DocName=&SessionId=3&GA=93&DocTypeId=SB&DocNum=207
Title: S.B. 207
Source: Illinois Legislative Web site
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| CA | Signed into law 09/2003 | P-12 | Amends the Immediate Intervention/Underperforming Schools Program (IIUSP) to specify timelines for entering into a contract with a school assistance and intervention team and for adopting the team's recommendations. Specifies per pupil allocation of funds and support for teams from NCLB funds or from state funds appropriated for IIUSP program. Amends High Priority School Grant Program for Low Performing Schools to specify participation and funds requirements. http://www.leginfo.ca.gov/pub/bill/asm/ab_1251-1300/ab_1266_bill_20030929_chaptered.html
Title: A.B. 1266 § 9 - 13
Source: California Legislative Web site
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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 | Creates the Ohio Accountability Task Force to study the state's accountability system (to make recommendations, periodically review fees for data analysis and reporting, periodically report to the department and state board, to examine the implementation of the value-added progress dimension and the reporting of performance data. Defines "graduation rate" as the ratio of students receiving a diploma to the number of students who entered ninth grade four years earlier. Students who transfer into the district are added to that calculation. Students who transfer out of the district for reasons other than dropout are subtracted from the calculation. Directs the Legislative Office of Education Oversight to conduct a study of each of the following: the academic achievement gap, (2) the provision of intervention services, (3) the Ohio Graduation Test performance of the Class of 2007, and (4) the progress of meeting the federal requirement of having only "highly qualified" teachers in core subject areas. Eliminates the requirement that certain state board rules be approved by the General Assembly prior to taking effect.
Title: H.B. 3--Section 3302.01
Source: www.legislature.state.oh.us
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| OH | Signed into law 08/2003 | P-12 | Directs the department to establish a system of "intensive, ongoing support" for the improveoment of school districts and buildings. Eliminates the requirement that the department provide the Ohio SchoolNet Commission with an annotated bibliography of successful intervention practices.
Title: H.B. 3 - School Support
Source: Digest of Enactments 2003
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| CA | Signed into law 07/2003 | P-12 | Designates low-performing schools as high-priority schools for purposes of the Academic Performance Index. http://www.leginfo.ca.gov/cgi-bin/postquery?bill_number=ab_96&sess=CUR&house=B&author=bermudez
Title: A.B. 96
Source: California Legislative Web site
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| NC | Signed into law 07/2003 | P-12 | Duty to Assist Schools in Meeting Adequate Yearly Progress. - Requires the state board to:
a. Identify which schools are meeting adequate yearly progress with subgroups as specified in the No Child Left Behind Act of 2001;
b. Study the instructional, administrative, and fiscal practices and policies employed by the schools selected by the state board that are meeting adequate yearly progress specified in the No Child Left Behind Act of 2001; c. Create assistance models for each subgroup based on the practices and policies used in schools that are meeting adequate yearly progress. The schools of education at the constituent institutions of The University of North Carolina, in collaboration with the University of North Carolina Center for School Leadership Development, shall assist the state board in developing these models; and d. Offer technical assistance based on these assistance models to local school administrative units not meeting adequate yearly progress, giving priority to those local school administrative units with high concentrations of schools that are not meeting adequate yearly progress. Requires the state board to determine the number of local school administrative units that can be served effectively in the first two years. This technical assistance must include peer assistance and professional development by teachers, support personnel, and administrators in schools with subgroups that are meeting adequate yearly progress. http://www.ncga.state.nc.us/html2003/bills/AllVersions/House/H797vr.html
Title: H.B. 797
Source: http://www.ncga.state.nc.us
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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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| 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
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| 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
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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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| TN | Signed into law 06/2003 | P-12 |
Under present law, a public school may be placed on notice or probation for failure to make adequate progress in meeting the rules, regulations, and performance standards of the state board of education. If a system or school on notice does not meet the standards for adequate yearly progress by the end of the first year of notice, the system or school may be placed on probation. This bill would allow the two school systems (whether city or county) with the greatest number of schools on notice or probation to establish an inner city educational enhancement pilot project upon advanced approval of the municipality's legislative body. Such project would provide after school programs at all or a significant portion of schools placed on notice or probation. Such project could also consist of before school, Saturday, and summer programs. The programs and services of such project would include, but not be limited, to: (1) Reading skills development and enhancement; (2) Math and science skills development and enhancement; (3) Computer literacy and skills development; (4) Tutoring and homework supervision and assistance; (5) Individual assessment and remedial instruction; (6) Academic mentoring; and (7) Life experiences and enrichment opportunities. Project programs and services would be primarily offered by qualified volunteers who are retired teachers, professors, law enforcement officers, armed forces veterans, or public employees. The municipality would be authorized to offer limited incentive grants to such volunteers. The receipt of such incentive grants would not affect, reduce, or in any way impair the volunteer's status or benefits under a retirement system of any state or local government. The department of education and the office of education accountability would monitor the efficiency and effectiveness of such project. Such entities would also file a joint report of findings and recommendations by January 15, 2004, with each member of the education oversight committee and the education committees of the senate and house. http://www.legislature.state.tn.us/bills/currentga/BILL/HB1665.pdf (H.B. 1665 prior to amendment stipulating two school systems (whether city or county)
Title: H.B. 1665
Source: http://www.legislature.state.tn.us
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| TX | to governor 06/2003 | P-12
Postsec. | Requires state commissioner to develop, in coordination with appropriate representatives of institutions of higher education and school districts: (1) a diagnostic and assistance program for each subject assessed by an assessment instrument; and (2) other academic programs of mutual benefit to school districts and institutions of higher education. Requires the commissioner to seek private funding to make available and maintain on the Internet each diagnostic and assistance program. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM
Title: S.B. 1108 (Section 29.910)
Source: http://www.capitol.state.tx.us
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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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| 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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| 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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